Steven E. Stock

Enhancing Independent Time-Management Skills of Individuals with Mental Retardation Using a Palmtop Personal Computer

Achieving greater independence for individuals with mental retardation depends upon the acquisition of several key skills, including time-management and scheduling skills. The ability to perform tasks according to a schedule is essential to domains like independent living and employment. The use of a portable schedule prompting system to increase independence and self-regulation in time-management for individuals with mental retardation was examined. Twelve people with mental retardation participated in a comparison of their use of the technology system to perform tasks on a schedule with use of a written schedule. Results demonstrated the utility of a Palmtop computer with schedule prompting software to increase independence in the performance of vocational and daily living tasks by individuals with mental retardation.

Promoting Independent Performance of Transition-Related Tasks Using a Palmtop PC-Based Self-Directed Visual and Auditory Prompting System

This study examined the use of a palmtop computer running a software program by transition-age students with cognitive disabilities to increase independence on vocational and independent living tasks. The purpose of this research was to test the hypotheses that a palmtop computer utilizing a Windows CE platform with touch screen capabilities and programmed with the Visual Assistant program would (a) decrease the need for external prompts from the instructor, (b) increase the number of steps completed in a given task without external prompts, and (c) decrease the duration of time spent on each task for students with intellectual disabilities. Four students from a large suburban school district who were receiving special education services under the category of mental retardation were included in this research. Research was conducted using a multiple-baseline, across-participants design. Baseline, intervention, and follow-up data were collected on vocationally-oriented or life-skill tasks in the students existing educational program. Upon completion of baseline data collection, students were taught to use the palmtop with the Visual Assistant program. In the computer-use condition, students required fewer instructor prompts to complete the tasks and increased the number of steps that they completed independently. The potential benefit of applying technology to support transition-related tasks for students with mental retardation is discussed.

A Palmtop Computer-Based Intelligent Aid for Individuals with Intellectual Disabilities to Increase Independent Decision Making

This study reports the evaluation of a software prompting system operating on a Pocket PC model palmtop computer designed to facilitate decision making for individuals with intellectual disabilities. It was hypothesized that such a system would provide measurable improvement in the ability of individuals with intellectual disabilities to navigate more independently decision points in a task. The results provide evidence demonstrating the utility of Pocket Compass, a portable software system that utilizes intelligent audio and visual cues to help individuals with intellectual disabilities navigate through the cognitive process of making appropriate decisions when completing a vocational task. A total of 40 adults with intellectual disabilities participated in a beta test designed to evaluate the effectiveness of the prototype software system. The results demonstrated that the Pocket Compass approach can successfully be used by individuals with intellectual disabilities in a self-directed manner to increase independence and accuracy on vocational tasks.

Evaluation of Cognitively Accessible Software to Increase Independent Access to Cellphone Technology for People with Intellectual Disability.

BACKGROUND There are over two billion telephones in use worldwide. Yet, for millions of Americans with intellectual disabilities (ID), access to the benefits of cellphone technology is limited because of deficits in literacy, numerical comprehension, the proliferation of features and shrinking size of cellphone hardware and user interfaces. Developments in smart phone technology and PDA-based cellphones provide an opportunity to make the social and safety benefits of cellphones more independently accessible to this population. METHOD This project involved employment of universal design and other specialised software development methods to create a multimedia cellphone interface prototype which was compared with a typical mainstream cellphone in a usability evaluation for individuals with ID. Participants completed a structured set of incoming/outgoing phone tasks using both the experimental and control conditions. Usability measurements included the amount of assistance needed and errors made in completing the cellphone use sequence. RESULTS A total of 22 individuals with ID participated in the research by engaging in a series of incoming and outgoing cellphone calls using both the multimedia cellphone prototype system and a mainstream Nokia 6360 cellphone. Test subjects required significantly less help (P = 0.001) and made significantly fewer errors (P < 0.001) when completing eight calls using the specialised multimedia phone system as compared with the mainstream phone. CONCLUSIONS The statistical evidence of both usability results provide promising evidence of the feasibility of implementing universal design and other specialised software development methodologies for increasing independent access to the benefits of cellphone technologies for students and adults with ID. Issues related to designing cognitively accessible interfaces, study limitations and future directions are discussed.

Family members' reports of the technology use of family members with intellectual and developmental disabilities

BACKGROUND A nationwide survey of family members of people with intellectual and developmental disabilities ranging in age from birth through adulthood was conducted to replicate a similar effort by Wehmeyer and update the knowledge base concerning technology use by people with intellectual and developmental disabilities. METHOD Survey responses provided information about use of technology for mobility, hearing and vision, communication, independent living, and in the area of computer use. In addition, survey items queried the use of electronic and information technology devices such as use of email, mobile telephones and digital cameras. RESULTS Survey results showed that although the use of computers for individuals with intellectual and developmental disabilities is more prevalent, other technology use frequency is much the same as in the late 1990s. However, technology needs did vary among school-age individuals over time. CONCLUSION Implications of results for technology use of people with disabilities are discussed through the lens of frequency of use and needs for individuals with disabilities.

Self-Report Computer-Based Survey of Technology Use by People With Intellectual and Developmental Disabilities

Advancements of technologies in the areas of mobility, hearing and vision, communication, and daily living for people with intellectual and developmental disabilities has the potential to greatly enhance independence and self-determination. Previous research, however, suggests that there is a technological divide with regard to the use of such technologies by people with intellectual and developmental disabilities when compared with the use reported by the general public. To provide current information with regard to technology use by people with intellectual and developmental disabilities by examining the technology needs, use, and barriers to such use experienced by 180 adults with intellectual and developmental disabilities, we used QuestNet, a self-directed computer survey program. Results suggest that although there has been progress in technology acquisition and use by people with intellectual and developmental disabilities, an underutilization of technologies across the population remains.

Examining Individual and Instruction-Related Predictors of the Self-Determination of Students With Disabilities: Multiple Regression Analyses

This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the Arc’s Self-Determination Scale and the student version of the AIR Self-Determination Scale. The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of students’ self-determination than personal predictor variables. In particular, self-efficacy and outcome expectancy scores, student-directed transition planning instruction, and students’ preintervention transition planning knowledge were predictive of higher self-determination scores among students.

Evaluating a GPS-Based Transportation Device to Support Independent Bus Travel by People With Intellectual Disability

We examined the utility of a PDA-based software system with integrated GPS technology for providing location-aware visual and auditory prompts to enable people with intellectual disability to successfully navigate a downtown bus route. Participants using the system were significantly more successful at completing a bus route than were people in a control group, who used a map and verbal directions. Further, when using the GPS-based system, 73% of participants successfully rang the bell and exited the bus at the right stop compared with only 8% of the control group. This finding was observed for individuals attempting to follow a new bus route for the first time and get off the bus at a previously unknown location.

The Efficacy of Technology Use by People with Intellectual Disability: A Single-Subject Design Meta-Analysis

It is generally assumed that when technology is designed with the principles of universal design in mind, people with intellectual disability will also benefit. However, there is no research concerning the degree to which technology use is impacted by the presence or absence of universal design features. To address this and to examine the degree to which people with intellectual disability benefit from technology, we conducted a meta-analysis of single subject design studies that implemented technology with a person with intellectual disability. We found that most of the technology use evaluations with people with intellectual disability have been with a relatively limited number of technology types and do not include universal design features. The need for research on the impact of specific types of universal design features is discussed.

Technology Use and People with Mental Retardation

Publisher Summary This chapter provides a comprehensive examination of the use of technology by people with mental retardation with the intent to provide a framework within which to consider the benefits of technology use by this population. The chapter examines the potential benefit of technology use for people with mental retardation. Technology has the potential to improve the quality of life for people with mental retardation and their families. Indeed, a functional definition of mental retardation provides a compelling role for technology to mitigate the adverse impact of a persons cognitive impairments on school, work, and community functioning. The chapter aims to identify what is known about technology used by people with mental retardation, within a framework that emphasizes cognitive abilities that are important to all people and that must be considered when designing Technology. The chapter provides a limited exploration of user characteristics of people with mental retardation that influences technology use, and technology design features that can address those user characteristics. The chapter concludes with a comprehensive review on the literature pertaining to technology use by people with mental retardation.