Rapid Teaching of Arbitrary Matching in Individuals with Intellectual Disabilities

Greg Morro,
Eunice Kennedy Shriver Center

Harry A. Mackay, and
Eunice Kennedy Shriver Center

Michael T. Carlin

Rider University

圖片與文字配對（在一堆圖片中選中和所給文字對應的圖片）

“蘋果”，在一堆圖片中找出蘋果的圖片

For highly salient targets (e.g., triangle among circles), individuals with and without intellectual disabilities search very rapidly and without additional time

越是差異大越容易分辨

visual arrays

who often experience difficulty with three-stimulus oddity tasks (e.g., selection of a square displayed together with two circles存在困難

difficult-to-teach children

昨天讓源哥做找襪子配對，頭兩三次他不明白意思，做得很糟糕，最後一次基本不需要提醒就能做對（在這個過程中有觀察）

讓恆哥做練習，圖文配對，做了五六次才全部做對（試錯練習）

Commonly used methods include adding and then gradually removing verbal cues, manual guidance, gestural and imitative prompts, and enhancement of features of the correct stimuli (e.g., brightness and size亮度和大小) in tasks to be trained.

examined training of arbitrary relations between visual stimuli (e.g., numerals and their printed names) and between visual and auditory stimuli (e.g., numerals and their dictated names）視覺刺激/聽覺刺激

matched identical stimuli, identified fewer than 10 sight words, had learned to name numerals, and that learning the relations between numbers and their names (printed and spoken）這是數字幾（雄哥、茵姐、源哥、柔柔四個叉燒包還不行，柔柔可能會也難說， 沒測試過）

were asked to name each numeral and printed word orally

數字與文字的配對（1/一）

數字與讀音的陪讀（1/1的讀音）