June 1994 — Features

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Using Computers to Initiate Active Learning for Students With Severe Behavior Problems

To begin with, students with behavior problems overwhelmingly prefer the individual and immediate reinforcement that computers provide, rather than being taught by traditional methods.1 Also, in order for school reform to reach fruition, the educational paradigm must shift from passive to active learning where students are engaged in a curriculum that connects them to the real world. Technology can serve as this bridge. Next, leaders need the visionary ability to communicate not only desirable, but attainable futures containing countless possibilities for the improvement of teaching and learning.5 As educators, our goal is to facilitate significant changes in student achievement and behavior. Using computers in the classroom will help our students realize three objectives: Significant improvement in academic achievement; Improvement in behavior to a marked degree; and A reduction in interpersonal deficits. If students with severe behavior disorders are to become productive members of our society, educators must provide them with a functional curriculum. By participating in this curriculum, students are guided toward achieving the proposed objectives while increasing their self-esteem. A curriculum that is based on social and behavioral logic will be reinforcing for these learners.
Finally, school work should have a real purpose, one that affects students' lives and futures. Computers can help students examine problems, gather information and reach their own conclusions. Horner, Dunlap and K'egel believe the effectiveness of a program must be evaluated as to whether or not it can solve significant problems and/or produce meaningful enhancements of a person's lifestyle.6 Instead of using technology to work on hypothetical problems, students are encouraged to use it when trying to resolve real problems.7 Basic Premise of Proposal