Keywords

Autism, Community based instruction, Mental retardation, Special education, Technology, Vocational instruction

Abstract

This study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model positively influenced participants' ability to: accurately complete tasks, exercise increased independence during task completion, reduce problematic behavior during task completion, and lower necessary staff prompts during task completion. The use of technology to support individuals with severe disabilities has the potential to increase their level of independence and accuracy of job completion within community-based settings. Five high school students with autism and mental retardation participated in this study, which compared the use of a palm-top computer with a traditional staff model during the completion of eighteen novel job tasks within various departments of a large department store. Five of eight variables subjected to ANOVA and independent t-test analyses demonstrated significance.

Notes

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Graduation Date

2004

Semester

Summer

Advisor

Cross, Lee

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Child, Family, and Community Sciences

Format

application/pdf

Identifier

CFE0000104

URL

http://purl.fcla.edu/fcla/etd/CFE0000104

Language

English

Release Date

August 2004

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Included in

Education Commons

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