Communication Board Use in Severely Handicapped Learners

1985 ◽  
Vol 16 (3) ◽  
pp. 146-157 ◽  
Author(s):  
Joe Reichle ◽  
David E. Yoder
Keyword(s):  
Preschool Children ◽  
Stimulus Control ◽  
Verbal Stimulus ◽  
Severely Handicapped ◽  
Improved Performance ◽  
Communication Board

Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting and object labeling resulted in improved performance for two learners. A procedure to shift stimulus control from a verbal cue ("What's this? ") to the presence of the object improved performance on spontaneous probes for a third learner. The remaining learner failed to acquire the spontaneous use of the acquired vocabulary.

Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

1983 ◽  
Vol 8 (4) ◽  
pp. 3-13 ◽  
Author(s):  
Lori Goetz ◽  
Kathy Gee ◽  
Wayne Sailor
Keyword(s):  
Stimulus Control ◽  
Multiple Disabilities ◽  
Classroom Setting ◽  
Transfer Of Stimulus Control ◽  
Crossmodal Transfer ◽  
Hearing Status ◽  
Auditory Mode ◽  
Sensory Channel ◽  
Severely Handicapped ◽  
Control Procedures

Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode. As a result, all three students were able to participate in formal audiometric evaluations of their hearing status. Procedures were designed to be replicable in a typical classroom setting serving severely handicapped students. Results are discussed in terms of their utility in facilitating audiological testing for untestable persons and in terms of implications for teaching students functional use of the auditory sensory channel.

scholarly journals Assessing restricted stimulus control in typically developing preschool children and bees (Melipona quadrifasciata).

2014 ◽  
Vol 7 (2) ◽  
pp. 207-220 ◽  
Author(s):  
Antonio M. Moreno ◽  
André A. B. Varella ◽  
Daniela S. Canovas ◽  
Lídia M. M. Postalli ◽  
Dora Fix Ventura ◽  
...  
Keyword(s):  
Preschool Children ◽  
Stimulus Control ◽  
Typically Developing ◽  
Melipona Quadrifasciata

Emergent Simple Discrimination in Children: Transfer of Stimulus Control under Non-Reinforced Conditions

1991 ◽  
Vol 43 (4b) ◽  
pp. 361-388 ◽  
Author(s):  
Paul M. Smeets
Keyword(s):  
Preschool Children ◽  
Test Stimulus ◽  
Stimulus Control ◽  
Training Stimulus ◽  
Simple Discrimination ◽  
Correct Stimulus ◽  
Transfer Of Stimulus Control ◽  
Incorrect Stimulus

Previous research on humans suggests that simple discriminations may emerge if both stimuli, B1 and B2, are compounded with the stimuli of a previously trained discrimination, A1 (S+) and A2 (S-), and responding to the compounds, B1A1 and B2A2, is reinforced. Two questions were addressed. First, do simple discriminations also emerge if (a) only one stimulus, B1, is compounded with a training stimulus, A1 (S+) or A2 (S-); or with both training stimuli, A1 (S+) and A2 (S-); and (b) neither B1 nor B2 is compounded with the training stimuli? Second, do simple discriminations emerge if reinforcement in the presence of the AB compounds is withheld? Normal preschool children served as subjects. The study consisted of six experiments. Transfer occurred in all experiments regardless of whether both test stimuli, one test stimulus, or none of the test stimuli were compounded with the training stimuli under non-reinforced conditions. The results can be described by the following rules: Respond to any stimulus that includes a component of a “correct” stimulus of a previous discrimination. Otherwise, respond away from the stimulus that incorporates a component from an “incorrect” stimulus of a previous discrimination. The implications of data for sensory pre-conditioning and language-based accounts are discussed.

Using Telecommunications Technology to Instruct Rural Severely Handicapped Children

1979 ◽  
Vol 46 (2) ◽  
pp. 118-125 ◽  
Author(s):  
James W. Tawney ◽  
Stanley R. Aeschleman ◽  
Sandra L. Deaton ◽  
Robert M. Donaldson
Keyword(s):  
Control System ◽  
Preschool Children ◽  
Data Transmission ◽  
Large Scale ◽  
Daily Basis ◽  
Similar System ◽  
Handicapped Children ◽  
Home Based ◽  
Severely Handicapped ◽  
Teaching Machines

A prototype telecommunications project designed to bring home instruction to severely handicapped preschool children in remote and isolated areas is described. The project demonstrated that a minicomputer control system could serve a large number of families simultaneously. Reliable telephonic data transmission between computer and home based teaching machines was achieved, families accepted the placement of equipment in their homes, and children interacted with automated devices on a daily basis. The feasibility of large scale service delivery through a similar system is discussed.

Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects

1994 ◽  
Vol 11 (2) ◽  
pp. 91-105 ◽  
Author(s):  
Janice R. Howard ◽  
J. Allen Watson ◽  
Vicki M. Brinkley ◽  
Ginger Ingels-Young
Keyword(s):  
Preschool Children ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Comprehension Monitoring ◽  
Spatial Skills ◽  
Key Factors ◽  
Maze Task ◽  
Field Independent ◽  
Improved Performance ◽  
Assisted Instruction

A comprehensive computer curriculum designed to teach pre-math/spatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-math/spatial instruction via computer and approximately 20 percent via teacher instruction. The following pretest/posttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and color/direction questions, and less time on color/direction questions. Both FI/FD and Ref/Imp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed.

Auditory Sequence Learning in Children

1968 ◽  
Vol 11 (1) ◽  
pp. 179-188
Author(s):  
Lois Huffman ◽  
Leija McReynolds
Keyword(s):  
Preschool Children ◽  
Visual Stimulus ◽  
Sequence Learning ◽  
Verbal Stimulus ◽  
Single Item ◽  
Auditory Sequence ◽  
Group I ◽  
Terminal Behavior ◽  
Time Required ◽  
Three Phases

Two procedures were used for training preschool children to emit a three-sequence response to a three-sequence verbal stimulus. For the four children in Group I the verbal stimulus was presented simultaneously with the visual stimulus, whereas the four children in Group II were presented with the verbal stimulus only once preceding the presentation of the visual stimulus. Training was programmed in three phases starting with a single item and gradually increasing to the three-item terminal behavior. Results indicate that the procedures used to train the Group I children were more efficient in terms of number of trials and amount of time required to complete the program.

Testing the Receptive Language Skills of Severely Handicapped Preschool Children

1985 ◽  
Vol 16 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Paula M. Pecyna ◽  
Ronald K. Sommers
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Language Skills ◽  
Receptive Language ◽  
Choice Task ◽  
Auditory Comprehension ◽  
Behavioral Ratings ◽  
Severely Handicapped ◽  
Criterion Referenced ◽  
Age Range

Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children. Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills. Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.

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