Publication Date


Document Type


First Advisor

Laarhoven, Toni van

Degree Name

B.S. (Bachelor of Science)

Legacy Department

Department of Special and Early Education


The purpose of this Capstone project is to compare the effectiveness of augmented reality (AR) supports and visual supports on the accuracy and independent completion of vocational tasks for transition-aged students with autism and/or intellectual and developmental disabilities. At the time of submission of the paper, data collection will still be in progress and only a preliminary analysis of collected data will be available. Due to complications imposed by the COVID-19 pandemic, one 20-year-old student with autism participated in this study. The participant was taught two vocational/daily living skills (i.e., folding clothes and washing dishes). For one skill, the participant was instructed using visual, picture supports. For the second skill, the participant was instructed using augmented reality, video supports. The baseline phase utilized a multiple-opportunity method, and instructional supports were not provided to the participant for any of the intervention tasks. Baseline data were conducted in both the intervention setting with intervention materials as well as in the generalization setting with generalization materials. Upon completion of the baseline phase, a pre-intervention phase was initiated to instruct the participant in using the low-tech and high-tech supports using a comparable skill (i.e., stuffing a folder) to the selected intervention skills (i.e., folding clothes and washing dishes). The study utilized an alternating treatment design when the intervention was implemented. The effectiveness of the intervention was measured by evaluating data on the percentage of steps with independent responding and the percentage of steps with prompts to use technology as well as the comparison between the low-tech, visual supports and the high-tech, augmented reality supports. Although results are preliminary at this time, the implications of this study are promising in the field of special education and promoting independence among individuals with autism and other developmental disabilities. The preliminary results of this study do imply that further research would be beneficial in strengthening this study.


39 pages




Northern Illinois University

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