Delayed constructed-response identity matching improves the spelling performance of students with mental retardation

Journal of Behavioral Education - Tập 2 - Trang 139-157 - 1992
Robert Stromer1, Harry A. Mackay2,1
1Eunice Kennedy Shriver Center, Waltham,
2Northeastern University, Boston

Tóm tắt

We assessed the effects of a computerized matching-to-sample procedure on the spelling performances of three students with mental retardation. Initially, the students could 1) match pictures and printed words to one another, and 2) match pictures and printed words to spoken words. However, they could not construct words to either pictures or spoken words (e.g., touch, in order, the letters s->h->o->e given the spoken-word sample “Shoe”). Word constructions then improved markedly after exposure to delayed constructed-response identity matching (e.g., touch the letters s->h->o->e given the printed-word sample shoe). One subject's oral and written spelling also improved. The results extend previous research by showing multiple positive effects of a computerized spelling intervention. These effects may have occurred in part because of the formation of stimulus classes among pictures, printed words, and spoken words.

Tài liệu tham khảo

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Journal of Behavioral Education

Tập 2

139-157

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