Effects of Computer-Based Instruction on Teaching Emergency Telephone Numbers to Students with Intellectual Disability

Abstract

The purpose of this study was to determine the effectiveness of computer-based instruction on teaching students with intellectual disability the skills of telling which emergency services to call in specific emergency situations and reciting the correct telephone number of that specific emergency service. In this study, a multiple probe design with probe sessions across behaviors model was used and it was replicated with five subjects. Interobserver and procedural reliability data was collected and the results showed high reliability. Results demonstrated that computer-based instruction was effective on teaching students with intellectual disability the skills of telling which emergency services to call in specific emergency situations and reciting the telephone numbers of these specific emergency services. Moreover, the skills were maintained four, eight and twelve weeks after instruction was ended, and generalized to different responses.