Effects of a Self-management Intervention Program Using Visual Cues on the Use of Automated Teller Machines of High School Students with Intellectual Disabilities


Written by Park, Kyeong-Seok
Department of Special Education
Graduate School of Education
Woosuk University
Directed by Prof. Bang, Myong-Ye, Ph. D.


< Abstract >
The purpose of this study was to investigate effects of a self-management intervention program using visual cues on the use of automated teller machines of high school students with intellectual disabilities.
Multiple probe design across subjects was used. The subjects of the study were three male high school students with intellectual disabilities. The intervention program was composed of baseline phase, intervention phase, generalization phase, and maintenance phase. The self-management intervention program, the independent variable, included the strategies such as task analysis, visual cues, self-monitoring, self-evaluation, time delay, and least prompt procedure. The dependent variable were deposit, withdrawal, and account transfer skills.
The results of the study were as follows. First, the self-management intervention program using visual cues had positive effects on improving deposit, withdrawal, and account transfer skills of high school students with intellectual disabilities. Second, deposit, withdrawal, and account transfer skills of high school students with intellectual disabilities were generalized to the ATMs of another bank. Third, deposit, withdrawal, and account transfer skills of high school students with intellectual disabilities were maintained three weeks after the discontinuation of the intervention.
Suggestions for future studies and implications for special education settings were discussed.