Project Title

Using an Electronic Visual Activity Schedule for Students with Severe Disabilities to Independently Complete Life Skills and Increase Communication Skills.

Authors' Affiliations

Authors Section Ashwag Alghamdi Dr. Pamela Mims, Dr. James Fox, and Dr. Lori Marks, Department of Special Education, East Tennessee State University, Johnson City, Tennessee.

Location

Ballroom

Start Date

4-5-2018 8:00 AM

End Date

4-5-2018 12:00 PM

Poster Number

4

Name of Project's Faculty Sponsor

Dr. Mims

Faculty Sponsor's Department

Department of Special Education, East Tennessee State University,

Type

Poster: Competitive

Classification of First Author

Undergraduate Student

Project's Category

Education and Learning

Abstract Text

The question of the quality of life, such as the ability to complete the routine skills independently has been widely debated in the special education field. However, perspectives have not adequately addressed the various outcomes of electronic visual activity schedule via iPad (First Then App) on assisting the individual with severe disabilities completing routine skills independently. This study aims to investigate the effects of using electronic visual activity schedules with special attention to learning routine skills and communication skills for students with severe disabilities. The following questions will be examined during the research period: What is the effect of visual activity schedules via an iPad First Then App, on the percentage of steps completed for routine tasks for students with severe disabilities? 2. What is the level of perceived student engagement when using the app vs. typical instruction? 3. What is the effect of the First Then App on the communication skills when completing daily life skills and school routines? 4. What value do the teacher and students place on the use of an electronic VAS to teach daily life and school routines? The study will take place in a suburban elementary classroom for a student with significant disabilities, and who match the inclusion criteria.The data will be collected via single-subject multiple baselines across skills (ABAB design). Participating student will be asked to complete routine skills without (baseline data) and with (intervention data) the technology-based intervention. The least to most intrusive prompts will be consistent with the First Then the application, and the positive reinforcement will be included to prevent behavioral challenges. A member of the research team will collect the interobserver agreement and procedural fidelity. As a result, the researchers will expect to see the independent variable, the app with systematic instruction, to have an impact on the dependent variable, overall skill acquisition of the targeted life skill and increases in overall communication. Also, We expect to have a functional relation between the independent variable and dependent variable. This paper sheds new light on the rarely acknowledged issue of using electronic visual activity schedules for students with severe disabilities to learn routine skills and communication skills.

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Apr 5th, 8:00 AM Apr 5th, 12:00 PM

Using an Electronic Visual Activity Schedule for Students with Severe Disabilities to Independently Complete Life Skills and Increase Communication Skills.

Ballroom

The question of the quality of life, such as the ability to complete the routine skills independently has been widely debated in the special education field. However, perspectives have not adequately addressed the various outcomes of electronic visual activity schedule via iPad (First Then App) on assisting the individual with severe disabilities completing routine skills independently. This study aims to investigate the effects of using electronic visual activity schedules with special attention to learning routine skills and communication skills for students with severe disabilities. The following questions will be examined during the research period: What is the effect of visual activity schedules via an iPad First Then App, on the percentage of steps completed for routine tasks for students with severe disabilities? 2. What is the level of perceived student engagement when using the app vs. typical instruction? 3. What is the effect of the First Then App on the communication skills when completing daily life skills and school routines? 4. What value do the teacher and students place on the use of an electronic VAS to teach daily life and school routines? The study will take place in a suburban elementary classroom for a student with significant disabilities, and who match the inclusion criteria.The data will be collected via single-subject multiple baselines across skills (ABAB design). Participating student will be asked to complete routine skills without (baseline data) and with (intervention data) the technology-based intervention. The least to most intrusive prompts will be consistent with the First Then the application, and the positive reinforcement will be included to prevent behavioral challenges. A member of the research team will collect the interobserver agreement and procedural fidelity. As a result, the researchers will expect to see the independent variable, the app with systematic instruction, to have an impact on the dependent variable, overall skill acquisition of the targeted life skill and increases in overall communication. Also, We expect to have a functional relation between the independent variable and dependent variable. This paper sheds new light on the rarely acknowledged issue of using electronic visual activity schedules for students with severe disabilities to learn routine skills and communication skills.