Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
Main Article Content
Abstract
Forming classes of equivalent stimuli has been considered a productive model of symbolic relations, or meaning, when teaching to read and write, with directly and indirectly taught relations between stimuli. This study had the objective of evaluating the effects of one module of a computerized reading and writing program on children with intellectual disability enrolled in a regular school. Three students aged between 8 and 10 years old participated in the study. The teaching program was applied individually to each participant inside the school, during two to three weekly sessions approximately 35 minutes long. The general assessment was applied as a pre and post-test. The results showed that the better the entry repertoire, the faster participants advanced in the procedure and improved their reading and writing repertoires. Conducting this intervention in initial school grades can contribute to the process of leaning basic reading and writing repertoires.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content.
References
Bandini, C. S. M., Bandini, H. H. M., Sella, A. C., & de Souza, D. G. (2014). Emergence of reading and writing in illiterate adults after matching-to-sample tasks. Paidéia, 24, 75-84. http://dx.doi.org/10.1590/1982-43272457201410.
Benitez, P., & Domeniconi, C. (2016). Use of a computerized reading and writing teaching program for families of students with intellectual disabilities. The Psychological Record, 66, 127-138. http://dx.doi.org/10.1007/s40732-015-0158-8/S1413-65382006000300009.
de Rose, J. C. C., de Souza, D. G, & Hanna, E. S. (1996). Teaching reading and spelling: Exclusion and stimulus equivalence. Journal of Applied Behavior Analysis, 29, 451-469. http://doi.org/10.1901/jaba.1996.29-451
de Rose, J. C., de Souza, D. G., Rossito, A. L., & de Rose, T. M. S. (1992). Stimulus equivalence and generalization in reading after matching to sample by exclusion. In S. C. Hayes, & L.J. Hayes (Eds.), Understanding verbal relations, (pp. 69-82). Reno, Nevada: Context Press.
de Souza, D. G., de Rose, J. C., & Domeniconi, C. (2009a). Applying relational operants to reading and spelling. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities (pp. 171-207). Oakland, CA: New Harbinger.
de Souza, D. G., de Rose, J. C., Faleiros, T. C., Bortoloti, R., Hanna, E. S., & McIlvane, W. J. (2009b). Teaching generative reading via recombination of minimal textual units: A legacy of Verbal Behavior to children in Brazil. International Journal of Psychology and Psychological Therapy, 9, 19-44.
Dunn, L. M.; Dunn, L. M. (1981) Peabody Vocabulary Test – Revised. Minessota: American Guidance Service.
Lucchesi, F. D. M., Almeida-Verdu, A. C. M., & de Souza, D. G. (2018). Reading and speech intelligibility of a child with auditory impairment and cochlear implant. Psychology & Neuroscience, 11, 306-316. http://dx.doi.org/10.1037/pne0000139
Maydak, M., Stromer, R., Mackay, H. A., & Stoddard, L. T. (1995). Stimulus classes in matching to sample and sequence production: the emergence of numeric relation. Research in Developmental Disabilities, 16, 179-204. https://doi.org/10.1016/0891-4222(95)00008-B
Melchiori, L. E., de Souza, D. G, & de Rose, J. C. (2000). Reading, equivalence and recombination of units: A replication with students with different learning histories. Journal of Applied Behavior Analysis, 33, 97-100. http://doi.org/10.1901/jaba.2000.33-97
McIlvane, W. J, Kledaras, J. B., Lowry, M. J., & Stoddard, L. T. (1992). Studies of exclusion in individuals with severe mental retardation. Research in Developmental Disabilities, 13, 509-532. http://dx.doi.org/10.1016/0891-4222(92)90047-A
Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5-17. http://dx.doi.org/10.1044/jshr.1401.05
Sidman, M. (1994). Stimulus equivalence and behavior: A research history. Boston: Authors Cooperative.
Sidman, M. (2000). Equivalence relations and the reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74, 127-146. http://doi.org/10.1901/jeab.2000.74-127
Sidman, M., & Cresson, O. (1973). Reading and cross-modal transfer of stimulus equivalence in severe retardation. American Journal of Mental Deficiency, 77, 515-523.
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22. http://doi.org/10.1901/jeab.1982.37-5
Shimizu, H., Twyman, J. S., & Yamamoto, J. (2003). Computer-based sorting-to-matching in identity matching for young children with developmental disabilities. Research in Developmental Disabilities, 24, 193-194. http://doi.org/10.1016/S0891-4222(03)00028-3.
Stromer, R., Mackay, H. A., & Stoddard, L. T. (1992). Classroom applications of stimulus equivalence technology. Journal of Behavioral Education, 2, 225-256. https://doi.org/10.1007/BF00948817.
Tanji, T., & Noro, F. (2017). Emergent anagram and vocal spelling via stimulus equivalence in Japonese children with intellectual disabilities. Journal of Special Education Research, 6, 33-43. http://doi.org/10.6033/specialeducation.6.33.