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Comparing two methods of teaching single words in context

Greater Victoria School District

Dan G. Bachor

University of Victoria

'John' (a pseudonym), a six-year-old boy, has been diagnosed as multiple-handicapped. His limited language production prior to the study was not functional; he imitated sounds and words. Two techniques (imitation and focused stimulation) were introduced to help John learn to name a list of objects and actions. Using a Multiple- Treatment Design with a control condition for practice effects, the efficacy of the two treatments was compared. Although treatment effects were not immedi ate and results continued to be variable throughout the study, imitation was more effective than focused stimulation or the control condition.

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