Abstract

This study was designed to determine the effectiveness of a computer assisted instruction to deliver discrete trial training of academic skills to students with significant intellectual disabilities. Based upon the principles of Applied Behavioral Analysis, discrete trial training was identified as an evidence-based practice in teaching skills to students with disabilities. The criteria for single-subject case research within a multiple baseline design across behaviors and participants was implemented for this study. The individual subject and the repeated measures across skills served as the experimental control to verify results. The multiple baseline design evaluated the effect of the intervention computer assisted to deliver discrete trial training to teach early learning skills to students with significant disabilities. Results of the study indicated the use of computer assisted instruction in the delivery of discrete trial training was effective in teaching individuals with significant intellectual disabilities early learning skills. Possibilities for future research were also discussed..

Keywords:Computer assisted instruction; Discrete trial training; Significant cognitive disabilities