Computerized handwriting instruction with severely mentally handicapped adults

Area of Science:

• Special Education
• Assistive Technology
• Developmental Psychology

Background:

• Individuals with severe intellectual disabilities often face challenges in developing essential skills like handwriting.
• Traditional handwriting instruction methods may not be sufficient for this population.
• Exploring technology-assisted learning is crucial for enhancing educational outcomes.

Purpose of the Study:

• To evaluate the effectiveness of a computerized handwriting instruction program.
• To assess the impact of modelling, feedback, and reinforcement on letter accuracy.
• To compare the learning outcomes based on the timing of computer intervention.

Main Methods:

• A multiple-baseline-across-subjects design was employed with six adult subjects exhibiting severe intellectual disabilities.
• Subjects utilized a digitized graphics tablet and computer prompts to practice writing the letter 'q'.
• Instructional components included modelling, corrective feedback, and reinforcement contingent on accuracy.

Main Results:

• Computerized instruction led to significant improvements in handwriting quality.
• Improvements were attributed to the instructional intervention, not merely practice effects.
• Subjects receiving earlier computer integration demonstrated superior performance compared to those with extended pre-computer practice.

Conclusions:

• Computerized handwriting instruction is an effective intervention for adults with severe intellectual disabilities.
• The timing of introducing computer-based learning is a critical factor for maximizing effectiveness.
• This approach offers a promising avenue for skill development in this population.