304
Views
9
CrossRef citations to date
0
Altmetric
Literature Review

Self-operated auditory prompting systems for individuals with intellectual disability: A meta-analysis of single-subject research

&

References

  • References marked with an asterisk indicate studies included in the meta-analysis.
  • Alberto, P. A., Sharpton, W. R., Briggs, A., & Stright, M. H. (1986). Facilitating task acquisition through the use of a self-operated auditory prompting system. The Journal of the Association for Persons with Severe Handicaps, 11, 85–91. doi: 10.1177/154079698601100201
  • Alberto, P. A., Taber, T. A., & Fredrick, L. D. (1999). Use of self-operated auditory prompts to decrease aberrant behaviors in students with moderate mental retardation. Research in Developmental Disabilities, 20, 429–439. doi: 10.1016/S0891-4222(99)00023-2
  • Bouck, E. C., Satsangi, R., Bartlett, W., & Weng, P. (2012). Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Education and Training in Autism and Developmental Disabilities, 47, 462–474.
  • Bouck, E. C., Satsangi, R., Muhl, A., & Bartlett, W. (2013). Using audio recorders to promote independence in grocery shopping for students with intellectual disability. Journal of Special Education Technology, 28(4), 15–26. doi: 10.1177/016264341302800402
  • Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C., & Ritts, C. (1990). Generalized use of a self-operated audio prompting system. Education and Training in Mental Retardation, 25, 39–50.
  • Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81, 28–44. doi: 10.1177/0014402914532235
  • *Cihak, D., Alberto, P. A., & Fredrick, L. D. (2007). Use of brief functional analysis and intervention evaluation in public settings. Journal of Positive Behavior Interventions, 9, 80–93. doi: 10.1177/10983007070090020501
  • Cullen, J. M., & Alber-Morgan, S. R. (2015). Technology mediated self-prompting of daily living skills for adolescents and adults with disabilities: A review of the literature. Education and Training in Autism and Developmental Disabilities, 50, 43–55.
  • *Davis, G. A., Brady, M. P., Williams, R. E., & Burta, M. (1992). The effect of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation. Education and Training in Mental Retardation, 27, 39–50.
  • Grossi, T. A. (1998). Using a self-operated auditory prompting system to improve the work performance of two employees with severe disabilities. The Journal of the Association for Persons with Severe Handicaps, 23, 149–154. doi: 10.2511/rpsd.23.2.149
  • *Hughes, M. A., Alberto, P. A., & Fredrick, L. L. (2006). Self-operated auditory prompting systems as a function-based intervention in public community settings. Journal of Positive Behavior Interventions, 8, 230–243. doi: 10.1177/10983007060080040501
  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case design technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf
  • *Mays, N. M., & Heflin, L. J. (2011). Increasing independence in self-care tasks for children with autism using self-operated auditory prompts. Research in Autism Spectrum Disorders, 5, 1351–1357. doi: 10.1016/j.rasd.2011.01.017
  • Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269.
  • *Mitchell, R. J., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Teaching vocational skills with a faded auditory prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 35, 415–427.
  • *Montgomery, J., Storey, K., Post, M., & Lemley, J. (2011). The use of auditory prompting systems for increasing independent performance of students with autism in employment training. International Journal of Rehabilitation Research, 34, 330–335. doi: 10.1097/MRR.0b013e32834a8fa8
  • Post, M., Montgomery, J., & Storey, K. (2009). A decision tree for the use of auditory prompting strategies. Journal of Vocational Rehabilitation, 31, 51–54.
  • Post, M., & Storey, K. (2002). Review of using auditory prompting systems with persons who have moderate to severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 37, 317–327.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221–242. doi: 10.1177/01454455980223001
  • Scruggs, T. E., & Mastropieri, M. A. (2013). PND at 25: Past, present, and future trends in summarizing single-subject research. Remedial and Special Education, 34, 9–19. doi: 10.1177/0741932512440730
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33. doi: 10.1177/074193258700800206
  • Steed, S. E., & Lutzker, J. R. (1999). Recorded audio prompts: A strategy to increase independent prevocational task completion in individuals with dual diagnosis. Behavior Modification, 23, 152–168. doi: 10.1177/0145445599231007
  • *Taber, T. A., Alberto, P. A., & Fredrick, L. D. (1998). Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks. Research in Developmental Disabilities, 19, 327–345. doi: 10.1016/S0891-4222(98)00008-0
  • *Taber, T. A., Seltzer, A., Heflin, L. J., & Alberto, P. A. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 159–166. doi: 10.1177/108835769901400305
  • *Taber-Doughty, T. (2005). Considering student choice when selecting instructional strategies: A comparison of three prompting systems. Research in Developmental Disabilities, 26, 411–432. doi: 10.1016/j.ridd.2004.07.006
  • Taber-Doughty, T., Patton, S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1–18. doi: 10.1177/016264340802300101
  • Trask-Tyler, S. A., Grossi, T. A., & Heward, W. L. (1994). Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills. Journal of Behavioral Education, 4, 283–311. doi: 10.1007/BF01531984

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.