Echoic Teaching and Vocalization Accuracy in Picture Naming Tasks for Children with Hearing Loss
DOI:
https://doi.org/10.31505/rbtcc.v27i1.1990Keywords:
Echoic Teaching; Reading Teaching; Hearing Impairment.Abstract
Speech distortions are observed in children with hearing loss (HL). This study verified whether teaching echoic was linked to conditional discrimination tasks in a reading teaching program and whether it would increase speech accuracy in three children with HL. The equivalence-based program taught 51 words via computer in discrete trials. Discriminations between dictated and written words, their smaller units (syllables and letters), and figures were trained by the matching-to-sample (selecting a printed figure/word/syllable conditionally to the dictated word/syllable) and constructed-response procedures matching-to-sample (select letters in sequence conditionally to the dictated/printed word). The echoic was linked to matching-to-sample, in two of four teaching units, balancing the conditions between the participants. Periodic probes monitored speech. In the pre-tests, naming was below 60% and reading was above 66% correct; they learned echoic, and naming improved in all teaching units, regardless of echoic teaching.
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