|COURTNEY DENISE BISHOP (Brock University ), Lisa Whittingham (Brock University), Rebecca Ensor (Brock University ), Tricia Corinne Vause (Brock University), Kimberly Maich (Atlantic Provinces Applied Behaviour Analysis), Priscilla Burnham Riosa (Brock University), Deanna Flagg (Community Living Haldimand)|
Individuals with developmental disabilities are more likely to experience social exclusion as a result of impairments in individual functioning and adaptive living skills, and because of the presence of direct support workers (Hall, 2016). Technology can reduce staff support, increase skill development and improve independence (Owuor et al., 2018). This project introduced iPad or iPhone technology and specialized apps to 12 adults with intellectual disabilities living in a community setting. Target skills associated with improving independence (e.g., employment skills, budgeting and banking) were identified and matched to a specialized app (e.g., Stepbystep, Intellist, Monefy). Chaining and prompting were used to teach the independent use of technology and to fade direct staff supports. Four concurrent multiple-baseline across participants designs were used to track individual progress and to illustrate the effective introduction of technology and apps, as a tool to reduce direct staff support and to increase independence in community settings. Duration data on the amount of support provided and the total task time were collected, and a percentage of direct support was calculated and tracked using multiple probes across participants. Percentage of direct support ranged between 30-100% during baseline and was successfully reduced to 0% upon the introduction of technology.