John Langone

Applications of Technology for Infants, Toddlers, and Preschoolers with Disabilities

This paper reviews research studies involving the use of technological interventions for direct educational application with children who have disabilities from birth to age five. Studies are organized relative to two categories present in the extant literature: adapted switch toys and microcomputer software. Methodological limitations and implications for future research are discussed for each category.

Computer Assisted Instruction to Teach Item Selection in Grocery Stores: An Assessment of Acquisition and Generalization.

The purpose of this study was to evaluate the effectiveness of a computer-based program designed to increase percentage of correct match to sample discrimination tasks and generalization of the skills to a natural setting. Four students with moderate to severe intellectual disabilities participated. The dependent variables were: (a) the percentage of correct match to sample trials completed on the computer and (b) the percentage of items correctly selected in the natural setting of a local grocery store. Pre and post generalization testing included locating items presented and not presented during instruction. The independent variable was a multimedia computer program entitled Project SHOP that provided instruction through interactive practice activities incorporating a graduated response criterion. A multiple probe design across behaviors and replicated across four participants was used to evaluate experimental control. Results indicated that following intervention, the percentage of correct response in the community increased.

A Comparison of Video Modeling Perspectives for Students with Autism

This study evaluated the relative effectiveness of two types of video models for teaching four elementary-aged students with autism to put away groceries. The types of video differed in their perspective: first-person versus third-person perspective. The goal of the study was to identify which type of video model led to faster acquisition and better generalization with the fewest errors. The results do not clearly indicate superiority of one type of video model over another. The outcome is discussed in terms of how teachers and practitioners may adopt video as a supplement to their other classroom instruction and, more importantly, how researchers might progress with comparative evaluations using single-subject research designs.

The Future of Computer-Based Interactive Technology for Teaching Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Practice

There are a number of community adjustment and transition models that indicate individuals with disabilities will require instruction across numerous domains that represent skills such as community literacy, mobility, purchasing, social interactions, and safety. To accomplish the instruction of such skills, community-based activities have been increasingly employed to teach these transition skills. However, the amount of time and the number of community-based learning trials needed for students with moderate to severe disabilities to acquire targeted skills can be in excess of the fiscal resources allotted. To overcome many of the logistical and fiscal problems associated with community-based instruction, educators have developed simulated activities that involve training in non-target environments with materials that simulate the targeted, or natural, settings. These simulated activities may or may not be successful depending on the attention given to strategies that promote generalization. These strategies are well known and have been extensively discussed in the literature. One method of instruction that can potentially expose learners to numerous stimuli designed to promote generalization of learned functional skills is computer-based multimedia. The purpose of this article is to identify and discuss the salient features of multimedia instructional tools that may be able to provide students with more effective and efficient simulated instructional activities in the area of transition skills. Also presented is information related to a federally funded project designed to develop a multimedia environment for providing this type of instruction as well as a vision for developing a research agenda designed to test the effectiveness of such instruction.

Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program

This study evaluated stimulus generalization of purchasing skills learned in a computer simulation across settings. Three elementary school students with moderate intellectual disabilities used a computer-based instruction package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage as an anchor for learning activities and a constant time delay procedure to facilitate skill acquisition. Student progress on the computer-based intervention did not generalize to the community setting; however, changes in purchasing behavior in the community setting were observed from baseline to post intervention probes.

Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.

Teaching Object-related Play Skills to Preschool Children with Developmental Concerns

The distinction between general early childhood education and special education on the issue of the essential characteristics of play, developmental appropriateness, and an emphasis on teacher directiveness, external contingencies, and correct products may help explain the relatively small body of work focused on teaching preschool children with developmental concerns how to appropriately engage in play with toys. Appropriately designed intervention is not only compatible with the concept of play, many children require intervention to support their continued development. The purpose of this paper is to explore the applied research in which object-related play skills of preschool children with developmental concerns are enhanced through intervention strategies. Guidelines for teaching toy play will be presented and strategies to promote generalisation and maintenance will be discussed.

Video-Based Simulations: Considerations for Teaching Students with Developmental Disabilities.

The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.

Contextual Variation of Correspondences Among Measures of Play and Developmental Level of Preschool Children

Convergent assessment in a multicontext design was used to extend what is known about the development of preschool children with cognitive delays. Twenty-two children were observed during both an independent-play condition at home and a group free-play condition at school. Both categorical and sequential play activity were coded. Cognitive and communicative performance levels were established through the administration of the Battelle Developmental Inventory. Data were examined for patterns of association within and across contexts. Differential patterns of association among play variables emerged across contexts. Assessed developmental age was more predictive of play behaviors demonstrated in the independent play condition than in the classroom free-play condition. The findings highlight the need to consider contextual variation associated with play-based assessment and program development.

Technology Solutions for Young Children with Developmental Concerns

This article provides an overview of technology solutions for young children who have developmental concerns. We discuss the rationale for developmentally appropriate assistive technology and the use of hightech computer-based solutions. Issues related to selecting appropriate hardware and software