AT for Self-Management for Students with Low Incidence Disabilities

Are there other types of AT that research shows to be useful for students with significant disabilities?  Yes, there is evidence that AT can be effective for self-management and self-prompting. Cullen & Alber-Morgan (2015) Reviewed 36 studies about using technology mediated self-prompting for daily living skills. They found this body of research has demonstrated the positive effects of technology mediated self-prompting for adolescents and adults with disabilities across a range of daily living skills, settings, and types of technology and prompts. The most targeted activities were buying, preparing, and consuming food. Some focused on managing personal finances, managing a household, and buying and caring for clothing.

Other researchers (Davies, Stock, and Wehmeyer, 2002a; Lancioni, O’Reilly, Seedhouse, Furniss, & Cunha, 2000; Lancioni, Vanden Hof, Boelens, Rocha, & Seedhouse, 1998; Lancioni, Van den Hof, et. al., 1999) have looked at a variety of uses of AT for self-management. They found that picture cues presented digitally are more effective than pictures presented manually on cards and that personal computer systems with auditory prompts and text are more effective than traditional written schedule. Mechling, (2007) for digital devices to be useful to self-initiate, self-instruct, self-maintain, and self-monitor one’s behavior and task performance. AT can be very effective as a self-management tool.