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Abstract: Money management can increase independence and access to communities for individuals with disabilities. Although research on computer-based instruction for teaching banking skills to students with intellectual disability is established, the use of portable electronic devices (e.g., iPod) has not been evaluated. iPods may be an effective, portable, and socially acceptable method for teaching ATM use to individuals with disabilities. Three college-aged students with moderate intellectual disability (MSD) were taught to use a self-operated Pod cast containing video modeling and auditory prompts presented on an iPod to withdraw money from an ATM. Evaluated using a multiple probe across participants design, a functional relation was demonstrated between the Pod cast via the iPod and students' percentage of correct steps completed on the task analysis. Further, students were able to generalize the skills to a novel setting. Future research, implications for practice, and limitations (e.g., cost and feasibility) are discussed.
Money management skills are an everyday part of our lives. For individuals with disabili- ties, learning to manage money can increase independence and access to their communi- ties. In order to make purchases in various com- munity settings, individuals with disabilities need to know how to access their money (e.g., cash checks, use an automated teller machine), as well as how to budget their money. Browder and Grasso (1999) identified the following skills involved in money management: (a) computa- tion and record keeping, (b) banking, (c) bud- geting, (d) comparing prices, purchasing, and (e) saving and investing.
Research on the effects of explicit and sys- tematic instructional procedures on money management skills for students with disabili- ties is well established. For example, progres- sive time delay and general case programming can be used to teach students with disabilities to make purchases using a calculator (Fredrick-Dugan, Test, & Varn, 1991); the One-More-Than strategy paired with model- ing can be used to teach individuals with in- tellectual disability simulated purchasing (Denny & Test, 1995). Further, purchasing skills can be taught using the system of least to most prompts in the classroom, school, and community (Cihak & Grim, 2008); and when the One-More-Than strategy paired with mod- eling is combined with computer-assisted in- struction, it can be used to teach purchasing of grocery store items (Ayers, Langone, Boon, &...