ERIC Number: ED033497
Record Type: RIE
Publication Date: 1967-Feb
Reference Count: 0
Programmed Instruction for Perceptually Handicapped Children with Language Difficulties. Interim Report.
Three projects were designed to develop and evaluate materials for use with aphasic children (perceptually handicapped with language problems). The first project presented stimulus pairs in varying modality conditions. Results suggested that, although the aphasic children were not capable of improving their auditory discrimination performance, they had some ability to improve discrimination performance in the visual and especially in the combined modalities. The second project, ongoing when reported, studied the nature of auditory sequencing abilities in an optimally controlled environment and explored means of improving those abilities. Stimuli were presented in successive auditory, simultaneous auditory, or successive visual conditions; intensity, inflection, and configuration were varied. The third project, also ongoing, developed instructional materials making maximal use of visual stimuli with primarily auditory programs designed to provide phrase structure and appropriate units. Appendixes, comprising over half of the document, report on the form program, the sequencing stimuli and equipment, teaching programs, and stimulus items and scoring forms. (JD)
Descriptors: Aphasia, Audiovisual Instruction, Auditory Discrimination, Discrimination Learning, Educational Equipment, Exceptional Child Research, Instructional Materials, Intermode Differences, Language Acquisition, Language Patterns, Learning, Learning Disabilities, Material Development, Multisensory Learning, Programed Instruction, Verbal Stimuli, Visual Discrimination, Visual Stimuli
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA.