The effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism.

Abstract

The present study was designed to examine the effects of computer-assisted instruction using a naturalistic language paradigm intervention (independent variable) for five adult individuals with autism. Four of the individuals reside in a private residential care facility and one individual is currently in high school. The computer-assisted instruction procedure employed in this study produced an increase in the participants' communicative interactions and a decrease in the participants' disruptive behavior. However, each participant's data indicated a great deal of variance from session to session. The results of the present study suggest computers may be a valuable tool in teaching communication and interaction skills for individuals with autism.