Establishing independent microcomputer use in people with multiple handicaps, profound mental retardation, and a history of learning failure

Abstract

Microcomputers have recently been introduced as habilitative tools in programming efforts with children who have multiple handicaps and profound mental retardation. Microcomputers offer great promise as habilitative tools if spontaneous interaction between the person and the computer can be established. Our experience suggested that aspects of traditional instruction could prevent effective teaching of independent microcomputer use. Consequently, a training paradigm was designed to evaluate the viability of the computer instruction in an extraneous stimulus restricted environment. We found that two of four subjects responded to the computer software and the training paradigm. The role of innovative strategies in habilitative programming is discussed.