This project aims to validate empirically a sew stimulus class account of number skill acquisition in individuals with severe to moderate mental retardation. Our analytic framework blends notions about stimulus control phenomena that have come from studies of equivalence and order relations, which have been evaluated with matching-to-sample and sequence production tasks, respectively. Based on the requirements of such tasks, we suggest an account of number skill acquisition that requires integration of two kinds of stimulus classes, feature classes and arbitrary classes. Feature classes are demonstrated when it is shown that the physical features of the stimuli that define the class exert discriminative control of responding. The arbitrary classes include equivalence classes and order classes. Equivalence class formation involves establishing the mutual substitutability of stimuli that come from different feature classes (e.g., the numeral 3 and its corresponding dictated name and quantity). Order classes involve the unidirectional asymmetrical relations between the stimuli in different equivalence classes. Group and single-subject methods will be used to: (1) Assess the extent to which participants' entry competencies reflect integration of feature, equivalence, and order stimulus classes. (2) Analyze whether establishing feature and equivalence (or order) classes using quantities (1-5), corresponding spoken number names, and numerals will allow success on magnitude-comparison tasks, or whether establishing order (or equivalence) classes is also required. (3) Determine whether teaching set-construction and counting using quantities (1-10) results in equivalence classes, order classes, and magnitude judgements. (4) Examine (a) whether computer-based training can establish reliable construction of sets to """"""""higher-order"""""""" sample stimuli requiring joint control by number and item (e.g., """"""""two apples,"""""""" """"""""three apples,"""""""" etc.) and (b) whether such training improves tabletop performances. The research has direct implications for developing effective instructional programs that establish number concepts in individuals who do not ordinarily acquire them.

Project Start
2000-07-01
Project End
2001-04-30
Budget Start
Budget End
Support Year
13
Fiscal Year
2000
Total Cost
Indirect Cost
Name
Eunice Kennedy Shriver Center Mtl Retardatn
Department
Type
DUNS #
City
Waltham
State
MA
Country
United States
Zip Code
02254
McIlvane, William J; Kledaras, Joanne B; Gerard, Christophe J et al. (2018) Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research. Behav Processes 152:18-25
Dube, William V; Farber, Rachel S; Mueller, Marlana R et al. (2016) Stimulus Overselectivity in Autism, Down Syndrome, and Typical Development. Am J Intellect Dev Disabil 121:219-35
McIlvane, W J; Gerard, C J; Kledaras, J B et al. (2016) Teaching Stimulus-Stimulus Relations to Minimally Verbal Individuals: Reflections on Technology and Future Directions. Eur J Behav Anal 17:49-68
Wilkinson, Krista M; O'Neill, Tara; McIlvane, William J (2014) Eye-tracking measures reveal how changes in the design of aided AAC displays influence the efficiency of locating symbols by school-age children without disabilities. J Speech Lang Hear Res 57:455-66
Dube, William V; Wilkinson, Krista M (2014) The potential influence of stimulus overselectivity in AAC: information from eye tracking and behavioral studies of attention with individuals with intellectual disabilities. Augment Altern Commun 30:172-85
Wilkinson, Krista M; Mitchell, Teresa (2014) Eye tracking research to answer questions about augmentative and alternative communication assessment and intervention. Augment Altern Commun 30:106-19
Morro, Greg; Mackay, Harry A; Carlin, Michael T (2014) Rapid Teaching of Arbitrary Matching in Individuals with Intellectual Disabilities. Psychol Rec 64:731-742
Grisante, Priscila C; Galesi, Fernanda L; Sabino, NathalĂ­ M et al. (2013) Go/No-Go Procedure with Compound Stimuli: Effects of Training Structure On the Emergence of Equivalence Classes. Psychol Rec 63:63
Wilkinson, Krista M; McIlvane, William J (2013) Perceptual factors influence visual search for meaningful symbols in individuals with intellectual disabilities and Down syndrome or autism spectrum disorders. Am J Intellect Dev Disabil 118:353-64
McIlvane, William J; Kledaras, Joanne B (2012) Some Things We Learned from Sidman and Some We Did Not (We Think). Eur J Behav Anal 13:97-109

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