RESUMO
This study determined if previously reinforced academic responding recurred when alternative responses were differentially reinforced and subsequently placed on extinction, and whether the magnitude of resurgence was related to the rate of differential reinforcement for the alternative behavior. Three kindergarten students read Greek letters aloud as arbitrary consonant-vowel blends. Resurgence was reliably demonstrated within and across participants, and the magnitude of resurgence was related to the prior rate of differential reinforcement of alternative behavior.
Assuntos
Fonética , Reforço Psicológico , Comportamento Verbal , Criança , Pré-Escolar , Condicionamento Operante , Feminino , Humanos , Masculino , Recidiva , Esquema de ReforçoRESUMO
Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which tests researchers are currently using, how they administer the tests, and how reliability and validity are maintained. It was found that, overall, researchers working with this population use the same tests of English employed by practitioners working with hearing students (i.e., the Peabody Picture Vocabulary Test, Expressive One-Word Picture Vocabulary Test, and Clinical Evaluation of Language Fundamentals). There is a disconnect between what is being used in research with deaf and hard of hearing students and what is being used in practice with them. Implications for practice are discussed.
Assuntos
Surdez/reabilitação , Avaliação Educacional , Transtornos do Desenvolvimento da Linguagem/reabilitação , Leitura , Língua de Sinais , Logro , Pesquisa Biomédica , Criança , Humanos , Reconhecimento Visual de Modelos , Reprodutibilidade dos Testes , Medida da Produção da Fala , VocabulárioRESUMO
The effects of the Language for Learning curriculum (Engelmann & Osborne, 1999) on through-the-air (i.e., signed and/or spoken) English skills for students who are deaf or hard of hearing (DHH) were examined by means of a single-subject, concurrent-multiple-probes-across-participants design. Four 11-year-old participants varied in auditory access, IQ, and age at amplification and/or cochlear implantation. All students showed increased accuracy of through-the-air English skills after the intervention (i.e., 15-20 lessons) and maintained these skills when assessed 1 week and 1 month later. The findings yielded some promising results indicating that a Direct Instruction curriculum may be an efficacious way to teach morphology and syntax to DHH students.