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Blind Procedures

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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A computer-based program to teach braille reading to sighted individuals.

Mindy C Scheithauer¹, Jeffrey H Tiger

¹Louisiana State University, USA.

Journal of Applied Behavior Analysis

|July 31, 2012

Summary

This study evaluated a computer program for teaching braille. Sighted students learned braille characters and improved reading comprehension, with skills maintained over time.

Keywords:

braille computer-based instruction matching to sample reading teacher training undergraduates verbal behavior

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Last Updated: May 20, 2026

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Area of Science:

Education
Assistive Technology
Special Education

Background:

Effective braille instruction is crucial for the visually impaired.
Current braille training methods may lack efficiency.
Need for innovative, accessible braille-learning tools.

Purpose of the Study:

To evaluate a computer-based program for teaching braille characters and English letter correspondences.
To assess the program's effectiveness in improving braille reading skills.
To determine the long-term retention of learned braille skills.

Main Methods:

Preliminary evaluation involving 4 sighted college students.
Utilized a matching-to-sample format to link braille symbols with English letters.
Assessed learning through mastery of character-to-word matching and braille passage reading.

Main Results:

All participants successfully mastered matching braille characters to English words.
Participants demonstrated an increase in the number of words read in braille passages post-training.
Learned skills showed variable levels of maintenance when tested 2-4 weeks later.

Conclusions:

The computer-based program shows promise as an efficient braille-training method.
The program effectively teaches braille character recognition and reading.
Further research with visually impaired learners is warranted to confirm efficacy.