Using Constant Time Delay to Teach Use of Google Maps to Young Adults With Intellectual and Developmental Disabilities

Challenges related to travel and transportation are a well-documented barrier to community engagement for young adults with intellectual and developmental disabilities (IDD). It is important for secondary educators to teach young adults with IDD to navigate their communities safely and independently, and technology tools such as smartphone applications are one common way to teach these skills. We used a single-case, multiple probe design to measure the effects of three transition-age students with IDD using constant time delay and the Google Maps application to independently navigate to unfamiliar locations on a college campus. Results indicated a functional relation between variables. Additional measures included generalization to use of Apple Maps, reported social validity of the intervention, and participants’ ability to problem-solve common issues that may occur when following a pedestrian route. We provide limitations, suggestions for future research, and implications for practice to enhance the community engagement of young adults with IDD through technology-based applications such as Google Maps.