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Effect of Density of Tests Interposed in Equivalence-Based Instruction on Speech Accuracy in Picture Naming

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Abstract

Children who are deaf and hard of hearing and received cochlear implants when exposed to equivalence-based instruction (EBI) exhibit improvements in speech accuracy in picture naming. The density of tests can be a variable. The present study investigated whether interspersing picture naming and reading tests between steps of an instructional curriculum (i.e., EBI) affects speech accuracy in naming tasks in two 7-year-old girls who were deaf and hard of hearing and had cochlear implants in the process of literacy. The children (Ran and Bia) were exposed to a computer-assisted curriculum that sought to teach reading. The curriculum was divided into four units and 17 teaching steps. Picture naming and reading tests were included between teaching steps in two of the four teaching units that were counterbalanced between participants. After teaching, speech accuracy in naming increased 47 percentage points for Ran and 14 percentage points for Bia. A unit-by-unit analysis showed that vocalizations tended to be more accurate in units where probe density was greater.

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Notes

  1. The GEIC development project (Individualized Learning Management System; http://geic.ufscar.br/site/) was conducted by the Laboratory of Human Behavior Studies (LECH) and Laboratory for Computing and Engineering (LINCE), headquartered at the University of São Carlos, which is part of the TIDIA-Ae (Information Technology for the Development of Advanced Internet—Electronic Learning) project.

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Funding

The study was funded by the Coordination for the Improvement of Higher Level Education Personnel-Brazil (CAPES)—Code 001. The research was conducted as part of the National Institute of Science and Technology for Behavior, Cognition and Teaching (INCT-ECCE) scientific program, supported by the São Paulo Research Support Foundation (FAPESP; grant # 2014/50909-8), by the National Council for Scientific and Technological Development (CNPq; grant # 465686/2014-1), and by CAPES (grant # 88887136407/2017-00). The first author was supported by a doctoral scholarship (INCT-CAPES; grant # 88887185094/2018-00), and the third author by a Research Productivity Scholarship (CNPq; grant # 306535/2018-1).

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Authors and Affiliations

  1. Universidade Estadual Paulista—Unesp (São Paulo State University), São Paulo, Brazil

    Laila Guzzon Hussein & Ana Cláudia Moreira Almeida-Verdu

  2. Hospital de Reabilitação de Anomalias Craniofaciais—HRAC/USP, (Craniofacial Anomalies Rehabilitation Hospital), Bauru, Brazil

    Leandra Tabanez do Nascimento Silva

  3. Universidade Federal de São Carlos—UFSCar (Federal University of São Carlos), São Paulo, Brazil

    Maria Stella Coutinho Alcantara Gil

Authors
  1. Laila Guzzon Hussein
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  2. Leandra Tabanez do Nascimento Silva
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  3. Maria Stella Coutinho Alcantara Gil
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  4. Ana Cláudia Moreira Almeida-Verdu
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Corresponding author

Correspondence to Laila Guzzon Hussein.

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Public Significance

A recent situation that has imposed itself upon the scientific community is the search for routes that increase the percentage of correct responses in naming, thus optimizing the process of establishing verbal repertoires in children who are deaf and hard of hearing and use cochlear implants. Studies that have systematically used such routes in this type of population and with several participants are scarce, which justifies the relevance of the present study.

Conflicts of Interest/Competing Interests

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Ethics Approval

The research was approved by the Ethics and Research Committee of the university where it was conducted.

Consent to Participate

Being underaged, participants signed an informed assent form (IAF); whereas their parents and/or legal tutors signed an informed consent form (ICF).

Consent for Publication

IAFs and ICFs signed by the participants and their legal tutors provided consent for publication.

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This article is based on the first author’s doctorate thesis, under the second author’s co-supervision and the third author’s supervision.

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Hussein, L.G., do Nascimento Silva, L.T., Gil, M.S.C.A. et al. Effect of Density of Tests Interposed in Equivalence-Based Instruction on Speech Accuracy in Picture Naming. Psychol Rec 73, 525–540 (2023). https://doi.org/10.1007/s40732-023-00570-0

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