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J Appl Behav Anal. 2010 Summer;43(2):181-94. doi: 10.1901/jaba.2010.43-181.

Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments.

Author information

1
Louisiana State University, Baton Rouge, Louisiana 70803, USA. jtiger@lsu.edu

Abstract

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.

KEYWORDS:

braille; instruction; stimulus equivalence; visual impairment

PMID:
21119894
PMCID:
PMC2884344
DOI:
10.1901/jaba.2010.43-181
[Indexed for MEDLINE]
Free PMC Article

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