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Abstract

A case study is presented, documenting a cognitive developmentally-based instructional protocol to teach automatic linear scanning for computer access to a 4 year, 11 month old girl with severe physical and communication disabilities who was unable to use the standard computer keyboard. The instructional protocol served to provide a bridge between the child's initial incomplete representation of the scanning task and the representation required to scan successfully, by maximizing the familiarity of the task for the child, highlighting the relevant cues, and minimizing the number of items of information to be coordinated. Results of a multiple probe design indicated the efficacy of the instructional procedures. The instructional program is discussed in light of cognitive/development theory, educational applications, and directions for future research.

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Teaching Automatic Linear Scanning for Computer Access: A Case Study of a Preschooler with Severe Physical and Communication Disabilities

Abstract

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