Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one’s cell phone is a natural support that is relatively unobtrusive. This study used a peer-mediated instructional package consisting of total task presentation and error correction to teach college students with IDD how to use Google Maps™ to navigate a large, urban college campus in the Southeastern United States. The results from this single-subject multiple probe design demonstrated that all students acquired the skills with 100% accuracy and maintained the skill once the instructional package was removed. Social validity data indicated that students thoroughly enjoyed learning the skill from the peer mediator. Implications and future research are discussed.

在过去的十年中，全国各大学的智力和发育障碍（IDD）学生的程序设计有所增加。随着编程的增加，需要在访问大型大学校园时为IDD学生提供支持。在手机上使用诸如Google Maps™之类的技术是相对自然的支持。这项研究使用了由同伴介导的教学包，其中包括总任务演示和错误纠正，以向具有IDD的大学生教授如何使用Google Maps™导航美国东南部的大型城市大学校园。这种单主题多探针设计的结果表明，所有学生都以100％的准确度掌握了该技能，并且一旦删除了说明包，便保持了该技能。社会有效性数据表明，学生非常喜欢向同伴调解者学习技能。讨论了影响和未来的研究。