Children with Profound General Learning Disabilities (PLD) present a great challenge to teachers. They may well function at a very early developmental age throughout their school lives, and have motor or sensory impairments which make assessment and teaching particularly problematic. There is, however, a small volume of research which suggests that the use of IT might provide a means to both help these pupils make progress and provide useful feedback to their teachers on their effectiveness. The study described in this paper used a single-subject experimental design to assess the effectiveness of adding computerised teacher feedback to contingent reinforcement. to teach the children the critical concept of contingency awareness. Customised software was used to monitor children's operation of a suitable switch, and provide prompts to the teacher. The implications of the results to date for the use of ICT in the education of children with PLD are discussed.