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Related Experiment Videos

Re-evaluation of a programmed method to teach generalized identity matching to sample

W V Dube1, R W Serna

  • 1Behavioral Sciences Division, E. K. Shriver Center, Waltham, MA 02254, USA. wdube@shriver.org

Research in Developmental Disabilities
|August 5, 1998
PubMed
Summary

This study shows that teaching identity matching to individuals with severe intellectual disabilities can be successful without requiring one-trial discrimination learning (OTDL). Modified training programs improved learning for most participants who previously struggled with standard methods.

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Area of Science:

  • Applied Behavior Analysis
  • Developmental Psychology
  • Special Education

Background:

  • Individuals with severe intellectual disabilities often face challenges in learning standard tasks.
  • Previous attempts using standard procedures were unsuccessful for the participants in this study.
  • Identity matching to sample is a foundational skill with potential prerequisite learning stages.

Purpose of the Study:

  • To investigate the effectiveness of a programmed training approach for identity matching to sample in participants with severe intellectual disabilities.
  • To determine if one-trial discrimination learning (OTDL) is a necessary prerequisite for identity matching.
  • To adapt training methods for participants who have a history of learning difficulties.

Main Methods:

  • Six participants with severe intellectual disabilities and low mental age-equivalent scores were enrolled.

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  • A programmed training approach was implemented, initially including one-trial discrimination learning (OTDL) as an intermediate goal.
  • The program was modified by removing the OTDL requirement for some participants.

    • Main Results:

    • One participant was removed due to issues with stimulus control.
    • Only one participant achieved OTDL; however, modified training without OTDL led to high accuracy in generalized identity matching for others.
    • One participant demonstrated conditional matching challenges but excelled in non-conditional matching.

    Conclusions:

    • One-trial discrimination learning (OTDL) is sufficient but not essential for mastering identity matching.
    • The adapted training program was effective in teaching identity matching to a majority of participants with severe intellectual disabilities who had prior learning failures.
    • The findings suggest flexibility in training prerequisites can enhance learning outcomes for this population.