establishing a beginner listener repertoire via non-traditional discrimination techniques
DESCRIPTION
Establishing a Beginner Listener Repertoire via Non-Traditional Discrimination Techniques. Melissa Evans M.S. Megan Lewis B.A. Len Levin Ph.D. Paul D. Coyne Ph.D. Beginner Listening Repertoires. Beginning Language Comprehension Objectives - PowerPoint PPT PresentationTRANSCRIPT
Establishing a Beginner Listener Repertoire via Non-Traditional
Discrimination Techniques
Melissa Evans M.S.
Megan Lewis B.A.Len Levin Ph.D.
Paul D. Coyne Ph.D.
Beginner Listening Repertoires
• Beginning Language Comprehension Objectives
• Performance of motor movements when presented with vocal discriminative stimulus• Identifying objects when presented with vocal
discriminative stimulus
Sound Discrimination
• “Bridging” tasks between visual and auditory discrimination (Ward and Yu, 2000)– Participants passed visual discrimination tasks, but
failed auditory discrimination tasks– “Bridging” tasks including delayed matching, non-
identical matching, auditory-visual matching involving object sounds, and auditory-visual involving speech and object sounds
Auditory Matching Steps
• Some children do not achieve basic listener literacy and require other prerequisites (Greer and Ross, 2008)– Visual tracking, sensory matching, auditory
matching may be required before child can respond as a listener without visual cues
Teaching Steps
1. Sound Discrimination– Two sets bells, maracas, sticks, drums– Teacher presents sound behind barrier, child chooses correct
object from field to match the sound.2. Sound and Word Discrimination– Add 1- step instructions with vocal Sd rotated with already
mastered sounds3. Word Discrimination Only– After mastering 3-4 word discrimination targets rotated with
sounds, take sounds out of the field.– Continue to add new targets using only vocal Sd
General Teaching Techniques
• Discrete Trial Teaching– New targets introduced in errorless• Zero-second time delay between Sd and prompt
– Prompts faded to least intrusive prompt, then allow for independent responding• Error correction procedure for incorrect response
– Mastery Criterion• Generally >80% three consecutive sessions or >90%
two consecutive sessions
Participants
• Between 2 and 3 years of age• Diagnosed or at risk for autism• Mastered basic 1-step imitation tasks (gross
motor, actions with objects)– Actions with objects included items later used for
sound and word discrimination programs• Mastered basic matching to sample tasks
(identical objects, identical pictures)
Sound Discrimination
Sound and Word Discrimination
Word Discrimination Only
Participant 1
• Introduced identification of objects– Unable to fade prompts after 13 trial days
• Introduced sound discrimination– Combined sound and word discrimination (1-step
instructions)– Overtime, took sounds discrimination targets out
of the field, continuing to add more targets– Successfully reintroduced identification of objects
Participant 1 Sound and Word Discrimination
1 4 7 10 13 16 19 22 25 28 31 34 37 400
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. sticks, maraca, bells 2. “roll car” RR mastered
sounds (field of 4)3. “bang blocks” RR (2
sound, 2 word in field)4. “tap drum” RR (2
sound, 2 word in field)5. “nest cups” RR (2
sound, 2 word in field)6. RR only word targets
(field of 4)
Participant 1 Current Progress
• 1-step Instructions– Mastered 7 1-step instructions
• Receptive Identification of Objects– Mastered Identification of 8 nouns
Participant 2
• Introduced identification of objects and 1-step instructions to perform actions with objects from an array.– Unable to fade prompts on both programs– 1-step instructions program replaced with sound
discrimination
Participant 2 Word Discrimination
1 2 3 4 5 60
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. “tap tambourine,” “roll car,” “shake egg”
Participant 2 Sound Discrimination
1 2 3 4 5 6 70
102030405060708090
100
Trial Days
Perc
ent C
orre
t
1. sticks, bells, maraca, tambourine
Participant 2 Sound and Word Combination
1 2 3 4 5 6 7 8 9 1011121314151617180
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. sticks, bells, maraca, tambourine, “pop beads” (field of 3)
2. “roll car” RR mastered (2 word, 2 sounds in field)
3. “bang blocks” RR mastered (2 word, 2 sounds in field)
Participant 2 Word Discrimination Only
1 3 5 7 9 11 13 15 17 19 21 230
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. “pop beads,” “roll car,” “bang blocks” (field of 3)
2. “jump horse” RR mastered (field of 3)
3. “stamp playdoh” RR mastered (field of 4)
4. “raise arms” RR mastered (field of 3)
Participant 2
• Identification of Objects– Unable to fade prompts until mastery of “bridge”
from sound discrimination to word discrimination– When re-introduced, mastered 14 nouns (objects
and pictures), before exiting program• Mastered 6 1-step instructions before exiting
program• Mastered identification of 5 body parts before
exiting program
Participant 3
• Introduced sound discrimination targets before any other language comprehension skills– Mastered 4 targets
• Opened word discrimination targets without “bridge” from sound discrimination– Unable to fade prompts
Participant 3 Sound Discrimination
2 3 4 5 6 7 8 90
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. sticks, bells, maraca (field of 3)
2. sticks, bells, maraca, tambourine (field of 4)
Participant 3 Initial Word Discrimination Without Bridge
2 4 6 8 10 12 14 16 18 20 22 240
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
Participant 3 Sound and Word Combination
1 5 9 13 17 21 25 29 33 37 41 45 49 53 570
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. sticks, bells, maraca, tambourine, “pop beads” (F3)
2. “roll car” RR 2 sound, 2 word
3. “bang blocks RR 2 sound, 2 word
4. “brush hair” RR 2 sound, 2 word
5. “tap drum” RR 2 sound, 2 word
Participant 3 Word Discrimination Only
1 2 3 40
102030405060708090
100
Trial Days
Perc
ent C
orre
ct
1. “pop bead,” “roll car,” “bang blocks,” “brush hair,” “tap drum” RR field of 3
Participant 3
• Mastered 8 1-step receptive instructions before exiting
• Mastered identification of 11 nouns before exiting (objects and pictures)
Discussion
• “Bridging” between mastered discrimination tasks and novel tasks may be required for some students
• Similar applications can be used for other skills– “Bridge” from visual matching to identification of
objects– “Bridge” from matching objects to matching
pictures