The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavio...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2021-04, Vol.23 (2), p.118-129
Main Authors: LeJeune, Lauren M., Lemons, Christopher J.
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior disorders
Behavior Problems
CAI
Children
Computer Assisted Instruction
Computers
Developmental Disabilities
Elementary School Students
Emergent Literacy
Handheld Devices
Instructional Effectiveness
Intellectual Disability
Intelligence Tests
Learner Engagement
Literacy
Males
Positive Behavior Supports
Public Schools
Reading Instruction
Screening Tests
Students with Disabilities
Teaching Methods
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Summary:Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300720929680