Phoneme—Sound Generalization as a Function of Phoneme Similarity and Verbal Unit of Test and Training Stimuli

1963 ◽  
Vol 6 (4) ◽  
pp. 379-392 ◽  
Author(s):  
Harris Winitz ◽  
Betty Bellerose
Keyword(s):  
Test Trial ◽  
Stimulus Generalization ◽  
Verbal Unit ◽  
And Training

Phoneme generalization as a function of phoneme similarity and the verbal unit in which the phonemes appeared was investigated. Subjects were children from the first and second grades. For all ten pretraining trials correct responses were reinforced. The test trial was presented on the eleventh trial. For all conditions the test and training stimuli were presented as part of a syllable and in some cases the syllables were words. Test and training stimuli were formed by altering the initial consonant of the syllables. For all conditions the training stimuli were either /c/ or /θ/ and the test stimuli were one of the following: /t∫/, /s/, /θ/, and /t/. The results indicated that stimulus generalization occurred with the test stimuli /t∫/ and /s/. The verbal unit of the test and training stimuli was found to influence generalization, although the findings were not consistent for the experimental sounds employed in the present study. It was also found that stimulus generalization can, for the most part, be maintained with reinforcement.

"String-Pulling" in Birds. Iii. the Successful Response in Greenfinches and Canaries

Behaviour ◽  
1961 ◽  
Vol 17 (2-3) ◽  
pp. 103-129 ◽  
Author(s):  
M.A. Vince
Keyword(s):  
Test Trial ◽  
Experimental Situation ◽  
Test Period ◽  
Training Period ◽  
Trial And Error ◽  
String Pulling ◽  
And Training ◽  
Insight Into ◽  
The Way

Abstract1. Eighteen greenfinches, of which six were wild trapped adults, five were aviary-reared juveniles and seven were hand-reared juveniles; and also sixteen domestic canaries of which six were adults and ten were juveniles were tested in a "string-pulling" situation. 2. The experiment consisted of (1) a training period when birds were fed repeatedly at the point on a perch where the string and bait were to be suspended; (2) a test period when birds were given up to twelve half-hour trials with the bait suspended on a 4" string; and (3) for those birds which failed in the test period, a period of training in string-pulling. Half the juveniles tested were successful in string-pulling, but none of the adults. 3. Results showed that the finches used more varied methods of pulling up the string than do other species (e.g., tits) which habitually use the feet in feeding. It was also shown that the methods used by juveniles tended to be more varied than those of adults. 4. To this greater variety of behaviour is in part imputed the greater success of the juveniles in the string-pulling situation; this factor is, however, considered to be additional to those previously reported: that juveniles spent a greater proportion of each test trial in responding to the string and/or bait, and a diminished tendency to become extinguished in comparison with adults. 5. The way in which behaviour developed throughout the test trials was adaptive in the sense that activity which was reinforced (e.g., by the movement of the bait following a pull on the string) tended in general to increase at the expense of unreinforced activity. 6. Consideration of individual performances during the test and training trials suggested that the birds showed no evidence of insight into the nature of the experimental situation; success tended to occur intermittently and the improvement in performance was on the whole gradual. This suggested that the performance is closer to "trial-and-error" than to insight learning.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

2013 ◽  
Vol 20 (3) ◽  
pp. 91-106 ◽  
Author(s):  
Rachel Pizarek ◽  
Valeriy Shafiro ◽  
Patricia McCarthy
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Literature Review ◽  
Low Cost ◽  
Experimental Designs ◽  
Auditory Training ◽  
Hearing Impairments ◽  
Communicative Disorders ◽  
And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

Clinical Update: Pain and Suffering

2003 ◽  
Vol 8 (1) ◽  
pp. 5-5
Author(s):  
Sheila Wendler
Keyword(s):  
Subjective Experience ◽  
Personal Injury ◽  
Treatment Interventions ◽  
Medical Expenses ◽  
Affective Component ◽  
Pain Behaviors ◽  
The Social ◽  
Patient’S Experience ◽  
Pain And Suffering ◽  
And Training

Abstract Attorneys use the term pain and suffering to indicate the subjective, intangible effects of an individual's injury, and plaintiffs may seek compensation for “pain and suffering” as part of a personal injury case although it is not usually an element of a workers’ compensation case. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, provides guidance for rating pain qualitatively or quantitatively in certain cases, but, because of the subjectivity and privateness of the patient's experience, the AMA Guides offers no quantitative approach to assessing “pain and suffering.” The AMA Guides also cautions that confounders of pain behaviors and perception of pain include beliefs, expectations, rewards, attention, and training. “Pain and suffering” is challenging for all parties to value, particularly in terms of financial damages, and using an individual's medical expenses as an indicator of “pain and suffering” simply encourages excessive diagnostic and treatment interventions. The affective component, ie, the uniqueness of this subjective experience, makes it difficult for others, including evaluators, to grasp its meaning. Experienced evaluators recognize that a myriad of factors play a role in the experience of suffering associated with pain, including its intensity and location, the individual's ability to conceptualize pain, the meaning ascribed to pain, the accompanying injury or illness, and the social understanding of suffering.

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