Sequential Stimulus Pairing Procedure for the Students with Intellectual Disabilities

DOI Web Site Web Site 被引用文献6件 参考文献21件 オープンアクセス

書誌事項

公開日
2013
資源種別
journal article
権利情報
  • http://creativecommons.org/licenses/by/4.0/
DOI
  • 10.4236/psych.2013.43a036
公開者
Scientific Research Publishing, Inc.

この論文をさがす

説明

For most of students with autism spectrum disorders (ASD) and Williams syndrome (WS), a rare genetic neurodevelopmental disorder, are known to have intellectual disabilities (ID). Students with ID often show the difficulties in reading. Especially, they are difficult to acquire the equivalence relations among pictures, written letters, and sounds and to have fluent eye movement during reading. Previous research suggested that a student with autism acquired Kanji reading skills by using stimulus pairing training. However, for acquiring word reading skills, new training which facilitates the fluent eye movement is necessary and we developed sequential stimulus pairing training. In the present study, we examined the acquisition of word reading skills through sequential stimulus pairing training for three students with ID who were also diagnosed as WS and three students with ID who were not diagnosed with WS. In a trial, each letters, the word, spoken sound, and picture were presented sequentially. With 6 students, result indicated that they could acquire the word reading skills, and also showed the improvement of their eye movement in reading. The result suggested sequential stimulus pairing training is effective to acquire both equivalence relations and fluent eye movement for wide range of students with ID.

収録刊行物

  • Psychology

    Psychology 04 (03), 238-245, 2013

    Scientific Research Publishing, Inc.

被引用文献 (6)*注記

もっと見る

参考文献 (21)*注記

もっと見る

関連プロジェクト

もっと見る

詳細情報 詳細情報について

問題の指摘

ページトップへ