Using Discrete Trial Training to Identify Specific Learning Impairments in Boys with Fragile X Syndrome

Autor/inn/en	Hall, Scott S.; Hustyi, Kristin M.; Hammond, Jennifer L.; Hirt, Melissa; Reiss, Allan L.
Titel	Using Discrete Trial Training to Identify Specific Learning Impairments in Boys with Fragile X Syndrome
Quelle	In: Journal of Autism and Developmental Disorders, 44 (2014) 7, S.1659-1670 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2037-6
Schlagwörter	Learning Disabilities; Mathematical Logic; Males; Genetic Disorders; Children; Adolescents; Young Adults; Comparative Analysis; Mathematics Skills; Teaching Methods; Computer Assisted Instruction; Training; Disability Identification; Behavior Problems; Mathematical Concepts; Responses; Control Groups; Reinforcement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematical logics; Mathematische Logik; Male; Männliches Geschlecht; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Ausbildung; Positive Verstärkung
Abstract	We examined whether "discrete trial training" (DTT) could be used to identify learning impairments in mathematical reasoning in boys with fragile X syndrome (FXS). Boys with FXS, aged 10-23 years, and age and IQ-matched controls, were trained to match fractions to pie-charts and pie-charts to decimals either on a computer or with a trained behavior analyst using DTT. Participants with FXS obtained significantly lower learning rates on the fractions to pie-charts task, and were more likely to perseverate on previously reinforced responses during learning compared to controls. These data suggest that DTT can be used to identify specific learning impairments in boys with FXS, as well as other low-functioning individuals with developmental disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10