Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments
By Karen A. Toussaint and Jeffrey H. Tiger; Journal of Applied Behavior Analysis, v. 43, no. 2, pp. 181-194 (Summer 2010)

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, resaerchers assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.