Clinical testing of visual function of the young child.
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Results for “Persons with Visual Disabilities”
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[The quality of life in patients with pathologic myopia].
PURPOSE: To evaluate the functional status of daily life and the quality of life of pathologic myopia patients. METHODS: A cross-sectional study was conducted using data from pathologic myopia patients(n = 211) and control subjects(n = 144). The influence of the disease on the daily life and the quality of life of patients were evaluated using a self-rating questionnaire. The questionnaire covered the full range of the status of patients' daily life and the quality of life of pathologic myopia patients, including daily tasks depending on visual acuity, social and emotional handicaps, and cognition of disease. RESULTS: The functional status of daily life and the quality of life of patients was reduced compared with control subjects. The influence of pathologic myopia on the patients' daily lives was primarily the result of three major factors: handicap, disability, and support. All three correlated with the quality of life, the degree of handicap having the strongest correlation. CONCLUSION: The functional status of daily life and the quality of life of patients was reduced; this reduction in quality of life was attributed to disability and handicap caused by pathologic myopia.
Adolescent↗
Emergent simple discrimination established by indirect relation to differential consequences.
Three experiments examined a discrimination training sequence that led to emergent simple discrimination in human subjects. The experiments differed primarily in their subject populations. Normally capable adults served in the first experiment, preschool children in the second, and mentally retarded adults in the third. In all experiments, subjects learned a simple simultaneous discrimination: When visual stimuli A1 and A2 were displayed together, reinforcers followed selections of A1, the S+, but not A2, the S-. The subjects also learned a conditional discrimination taught with an arbitrary visual-visual matching-to-sample procedure. Comparisons were two additional visual stimuli, B1 and B2, and samples were A1 and A2. Reinforcers followed selections of B1 in the presence of A1 and of B2 in the presence of A2. After the simple-discrimination and conditional-discrimination baselines had been acquired, B1 and B2 were displayed alone (without a sample) on probe trials. Subjects had never been taught explicitly how to respond to such displays. Nonetheless, they almost always selected B1, which was involved in a conditional relation with A1, the stimulus that served as S+ on the simple-discrimination trials. This outcome suggested the formation of stimulus classes during conditional-discrimination training. Through class formation, B1 and B2 had apparently acquired stimulus functions similar to those shown by A1 and A2 on simple-discrimination trials, thereby leading to emergent selections of B1 on the probes.
Adolescent↗
Neuropsychological assessment difficulties associated with "hard-to-assess" individuals: a retrospective review.
This paper presents the first phase of a wider research programme examining neuropsychological assessment as it applies to individuals with physical and sensory disabilities to such a degree as to make them "hard-to-assess" (HTA). The aim of this paper was to investigate the extent to which physical and sensory disabilities interfered with the neuropsychological assessments of individuals referred following traumatic brain injury. A retrospective review of 288 individuals with brain injury revealed 22 who met the criteria for being HTA on the basis of physical or sensory disabilities. The modifications necessary to standard techniques for assessment of these individuals, and the domains in which assessment was difficult or impossible are discussed. Most HTA were individuals who had impairment in two or three of the visual, motor and speech domains.
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Stimulus classes in matching to sample and sequence production: the emergence of numeric relations.
We investigated interrelationships among stimulus classes established in matching-to-sample and sequence-production tasks. The analysis focused on the matching and sequencing of quantities, numerals, and arbitrary forms in two individuals with mental retardation. The basic protocol involved: (a) establishing both matching and sequencing performances with some stimuli, (b) training sequencing with a new set of stimuli and assessing whether new matching performances emerged, and (c) training matching with a new set of stimuli and assessing whether new sequencing emerged. The results showed that sequence training did not readily lead to new matching performances, unlike prior research with college students. In contrast, training in matching to sample yielded emergent sequence production; these data support prior studies involving children and adults without developmental disabilities. The results extend prior stimulus class research and suggest an important role for stimulus control processes in the production of generative numeric performances.
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Neurology of painting. Preface.
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Animals↗
Simultaneous and delayed matching to sample in gesture users and speakers with mental retardation.
Sixty-eight participants with severe mental retardation participated in a study of representational matching to sample. Participants were asked to match objects to identical objects, line drawings, miniature objects (icons), pantomimes, and spoken names. Participants who were successful in these matching tasks also experienced delayed matching tasks. Participants differed in their expressive communication and comparisons were made between symbolic (speaking) individuals, distal gesture users, and contact gesture users. Contact gesture users were significantly worse on identical matching to sample tasks than other participants. Mean scores on matching objects to line drawings were significantly better than mean scores on other matching tasks. In delayed matching, however, scores for matching objects to spoken names were significantly better than other tasks. The implications of these results for learning to use an augmentative communication device are discussed.
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Effect of familiarity on primacy performance of normal and retarded children.
On the assumption that serial recall tasks reflect spatial memory rather than verbal rehearsal, the purpose of this experiment was to determine what effect stimulus familiarity had on the spatial primacy performance of 20 retarded and 20 normal boys and girls. Linear presentation effects of familiar and nonfamiliar pictures upon serial position curve performance when overt verbalization was suppressed were investigated. Results indicated that an interaction of stimulus familiarity and spatial memory is responsible for the primacy effect found in serial position curves. No primacy effect for either the normal or retardate group was found in the nonfamiliar stimulus condition. No overall developmental effects were found between groups of children on serial position performance. Consistent with Craik and Lockhart's memory processing model, the present results indicated stimulus familiarity provided deeper levels of processing, thereby facilitating primacy effects.
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Imagery and verbal mediation in paired-associate learning of educable mentally retarded adolescents.
PA learning was investigated among sixty educable mentally retarded adolescents as a function of variations in image-evoking potential of the response members and of instructions to utilise a verbal mediation strategy. The data indicated that performance with verbal mediation instruction surpassed that under non-mediation instruction conditions regardless of imagery level. Results were discussed in terms of Paivio's conceptual peg hypothesis as well as the EMR's deficiency in input organisation.
Adolescent↗
What am I doing in Timbuktu: person-environment picture recognition for persons with intellectual disability.
BACKGROUND: The aim of this study was to examine the effects of familiarity of depicted persons and environments in recognition of photographs for pupils with different degrees of intellectual disability (ID). METHOD: Forty-five pupils with ID participated. RESULTS: An interaction effect between the two variables, person and environment, was found in addition to main effects for both the variables. Pictures of the test person himself or herself in familiar environments were easier to recognize than in unfamiliar environments, whereas the opposite was found for pictures of other familiar persons. No interaction effects of degree of ID were found. CONCLUSIONS: The interaction pattern is explained in terms of absent, present or implausible semantic associations between the person and the environmental context. The results are discussed in relation to augmentative and alternative communication with photographs.
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Teaching sight words to children with moderate to mild mental retardation: comparison between instructional procedures.
Differential effects of three training procedures to teach sight words to 13 children with moderate to mild mental retardation were investigated in an alternating treatments design. Number of correct responses was assessed during probe sessions in word-alone (word was presented without picture), integrated-picture (word was presented with integrated picture, no fading), and picture-fading (integrated picture was faded out) conditions. Results show that most children learned to identify sight words fastest in the word-alone condition. Effects were largely maintained during follow-up at 2 to 5 weeks after training.
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Effect of "missing" information on fast mapping by individuals with vocabulary limitations associated with intellectual disability.
One phenomenon of language development is a dramatic increase in vocabulary size, driven by rapid word learning. For individuals with intellectual disabilities, the size of the lexicon often lags behind what would be expected both for CA and MA. I examined how well individuals with severely limited receptive vocabulary associated with intellectual disability retained a new word-picture map after a single exposure under conditions of varying difficulty. This study was a direct replication of a previous investigation with typically developing preschool children, enabling a direct comparison. Individuals with intellectual disabilities performed equally as well as control children in the initial exposure phase but poorer when asked to remember the initial map in the presence of other novel distracters or labels.
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Nonvocal language acquisition in adolescents with severe physical disabilities: Bliss symbol versus iconic stimulus formats.
This study compared training in two language systems for three severely handicapped, nonvocal adolescents: the Bliss symbol system and an iconic picture system. Following baseline, training and review trials were implemented using an alternating treatments design. Daily probes were conducted to assess maintenance, stimulus generalization, and response generalization, and data were collected on spontaneous usage of either language system throughout the school day. Results showed that students required approximately four times as many trials to acquire Bliss symbols as iconic pictures, and that students maintained a higher percentage of iconic pictures. Stimulus generalization occurred in both language systems, while the number of correct responses during responses generalization probes was much greater for the iconic system. Finally, students almost always showed more iconic responses than Bliss responses in daily spontaneous usage. These results suggest that an iconic system might be more readily spontaneous usage. These results suggest than an iconic system might be more readily acquired, maintained, and generalized to daily situations. Implications of these findings for the newly verbal person were discussed.
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Errorless learning: reinforcement contingencies and stimulus control transfer in delayed prompting.
Delayed prompting can produce errorless discrimination learning. There is inherent in the procedure a disparity in reinforcement density which favors unprompted over prompted responses. We used three schedules of reinforcement to investigate the impact of reinforcement probability on transfer of stimulus control. One schedule of reinforcement was equal prior to and following a prompt (CRF/CRF), the second favored unprompted responses (CRF/FR3), and the third favored responses following the prompt (FR3/CRF). Experimental questions concerned the probability of errors, the probability of transfer, and the rate of transfer in the context of delayed prompting. Transfer was accelerated when reinforcement probability favored anticipatory responding. The schedule that favored prompted responses did not prevent a shift to unprompted responding. Errors were infrequent across procedures. Reinforcement probability contributes to but does not entirely determine transfer of stimulus control from a delayed prompt.
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Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training.
Three severely handicapped adolescents were trained, using a picture prompt package, to complete three complex vocational or daily living tasks. Results indicated that all students required many training sessions to learn the first training task. Following initial training, however, all students generalized their use of the pictures across settings without additional training. The students also needed substantially reduced amounts of training on the remaining two tasks. During maintenance, two of the students continued to perform at relatively high levels of accuracy with and without the picture prompts, whereas one student continued to need the pictures.
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Generalization of object naming after training with picture cards and with objects.
Generalization of four retarded children's object naming responses to stimuli in the natural environment was assessed after training with either objects or pictures of the objects. Generalization was typically greater after training with objects. In a second experiment, half of the stimuli that showed little generalization were retrained by alternating the original training object with an object that belonged to the same stimulus class as the training stimulus. The other half were simply retrained using the object. The alternating procedure resulted in substantial increases in generalization to untrained objects.
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Teaching idiom comprehension to children with mental retardation.
This study examined the effectiveness of a training program designed to teach children with mild mental retardation the meaning of 12 idiomatic phrases, such as "to hit the sack." Four 9-year-old children participated in the training. A multiple baseline design across subjects and across three sets of idioms was implemented. Training consisted of presenting both literal and idiomatic contexts in the form of story narratives, and asking the children to explain the outcome of the story and to select one picture from an array of four that represented the outcome. All children demonstrated learning, although 1 child required review procedures to facilitate maintenance. Children were able to generalize their receptive learning to an expressive task with varying levels of success. All children demonstrated an ability to understand the learned idioms when presented in unfamiliar contexts.
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Conditional discrimination in mentally retarded adults: the development of generalized skills.
The development of generalized conditional discrimination skills was examined in adults with retardation. Two subjects with histories of failure to acquire arbitrary matching under trial-and-error procedures were successful under procedures that trained one or more prerequisite skills. The successive discrimination between the sample stimuli was established by training the subjects to name the stimuli. The simultaneous discrimination between the comparison stimuli was established using either (a) standard simple discrimination training with reversals or (b) a procedure in which each of the two sample-comparison relations in the conditional discrimination was presented in blocks of trials, with the size of the blocks decreasing gradually until sample presentation was randomized. The amount of prerequisite training required varied across subjects and across successive conditional discriminations. After acquiring either two or three conditional discriminations with component training, both subjects learned new conditional discriminations under trial-and-error procedures. In general, each successive conditional discrimination was acquired more rapidly. Tests showed that conditional responding had become a generalized skill. Symmetry was shown for almost all trained relations. Symmetry trial samples were ultimately named the same as the stimuli to which they were related in training.
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