Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders.
A picture cue app on an iPhone can flip a failing vocational program to 100 % accuracy for adults with ASD.
01Research in Context
What this study did
Six young adults with autism practiced a 63-step mascot job at a minor-league ballpark. First they got regular behavioral skills training: instruction, modeling, rehearsal, and feedback.
When that was not enough, the trainer added an iPhone app. The app flashed color photos of each step in the right order. Workers checked off steps as they did them.
What they found
Five of the six adults could not finish the job with BST alone. After the iPhone cues were added, all five reached 100 % correct for three days in a row.
One worker already had the job down after BST, so the app was not needed for him. The phone stayed in his pocket.
How this fits with other research
Courtemanche et al. (2021) later showed you can scale BST to 36 trainees at once and still hit 85-100 % fidelity. Turk et al. (2010) proves BST works, but also shows some learners need extra supports even after good training.
Jenkins et al. (2016) found one rehearsal is enough for college students to master functional analysis steps. The 2010 study says one rehearsal is not always enough for adults with ASD learning a 63-step job script.
Hoffmann et al. (2019) used iPad app icons to find reinforcers. Turk et al. (2010) used an iPhone app as a prompt, not a reward. Both papers show Apple devices can slot neatly into ABA programs for adults.
Why it matters
If your client keeps missing steps after solid BST, do not keep drilling. Add a simple picture cue on any phone or tablet. Let the learner scroll through photos of each task. Check off steps as they finish. This one change turned failure into independence for five out of six workers in the study.
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02At a glance
03Original abstract
We evaluated the efficacy of a vocational training program including behavioral skills training, and a "performance cue system" (i.e., a proprietary iPhone application adapted for the study) to teach targeted social-vocational skills to six young adults with an Autism Spectrum Disorder. In two separate studies, participants were employed to assist in the delivery of a fire safety education program. Participants were asked to wear an inflatable firefighter WalkAround® mascot costume and to perform 63 scripted behaviors in coordination with a fire prevention specialist who was the lead program presenter. In Study 1, three participants were initially exposed to established company training procedures comprised of behavioral skills training components to determine whether they met mastery of the skills. If necessary to reach criteria, participants were then exposed to a performance cue system. In Study 2, three additional participants were provided with the performance cue system alone, and then behavioral skills training if required. A single case, multiple-baseline design across subjects was used to evaluate efficacy of each intervention. Results indicate that 5 of 6 participants reached criterion only after introduction of the cue system while the sixth reached criterion with behavioral skills training alone. The program received high satisfaction ratings from participants, their parents, and consumers. Implications and potential use of the PCS in other employment settings are discussed.
Research in developmental disabilities, 2010 · doi:10.1016/j.ridd.2010.07.023