Creating Digital Activity Schedules to Promote Independence and Engagement
- PDF / 2,583,750 Bytes
- 19 Pages / 595.276 x 790.866 pts Page_size
- 83 Downloads / 193 Views
TECHNICAL AND TUTORIALS
Creating Digital Activity Schedules to Promote Independence and Engagement Kassidy S. Reinert 1 & Thomas S. Higbee 1
&
Lyndsay D. Nix 1
# Association for Behavior Analysis International 2020
Abstract Photographic activity schedules have been demonstrated to be effective in helping individuals with autism and other developmental disabilities learn how to complete both simple and complex sequences of activities without prompting from adults. Although the majority of research studies demonstrating the effectiveness of activity schedules have used schedule books composed of static printed pictures attached to physical pages, recently researchers have begun to demonstrate the effectiveness of technology-based activity schedules. In the current article, we provide a task analysis for creating both simple and complex digital activity schedules using Google Slides, a freely available, web-based technology that operates on a variety of digital platforms. We also provide suggestions for how behavior analysts can train parents to use this technology with their children using telehealth procedures. Keywords Parent training . Photographic activity schedules . Technology-based learning
A photographic activity schedule is a set of pictures or words that prompts an individual to engage in a sequence of specific behaviors (McClannahan & Krantz, 1999). Researchers have shown activity schedules to be an effective way to teach individuals with disabilities a variety of skills, including independent completion of work tasks (Carson, Gast, & Ayres, 2008), independent solitary play for children with autism (MacDuff, Krantz, & McClannahan, 1993), and both simple and complex social play for children with autism (Akers, Higbee, Gerencser, & Pellegrino, 2018; Betz, Higbee, & Reagon, 2008; Brodhead, Higbee, Pollard, Akers, & Gerencser, Editor’s Note This manuscript is being published on a highly expedited basis, as part of a series of emergency publications designed to help practitioners of applied behavior analysis take immediate action to adjust to and mitigate the COVID-19 crisis. This article was submitted on April 3, 2020, and received final acceptance on April 6, 2020. The journal would like to especially thank Dr. Thomas Szabo for his expeditious review of the manuscript. The views and strategies suggested by the articles in this series do not represent the positions of the Association for Behavior Analysis International or Springer Nature. * Thomas S. Higbee [email protected] 1
Department of Special Education and Rehabilitation, Utah State University, Logan, UT 84322-2865, USA
2014). These studies demonstrate that activity schedules promote independence, increase learner engagement with appropriate activities, and decrease reliance on prompts. Therefore, these tools are ideally suited for situations, such as the current COVID-19 crisis, where access to direct, professional-led learning may be reduced and clients may be provided with longer periods of “downtime” than under typical circumstances. Activit
Data Loading...
