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• W69388530 abstract "This paper summarizes the results of a review of the empirical literature (1990-2005) focusing on use of assistive technology as a self-management tool for persons with intellectual disabilities. Forty investigations were identified which provided information on assistive technology to assist persons with disabilities to initiate and complete daily tasks. Four areas of research were defined and analyzed through the identified studies: (a) pictorial prompts; (b) tactile prompts; (c) auditory prompts; and (d) computer-aided systems. Research supports assistive technology as an effective tool for providing antecedent prompts that can be self-operated by persons with intellectual disabilities. Implications of the research and suggestions for future research are discussed. Increased independence and the ability to increase a person's ability to respond indepen manage one's own behavior and task perfor- dently without: (a) waiting for another person manee continue to be areas of concern when to tell them what to do (Riffel et al., 2005); working with persons with disabilities. In- and (b) the need to memorize step sequences eluded in these behaviors are abilities to self (Lancioni, Van den Hof, Furniss, O'Reilly, & initiate, self-instruct, self-maintain, and self- Cunha, 1999). Such prompts may further im monitor one's behavior and task performance prove performance, increase fluency of re (Post & Storey, 2002). Student self-manage- sponding (productivity, duration of behav ment strategies provide a means to increase ior), and promote maintenance of skills the independence of persons with disabilities, already acquired. decrease the need for continuous supervision Since Congress outlined guidelines for pro and prompting by others, and free the teacher tiding assistive technology in the Technology to attend to other instruction. While self man- Related Assistance for Individuals with Disabil agement procedures may be in the form of ibes Act of 1988, the use of assistive antecedents or consequences to target behav- technology has been applied across a wide iors (Browder & Shapiro, 1985), the focus of range of settings and activities to meet the this review is the application of self manage- needs of students with varying disabilities ment tools in the form of antecedents to in- (Gregor & Pachuski, 1996). Increased ad fluence behavior. Antecedent self-manage- vancements, awareness, and availability of ma ment strategies may cue or guide a person's terials, equipment, and adaptations make the behavior by using stimuli such as pictures or application of assistive technology an ever audio cues that precede occurrence of a be- evolving field, which includes new inventions, havior (Harchik, Sherman, & Sheldon, 1992). and innovate use of existing tools." @default.
• W69388530 created "2016-06-24" @default.
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• W69388530 date "2007-09-01" @default.
• W69388530 modified "2023-09-23" @default.
• W69388530 title "Assistive Technology as a Self-Management Tool for Prompting Students with Intellectual Disabilities to Initiate and Complete Daily Tasks: A Literature Review" @default.
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