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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

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establishing a beginner listener repertoire via non traditional discrimination techniques

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
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
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
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
Teaching Steps
  • Sound Discrimination
    • Two sets bells, maracas, sticks, drums
    • Teacher presents sound behind barrier, child chooses correct object from field to match the sound.
  • Sound and Word Discrimination
    • Add 1- step instructions with vocal Sdrotated with already mastered sounds
  • 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
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
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)
participant 1
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
Participant 1 Sound and Word Discrimination

sticks, maraca, bells

“roll car” RR mastered sounds (field of 4)

“bang blocks” RR (2 sound, 2 word in field)

“tap drum” RR (2 sound, 2 word in field)

“nest cups” RR(2 sound, 2 word in field)

RR only word targets (field of 4)

participant 1 current progress
Participant 1 Current Progress
  • 1-step Instructions
    • Mastered 7 1-step instructions
  • Receptive Identification of Objects
    • Mastered Identification of 8 nouns
participant 2
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
Participant 2 Word Discrimination

1. “tap tambourine,” “roll car,” “shake egg”

participant 2 sound discrimination
Participant 2 Sound Discrimination

1. sticks, bells, maraca, tambourine

participant 2 sound and word combination
Participant 2 Sound and Word Combination

sticks, bells, maraca, tambourine, “pop beads” (field of 3)

“roll car” RR mastered (2 word, 2 sounds in field)

“bang blocks” RR mastered (2 word, 2 sounds in field)

participant 2 word discrimination only
Participant 2 Word Discrimination Only

“pop beads,” “roll car,” “bang blocks” (field of 3)

“jump horse” RR mastered (field of 3)

“stamp playdoh” RR mastered (field of 4)

“raise arms” RR mastered (field of 3)

participant 21
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
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
Participant 3 Sound Discrimination

sticks, bells, maraca (field of 3)

2. sticks, bells, maraca, tambourine (field of 4)

participant 3 sound and word combination
Participant 3 Sound and Word Combination

sticks, bells, maraca, tambourine, “pop beads” (F3)

“roll car” RR 2 sound, 2 word

“bang blocks RR 2 sound, 2 word

“brush hair” RR 2 sound, 2 word

“tap drum” RR 2 sound, 2 word

participant 3 word discrimination only
Participant 3 Word Discrimination Only

“pop bead,” “roll car,” “bang blocks,” “brush hair,” “tap drum” RR field of 3

participant 31
Participant 3
  • Mastered 8 1-step receptive instructions before exiting
  • Mastered identification of 11 nouns before exiting (objects and pictures)
discussion
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