Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.

This article presents a comprehensive review of the published social studies and technology-based intervention research for students with high-incidence disabilities in elementary through secondary grade levels. Eighteen research-based studies published from 1980 to 2006 were obtained, reviewed, and synthesized. Four major areas emerged representing the use of technologies in social studies instruction: (a) computerized study guides, (b) project-based learning activities, (c) computerized map tutorials, and (d) the use of computerized concept mapping software. A synthesis of the results of these social studies intervention studies integrated with technological advances, indicate that technology as a component of the instructional process has been beneficial; improving and enhancing academic achievement, engagement, motivation, and study skills for both students with and without disabilities. Findings of these studies in relation to instructional practice, implications for both general and special education teachers, recommendations, and future research questions are discussed.

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