Effects of money simulation application on persons with intellectual disabilities with money transaction difficulties

Abstract

The ultimate purpose of educating students with disabilities is to help them acquire the ability to live independently within the community in adulthood. Money transaction skills are critical when making purchases and are essential to living independently. In this study, we used an A-B-A-B single-subject experimental design to measure the effects of a simulation application using smart phones on the acquisition of purchasing skills among students with intellectual disabilities, particularly with making monetary payments. Four participants who had previously not been able to independently make such payments were briefly trained to use the application. The results suggested that utilising the application enhanced participants' monetary skills when making purchases. Success relied on being able to look at the application and match the visuals with real money, rather than on participants' levels of academic preparedness. Furthermore, using the relatively discrete tool minimised the social stigma associated with difficulty performing money transactions successfully.