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Teaching Learners with Multiple Disabilities to Isolate Phonemes

DeBar, Ruth M.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

Abstract Details

2008, Doctor of Philosophy, Ohio State University, ED Physical Activities and Educational Services.
The current investigation employed a multiple-probe design to evaluate the effectiveness and efficiency of an instructional package on a phonemic awareness task by six learners with multiple disabilities. The intervention entailed a decreasing time delay procedure, a systematic error correction procedure in addition to incorporating active student responding and use of intermittent schedules of reinforcement for correct responses. Intervention effectiveness was examined in terms of the percent correct of phonemes isolated across training and maintenance data. Intervention efficiency was examined across mean number of sessions to criterion, mean number of trials to criterion, mean number of errors per session, and mean number of trials presented per session across continuous phonemes, stop phonemes, and consonant blends. For four of the six participants, instruction targeted isolating the initial phonemes of consonant-vowel-consonant words across continuous phonemes, stop phonemes, and consonant blends. One participant was exposed to instruction targeting isolating continuous blends, stop blends, and three-letter blends. Another participant received instruction on isolating the final phoneme of CVC words across phoneme type. Results indicate that the instructional strategy was effective for all participants. Data on instructional efficiency measures suggest tentative conclusions. Additionally, phonemes that were mastered were maintained at a high-level of accuracy over the course of the investigation. Stimulus and response generalization across untrained words and phonemes were minimal. Two participants demonstrated generalization across untrained words and generalization of untrained sounds. Finally, measures of social validity indicated that classroom educators positively viewed procedures and goals of the instructional package employed. Limitations of the study are discussed, and future research are suggested.
Sheila Alber-Morgan, PhD (Advisor)
Helen Malone, PhD (Committee Co-Chair)
William Heward, PhD (Committee Member)
Laurice Joseph, PhD (Committee Member)
196 p.
Special Education
Multiple disabilities; phonemic awareness; instructional package

Recommended Citations

Citations

  • DeBar, R. M. (2008). Teaching Learners with Multiple Disabilities to Isolate Phonemes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

    APA Style (7th edition)

  • DeBar, Ruth. Teaching Learners with Multiple Disabilities to Isolate Phonemes. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

    MLA Style (8th edition)

  • DeBar, Ruth. "Teaching Learners with Multiple Disabilities to Isolate Phonemes." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

    Chicago Manual of Style (17th edition)

osu1218204142
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© 2008, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.