Self-management of instruction cues for occupation: review of studies withpeople with severe and profound developmental disabilities

Helping people with severe and profound developmental disabilities acquire and maintain constructive occupation is an objective of great practical imp ortance. During the last 15-20 years, studies directed at this goal have la rgely relied on five strategies of self-management of instruction cues. Tho se strategies consist of the use of (I) picture cues presented on sets of c ards, (2) picture cues stored in computer-aided systems, (3) object cues at tached to cards, (4) verbal cues stored in audio recording devices, and (5) self-verbalizations. This paper reviews the aforementioned strategies and discusses their overall effectiveness and their suitability (practicality). The paper also points out some relevant issues for future research. (C) 20 01 Elsevier Science Ltd. All rights reserved.