The effects of self-instruction training on a deaf child's semantic and pragmatic production.
Effects of self-instruction training on the communication skills of a profoundly hearing-impaired child were studied. Self-instruction training included modeling a series of problem-solving steps in order to direct communication production. Communication production was operationalized as signed semantic and pragmatic functions. A multiple baseline was used to assess treatment and generalization (treatment variations of person and setting) effects. There was evidence to suggest that self-instruction was immediately effective on pragmatic behaviors but such behaviors were reduced when another person administered treatment. In contrast, self-instruction training had a gradual influence on semantic behaviors and those effects were maintained when treatment included a different person and setting. Implications of the clinical study were discussed.
Swanson
H L
HL
University of Northern Colorado, Division of Research, Evaluation, and Development, Greeley 80631.
D001521:Behavior Therapy; D002648:Child; D003638:Deafness / Q000534:rehabilitation*; D005794:Generalization, Response; D006801:Humans; D007805:Language Development Disorders / Q000534:rehabilitation*; D008297:Male; D011380:Programmed Instructions as Topic; D012660:Semantics; D012813:Sign Language; D013068:Speech Production Measurement