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Sutter, Chevonne; Demchak, MaryAnn – Education and Training in Autism and Developmental Disabilities, 2023
The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package…
Descriptors: Deaf Blind, Students with Disabilities, Teaching Methods, Intervention
Allison J. Jaeger; Logan Fiorella – Metacognition and Learning, 2024
Prior research suggests most students do not glean valid cues from provided visuals, resulting in reduced metacomprehension accuracy. Across 4 experiments, we explored how the presence of instructional visuals affects students' metacomprehension accuracy and cue-use for different types of metacognitive judgments. Undergraduates read texts on…
Descriptors: Cues, Visual Stimuli, Comprehension, Metacognition
Mandel, Natalie R.; Cividini-Motta, Catia; Schram, Jeffrey; MacNaul, Hannah – Journal of Applied Behavior Analysis, 2022
This study examined if listener behavior and responding by exclusion would emerge after training 3 participants with autism to tact stimuli. Tacts for 2 of 3 stimuli were directly trained using discrete trial training methodology and were followed by an auditory-visual discrimination probe in which auditory-visual discrimination by naming (i.e.,…
Descriptors: Visual Discrimination, Cues, Auditory Stimuli, Visual Stimuli
Karaaslan, Özcan – International Journal of Curriculum and Instruction, 2023
The aim of this study was to investigate the effectiveness of teaching with graduated guidance on teaching the playing backgammon skill, which is one of the leisure skills, to children with "Autism Spectrum Disorder (ASD)". Three children with ASD participated in this research. A multiple probe design across the participants was used in…
Descriptors: Autism Spectrum Disorders, Children, Skill Development, Leisure Time
Hanney, Nicole M.; Carr, James E.; LeBlanc, Linda A. – Journal of Applied Behavior Analysis, 2019
Studies on teaching tacts to individuals with autism spectrum disorder (ASD) have primarily focused on visual stimuli, despite published clinical recommendations to teach tacts of stimuli in other sensory domains as well. In the current study, two children with ASD were taught to tact auditory stimuli under two stimulus-presentation arrangements:…
Descriptors: Teaching Methods, Autism, Pervasive Developmental Disorders, Visual Stimuli
Ito, Kiwako; Wong, Wynne – Studies in Second Language Acquisition, 2019
Two eye-tracking experiments tested (a) whether L2 learners benefit from the consistency of input modality (auditory instead of written processing instruction [PI] training) and (b) whether they benefit from training using the same voice as the test voice. Results confirmed a robust effect of PI training on picture-selection accuracy, yet the…
Descriptors: French, Teaching Methods, Eye Movements, Second Language Learning
Broadbent, Hannah; Osborne, Tamsin; Kirkham, Natasha; Mareschal, Denis – Infant and Child Development, 2020
Benefits of synchronous presentation of multisensory compared to unisensory cues are well established. However, the generality of such findings to children's learning with visual and haptic sensory cue pairings is unclear. Children aged 6 to 10 years (N = 180) participated in a novel tabletop category-learning paradigm with visual, haptic, or…
Descriptors: Cues, Elementary School Students, Learning Processes, Multisensory Learning
Pasetto, Silmara Cristina; Barreiros, João Manuel Pardal; Corrêa, Umberto Cesar; Freudenheim, Andrea Michele – International Journal of Instruction, 2021
This study investigated the effects of visual and kinaesthetic instructional cues separately and in combination on the learning of motor skills by individuals with deafness. In addition, whether the mastery level of sign language would affect motor skill learning was also investigated. The task was dart throwing. The sample consisted of 69…
Descriptors: Deafness, Hearing Impairments, Elementary School Students, Cues
Lee, Andrew H.; Lyster, Roy – Language Awareness, 2023
The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of…
Descriptors: Grammar, Second Language Instruction, Second Language Learning, French
Rabab'ah, Ghaleb; Kessar, Sara; Abusalim, Nimer – Journal of Psycholinguistic Research, 2023
The prominent role of allophonic cues in English speech segmentation has widely been recognized by phonologists and psycholinguists. However, very meager inquiry was devoted to analysing the perception of these noncontrastive allophonic cues by Arab EFL learners. Accordingly, the present study is an attempt to examine the exploitation of…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Psycholinguistics
Jill Grattan; MaryAnn Demchak – Research and Practice for Persons with Severe Disabilities, 2024
To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most…
Descriptors: Deaf Blind, Students with Disabilities, Self Help Programs, Daily Living Skills
Olson, Daniel J. – Second Language Research, 2022
Featural approaches to second language phonetic acquisition posit that the development of new phonetic norms relies on sub-phonemic features, expressed through a constellation of articulatory gestures and their corresponding acoustic cues, which may be shared across multiple phonemes. Within featural approaches, largely supported by research in…
Descriptors: Cues, Second Language Learning, Second Language Instruction, Phonetics
Yi-Chun Christine Yang – Taiwan Journal of TESOL, 2024
This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Error Correction
Wiener, Seth; Bradley, Evan D. – Language Teaching Research, 2023
Lexical tone languages like Mandarin Chinese require listeners to discriminate among different pitch patterns. A syllable spoken with a rising pitch (e.g. "b[i-acute]" 'nose') carries a different meaning than the same syllable spoken with a falling pitch (e.g. "b[i with grave]" 'arm'). For native speakers (L1) of a non-tonal…
Descriptors: Intonation, Mandarin Chinese, Tone Languages, English
Ionescu, Thea; Ilie, Adriana – Early Child Development and Care, 2018
In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…
Descriptors: Preschool Children, Language Acquisition, Foreign Countries, Story Reading