iPad® or iPod Touch®: Evaluating Self-Created Electronic Photographic Activity Schedules and Student Preferences

Abstract

Five secondary students with intellectual disability (ID) participated in a withdrawal design (A-B-A-B) study evaluating the effectiveness of a self-created electronic photographic activity schedule (ePAS). After learning to take photos of various activities using an iPod touch® or iPad®, students learned to use the First Then Visual Schedule application to self-manage task directives. The dependent variables included the percentage of tasks independently and correctly completed and the percentage of steps correctly completed when programming the device. Generalization data were collected in a different setting with different tasks and then using a second device. This study replicated Duttlinger, Ayres, Bevill-Davis, and Douglas (2013), which examined using a paper-based PAS. All five students learned to create and use their own ePAS within 7–12 instructional sessions and generalized their skills to a different setting and device. This research supports teaching students self-management skills that not only increase their independence in completing tasks but also decrease their reliance on others to provide self-management supports.

Effects of Using an iPod App to Manage Recreation Tasks

“…The results from this study showed that individuals could independently program the electronic device and select their own exercises, which supports previous researchers who believed that individuals will become more independent if taught to create their own schedule (Douglas & Uphold, 2014;Duttlinger et al, 2013).…”

“…Electronic PAS (ePAS), which provide picture prompts on an electronic device (e.g., iPod touch®, smartphone, tablet computer), have also been shown effective (Cihak, 2011;Cihak, Kessler, & Alberto, 2008;Douglas & Uphold, 2014). As society embraces self-management technology, our efforts to assist students with self-managing tasks should include these technology tools.…”

“…This study systematically replicated Douglas and Uphold (2014) with exercises as the tasks in a postsecondary environment. The specific research questions included the following: (a) Will adults with a DD learn to program an ePAS on an iPod touch® using constant time delay?…”

“…As students get older, they can use smartphones and iPods, although tablets may be best for some individuals due to eye sight or fine motor skills. Ideally, students will select their preferred device to self-manage different tasks (Douglas & Uphold, 2014).…”

Promoting Literacy With Self-Created Grocery Lists on Mobile Devices

“…The findings of this study expanded the literature base in a few ways. First, allowing students to independently use their electronic device is important for promoting daily living skills (Douglas & Uphold, 2014; Kelley, Rivera, & Kellems, 2016; Uphold, Douglas, & Loseke, 2016). For instance, the students in this study learned how to use an iPod touch or an iPad to create grocery lists.…”