Receptive

Contents

  • Establishing Auditory Discrimination
  • Promoting Transfer to Training Using Multiple Discriminative Stimuli
  • Picture Prompts & the Acquisition of Receptive Language

Teaching Receptive Identification to a Child with Autism

Kaylee Tomak (2018)

Abstract

A student in an Early Childhood Special Education Classroom was not identifying common objects when they were labeled, showing a deficit in auditory-visual discriminations. The purpose of this study was to teach auditory-visual discriminations using a prompting method in which the intensity of stimuli was faded. The auditory sample stimulus was presented and the student was required to make an echoic response. After the echoic response, the comparison stimuli were presented, with the positive comparison stimulus being full colored and the negative comparison stimuli being 0% intensity. After a correct response, the intensity of the negative comparison stimuli increased by 20%. After an incorrect response, the intensity of the negative comparison stimuli decreased by 20%. This intervention was effective in teaching receptive identification for six pictures.

Keywords

receptive identification, receptive labeling, auditory-visual discrimination, stimulus fading

Materials

Establishing Auditory Discrimination

Christina Henderson (2014)

Abstract

The ability to discriminate stimuli in the environment is a prerequisite skill necessary to acquire other crucial learning skills (Green, 2001). A pre-test showed that children in an early intervention pre-school classroom could not discriminate auditory stimuli, though they did demonstrate basic visual-discrimination skills. Prior research has shown that children with autism learn to discriminate non-verbal stimuli more quickly than verbal stimuli (Eikeseth & Hayward, 2009). The current study uses a basic auditory-discrimination procedure to foster more complex discrimination skills. The children were first taught basic auditory-discrimination skills using contrasting sounds. Once that skill was acquired vocal stimuli were added. Data was collected on the children’s performance on listener-responding procedures. This study adds to previous research that suggests an intermediate step is sometimes needed to establish receptive-language skills in children with developmental disabilities (Chow, 2010). Acquiring these skills will increase the rate of learning and allow the children to progress though the curriculum.

Keywords

auditory discrimination, receptive, complex discrimination

Materials

Promoting Transfer to Training Using Multiple Discriminative Stimuli

Dave Nichol (2014)

Abstract

Transfer of training occurs when the training of a behavior at one time or place now occurs in a different time and place (Malott, 2008). It is frequently observed that individuals with autism show poor transfer of newly acquired skills or knowledge from training to a novel environment (Mirenda & Donnellan, 1987). The current study sought to improve transfer of training of body part identification for a four-year-old child with autism using multiple discriminative stimuli to elicit a single response. This participant was selected based on his inability to respond to different yet similar directions within a previously mastered body-part identification procedure. The goal of the intervention was to elicit a single response to transfer across settings, persons, and additional discriminative stimuli. Acquisition of these skills can facilitate student’s progression to and success in less restrictive school environments where instructions are presented various vocal instructions.

Keywords

receptive, transfer to training, body parts

Materials

Picture Prompts & the Acquisition of Receptive Language

Gaige Johnson (2015)

Abstract

The present study evaluated the effectiveness of picture prompts in the acquisition of receptive language in the context of a receptive identification procedure. Receptive language training is the ability to listen to and understand what is being communicated (Miller, Carp, Petursdottir, 2009). Receptive language training requires acquisition of auditory-visual conditional discriminations, which is often an issue for children with autism because the student must attend to the auditory and comparison stimuli. Previous research has shown that receptive language training can be facilitated through the use of picture prompts (Fisher, Kodak, & Moore, 2007). The current intervention was a replication of the previously mentioned study and assessed the effectiveness of the picture prompts, which were systematically faded out as the student successfully progressed through the intervention. The student for this study was a three year-old male from an Early Childhood Special Education classroom (ECSE) that follows a behavioral curriculum. Results demonstrated that the picture prompts will aid in faster acquisition of receptive language and will result in fewer errors. Acquisition of receptive language will lead to the acquisition of additional skills that are necessary to succeed not only in the current early childhood classroom, but other educational settings as well.