A Computer-aided Program Regulating the Presentation of Visual Instructions to Support Activity Performance in Persons with Multiple Disabilities

Abstract

This study assessed whether a computer-aided program presenting static pictorial instructions or video prompts according to prearranged time intervals would be suitable for teaching six persons with multiple (i.e., intellectual, sensory, and social) disabilities to perform simple daily activities. The program was applied with each participant according to a multiple probe across activities design. The results showed that all participants (i.e., the five using pictorial instructions and the one using video prompts) had a fairly rapid performance improvement with the introduction of the program. A post-intervention probe carried out to verify whether the participants had eventually become capable of performing the activities independent of the instructions showed clear declines in performance. Such declines underlined the enduring relevance of the instructions. These results (a) extend previous evidence on the use of visual instructions and computer-aided programs for supporting their presentation and (b) have clear practical implications for daily contexts.