Effects of a smartphone‐based picture activity schedule on self‐checkout skills of students with autism spectrum disorder

Abstract With the widespread use of mobile and self‐service technology in everyday living, acquiring independent living skills associated with the use of current technology (e.g., self‐checkout, mobile payment) is increasingly important for successful community integration. The purpose of this study was to investigate the use of a picture activity schedule presented on a smartphone to teach self‐checkout skills in a natural community setting to three secondary school students with autism spectrum disorder (ASD). A concurrent multiple‐baseline‐across‐participants design was used to determine the functional relation between the smartphone‐based picture activity schedule intervention and increase in self‐checkout skills. Maintenance and treatment extension outcomes were also assessed. The results showed that the intervention was effective in improving self‐checkout skills for students with ASD and demonstrated positive maintenance and treatment extension outcomes. This study suggests that a smartphone‐based activity schedule has the potential to serve as a minimally intrusive and nonstigmatizing support for students with ASD.