2026 Undergraduate Research Showcase

Let’s Go! Teaching Bus Riding Skills to Young Adults with Intellectual and Developmental Disabilities

Document Type

Student Presentation

Presentation Date

4-24-2026

Faculty Sponsor

Dr. Monique Pinczynski and Kathy DeLeon

Abstract

Young adults with intellectual and developmental disabilities (IDD) face barriers to accessing transportation (National Council on Disability, 2015), which can limit community engagement (Pfeiffer et al., 2020). We used an experimental, single-case multiple-probe design across participants (Horner & Baer, 1978) to examine the effectiveness of a peer-mediated intervention package on the percentage of correct bus riding steps for four young adults with IDD. The intervention package consisted of total task chaining and response prompting (i.e., constant time delay). Five peers enrolled in a traditional, undergraduate degree-seeking program served as peer interventionists. During intervention, peer interventionists used 0-second delay trials across two sessions to teach participants the steps of using Google Maps to ride the bus. In subsequent sessions, a three to five-second delay was used. Secondary observers collected procedural fidelity data and interobserver agreement on the dependent variable across baseline and intervention sessions. Preliminary findings demonstrate that the intervention package can be effective for young adults with IDD. An initial limitation is testing effects during baseline as a result of using total task chaining. Implications and suggestions for future research related to teaching bus riding skills will be discussed.

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