NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ900383
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1750-9467
Effects of Computer-Assisted Instruction on Correct Responding and Procedural Integrity during Early Intensive Behavioral Intervention
Kodak, Tiffany; Fisher, Wayne W.; Clements, Andrea; Bouxsein, Kelly J.
Research in Autism Spectrum Disorders, v5 n1 p640-647 Jan-Mar 2011
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. Results indicated that each therapist implemented CAI with 90-100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. (Contains 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A