Citation

Joyce BG, Joyce JH, Wellington B. Educ. Treat. Child. 1993; 16(1): 48-65.

Copyright

(Copyright © 1993, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The purpose of this study was to determine the effectiveness of using a stimulus equivalence procedure in the aquisition of English and Spanish words by head injured children. Two adolescents received a preassessment on 20 matching-to-sample tasks.

RESULTS of the preassessment indicated that both participants could identify pictures and read the corresponding printed words in English. Neither individual, however, could translate oral and printed words from English to Spanish or Spanish to English. Following training, a postassessment was administered. Despite having received instruction on only one task, both participants attained high scores on all remaining matching-to-sample tasks. These scores remained high on a follow-up assessment completed 69 days after training. Hence, stimulus equivalence appears to be an effective procedure for teaching foreign language skills to head injured adolescents and maintaining these skills once they are taught.