Making the World Work with Microcomputers: A Learning Prosthesis for Handicapped Infants

Brinker, Richard P.; Lewis, Michael

doi:10.1177/001440298204900210

Cited by 78 publications

(30 citation statements)

References 5 publications

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“…Brinker and Lewis (1982) illustrate this process in their study. They implemented a microcomputer-based contingency intervention curriculum with handicapped infants from 3 months to 4 years.…”

Section: "79mentioning

confidence: 96%

Computer technology for autistic students

Panyan

1984

J Autism Dev Disord

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The first purpose of this article is to review the literature related to the use of computers with autistic individuals. Although only a limited number of applications have been reported, the potential of the computer to facilitate the progress of autistic persons is promising. The second purpose is to identify specific learning problems or styles associated with autism from the research literature and link these with the unique aspects of computer-based instruction. For example, the computer's role in improving the motivation of autistic individuals is related to its capacity to analyze the reinforcing qualities of a particular event interactively and immediately for each user. Finally, recommendations that may enable computers to be maximally beneficial in assessing the learning process and remediating learning problems are offered. Two such recommendations are selecting appropriate software and integrating computer instruction within the classroom environment.

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Section: "79mentioning

confidence: 96%

Computer technology for autistic students

Panyan

1984

J Autism Dev Disord

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“…63,64 For example, learned helplessness, when a child gives up attempting to manipulate and explore their environment, has been identi®ed in children with physical disabilities as young as 3 months of age. 65 Many children with physical disabilities lack experience with independent movement as they must consistently rely on others for assistance. Use of a powered wheelchair or motorized cart has been advocated for children as young as 18 months for the purpose of aVording the child the opportunity to learn through self-initiated exploration of their environment.…”

Section: Changing Perspectives On the Use Of Powered Mobilitymentioning

confidence: 99%

Changing philosophical perspectives on the management of children with physical disabilities--their effect on the use of powered mobility

Wiart

Darrah

2002

Disability and Rehabilitation

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“…A number of authors have used microtechnology to investigate or establish contingency awareness in children with severe disabilities (Accrino & Zuromski, 1978;Brinker, 1982;Brinker & Lewis, 1982a, 1982b, 1982cDunst, Cushing, & Vance, 1985;Hanson & Hanline, 1985;Utley, Duncan, Strain, & Scanlon, 1984;Watson, 1972;Zuromski, Smith, & Brown, 1977). Several curricula have been developed in response to the research described above, utilizing microswitches and microcomputers to train children with severe disabilities to gain some control over their nonsocial environment, thus interrupting the cycle of learned helplessness (Brinker & Lewis, 1982a;Contingency Software, Inc., 1985;Zuromski, 1977Zuromski, , 1981.…”

Section: Background and Rationale For The Instructional Sequencementioning

confidence: 99%

Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities

Schweigert

Rowland

1992

Augmentative and Alternative Communication

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Teachers and speech-language pathologists serving children who have dual sensory impairments combined with severe orthopedic impairments are often at a loss as to how to provide effective communication instruction. No systematic approach has been available to guide teachers through the intricacies of what is necessarily a difficult process. This paper describes the results of a 3-year investigation of the use of microtechnology to enable children with dual sensory impairments and severe orthopedic impairments to communicate. We present here an instructional sequence that applies across the wide variety of children who participated in the investigation. Some of these children initially appeared to have no voluntary behavior at all: others were able to produce some intentional motor behaviors, but these were not under any clear stimulus control; while others had some primitive but unreliable means of signalling, such as gross vocalizations. By the end of the project, all of these children had shown an ability to learn and had acquired new communication skills, ranging from signalling for attention to indicating a choice. Three case studies are provided to illustrate the use of the instructional sequence. KEY WORDS: aided communication, dual sensory impairment, instructional techniques, multiple disabilities, physical impairment, single subject design, technologyThis paper summarizes the major findings of a 3-year investigation into the use of microtechnology to allow children with severe and multiple disabilities to communicate. The population targeted by the investigation was children who had dual sensory impairments as well as severe orthopedic impairments and nonexistent or extremely limited intentional communication skills. Communication in children with such severe and multiple disabilities is an area of the utmost concern for educators. However, clear and comprehensive procedures have not been available to date at either the preservice or inservice level to address the communication needs of this population. This problem becomes even more acute in light of the progress that has been made recently in integrating low-incidence populations into general education settings. A teacher may not have the specialized instructional skills (e.g., how to collect unambiguous data, how to design an alternating treatment approach) necessary to probe and analyze the behavior of the target population, leaving the teacher uncertain whether a child has succeeded at an instructional objective. Once success has been achieved, the teacher may not know what to do next in order to bring the child closer to functional communication. The instructional sequence presented in this paper was designed to provide clear guidance for teachers. It is based on the establishment of social contingency awareness as a stepping stone to intentional communicative behavior. BACKGROUND AND RATIONALE FOR THE INSTRUCTIONAL SEQUENCE

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Making the World Work with Microcomputers: A Learning Prosthesis for Handicapped Infants

Cited by 78 publications

References 5 publications

Computer technology for autistic students

Computer technology for autistic students

Changing philosophical perspectives on the management of children with physical disabilities--their effect on the use of powered mobility

Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities

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