Use of a computer-assisted program to improve metacognition in persons with severe intellectual disabilities.

Moreno et al. (2005) tested a computer program that teaches thinking-about-thinking skills.

Teens with severe intellectual disability used the software during class.

A control group kept their normal lessons. The team checked scores before, after, and six months later.

The computer group raised their metacognition scores after the course.

The gains stayed strong half a year later. The control group did not improve.

Vedora et al. (2007) got the same kind of win with computer spelling lessons for teens with developmental disabilities. Both studies show that a computer can keep kids with ID engaged and learning.

Newman et al. (1991) did the same thing earlier, only with spelling words and constant time-delay. Javier moves the idea up a level: instead of memorizing facts, students learn to watch and guide their own thinking.

Brinton et al. (1996) also saw six-month maintenance, but they trained mothers, not students. The matching follow-up length shows that durable change is possible whether you teach the adult or teach the teen.

You now have a ready-made program that boosts self-monitoring in teens with severe ID and the gains stick. If you have tablets or laptops, you can run the lessons in small groups while you take data. The computer handles pace and prompts, freeing you to prompt peers and watch for generalization.