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Field effectiveness of stimulus equivalence for teaching reading skills to children with autism

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dc.contributor.author Giewercer, Lisa
dc.date.accessioned 2010-10-26T19:26:49Z
dc.date.available 2010-10-26T19:26:49Z
dc.date.issued 2010-10-26
dc.identifier.uri http://hdl.handle.net/10464/3061
dc.description.abstract Stimulus equivalence involves teaching two conditional discriminations that share one stimulus in common and testing all possible conditional discriminations not taught (Saunders & Green, 1999). Despite considerable research in the laboratory, applied studies of stimulus equivalence have been limited (Vause, Martin, Marion, & Sakko, 2005). This study investigated the field-effectiveness of stimulus equivalence in teaching reading skills to children with Autism. Participants were four children with Autism receiving centre-based intensive behavioural intervention (lBI) treatment. Three of the participants, who already matched pictures to their dictated names, demonstrated six to eight more emergent performances after being taught only to match written words to the same names. One participant struggled with the demands of the study and his participation was discontinued. Results suggest that stimulus equivalence provided an effective and efficient teaching strategy for three of the four participants in this study. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Pattern perception en_US
dc.subject Autistic children -- Education en_US
dc.subject Reading -- Remedial teaching en_US
dc.title Field effectiveness of stimulus equivalence for teaching reading skills to children with autism en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name M.A. Applied Disability Studies en_US
dc.degree.level Masters en_US
dc.contributor.department Center for Applied Disability Studies en_US
dc.degree.discipline Faculty of Social Sciences en_US


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