An equivalence model for vocabulary acquisition in profoundly hearing-impaired children

Hollis, John H.; Fulton, Robert T.; Larson, Alfred D.

doi:10.1016/s0270-4684(86)80013-1

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…The results of the posttests indicated functional interdependence between reading (CD) and tacting (BD). These results also corroborate previous findings about the ability of equivalence relations to produce interrelations between verbal operants and establish one repertoire from another (de Rose et al, 1996;Hollis et al, 1986;Mackay & Sidman, 1984;Sidman, 1971;Sidman, 1986). Some studies in the area of equivalence used oral tacts (BD) to provide oral-textual (CD) responses (de Rose et al, 1996), whereas the present study and other studies that evaluated children with CIs used an inverse route and improved tacting pictures (BD) from previously established reading (CD) skills (Almeida-Verdu & Golfeto, 2016).…”

Section: Discussionsupporting

confidence: 91%

“…Although CIs provide immediate auditory detection, more complex listening skills (e.g., auditory discrimination, recognition, and comprehension [Erber, 1982]) require learning (Fagan & Pisoni, 2010;Houston et al, 2012;Levine et al, 2016;Pisoni, 2000). Hollis, Fulton, and Larson (1986) verified the generality of Sidman's (1971) equivalence model as a tool for teaching vocabulary in children with hearing loss. More recently, studies have extended the equivalence model (Sidman, 2000;Sidman & Tailby, 1982) to investigate and analyze meaning that is acquired from auditory stimuli in CI users (Almeida-Verdu et al, 2008;da Silva et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Improving oral sentence production in children with cochlear implants: effects of equivalence-based instruction and matrix training

Neves

Almeida-Verdu

Assis

et al. 2018

Psicol. Refl. Crít.

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Children who use cochlear implants (CI) and who are readers usually produce more accurate speech in response to text than to pictures. Equivalence-based instruction (EBI) can be a route to establish functional interdependence between these verbal operants. The present study investigated whether children with CI who read would improve speech accuracy when tacting pictures of scenes after EBI that included dictated sentences, pictures of scenes, and printed sentences. This study evaluated whether teaching verbal relations to diagonal sentences from a matrix with subject-verb-object combinations promoted recombinative generalization to untrained sentences. Participants were three children with CI with a more accurate speech when reading print than when tacting pictures of scenes. They were taught to select pictures of scenes in response to dictated sentences (AB) by matching-to-sample (MTS) and to construct printed sentences in response to dictated sentences (AE) by constructed-response-matching-to-sample (CRMTS). Speech production in response to print (CD) and in response to pictures of scenes (BD) were probed for both trained and untrained sentences, using a multiple baseline design across participants. All participants learned the trained relations, showed emergence of derived relations, and improved speech accuracy when tacting pictures of scenes. They were able to recombine sentence components and tact novel pictures using untrained sentences from the matrix. These results indicate that speech accuracy and generative sentence production can be improved in children with CI from interventions that incorporate EBI and matrix training.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Improving oral sentence production in children with cochlear implants: effects of equivalence-based instruction and matrix training

Neves

Almeida-Verdu

Assis

et al. 2018

Psicol. Refl. Crít.

View full text Add to dashboard Cite

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“…There are a few demonstrations of equivalence class formation by individuals with one sensory impai rment (deafness) (Barnes, McCullagh, & Keenan, 1990;Hollis, Fulton, & Larson, 1986;Osborne & Gatch, 1989). The results of the current experiment show the formation of equivalence classes by individuals with two severe sensory impairments: deafness and blindness.…”

Section: Discussionsupporting

confidence: 46%

“…The results of the current experiment suggest that equivalence class procedures might be a reliable method of establishing the interchangeability of Braille symbols, tactual signs, and the objects they represent. This, in turn, should facilitate the establishment of communication skills of individuals with sensory deficits such as deafness and blindness (Barnes et aL , 1990;Godfrey & Costello, 1995;Goodall & Everson, 1995;Hollis et aL , 1986;Osborne & Gatch, 1989).…”

Section: Discussionmentioning

confidence: 99%

Tactual Equivalence Class Formation and Tactual-to-Visual Cross-Modal Transfer

Belanich

Fields

1999

Psychol Rec

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Five adults, two who were deaf-blind and three who were hearing-sighted but blindfolded for the experiment, learned the conditional discriminations AB and BC that consisted of complex tactual stimuli. Class-consistent responding to symmetry, transitivity, and equivalence probes demonstrated the emergence of tactual equivalence classes by four of the subjects. These data confirm that visual or auditory stimuli are not needed for the induction of equivalence classes . They also suggest that equivalence class procedures might facilitate the formation of communicational skills by individuals who are deaf and blind . Following the formation of the tactual equivalence classes by the two hearing-sighted adults, they immediately showed tactual-tovisual cross-modal generalization of equivalence relations. These results suggest that prior equivalence class formation facilitate the reliable emergence of cross-modal transfer.

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“…In general, such outcomes are more likely when stimulus classes that are established by training relate to existing receptive and expressive repertoires. Indeed, Sidman's findings have been replicated across a variety of procedures with participants who possess such entry skills despite considerable variation in developmental status and hearing acuity (e.g., Hollis, Fulton, & Larson, 1986;Joyce & Wolking, 1989;Mackay, 1985;Mackay & Sidman, 1984;Osborne & Gatch, 1989;Stromer, 1996a). Sidman's (1971) and Sidman and Cresson's (1973) name-referent (e.g., picture, word, and symbol) matching procedures have also been used with young children without developmental disorders (Sidman, Kirk, & Willson-Morris, 1985;Sidman & Tailby, 1982;Sidman et al, 1986) and persons with mental retardation (Green, 1990;Sidman et al, 1986).…”

Section: Matching To Sample and Class Formationmentioning

confidence: 97%

Naming, the Formation of Stimulus Classes, and Applied Behavior Analysis

Stromer

Mackay

Remington

1996

J of App Behav Analysis

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The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes.

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An equivalence model for vocabulary acquisition in profoundly hearing-impaired children

Cited by 5 publications

References 8 publications

Improving oral sentence production in children with cochlear implants: effects of equivalence-based instruction and matrix training

Improving oral sentence production in children with cochlear implants: effects of equivalence-based instruction and matrix training

Tactual Equivalence Class Formation and Tactual-to-Visual Cross-Modal Transfer

Naming, the Formation of Stimulus Classes, and Applied Behavior Analysis

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