A Microcomputer/Videodisc CAI System for the Moderately Mentally Retarded

Abstract

A study is currently being conducted at Utah State Universlty's Exceptional ChildCenter to develop, and investigate the effectiveness of, a computer assisted instruction system designed for use with non-readers. The system will utilize the recently developed random access videodisc interfaced with a microcomputer. Software is being developed to utilize these new technological hardware advances. If the evaluationshows the system to be costand instructionally effective It will provide a means of providingself-paced, individualized instruction to mentallyhandicapped non-readers withoutthe directattendance of the teacher and will providean automatedmeans of conecting, analyzing and reporting extensivestudent data.The random-access videodisc player is a recent technological advance that could have a substantial impact in Special Education. The videodisc player Interfaced with a microcomputer has the potential to provide computer assisted Instruction (CAl) to mentally handicapped non-readers. This possibility exists because of the random-accesscapabilities of the videodisc and the Interaction capabilities of the microcomputer. Researchers at Utah State University's Exceptional ChildCenter are currently Investigating this potential. A research project is being conducted to develop a microcomputer/videodisc computer assisted Instruction (CAl) system to provide individualized Instruction to the moderately mentally handicapped learner. If the system proves both cost and Instructionally effective Itwill benefitspecialeducation teachersand mentally handicapped learnersbY providing: (1) a means of delivering individualized self-pacedinstruction to the learnerwithoutthe directattendance of the teacher, and (2) a means for collecting, analyzing and reportingextensivedata concernedwith the progress of the leamer. These attributes should free the teacher to attend to other pressing classroom needs.Many special educators have long felt that the computer holds a special promise for special education because of Itscapacity for individualized Instruction. This promise has not been fulfilled because of the limitations of audio-visual hardware and the high cost of computers. Most of the CAl projects reviewed by the authors listed the limitations of existing hardware as the major problem in providingeffective CAl to handicapped learners. Umltatlons of Traditional CAlThe majority of CAl programs for the handicapped have been designed for the mildly mentally retarded who have at least the rudiments of readingand writing skills. Effective demonstrationshave included coins summation (Knutson& Prochow, 1970), vocabulary (Nelon. 1972. reading, mathematics, spelling, and verbal skills (Leonard. 1970; Rosenkranz, 1974; St Aubin, 1976).IRequestsfor reprints shouldbe directedto the firstauthor.

Computerized behavior therapy for opioid-dependent outpatients: A randomized controlled trial.

“…Modularity refers to the user's ability to move from one portion of a program to another (Dede & Fontana, 1995;Street & Rimal, 1997). Types of interactive, computer-based technology that have been employed in providing treatment or promoting health behaviors include desktop computers (Selmi, Klein, Greist, Sorrell, & Erdman, 1990), e-mail (Murphy & Mitchell, 1998), hand-held devices (Newman, Kenardy, Herman, & Taylor, 1997), telephone-accessed computer systems (Osgood-Hynes et al, 1998), video-disc training (Thorkildsen, Bickel, & Williams, 1979)), virtual reality systems (North, North, & Coble, 1997) and Web-based interventions (Wantland, Portillo, Holzemer, Slaughter, & McGhee, 2004). The number of computer-delivered therapeutic interventions or health promotion programs is growing and applicable to an ever-increasing array of disorders (Taylor & Luce, 2003;Wantland et al, 2004).…”

How the Hardware Can Help

“…We are aware of the existence of other peripherals that could be of great benefit t o them, such as the random access videodisc (Thorkildson et al, 1979), which is a more effective means of storage than a videotape and offers easier access. Nevertheless, we believe that for successful and sustained use in special education microcomputers need a t the very least t o provide an auditory link in combination with the touch sensitive screen.…”