Teaching selected microcomputer skills to retarded students via picture prompts.

Five students with intellectual disability learned to start and quit a computer program.

The teacher taped picture cards above the monitor. Each card showed one step.

A multiple-baseline design proved the prompts worked before any student moved to the next step.

All five students mastered the steps. They kept the skill weeks later.

They also opened a new, untrained program without extra teaching.

McMillan et al. (1999) and Lancioni et al. (2000) took the same idea and put the pictures inside the computer. Their adults with severe ID got more steps right than with paper cards.

Vedora et al. (2016) used picture prompts plus a short wait to teach receptive labels to autistic teens. The tool stayed the same; only the skill changed.

Shimizu et al. (2010) also ran a multiple baseline across students with DD, but they shaped mouse moves instead of program access. Same design, new target.

You can teach computer routines with cheap paper prompts first. Once the chain is fluent, fade the cards or switch to on-screen cues as E et al. later did. Start simple, then upgrade the tech only if needed.