Using Picture-Based Task-Analytic Instruction to Teach Students with Moderate Intellectual Disability to Email Peers without Disabilities

Authors

Victoria K. Benson M.Ed, BCBA, University of North Carolina at Charlotte
Shawnee Y. Wakeman Ph.d., University of North Carolina at Charlotte
Charles L. Wood Ph.D., BCBA-D, University of North Carolina at Charlotte
Reem Muharib Ph.D., BCBA, Texas State University

Abstract

This preliminary study investigated the effects of using picture-based task analyses and an iPad to teach students with intellectual disability how to send and reply to emails. Three middle-school-aged students with intellectual disability as well as three peers without disabilities participated in this investigation. The intervention consisted of two 15-step task analyses: one for sending an email, and the second for replying to an email, least to most prompting, and constant time delay. Results showed students’ improved ability to send and reply to emails on an iPad with the support of picture-based task analyses. Implications for practice and future research are discussed.

Recommended Citation

Benson, Victoria K. M.Ed, BCBA; Wakeman, Shawnee Y. Ph.d.; Wood, Charles L. Ph.D., BCBA-D; and Muharib, Reem Ph.D., BCBA (2021) "Using Picture-Based Task-Analytic Instruction to Teach Students with Moderate Intellectual Disability to Email Peers without Disabilities," The Journal of Special Education Apprenticeship: Vol. 10: No. 1, Article 3.
DOI: https://doi.org/10.58729/2167-3454.1121
Available at: https://scholarworks.lib.csusb.edu/josea/vol10/iss1/3