Danielle Chemello

Instructional Program Student: V Skills: Computer Mouse Usage Initiator: Danielle Chemello Context for Instruction: Instruction occurs in the special education classroom at the computer tables in the back of the room. This classroom has one special education teacher and two classroom aides. Computer time takes place from 10:35 until 11:15. A computer, its mouse, and the starfall.com website are the necessary tools. V is a seven year old student with autism who is currently in the second grade. Research Article: Effects of Computer-Assisted Instruction on Students Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior by Valerie L. Mazzotti, Charles L. Wood, Davd W. Test, and Catherine H. Fowler suggests that computer-assisted instruction can offer another way of teaching about self-determination. Not only will skills using the computer allow for a student to be more independent, but so will self determination skills. Learning self-determination through computer assisted instruction allowed for the students to consistently focus on the presented material and to be able to show their abilities. The article is written about a study that was completed to see the effects of computer instruction on self-determination. The three students in the study had various disabilities and numerous office referrals. The goal was to increase self-determination and computer skills as well as decrease the number of office referrals. Through the instruction each of the three students improved their self determination and computer skills significantly. The average increase was 75%. The amount of office referrals decreased by an average of 30%. Clearly, this computer based instruction caught the students attention and improved skills in self-determination and appropriate classroom behavior. From reading this article, I have found that teaching computer skills like mouse usage is so helpful for students with disabilities. By working on the mouse skills with V now, she will be able to become better at using a computer and accessing other information. These computer usage skills could even relate directly to self-determination skills

Danielle Chemello

at a later time. Also, V will have a better idea of how a computer works with this mouse usage instruction. This can be especially important when her teachers use computers for instruction; V will know what is going on and how to respond to the teachers prompts or questions instead of focusing on how the computer works during instruction time. Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items by Linda C. Mechling, David L. Gast, and John Langone is the evaluation of a study that used computerbased instruction of students with moderate intellectual disabilities. The students involved in the study were ages 7-9 and were focusing on learning sight words of grocery items. They were taught these words using computer-based instruction. Each of the four students in the study were able to generalize the words from the computer to the words on the signs in the grocery aisle. Through this computer-based instruction, the students were able to apply it directly to real life situations. The functionality of computers is a helpful skill in students such as V. She will learn the mouse usage skills to further her ability in using a computer. By learning this technology, she could be able to replicate a situation like the one performed in the study. By learning about some things such as sight words on the computer, V could transfer the knowledge learned in the classroom to real life situations such as grocery shopping. By starting to learn the basic computer skills now, many doors will open for V to use this technology in multiple situations. Skills Sequence: See Attached Page for Diagram. Program Objectives: When presented with the starfall.com website, V will be able to maneuver the mouse to click the selected letter or necessary action to forward the game for 50 percent of trials. Generalization: V will first be instructed on using the computer mouse on the starfall.com website. After she has met the criterion for mastery as stated in the objective, she will then be introduced to games that employ the mouse on kneebouncers.com. This will ensure generalization across websites and games.

Danielle Chemello

Use the introducing to naturally maintaining contingencies as generalization strategy. When V selects and clicks on the correct option, the computer game naturally reinforces her for making the correct selection. This will ensure Vs desire to continue to learn the mouses functions. Rationale: Learning how to use the computer mouse will allow V to interact fully with the computer during the allotted computer time during class. Not only is this skill helpful for classroom time, but it is also important for daily living skills. If V knew how to use a mouse on any computer, she could access information as well as play other educational games in the future. Assessment Procedures: Vs computer mouse usage skills will be assessed based on the following procedure.

1. 2. 3. 4. 5. 6.

Start at starfall.com. Ask V to click on a letter of her choosing. Have V proceed through letters activities. Wait three seconds. When she is unable to click with the mouse, click the appropriate button for her. Record plus or minus. (Plus=clicked on correct item independently by student, Minus=mouse had to be clicked for V) Assessment Schedule: Before teaching the strategy, assess the student until data is baselined. Once teaching has begun, assess V on every fifth day of instruction to ensure that assessment occurs on a different day of the week each time. Continue with instruction and assessment schedule until mastery is met according to the objective. Instructional Procedures: Instruction will occur each day during computer time. Assessment will occur every fifth day of instruction. Each letter will allow for one total trial. This one trial allows for ten opportunities for mouse usage. The most to least intrusive prompting hierarchy will be used to teach the student for each opportunity of trial. 1. Provide the sd to V. Select a letter. Model full physical and full verbal assistance to ensure that V clicks option correctly each time.

Danielle Chemello

2. Follow through the letters activities by verbally prompting V as well as guiding her hand to click on the appropriate selection. 3. Give specific verbal praise after each correctly selected response. 4. Record VP+ on the data sheet. 5. Use full physical and full verbal prompting for all of the letters in the game for 5 instructional days before moving onto the next prompting hierarchy. 6. This next hierarchy consists of using a verbal prompt. Immediately after the sd, use a verbal prompt along with steps 1-3. 7. Record V+ if student responds correctly within 3 seconds. If she does not click the appropriate selection after a latency of 3 seconds, give a verbal prompt with physical guidance such as, Click the green arrow and use hand over hand guidance to ensure the correct selection. Record VP- on data sheet for this occurrence. 8. When the student has completed the task with a verbal prompt only within 3 seconds for 5 instructional days, move to the indirect verbal prompting level of the hierarchy. 9. Immediately after the sd, use an indirect verbal prompt along with steps 1-3. An example of this prompt could be, Show me what you need to click next. Use this along with steps 1-3. 10. Record IV+ if student responds correctly within 3 seconds. If she does not click the appropriate selection after a latency of 3 seconds, give a direct verbal prompt. Record V- on the data sheet for this occurrence. 11. When the student can complete the task with an indirect verbal prompt only within 3 seconds for 5 instructional days, move to allowing the student to respond independently. 12. Immediately after the sd, allow the student to complete the appropriate task independently with a latency of 3 seconds. 13. Record I+ if the student responds correctly within 3 seconds. If she does not respond accurately and independently within 3 seconds, give an indirect verbal prompt. Record IVon the data sheet for this occurrence. 14. When the student can complete the task accurately and independently within 3 seconds for 5 instructional days, continue instruction and practice to ensure maintenance of the skill. Continue to assess according to assessment procedures and schedule. 15. Record all data on a graph as well for a visual representation of progress.

Danielle Chemello

Key: VP+ verbal and full physical prompting V+ verbal prompt within 3 seconds VP- verbal and full physical after 3 seconds in verbal prompt phase IV+ indirect verbal prompt within 3 seconds V- verbal prompt after 3 seconds in indirect verbal prompt phase I+ independently and accurately within 3 seconds IV- indirect verbal prompt after 3 seconds in independent phase Reinforcement: Since each click provides the natural reinforcer of the ability to advance through the computer game, V will always have that as a reminder to maintain this skill for life. This is a reinforcer for any other computer application as well. Additionally, provide specific verbal praise to V upon completion of selecting the correct button. Follow the below schedule for fading praise: Every single time V selects correct response Fade praise of moving hand to mouse to just physically moving mouse and clicking If Vs response performance falls below the stated criterion level during the fading process, go back to the previous level of reinforcement. Once the performance is stabilized at this level, proceed to the next faded level of reinforcement. Maintenance: Through fading the reinforcement schedule, V will be required to maintain the necessary skills for using the computer. Regular practice in the classroom will also allow for maintenance to occur. Vs skills will be probed for maintenance, using the procedures in the assessment section, as follows: 2 randomly selected trials per week for 2 weeks 1 randomly selected trial per week for one month Data Recording Table:

Danielle Chemello

Opport- Date Date and Date Date Date Date Date Date Date Date unities and Trial # and Trial and and and and and and and to Trial # # Trial # Trial # Trial # Trial # Trial # Trial # Trial # Proceed ---Probe Throug Probe here! h Each here! Letters Activitie s Using Mouse 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11)

Record +, v-, p-, or vp- when appropriate. + for correctly selected response within allowed time frame and v- for correctly selected response with verbal prompting, p- for correctly selected response with physical prompting, vp- for correctly selected responses with both verbal and physical prompting. Plot data on graph that has trial on x-axis and number of correct clicks on y-axis.

Danielle Chemello