Using Robot-Assisted Instruction to Teach Students with Intellectual Disabilities to Use Personal Narrative in Text Messages

Abstract

In the current investigation, we evaluated the effectiveness of a multi-component package (i.e., robot, simultaneous prompting, self-graphing) for teaching three students, ages 19–21, with intellectual disabilities (ID) to write text messages that included a greeting, personal narrative, and closing. Data suggest that the package was effective in increasing correct performance for all participants. In addition, participants demonstrated their newly acquired texting skills across different communicative partners.