Mediated language acquisition for dysphasic children

Gray, Burl B.; Fygetakis, L.

doi:10.1016/0005-7967(68)90061-2

Cited by 18 publications

(14 citation statements)

References 9 publications

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“…Gray and Fygetakis (1968) also have reported that they were able to use operant conditioning techniques to develop appropriate language in dysphasic children, i.e., children with normal intellectual potential but whose linguistic performance was poor as a result of neurological impairment. They concluded that the behavioral model triumphs over the medical model insofar as the development of speech for dysphasic children is concerned.…”

Section: Reliabilitymentioning

confidence: 99%

Inappropriate Speech in a Severely Retarded Child: A Case Study in Language Conditioning and Generalization

Barton¹

1970

J of App Behav Analysis

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The modification of inappropriate speech, a class of behaviors rather than a limited number of specific examples, is little known in the severely retarded. In this study, operant techniques were used to modify the strikingly bizarre and inappropriate speech of a severely retarded boy. The boy's appropriate verbal responses to questions about magazine pictures were reinforced with candy. When he responded inappropriately, the magazine was withdrawn, and social interaction was discontinued for a 10-sec timeout period. Negative responses were ignored, the next picture displayed, and the next question asked immediately. In the modification of speech behavior, research has concentrated in two main areas.

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Section: Reliabilitymentioning

confidence: 99%

Inappropriate Speech in a Severely Retarded Child: A Case Study in Language Conditioning and Generalization

Barton¹

1970

J of App Behav Analysis

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“…The shaded area running through this latter plot is the target range. The arrows 3For a more complete discussion of this procedure see Gray and Fygetakis, 1968. designate those times when the TOTE system determined that the variables should be changed. It can be noted from the upper plot of sentence scores that there was a gradual increment in performance as a function of the number of sessions.…”

Section: Evaluation and Resultsmentioning

confidence: 99%

“…If during the evaluation session the child does not demonstrate mastery at this minimum level, he is placed in an alternate program, which is a prereading training situation. This procedure is based upon branching programming techniques (Gray and Fygetakis, 1968). The routine of this pre-training activity is simple, straightforward, and common in the psychological literature on task mastery.…”

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confidence: 99%

Performance Determined Instruction for Training in Remedial Reading

Gray¹,

Baker²,

Stancyk³

1969

J of App Behav Analysis

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“…Following general principles of program construction (Fry 1963, Gray & Fygetakis 1968), the training programs were written in small steps, from Kelly's baseline performance to a stated goal, with the following variables specified at each step:…”

Section: T R a I N I N G Two Categories Of The Language Sample Providmentioning

confidence: 99%

Linguistically Based Training Programs

Gottsleben¹,

Buschini²,

Tyack

1974

J Learn Disabil

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A child's baseline speaking skills are determined prior to training through analysis of 100 spontaneous utterances. Analysis of this language sample considers linguistic constructions, features within these constructions, number of words/utterance and number of morphemes/ utterance. The resulting information enables clinicians to program language learning tasks for a specific child in accordance with developmental language sequences. Language programs developed by clinicians follow conventional programming and reinforcement principles and are appropriate for individual or small group training. The training procedure follows these steps: (1) language sampling; (2) analyzing the sample; and (3) training.This paper presents a system of training and testing based upon analysis of language samples. The method incorporates linguistic as well as behavioral principles and applies to children with mean utterance lengths ranging from two to six words. The method can be used for both group and individual teaching, since it provides personalized instruction in either setting.Narrowly interpreted, the procedures described in this paper apply to those children whose language delay is serious enough to warrant intervention. Broadly interpreted, it provides an instance of individualized instruction which may be helpful to a clinician or teacher interested in developing remedial programs based on children's performance.Our rationale for the method to be described follows from recent research at the Scottish Rite Institute for Childhood Aphasia and elsewhere (Morehead & Ingram 1973, Fygetakis & Ingram 1973, Bloom 1970, Brown 1973). To provide a scale of normal language acquisition with which language samples from individual children can be compared, Ingram and Eisenson (1972) developed an outline of syntactic structures based on Morehead and Ingram's study. The outline presents five levels, each of which is derived from mean sentence length. Across the five levels, mean sentence length varies from two to six words. Ingram and Eisenson's developmental sequence is not a complete listing of the forms and constructions children use. Rather, it is based on the most frequently occurring structures in the data analyzed by Morehead and Ingram. We do not presume to have complete knowledge of children's linguistic development at this time. Nonetheless, sufficient data are available on which to base language training. Since we are still collecting data on children's linguistic performance over extended periods of time, our procedures are not presented as research completed and fully docuVo/ume 7, Number 4, April, 1974 13 at

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Mediated language acquisition for dysphasic children

Cited by 18 publications

References 9 publications

Inappropriate Speech in a Severely Retarded Child: A Case Study in Language Conditioning and Generalization

Inappropriate Speech in a Severely Retarded Child: A Case Study in Language Conditioning and Generalization

Performance Determined Instruction for Training in Remedial Reading

Linguistically Based Training Programs

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