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From the laboratory to the classroom:
applying a behavioral technology to teaching survival symbols,
words and their meanings. Joanne Kledaras, Debra Flusser, Melissa Potter, Aranya Albert and William J. Mcilvane JK Consulting, Protestant Guild Learning Center and E. K. Shriver Center, USA In an ongoing research-to-practice program, procedures developed to teach basic discrimination skills in the laboratory are being field tested in school settings. At one site, for example, matching-to-sample computer software is being used by teachers for assessing and teaching elementary survival words to children who have not learned via the classroom teaching methods that are routinely used in special education. Participants are school-aged children with mental retardation, autism and other developmental disabilities. The goals are to (1) teach children equivalence relations involving spoken words (e.g. "danger," "poison," etc.), conventionally applied iconic symbols, and printed words, and (2) verify children's understanding of the meanings of these symbols. Various laboratory-derived teaching techniques are employed, including stimulus control shaping and learning by exclusion. This poster will present several case studies that illustrate the use and document the effectiveness of the various techniques as applied in classroom settings. Keywords: mental retardation, special education, stimulus equivalence |
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