Teaching skills to use a computer mouse in preschoolers with developmental disabilities: shaping moving a mouse and eye-hand coordination.
Shaping in three clear steps taught every preschooler with DD to point and click a standard mouse.
01Research in Context
What this study did
Seven preschoolers with developmental disabilities joined a mouse-skills class. The team broke the skill into three baby steps: move the mouse, park the cursor on a target, then click and release.
Each child started at their own level. The adults praised every closer attempt until the full click happened. They tracked progress across kids with a multiple-baseline design.
What they found
All seven kids learned to point and click by the end. The shaping steps let them move from random wiggles to accurate clicks during game play.
How this fits with other research
Shih et al. (2009) showed adults can point faster by plugging in several mice at once. Hirofumi’s team moves the idea backward in age: first teach the basic motion, then fancy hardware can follow.
Fonger et al. (2019) used the same pure-shaping method to build eye contact in preschoolers with autism. Both studies hit 100% success, showing shaping works across very different skills.
Volkmar et al. (1985) taught computer program access with picture prompts. Hirofumi swaps prompts for shaping, updating the 1985 model for motor skills that prompts alone can’t create.
Why it matters
If a child can’t click, they can’t use most learning software. This three-step shaping plan gives you a ready script: reinforce small arm moves, then cursor landings, then the full click. No extra gadgets needed—just a regular mouse and your praise. Try it during tablet time next Monday and watch screen control bloom.
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02At a glance
03Original abstract
We taught seven preschoolers with developmental disabilities to point-and-click with a computer mouse. The computer-based training program consisted of three parts, based on a task analysis of the behavioral prerequisites to point-and-click. Training 1 was designed to shape moving the mouse. Training 2 was designed to build eye-hand coordination by teaching the children to move the on-screen cursor onto specific items on the screen. Training 3 was designed to teach pressing and releasing the mouse button. An instructor provided prompts and blocking to facilitate skill acquisition. A multiple baseline design across participants was used to evaluate the effectiveness of the training program. The results showed that all participants learned to point-and-click after exposure to the training program.
Research in developmental disabilities, 2010 · doi:10.1016/j.ridd.2010.06.013