Performance Contoured Programming: A Structure for Microcomputer‐Based Teaching of Individuals with Severe Learning Difficulties

Abstract

Recent developments in the application of microcomputers in teaching individuals with severe learning difficulties are generally to be welcomed. It is important, however, that such developments take into consideration existing knowledge regarding appropriate educational objectives and strategies for such individuals ‐‐ something which is frequently not the case at present. With regard to the adoption of appropriate teaching strategies it is suggested that programming structures explicitly related to an established educational model are adopted, Use of a structure based upon the behavioural model of precision teaching ‐‐ termed performance contoured programming (PCP) ‐‐ is discussed at some length and contrasted with an alternative programming approach. Applications of PCP are then considered. Results support its utility with regard to discrete tasks where relevant task features and the required behavioural response can both be clearly specified. The possibility of applications of PCP in non‐computerized teaching settings is briefly discussed.