Handheld cueing systems: promoting career task independence for learners with disabilities.

Researchers looked at how handheld devices like tablets and smartphones can help autistic people and those with intellectual disabilities learn job skills. They found that apps giving step-by-step instructions (through pictures, text, or sounds) helped people become more independent at work tasks. While these tools worked well for teaching specific job skills, they didn't help much with social parts of work like talking with coworkers.

This systematic review examined handheld cueing systems for supporting career task independence in learners with autism and/or intellectual disability. Using PRISMA guidelines and the socio-technical-pedagogical framework, researchers analyzed four peer-reviewed studies involving handheld devices (PCs and iPads) that provided visual, textual, or auditory cues for job-related tasks. The review found these systems effectively supported task independence through inclusive design, good usability, and instructional strategies incorporating active learning and structured feedback. However, social interaction support was limited, with systems primarily focused on task completion rather than broader social engagement in workplace settings.

Handheld cueing systems show promise for vocational training programs supporting autistic individuals and those with intellectual disability. However, comprehensive employment support should integrate these tools with social skills training to address workplace interaction needs.

Only four studies met inclusion criteria, limiting generalizability. The review focused specifically on career tasks, which may not reflect broader application potential. Long-term outcomes and sustainability of improvements were not examined across studies.

This review uses the socio-technical-pedagogical (STP) framework to examine the design and usability of handheld cueing systems, analyzing how their social, technical, and pedagogical design features support learners with autism and/or intellectual disability (ID) with completing career tasks. This review, conducted with the PRISMA guidelines, utilized a controlled keyword search across multiple research databases. The inclusion criteria specified that studies must involve participants with autism and/or ID and utilize handheld technology cueing devices providing visual, textual, or auditory cues to support career tasks. Four peer-reviewed studies met these criteria and were analyzed.

The STP framework was applied to evaluate cueing systems, focusing on social aspects (inclusivity and stakeholder involvement), technical aspects (technology and usability), and pedagogical aspects (learning goals and teaching applications). Findings indicate that handheld cueing systems can effectively support task independence for learners with autism and/or ID. Findings emphasized inclusivity, implementation across handheld PCs and iPads, usability aligned with established heuristics, and instructional strategies incorporating active learning, structured feedback, and motivation through authentic contexts. However, social interaction support remained limited, with a primary focus on task completion.

This analysis provided insights for designing mobile apps to support learners with autism and ID in job-related tasks. Both older handheld devices and modern tablets successfully delivered sequential cueing systems teaching job skills, with modern devices offering greater potential for app development and functionality. Future research should explore innovative mobile technology-based cueing systems to expand inclusive employment opportunities and independence for individuals with autism and ID.