Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments
Degenerative visual impairments refer to conditions that result in the progressive loss of vision; several of these conditions have their onset during childhood. Nearly 3% of the school-aged population will experience vision loss that will require specialized support, yet there has been little attem...
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ndltd-LSU-oai-etd.lsu.edu-etd-04142009-1735202013-01-07T22:52:08Z Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments Toussaint, Karen Ann Psychology Degenerative visual impairments refer to conditions that result in the progressive loss of vision; several of these conditions have their onset during childhood. Nearly 3% of the school-aged population will experience vision loss that will require specialized support, yet there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with four school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed text letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity between the text letters, the corresponding braille letter, and their spoken name. Clayton Cook Frank Gresham Jeffrey Tiger LSU 2009-04-15 text application/pdf http://etd.lsu.edu/docs/available/etd-04142009-173520/ http://etd.lsu.edu/docs/available/etd-04142009-173520/ en unrestricted I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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Psychology Toussaint, Karen Ann Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
description |
Degenerative visual impairments refer to conditions that result in the progressive loss of vision; several of these conditions have their onset during childhood. Nearly 3% of the school-aged population will experience vision loss that will require specialized support, yet there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with four school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed text letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity between the text letters, the corresponding braille letter, and their spoken name. |
author2 |
Clayton Cook |
author_facet |
Clayton Cook Toussaint, Karen Ann |
author |
Toussaint, Karen Ann |
author_sort |
Toussaint, Karen Ann |
title |
Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
title_short |
Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
title_full |
Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
title_fullStr |
Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
title_full_unstemmed |
Teaching Level-1 Braille Reading Skills within a Stimulus Equivalence Paradigm to Children with Progressive Visual Impairments |
title_sort |
teaching level-1 braille reading skills within a stimulus equivalence paradigm to children with progressive visual impairments |
publisher |
LSU |
publishDate |
2009 |
url |
http://etd.lsu.edu/docs/available/etd-04142009-173520/ |
work_keys_str_mv |
AT toussaintkarenann teachinglevel1braillereadingskillswithinastimulusequivalenceparadigmtochildrenwithprogressivevisualimpairments |
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1716477655077879808 |