Increasing Public Transportation Skills for Young Adults with Intellectual and Developmental Disabilities

People with intellectual and developmental disabilities (IDD) often experience difficulties accessing transportation, which can limit their independence and participation in the community. In this study, undergraduate peer interventionists used Google Maps, constant time delay, and total task chaining to teach young adults with IDD to navigate public transportation. Young adults with IDD were enrolled in an inclusive post-secondary education program and undergraduate students served as peer interventionists. An experimental, single-case multiple probe across participants design (Horner & Baer, 1978) was used to evaluate the effects of total task chaining with constant time delay on the number of independent steps completed. All sessions started on campus and ended at a destination of the young adult’s choice. A 17 step task analysis was developed to measure the number of correct steps completed independently to complete a bus ride. This study is currently in data collection and preliminary results will be shared at the showcase.