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ERIC Number: EJ1052825
Record Type: Journal
Publication Date: 2015-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-2154-1647
Technology Mediated Self-Prompting of Daily Living Skills for Adolescents and Adults with Disabilities: A Review of the Literature
Cullen, Jennifer M.; Alber-Morgan, Sheila R.
Education and Training in Autism and Developmental Disabilities, v50 n1 p43-55 Mar 2015
Attaining proficiency with daily living skills is necessary for increasing the independent functioning of adolescents and adults with disabilities. Research demonstrates the positive effects of teaching individuals with disabilities to use various technologies to independently self-prompt their daily living tasks. A literature search of technology mediated self-prompting interventions identified 36 experimental research studies. All 36 studies utilized single-subject research designs. Using the What Works Clearinghouse (WWC) criteria for identifying evidence-based practices within a body of single subject research, the authors discuss the extent to which technology mediated self-prompting has been demonstrated to be an evidence-based practice. Technology mediated self-prompting interventions have been found to be effective for improving proficiency with various daily living skills across a range of diverse participants, settings, and technologies. Overall, this body of self-prompting research meets WWC standards to be determined an evidence-based practice. However, several domains of daily living skills were underrepresented in the literature. This review provides an analysis and synthesis of the findings, and a discussion of the limitations, directions for future research, and implications for practice.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A