PRI
LSLS: Preventing
Respiratory Illness
HIVW
LS: Preventing
HIV for Women
HIVM
LSLS: Preventing
HIV for Men
EMPrep
LSLS: Emergency and
Disaster Preparedness
RA
LSLS: Reducing Abuse
HIVW2
LSLS: Reducing HIV
for Women
HIVW2
LSLS: Sex and
Sexuality for Women
HIVW2
LSLS: Communication
in Intimate Relationships
for Women

Tech-Aid recognizes that people with ID need easy-to-use, and readily available materials based on effective instructional design and technology.

Instructional Design

Resources and materials are structured in a way that promotes learning and skill acquisition. To meet the unique learning needs of people with ID, each content area is broken into component concepts or skills1.

Our interactive computer programs are based on behavioral-based instruction. Beginning with examples, each associated concept is defined. Once the concept has been taught, a series of examples and non-examples are used to test understanding. These examples and non-examples serve as interactive test items or quizzes. Based on user performance, the computer program provides immediate on-screen error-correction and remediation and presents an additional opportunity to practice or apply new information and/or skills. This represents a combination of what, in the educational literature, has been referred to as "Direct Instruction" or "DI,"2 and mastery-based learning.

This method of instruction allows the program users to develop a problem-solving approach to risk identification and reduction, rather than simply memorizing discrete skills.3,4,5,6

No Reading Required

Our computer programs use a proven easy-to-use interactive interface which individuals with intellectual disabilities ranging from moderate to mild support needs are able to use independently and competently.

Our programs make use of straightforward language to communicate and teach content, and they take advantage of current technology to deliver the content in a format that does not require reading. This content is taught using a multimedia approach including graphics, animation, digital still photography, and video-based materials.

Learning at a Comfortable Pace

Both the computer and the video DVD programs are divided into chapters making it easy for the individual or the group to move through the program at a comfortable pace, stop the program if needed and resume at a later time. In a group environment, the video DVD chapters allow time for discussion.

Multiple Formats for Individuals or Use in a Group Setting

To meet the technological diversity of people with ID, resources and materials are available in a variety of formats including:


1. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), pp. 376-391. New York: MacMillan Publishing.
2. Becker, W. C., Engelmann, S., & Thomas, D. R. (1971). Teaching: A course in applied psychology. Chicago: Science Research Associates.
3. Carnine, D.W., Kameenui, E.J., & Woolfson, N. (1982). Training of textual dimensions related to text-based inferences. Journal of Reading Behavior, 14, 182-187.
4. Darch, C., Carnine, D., & Gersten, R. (1984). Explicit instruction in mathematics problem-solving. Journal of Educational Research, 77, 350-359.
5. Fielding, G.D., Kameenui, E.J., & Gersten, R. (1983). A comparison of an inquiry and a direct instruction approach to teaching legal concepts and applications to secondary school students. Journal of Educational Research, 76(5), 287-293.
6. McDonnell, J., & Ferguson, B. (1988). A comparison of general case in vivo and general case simulation plus in vivo training. TASH, 13(2), 116-124.