Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package.
This study evaluated an intervention package combining simple and conditional discrimination training and specific reinforcement for each stimulus class in teaching reading of simple words to individuals with intellectual disabilities. In conditional discrimination training, participants matched printed words and pictures to the recorded sounds made by the pictured objects and animals. Fourteen children and adolescents with intellectual disabilities were assigned to an experimental and a control group. The two groups' performance did not differ in the pretest. The experimental group demonstrated equivalence class formation and read the words that participated in the equivalence classes, whereas the control group did not.
Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Programa de Pós-Graduação em Psicologia, Universidade Federal de São Carlos, Caixa Postal 676, 13565-905 São Carlos, SP Brazil.
Isabela
I
Zaine
Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil.
Camila
C
Domeniconi
Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil.
Julio C
JC
de Rose
Conditional discrimination; Intellectual disabilities; Reading; Simple discrimination; Specific reinforcement