84 TechTrends November/December 2014 Volume 58, Number 6

Abstract
Te purpose of this study was to investigate
the efectiveness of an iPad to increase work-
related behaviors for one adult with disabilities in
a vocational setting. A multiple baseline across
behaviors single subject research design was
used to determine if an iPad helped to increase
independence in three identifed behaviors,
which included setting up a workstation for
maximum efciency, managing time accurately,
and identifying faces and names of coworkers.
Results indicate that the subject was able to use the
iPad to achieve independence in the work setting,
thus making him less reliant on site staf and his
vocational trainer and making him potentially
employable. Te results of the study prove to
be important because little research has been
conducted on how technological devices such as
the iPad can help individuals with disabilities in
the vocational setting.
Key Words: community-based skills training,
individuals with disabilities, iPad, vocational
behaviors
A
ccording to the Individuals with Disabili-
ties Act (IDEA, 2004), transition services
are a coordinated set of activities that fo-
cus on improving student academic and func-
tional achievement through the development of
a plan that facilitates movement from school to
post-school activities. Tis plan is noted in the
students individualized educational program
(IEP) and ofen is referred to as the transition
plan. Tis section of the IEP provides a frame-
work through which the student and family can
begin to think about post-secondary options
and transition services upon completion of high
school. Te purpose of including the transi-
tion plan within the IEP is to assist students and
families in developing long-range goals, to help
students acclimate to post-school settings and to
help students better reach their full potential for
independence in adulthood. Despite IDEA re-
quirements, simply developing a transition plan
does not ensure student post-school success in
adult education, training, independent living,
community participation, vocational training or
employment (Sabbatino & Macrine, 2007).
Successful transition from school to em-
ployment is the primary goal of education for all
students. Many school systems have developed
school-to-work programs that prepare students
with disabilities for employment by teaching
work-related skills in the community setting
(Davies & Beamish, 2009). Tese programs en-
able students to experience on-the-job training
in places such as restaurants, retail sites, local
businesses, and other vocational settings under
the supervision of school staf. Community-
based instructional training programs enable
educators to prepare students with disabilities
for meaningful careers by teaching the skills
necessary for independent living in the natu-
ral setting (DiPipi, Jitendra, & Kern, 2009). By
working under the guidance of trained profes-
sionals, students develop work ethic, teamwork,
problem-solving strategies and physical stamina.
Furthermore, students learn to interact appro-
priately with coworkers and to display appropri-
ate work behaviors (Hartman, 2009). Educators
work collaboratively with students and parents
to develop appropriate vocational goals and ob-
jectives that are addressed within the IEP for
use as a framework for community instruction.
Teaching vocational skills aligned to IEP goals
and objectives, as well as utilizing information
within students transition plans, allows educa-
tors to teach students the skills that will enable
them to become self-determined and indepen-
dent adults afer completion of high school.
The utilization of an iPad for
increasing work-related
behaviors in adults
with disabilities
By Sarah Jones and Jessical L. Bucholz, University of West Georgia
Volume 58, Number 6 TechTrends November/December 2014 85
Educating students in the development of
independent living should include the use of
technology (Martin, 2006). Research has shown
that students can achieve higher order thinking
skills, academic success, and independence when
technology is efectively utilized both within
and outside of the classroom (Martin, 2006).
Te reauthorization of the Assistive Technology
(AT) Act under IDEA supports the importance
of integration of technology into the learning
environment, as well as the impact of technology
on student achievement. Tis act provides AT
devices to students with disabilities to increase
achievement in academics, independence, leisure,
recreation, vocational skills or other domains
directly related to their IEP. McClanahan,
Williams, Kennedy, and Tate (2012) have found
that technology can have a positive impact on
learning outcomes for students with disabilities.
In addition, they found that it is crucial for
educators to determine how to incorporate
technology within specifc settings to best meet
the individual needs of the learner. Te IEP team
should determine which technological devices
of are of interest and are benefcial in promoting
academic achievement and independence for the
student (McClanahan et al., 2012).
Smith and Okolo (2010) found that students
enjoy using technology and are ofen more
motivated to achieve with electronic devices as
opposed to traditional methods. In addition,
they found that many technological gadgets such
as smart phones or tablets are designed so that
the user can have complete access and control
over the device. Students can take ownership
over electronics such as the iPad, which can be
used as an AT device to increase achievement.
McClanahan et al. (2012) and Murray and Olcese
(2011) demonstrated that the iPad can be useful
in helping students with disabilities because it is
easy to understand, can be used in many types of
environments and will not make the individual
look diferent from peers without disabilities.
Many individuals in society use technological
devices while on the job, thus making the iPad or
iPhone a socially acceptable device. McDougall,
DeWit, King, Miller, and Killip (2004) found
that students with disabilities are ofen viewed
diferently by their peers. Te iPad is a socially
acceptable tool used by millions of people in
a variety of settings (Murray & Olcese, 2011),
thus enabling students with disabilities to utilize
its functions while not appearing diferent from
peers or coworkers.
Currently, there is no research specifcally
investigating the efectiveness of using technology
with students with disabilities for increasing their
independence in vocational settings. Devices
such as the iPad have been successful when applied
in the classroom, however, further exploration is
needed to determine how devices could be utilized
in other settings to increase independence. Te
purpose of this study is to determine if the iPad
would increase work-related behaviors for a
student participating in a community-based
instructional program. Tis study used a multiple
baseline across behaviors single subject research
design to determine if utilizing applications
(apps) and pictures on the iPad would improve
three measurable work behaviors for a student
with a disability, while practicing vocational skills
in the community setting.
Method
Participants and Setting
Todd, a 20-year-old male, was selected
to participate in the study. Todd had been
identifed as having a mild intellectual disability
and autism. Todd was served in an educational
program through a local school system called the
Transition Academy. Te focus of this program
was to provide life skills and vocational training
to young adults who have completed all academic
courses and have passed required statewide tests.
According to IDEA, students may receive special
education services in the public school system
until they are age 22. Te Transition Academy
program allows young adults with disabilities
who are still enrolled in the public school system
to acquire vocational skills through on-the-job
training at local restaurants, retail sites, assisted
living homes and public libraries through the
support of school staf.
Todd was a frst-year student in the Transition
Academy Program. Todd came to the Transition
Academy from a self-contained class for students
with mild intellectual disabilities. Todds reading
and math skills were at the elementary level. A
psychological report indicated that Todd received
a Composite Intelligence Index score of <40 on the
Reynolds Intellectual Assessment Scale (Reynolds
& Kamphaus, 2003). Te Reynolds Intellectual
Assessment Scale (RIAS) combines verbal and
nonverbal measurements to determine how well
an individual is able to understand language
and problem solving strategies. Te score Todd
received on the RIAS implies that his overall
cognitive ability is within the mentally defcient
range and that Todd functions well below his
same-age peers in processing and problem solving.
Todd was also identifed as having autism and
displayed characteristics common to individuals
on the autism spectrum, such as limited social
interactions with others, inability to manage
time, lack of organizational skills, inability to
86 TechTrends November/December 2014 Volume 58, Number 6
problem solve independently and being unable to
appropriately and consistently control impulses
(Cartledge, Gardner & Ford, 2009). Todd was
a very polite young man who had a desire to
work, however, in order to be successful Todd
needed guidance from school staf in learning
appropriate work-related behaviors that aligned
with his IEP goals and objectives.
Te study was conducted in the kitchen and
dining area of a local chain restaurant. Todd went
to work at this community setting for two days a
week as part of the Transition Academy Program.
A certifed staf member from the school system
accompanied Todd to the restaurant to teach
vocational skills and collect data on progress. Te
conditions of the restaurant remained the same
for both the baseline and intervention phase
of the study. Todd portioned butter and rolled
silverware at a server station set up in the back of
the kitchen. All employees performed restaurant
opening and closing duties at this station. Todd
was required to obtain supplies from various areas
in the kitchen such as the dish room, dry storage
and refrigerator in order to perform his duties.
Te third portion of the study was conducted in
the dining room of the restaurant during Todds
lunch break. Todd worked at the restaurant from
10:00 a.m. until 12:40 p.m. and took a 30-minute
break for lunch.
Materials
Materials utilized in this study consisted of a
school-issued iPad with a variety of applications.
Te applications used for the intervention phase
included Lists To Do (Tsopanakis, 2013), Timer+
(Minima Sofware, 2013), and Quickofce
Pro HD (Quickofce Inc., 2012). Based on
classroom observation, student preferences, and
parental input, it was noted that Todd enjoyed
working with electronic devices such as an iPad.
Todd had a personal iPad that he used at home
for recreational purposes and had experience
accessing applications and other accessories on
the device.
Dependent Variable
and Measurement
Todds IEP included three objectives for
vocational behavior: setting up his workstation
for maximum efciency, managing time
accurately using a watch or clock and identifying
faces and names of coworkers. Tis study was
designed to investigate the efectiveness of the
use of the school-issued iPad in helping Todd
increase independence in the three behavioral
objectives. Te data for this study were collected
by two certifed staf trainers on Tuesdays and
Tursdays. One staf member accompanied Todd
at the jobsite on alternating days.
Baseline data were collected on setting up a
workstation for maximum efciency by using
a task analysis to ensure that Todd followed all
steps necessary to set up his area for portioning
butter. A total of fve steps were included in the
task analysis: locating the proper place in the
kitchen where the pans were stored and counting
18 pans, obtaining pans, getting paper to place
on top of the completed pans of butter, locating
portioning cups, and collecting a butter scoop.
Data were collected on the levels of independence
as each step of the task was completed. Te
levels of independence were 1 - being completely
independent; 2 - trainer providing a gesture or
verbal cue; and 3 - consistent or constant verbal
directions from site staf. Todd was not able to
look at the task analysis and was encouraged to
complete the steps as independently as possible.
Todd was given a score of 1, 2, or 3 for each of the
fve steps.
Latency recording was used to collect
baseline data for Todd taking a 30-minute lunch
break. Upon completion of portioning butter,
Todd could order lunch and eat in the dining
room with his trainer. Te starting time of Todds
lunch break varied depending on how quickly he
was able to complete portioning. Todd required
constant reminders to check his watch while
working or eating lunch to ensure that he was only
using the allotted amount of time. Baseline data
were recorded to determine if Todd went over
the 30-minute period and documented as to how
many minutes Todd lapsed over the break time.
Due to the nature of the setting and program,
Todd was provided with a verbal prompt from
the trainer afer 40 minutes had passed. Te
trainer would state I wonder what time it is or
I wonder what we should do next. Todd would
adhere to the verbal prompt, clock back in, clean
up the table from lunch and begin the next task of
rolling silverware.
Todd would ofen greet restaurant employees
or ask for help and he would not address coworkers
by name. Correct name and face identifcation
were selected as an IEP goal for Todd in order
to help him become more independent at the
job site. Baseline data were recorded through
documenting the number of occurrences in
which Todd correctly identifed restaurant staf by
name. Tese data were converted to a percentage
by dividing the number of times he correctly
identifed a coworker by name by the number of
opportunities and multiplying by 100.
Volume 58, Number 6 TechTrends November/December 2014 87
Experimental Design
and Data Collection
A multiple baseline across behaviors single-
subject research design was used to evaluate the
efectiveness of the iPad to improve Todds work-
related behaviors. Tree behavioral objectives
were identifed through Todds IEP, which
included setting up a workstation for maximum
efciency, managing time accurately using a
clock or watch and identifying faces and names
of coworkers.
Baseline. Te study began with the trainer
taking baseline data on all three behaviors. A
stable baseline for setting up a workstation was
established afer three days, baseline data for
managing time were maintained afer seven days,
and baseline data for name and face recognition
were recorded for eleven days.
Procedures
Todd took the iPad to the restaurant on the
days that he worked. Te instructor helped Todd
load two diferent applications on the device,
Lists To Do (Tsopanakis, 2013) and Timer+
(Minima Sofware, 2013). Quickofce Pro HD
(Quickofce Inc., 2012) had previously been
installed on the device. Once the apps were
loaded on the device, Todd was able to access the
functions independently, which provided him
with a sense of ownership and independence in
using the iPad.
Setting Up a Workstation for Maximum
Efciency. During this intervention phase, the
instructor initially showed Todd how to access
the List To Do (Tsopanakis, 2013) application.
Te List To Do (Tsopanakis, 2013) app is a
checklist that the user creates to help mark of
completed tasks. Todds checklist on the List
To Do (Tsopanakis, 2013) app consisted of fve
steps, which included locating pans from the
proper place in the kitchen and counting 18 pans,
obtaining pans, getting paper to place on top of
the completed pans of butter, locating portioning
cups and collecting a butter scoop. Todd checked
each item of on the electronic checklist as he
completed the task.
Managing Time Accurately Using Clock or
Watch. Todd used the Timer+ (Minima Sofware,
2013) app on the iPad to time the 30-minute
allotted interval for a lunch break. Te trainer
demonstrated to Todd how to set the timer on the
device labeled lunch break. Todd would clock
out afer he completed portioning butter and
he would then set his lunch break timer on the
iPad independently. Once the timer was set, he
would order lunch from a restaurant employee,
get his drink, wait until his lunch was prepared,
and eat his lunch. Todd sat with his trainer in the
restaurant dining room during his break. At the
end of 30 minutes, the Timer+ (Minima Sofware,
2013) app would beep, cuing Todd to clean up his
lunch, clock back in, and resume work.
Identifying Faces and Names of Coworkers.
Finally, Todd was taught to use the iPad to help
him correctly identify restaurant employees
by frst name. During a work session Todd
took pictures using the camera on the iPad
with minimal assistance from the trainer.
School staf assisted Todd in creating a 12-slide
PowerPoint presentation using Quickofce Pro
HD (Quickofce Inc., 2012). A picture of a site
employee was on each slide and the employees
name was listed under the picture. Todd would
review the slide show independently prior to
clocking in for work. He did not access the
pictures or slide show while he was working.
Results
Results indicate that the use of an iPad helped
to increase independence at a vocational setting
for Todd in three behavioral domains (see Figure
1 on the next page). Tese domains included
setting up his workstation, time management and
name and face recognition of coworker.
Baseline data for Todds objective of setting
up his workstation for portioning butter at a res-
taurant were collected for three days. Data were
collected on the levels of independence that Todd
displayed as he completed each of the fve steps.
Scores were included a 1 for complete indepen-
dence; a 2 was given if the trainer provided a ges-
ture or verbal cue; and a 3 was given if consistent
or constant verbal direction from site staf was
needed. Te levels of independence were aver-
aged for the fve steps required for Todd to set up
his workstation. Todds overall average on day 1
was 3.0, day 2 was 2.6, and day 3 was 2.75. Tese
three scores were averaged to provide an overall
baseline trend of 2.78. Tis score indicates that
Todd required verbal prompts or gestures in or-
der to be successful in setting up his workstation
for portioning butter. Te intervention phase
allowed Todd to use the Lists To Do (Tsopana-
kis, 2013) app on the iPad, that showed the fve
required steps Todd needed to complete to set
up his workstation for portioning butter. Todd
would check of the steps on the iPad as he com-
pleted each task. Todd received a score of 2.5 on
day 4, 1.4 on days 5 and 6, 1 on day 7, 1.2 on days
8 and 9, 1.4 on day 10, 1 on days 11, 12, and 13, 1.2
on day 14, and 1 on days 15 and 16. Todds over-
all average for the intervention phase was 1.25.
Todds independence in setting up his worksta-
88 TechTrends November/December 2014 Volume 58, Number 6
tion increased
by 1.53, thus
suggesting that
the Lists To Do
( Ts op a na k i s ,
2013) app was a
successful tool
for increasing
Todds indepen-
dence in setting
up his worksta-
tion to portion
butter at a restau-
rant.
Ma n a g i n g
Time Accurately
Using Clock or
Watch. Baseline
data for Todd
managing his
time during his
30-minute lunch
break were col-
lected for 7 days.
On day 1 Todd
went over his
lunch break by 10
minutes, on day 2 by 6 minutes, on day 3 by 10
minutes, on days 4 and 5 by 9 minutes, on day 6
by 5 minutes, and on day 7 by 7 minutes. Todd
went over his lunch break an average of 8 minutes
during the baseline phase of the study. Todd used
the Timer+ (Minima Sofware, 2013) app on the
iPad as an intervention for time management.
Todd would set the timer on the iPad to 30 min-
utes and start the timer at the beginning his lunch
break. With the use of the iPad Todds time de-
creased to zero minutes late from his lunch break.
Identifying Faces and Names of Coworkers.
Baseline data were collected for 11 days for name
and face recognition of coworkers. Data were
collected on the number of occurrences that
Todd correctly identifed restaurant employees
by their frst name, divided by the number of
opportunities to identify a coworker. Todd was
able to correctly identify restaurant employees
an average of 23.6% of all opportunities during
the baseline data collection phase. During the
intervention phase, Todd used a PowerPoint
presentation on Quickofce Pro HD (Quickofce
Inc., 2012) to help identify coworkers. Todd
would review the PowerPoint presentation of 12
staf member pictures and names when he arrived
at the restaurant. During the intervention phase,
Todd was able to correctly identify restaurant
employees by name 75.8% of the time, an increase
of 52/2%.
Discussion
Tis study found that an iPad helped to
increase work-related behaviors for an adult with
disabilities in a vocational setting. Use of three
applications; Lists To Do (Tsopanakis, 2013),
Timer+ (Minima Sofware, 2013), and Quickofce
Pro HD (Quickofce Inc., 2012), generated
marked improvement across three identifed
work-related behaviors for the participant. Todd
was able to increase independence in setting up
his workstation, managing his time during his
lunch break and identifying coworkers by name.
Todd quickly developed an understanding of how
to use the apps on the iPad and apply them in a
restaurant setting during his vocational training
program to increase independence. Results
suggest that Todd would beneft from the use
of an iPad or other device at a future place of
employment.
Research has shown that technology can
impact learning outcomes for students with
disabilities (Martin, 2006). Te current study
indicates that this same principle can be applied
to adults with disabilities in vocational domains.
Students like Todd can beneft from using devices
such as iPads at jobsites because they are small,
portable and easy to use. Smith and Okolo (2010)
found that devices such as iPads are designed so
that the user can have complete control over how
to best utilize technology to ft their needs, thus
increasing independence in a variety of settings.
In addition, the current study highlighted
steps that should occur prior to implementing the
use of an iPad or iPhone in the community for
promoting independence. First, the individual
should have access to an iPad or iPhone and
beneft from prior training on how to use the
device. Secondly, an individual with a disability
may need help from an instructor on how to load
diferent applications onto the device that will
best address specifc needs (McClanahan et al,
2012). Finally, individuals with disabilities should
be allowed opportunities to use and explore apps
as independently as possible once loaded onto
a device so they will be comfortable using the
device in a variety of settings (Means, 1994).
Strengths of the research provided in the
current study include information on how
devices such as the iPad can help individuals
with disabilities become more independent
in vocational settings. Tese fndings suggest
that the iPad and other sofware may allow
users to master skills in a variety of settings that
they may not otherwise be able to accomplish
(Murray et al, 2011). Although this research
contributes insight as to how technology can be
used to assist individuals with disabilities towards
Figure 1. Changes in work-related behaviors across three
domains.
Volume 58, Number 6 TechTrends November/December 2014 89
independence, it is not without limitations,
the most obvious of which is interobserver
agreement. Interobserver agreement data were
not collected because Todd was only allowed one
staf member at the site while he was working. Te
study also did not investigate whether Todd would
have been successful in using the iPad to achieve
independence in other domains such as grocery
stores, restaurants, or other community sites.
In conclusion, fndings from this study
indicate that students with disabilities can increase
in independence at vocational settings through
the use of an iPad or other device. Research
provided through this study serves as one of
the few investigations designed to determine
how the iPad or other technological gadgets
can increase student achievement. Further
research should be conducted to help educators
or other related services determine the best way
to utilize technological devices in promoting
independence for individuals with disabilities.
iPads, iPhones, and other equipment serve as
part of a technological revolution. Educators
and other professionals should determine ways
to incorporate technological trends and devices
in the classroom and other settings in order to
increase student achievement.
Correspondence with regard to this article should be addressed
to: Sarah Jones; University of West Georgia; email: chcsjones@
gmail.com, phone: +1 404-641-9166.
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