This study examined the implementation of computer-based-instruction (CBI) in preschool programs for children with disabilities. CBI is a complex intervention involving many variables or factors, and attention to these factors is critical in understanding the implications of current research and designing future investigations. Therefore, the purpose of this study was to identify and describe factors related to the use of CBI and the relationship between such factors.; Qualitative inquiry was used to investigate the following research questions: (1) What are the contextual factors surrounding the use of CBI in preschool programs for children with disabilities? (2) What are the instructional factors related to the implementation of computer-based instruction in preschool programs for children with disabilities? and (3) To what extent is CBI integrated into the overall instructional program with preschoolers who have disabilities?; A grounded theory multi-site research design was employed in the study. Participants were six preschool special education teachers located in six different sites throughout Georgia. Data collection methods included classroom observations, teacher interviews, physical trace, and document analysis. A grounded theory approach was used for data analysis, and the findings were based on triangulation of data.; Data analysis indicated that three contextual factors surrounded the use of CBI in the preschool programs for children with disabilities: computer hardware, computer software, and classroom structure. Two instructional factors related to the implementation of CBI in preschool programs for children with disabilities were identified: instructional approach and response prompting. The extent to which CBI was integrated into the overall instructional program ranged from no integration to a high degree of integration based on evidence of integration factors.
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