Comparing a number line and audio prompts in supporting price comparison by students with intellectual disability

• Students increased their accuracy from baseline in both conditions.
• Students could independently use both intervention conditions.
• Students became more efficient with the conditions.
• Some students generalized to different price value comparisons and settings.

Background/aims/methodsPrice comparison is an important and complex skill, but it lacks sufficient research attention in terms of educating secondary students with intellectual disability and/or autism spectrum disorder. This alternating treatment design study compared the use of a paper-based number line and audio prompts delivered via an audio recorder to support three secondary students with intellectual disability to independently and accuracy compare the price of three separate grocery items.Procedures/outcomesThe study consisted of 22 sessions, spread across baseline, intervention, best treatment, and two different generalization phases. Data were collected on the percent of task analysis steps completed independently, the type of prompts needed, students’ accuracy selecting the lowest priced item, and task completion time.Results/conclusionsWith both intervention conditions, students were able to independently complete the task analysis steps as well as accurately select the lowest priced item and decrease their taskcompletion time. For two of the students, the audio recorder condition resulted in the greatest independence and for one the number line. For only one student was the condition with the greatest independence also the condition for the highest rate of accuracy. Implications: The results suggest both tools can support students with price comparison. Yet, audio recorders offer students and teachers an age-appropriate and setting-appropriate option.