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Using Electronic Activity Schedules to Teach Adults with Disabilities to Ask for Assistance When Needed in a Single-Case Research Design

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Title: Using Electronic Activity Schedules to Teach Adults with Disabilities to Ask for Assistance When Needed in a Single-Case Research Design
Language: English
Authors: Stephanie L. Delczeg (ORCID 0009-0001-1106-286X), Dana R. Reinecke (ORCID 0000-0002-9748-0260), Margaret Laskowski (ORCID 0009-0001-4396-2555)
Source: Journal of Positive Behavior Interventions. 2026 28(3):170-181.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Adults, Disabilities, Help Seeking, Tablet Computers, Computer Software, Prompting, Stimuli, Intellectual Disability, Multiple Disabilities, Program Effectiveness, Intervention
Geographic Terms: New York
DOI: 10.1177/10983007251389298
ISSN: 1098-3007
1538-4772
Abstract: Individuals with developmental disabilities sometimes lack functional skills such as asking for help. Sometimes these deficits can extend into the adult years. Although there is an abundance of research on teaching such skills to children, there is a dearth of such research involving adults. Three adult participants diagnosed with disabilities that impaired independent functioning were taught to request help when needed using an electronic activity schedule using a multiple-baseline across participants design conducted in the U.S. state of New York. Each participant was given two electronic activity schedules delivered via PowerPoint on an iPad tablet. The activity schedules were based on tasks that resulted in naturally occurring reinforcers for the participants. While participants independently navigated the activity schedules and completed steps in the activities, they did not request help during steps when materials were unavailable. The addition of interactive prompts to the activity schedules increased help requests from all participants. These prompts consisted of questions with interactive choices for answers that lead to prompts to ask for help as needed. Generalization of asking for help was shown across tasks for one participant, and within tasks for two participants. The implications for continued future research on using electronic activity schedules to present choices for greater independent functioning are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508817
Database: ERIC
FullText Text:
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  Data: Using Electronic Activity Schedules to Teach Adults with Disabilities to Ask for Assistance When Needed in a Single-Case Research Design
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+L%2E+Delczeg%22">Stephanie L. Delczeg</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-1106-286X">0009-0001-1106-286X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dana+R%2E+Reinecke%22">Dana R. Reinecke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9748-0260">0000-0002-9748-0260</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+Laskowski%22">Margaret Laskowski</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4396-2555">0009-0001-4396-2555</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(3):170-181.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Disabilities%22">Multiple Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
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  Data: 10.1177/10983007251389298
– Name: ISSN
  Label: ISSN
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  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Individuals with developmental disabilities sometimes lack functional skills such as asking for help. Sometimes these deficits can extend into the adult years. Although there is an abundance of research on teaching such skills to children, there is a dearth of such research involving adults. Three adult participants diagnosed with disabilities that impaired independent functioning were taught to request help when needed using an electronic activity schedule using a multiple-baseline across participants design conducted in the U.S. state of New York. Each participant was given two electronic activity schedules delivered via PowerPoint on an iPad tablet. The activity schedules were based on tasks that resulted in naturally occurring reinforcers for the participants. While participants independently navigated the activity schedules and completed steps in the activities, they did not request help during steps when materials were unavailable. The addition of interactive prompts to the activity schedules increased help requests from all participants. These prompts consisted of questions with interactive choices for answers that lead to prompts to ask for help as needed. Generalization of asking for help was shown across tasks for one participant, and within tasks for two participants. The implications for continued future research on using electronic activity schedules to present choices for greater independent functioning are discussed.
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        Value: 10.1177/10983007251389298
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 170
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      – SubjectFull: Adults
        Type: general
      – SubjectFull: Disabilities
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      – SubjectFull: Help Seeking
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      – SubjectFull: Tablet Computers
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      – SubjectFull: Prompting
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      – SubjectFull: Stimuli
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Multiple Disabilities
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Intervention
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      – SubjectFull: New York
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      – TitleFull: Using Electronic Activity Schedules to Teach Adults with Disabilities to Ask for Assistance When Needed in a Single-Case Research Design
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              Y: 2026
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