Effects of Computer-Assisted Instruction on Correct Responding and Procedural Integrity during Early Intensive Behavioral Intervention

2012

Wayne Fisher
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402-559-8863

Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials.

emotional disturbances, computer-assisted instruction, developmental disabilities, integrity, functional behavioral assessment

Peer-reviewed publications in scholarly journals Published/In Press

Consumers/Families, Professionals, Policymakers, Students

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