Abstract

Money management can increase independence and access to communities for individuals with disabilities. Although research on computer-based instruction for teaching banking skills to students with intellectual disability is established, the use of portable electronic devices (e.g., iPod) has not been evaluated. iPods may be an effective, portable, and socially acceptable method for teaching ATM use to individuals with disabilities. Three college-aged students with moderate intellectual disability (MSD) were taught to use a self-operated Pod cast containing video modeling and auditory prompts presented on an iPod to withdraw money from an ATM. Evaluated using a multiple probe across participants design, a functional relation was demonstrated between the Pod cast via the iPod and students' percentage of correct steps completed on the task analysis. Further, students were able to generalize the skills to a novel setting. Future research, implications for practice, and limitations (e.g., cost and feasibility) are discussed.

Citation

Scott, R., Collins, B., Knight, V. & Kleinert, H. (2013). Teaching Adults with Moderate Intellectual Disability ATM Use via the "iPod". Education and Training in Autism and Developmental Disabilities, 48(2), 190-199. Retrieved August 13, 2024 from https://www.learntechlib.org/p/155964/.

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Keywords

• Accessibility (for Disabled)
• Adult Education
• assistive technology
• Community Based Instruction (Disabilities)
• Financial Services
• Handheld Devices
• Moderate Mental Retardation
• Money Management
• Program Effectiveness
• Task Analysis
• teaching methods
• Transitional Programs
• Young Adults