Title:
Teaching Computer Mouse Skills
to Students with
Autism and Developmental Delays
Jeanne Stork
April 10, 2007
New York Institute of Technology
M.S. Educational Technology Specialist
Master’s Thesis Presentation
Table of Contents
v Introduction
Ø Background Information
Ø Review of Literature (5 pages)
Ø Hypothesis: Specialized Software Works
v Method
Ø Setting
Ø Participants
Ø Assessment Instruments
Ø Materials
Ø Apparatus
Ø Research Design (2 pages)
Ø Procedure
Ø Data Collection Plan
Ø Action Time Table
Table of Contents
v Results
Ø Tables and Graphs (7 pages)
Ø Surveys (4 pages)
Ø Teacher Interviews
Ø Analysis (2 pages)
v Discussion
Ø Important Observations
Ø Outcomes (2 pages)
v Conclusions
Ø Hypothesis Result
Ø Implementation
Ø Dissemination
Ø Possible Future Improvements
Ø Discoveries
v References (3 pages)
v Acknowledgements
vIntroduction
Ø Background Information
» Computer mouse skills increase independence,
available software, productivity, and speed.
» Some students with autism and developmental
disabilities have difficulty learning to use the
mouse.
» For several years exposing all students to the
same materials as their peers was required.
» Using specialized resources for students with
disabilities is, once again, becoming accepted.
vIntroduction
Ø Review of Literature
» Introduction: Teaching Computer Skills
> Technology positively impacts students
with disabilities.
> Clearly defined research based best
practices needed.
> Link between technologies and teaching
techniques needed.
> Students’ cognitive abilities need to be
considered.
Ø Review of Literature
» Teaching Software
> Software too difficult -- Students frustrated
and lose interest
> Software too easy -- Students do not learn
new information
> Software customized for students --
Attending skills increase
> Systematic guidance helps students learn.
> Children benefit from structured computer
use.
• Ashton, 2001; Carlson & White, 1998; Liu, 1996
vIntroduction
Ø Review of Literature
» Generalizing Computer Skills
> Computers can help students generalize:
§ Communication skills
§ Academic skills
§ Turn taking
§ Sharing
§ Cooperative play
> Difficulty should be increased gradually.
• Hetzroni & Shalem, 2005; Kelly, Green, & Sidman, 1998; Hobbs,
Bruch, Sanko, & Astolfi, 2001; Kimball, Kinney, Taylor, &
Stromer, 2003; Lau, 2000
vIntroduction
Ø Review of Literature
» Conclusion: Assessing Computer Skills
> Technologies & software should be based on
assessment.
> Many schools in NYC DOE District 75 use the
Stages assessment.
> Stage One: Learn input device in cause &
effect activities.
> Return to Stage One for new input device.
> Return to Stage One if difficulty with device.
Ø Hypothesis:
Ø Participants
» New York City Students
» 14 Students -- control/treatment: 7 each
» Have autism and developmental delays
» Ages 5 through 11
» Cannot effectively control mouse
vMethod
Ø Assessment Instruments
» Cognitive (Achievement): Stages Assessment
> Press and Hold
> Press and Release
» Behavioral: Stages Observation Form
> Attending Skills
> Being Gentle
» Affective: Surveys of Computer Attitudes
> Students
> Paraprofessionals
> Teachers
» Qualitative: Interviews of Teachers
> Expectations of Teachers
> Observations of Teachers
vMethod
Ø Materials
» Software
> Stages computer assessment (Attainment)
Assessment for students with severe disabilities
> Children’s Switch Progression (R J Cooper)
Teaches basic switch or mouse button skills
> Early & Advanced Switch Games (R J Cooper)
Teaches a wide variety switch/mouse button skills
» General Supplies
> Printer with ink and paper
> Stages behavioral observation forms
> Pens and paper
> Communication boards for nonverbal students
vMethod
Ø Apparatus
» iMac G3 computers
» Macintosh G4 mini-towers
» 15” – 17” monitors
» Macintosh OS 9.2
» One button computer mice
» Two button mice -- both single clicks
» Single switch input (for two students who
cannot isolate the mouse button)
vMethod
Ø Research Design
» School Based Action Research
> Gather data about how PS138M students with
autism can better learn to use computers.
> Improve computer instruction with this data.
» Treatment Group receives specialized mouse
training software
» Control Group receives adapted academic
software (as is generally required)
> Adapted to bypass quizzes
> Current practice: expose students to regular
software, adapting as needed
» Independent Variable: type of software
» Dependent Variable: student progress
vMethod
Ø Research Design
» Mixed Quantitative and Qualitative
» Imperfect Experimental Design
> Only PS 138 M students (dashed line)
> Diagnosed with autism
> Ages 5 through 10
> Do not effectively use computer mouse
> Results not generalized to larger population of
students with autism
> Students randomly assigned to groups
» ROXO
------------
RO O
» School Based Action Research
vMethod
Ø Procedure
» 14 students from 6 classes
» In computer lab once a week
» During computer class
» Researcher assigns software
» Trainers: researcher and paraprofessionals
» 1 or 2 students per trainer
» Treatment Group receives specialized mouse
training software
» Control Group receives academic software (as
generally required)
» Independent Variable: type of software
» Dependent Variable: student progress
vMethod
ØHypothesis Result
»High probability that data
supports hypothesis (p = .001
comparing Control & Treatment
total improvement mean
averages)
vConclusion
Ø Implementation
» With other students in my school
> Share results with administration and colleagues
> Train staff in using adaptive software
> Write grants to obtain more adaptive software
vConclusion
Ø Dissemination
» To other schools in my district
> Share results with Manhattan’s District 75
Technology Coach
> Post summary in District 75’s Technology Shared
Folder in DOE E-mail
» To additional schools
> Post this presentation on my Web Site:
(old site – discontinued: www.computerplayground.org)
vConclusion