| Sumario: | This study used a single-subject reversal research design to examine the effectiveness of using a computer to improve attention to visual analysis activities in five preschool children with disabilities in a special education programme. Baseline levels of attention to task behaviours were measured during the performance of fine motor tabletop visual analysis activities of matching, requiring shape recognition, counting, free drawing, and size and colour discrimination. During the intervention phase, computer-based visual analysis activities were introduced. Results suggest that each child's attention to task performance improved during the computer-based activities, when measured by the number of distractions, although sitting tolerance and visual attention to the task did not change. The findings of this study, although limited to five participants with developmental disabilities, suggest that the students were interested and motivated to engage in computerbased activities. More research is needed to examine a longer intervention phase and the effectiveness of computer-based intervention in natural settings such as a classroom.
|
|---|