論文ID: 25-P001
Sequential stimulus pairing (SSP) is a teaching strategy in word and letter reading for children with developmental disabilities. However, in certain cases, SSP fails to promote the acquisition of letter–sound knowledge. This study examined the complementary effectiveness of a matching-to-sample (MTS) training package for two children with developmental disabilities who did not respond to SSP. For one participant, the MTS package included visual discrimination of written letters and auditory discrimination of letter–sounds. The other participant was given the MTS package, which included a teaching strategy for incorporating the participant’s interests into the letter–sound phrase. The study then compared the test scores for reading letters between the baseline (SSP) and intervention (MTS package) phases. The number of correct responses to letter reading increased after training with the MTS package. These results indicated that a training package using the MTS format is effective if the SSP fails to promote learning of the letter–sound stimulus relations.
