Single-Case Analysis of AI's Role in Action Plan Development for College Students with Intellectual Disability
Location
Boston 1
Session Format
Presentation
Abstract
This session will focus on a single-case research study (A-B-A-B design) evaluating the effectiveness of generative AI in supporting goal setting and action plan development for college students with intellectual disability (ID) in Inclusive Postsecondary Education (IPSE) programs. Students with ID often struggle with executive functioning, making it difficult to translate personal goals into concrete, actionable SMART plans—a core component of self-determination. Quantitative and qualitative data demonstrate a clear functional relation: AI support immediately and significantly improved the quality of student-produced action plans by effectively scaffolding high-level planning tasks. A key finding was the shift in support needs from ideational (what to write) to technical (how to copy/paste), with students gaining technical independence over time.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Devine, Stephanie M. Ph.D; Jensen, Alexandria; Hunt, Lucy; and Faunce, Morgan, "Single-Case Analysis of AI's Role in Action Plan Development for College Students with Intellectual Disability" (2026). Georgia Educational Research Association Conference. 9.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/9
Single-Case Analysis of AI's Role in Action Plan Development for College Students with Intellectual Disability
Boston 1
This session will focus on a single-case research study (A-B-A-B design) evaluating the effectiveness of generative AI in supporting goal setting and action plan development for college students with intellectual disability (ID) in Inclusive Postsecondary Education (IPSE) programs. Students with ID often struggle with executive functioning, making it difficult to translate personal goals into concrete, actionable SMART plans—a core component of self-determination. Quantitative and qualitative data demonstrate a clear functional relation: AI support immediately and significantly improved the quality of student-produced action plans by effectively scaffolding high-level planning tasks. A key finding was the shift in support needs from ideational (what to write) to technical (how to copy/paste), with students gaining technical independence over time.
