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| Strategies Used to Promote Discrimination Skills in Preschool Children Diagnosed Within the Pervasive Development Disorders Spectrum |
| Sunday, May 29, 2005 |
| 3:00 PM–4:20 PM |
| Stevens 5 (Lower Level) |
| Area: AUT; Domain: Applied Research |
| Chair: Kelly A. Young (Crossroads Center for Children) |
| Discussant: Stephen R. Anderson (Summit Educational Resources) |
| Abstract: Children with a diagnosis within the PDD spectrum often present with difficulties related to discrimination skills. Discrimintaion abilities are a prerequisite to learning more complex concepts. The presenters will provide information relative to three instructional strategies used to promote discrimination skills. |
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| Impulse Control Used As Instructional Support to Promote Discrimination Skills |
| JOANNE EMERLE (Crossroads School for Children) |
| Abstract: When learning concepts, learners must attend to the presented stimuli. Some learners tend to hear the Sd and immediately impulsively respond, usually incorrectly. "Impulse Control" is a technique designed to teach children to slow down, listen, think, and then respond. This technique will be demonstrated in case studies and effectiveness will be discussed. |
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| Discrimination Skills Facilitated By the Use of "3+" Program |
| VANESSA RUSSELL (Crossroads Center for Children) |
| Abstract: When teaching learners to discriminate classes of stimuli, learners occassionally continue responding to the first stimulus and not to the newly presented concept. For example, a learner may continue to identify 'red' even though the new stimulus 'blue' has been targeted. The 3+ program is designed to incorporate repeated practice of a learned skill paired with repeated practice with a new skill until successful. We will demonstrate this technique in a variety of teaching contexts. |
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| Use of a Multiple Modality Approach to Promote Discrimination Performance |
| SHANNON M. SOWLE (Crossroads Center for Children) |
| Abstract: Some learners demonstrate difficulty acquiring discrimination concepts. The use of multiple modalities can faciliate performance. The use of multiple modalities is an approach in which we are presenting the learning stimulus across the sensory channels: visually, physically, and auditorily. For example, if learning "car", the teacher will label and hand the car to the child and allow the child to hold it. Data will be presented showing how this strategy can facilitate discrimination skills. |
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