Review of Twenty First Century Portable Electronic Devices for Persons with Moderate Intellectual Disabilities and Autism Spectrum Disorders.
Use of portable electronic devices by persons with moderate intellectual disabilities and autism spectrum disorders is gaining increased research attention. The purpose of this review was to synthesize twenty first century literature (2000 2010) focusing on these technologies. Twenty one studies were identified which evaluated use of: (a) media players with audio playback; (b) cellular/smartphones; (c) handheld computers and handheld video players across various skills and settings to assist persons with disabilities. Guidelines and recommendations for instruction and future research are provided. Persons with moderate intellectual disabilities (ID) and those with a diagnosis of autism spectrum disorder (ASD) have been shown to have the ability to self manage their own behaviors and to independently complete functional, daily tasks when provided with the proper tools and technologies (Mechling, 2007; Wehmeyer, Palmer, Smith, Davies, Stock, 2008) With the use of assistive technologies or mainstream technologies, one of the goals is to increase independence while decreasing reliance on other persons for assistance. Today's portable electronic technologies, including handheld computers, cellular (cell) phones, e books or electronic readers, global positioning systems (GPS) and personal media or MP3 players, appear to hold potential for assisting persons with moderate ID and those with a diagnosis of ASD. These portable technologies may be adapted or specially designed for persons with disabilities (i.e. Community Integration Suite by Ablelink Technologies; Cyrano Communicator TM by Kiba Technologies, LLC) or generic, mainstream technologies such as cell phones and the iPod by Apple, Inc. that are mass produced (Carey, Friedman, Bryen, 2005) Their portability and capacity for storing large amounts of data formulate a tool for providing multiple uses for persons with moderate ID and ASD including: (a) remembering and performing steps of a complex task (Riffel et al. 2005) (b) decision making (Davies, Stock, Wehmeyer, 2003) (c) organization and time management (Gillette DePompei, 2008) and (d) self monitoring and self management of behaviors (Cihak, Wright, Ayres, 2010) While these portable electronic devices are rapidly increasing in number and advancing in capabilities, research evaluating their applied use with persons with disabilities remains relatively minute. In their meta analysis of single subject design studies which evaluated use of technology by persons with intellectual disabilities, Wehmeyer et al. (2008) recommended more research with a wider range of technology devices and reported that only .9% of the 81 studies they evaluated used palmtop computers, 2.2% evaluated palmtop computers with audio vibrators, and 4.8% evaluated electronic and information technologies (i.e. cell phones) The purpose of this review was to examine the most current research which has applied portable electronic devices to increase the independent functioning of persons with moderate ID and those with a diagnosis of ASD. By examining the present status of a relatively Correspondence concerning this article should be addressed to Linda Mechling, University of North Carolina Wilmington, Department of Education of Young Children and Special Education, 601 S. College Road, Wilmington, NC 28404 5940. Education and Training in Autism and Developmental Disabilities, 2011, 46(4) 479 498 (c) Division on Autism and Developmental Disabilities Twenty First Century Portable Electronic Devices 479 new line of research, the review holds potential for laying the ground work for additional lines and directions for future research.