Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation

Abstract

Teacher preparation and training appear limited in the area of computer-assisted instruction (CAI) as well as more general instruction and management for students with disabilities including those with attention problems. Research suggests that CAI is a promising intervention for young inattentive students, with several inherent advantages; however, there are a number of implementation challenges that may interfere with more extensive and effective use in the classroom. Lessons learned from a recent randomized controlled trial of a CAI intervention highlight some of these challenges and suggest strategies for addressing them. Implications for instruction are discussed with regard to selection of appropriate CAI programs, integration into the classroom, and strengthening teachers’ more general management skills for inattentive students. Recommendations for pre-service training and professional development in CAI are provided.