TEACHING SELECTED MICROCOMPUTER SKILLS TO RETARDED STUDENTS VIA PICTURE PROMPTS

Abstract

Five retarded students were taught to use picture prompts to help them access and terminate a microcomputer program. Training was provided within a multiple baseline format. Posttesting (picture prompts without feedback), and a return to baseline were later conducted for boththe training program and an untrained (generalization) program. The results indicate thatthe program was successful in teachingthe microcomputer skills tothe students. In addition, all students were able to maintain their skills over a 7-day interval in which they did not have access tothe microcomputer.