Matching-to-Sample Training Package for Non-responders to Sequential Stimulus Pairing: Letter-Sound Knowledge Acquisition in Children with Developmental Disabilities

• 資料種別: 記事
• タイトル: Matching-to-Sample Training Package for Non-responders to Sequential Stimulus Pairing: Letter-Sound Knowledge Acquisition in Children with Developmental Disabilities
• 著者・編者: Takayuki TANJI; Yu INAGAKI; Kana UCHIDA; Go KINOSHITA
• 著者標目: Takayuki TANJI; Yu INAGAKI; Kana UCHIDA; Go KINOSHITA
• タイトル（掲載誌）: The Journal of special education research
• 巻号年月日等（掲載誌）: 14(1):2025.8
• 掲載巻: 14
• 掲載号: 1
• 掲載ページ: 23-33
• 掲載年月日（W3CDTF）: 2025-08
• ISSN（掲載誌）: 2187-5014
• ISSN-L（掲載誌）: 2187-5014
• 出版事項（掲載誌）: Tukuba : The Japanese Association of Special Education
• 出版地（国名コード）: JP
• 本文の言語コード: eng
• 件名標目: matching-to-sample; sequential stimulus pairing; child's interests; letter-sound knowledge; developmental disabilities
• NDLC: ZF9
• 対象利用者: 一般
• 所蔵機関: 国立国会図書館
• 請求記号: Z76-A806
• 連携機関・データベース: 国立国会図書館 : 国立国会図書館雑誌記事索引; https://ndlsearch.ndl.go.jp
• 書誌ID（NDLBibID）: 034306396; http://id.ndl.go.jp/bib/034306396
• 整理区分コード: 632

• 要約等: <p>Sequential stimulus pairing (SSP) is a teaching strategy in word and letter reading for children with developmental disabilities. However, in certain cases, SSP fails to promote the acquisition of letter–sound knowledge. This study examined the complementary effectiveness of a matching-to-sample (MTS) training package for two children with developmental disabilities who did not respond to SSP. For one participant, the MTS package included visual discrimination of written letters and auditory discrimination of letter–sounds. The other participant was given the MTS package, which included a teaching strategy for incorporating the participant’s interests into the letter–sound phrase. The study then compared the test scores for reading letters between the baseline (SSP) and intervention (MTS package) phases. The number of correct responses to letter reading increased after training with the MTS package. These results indicated that a training package using the MTS format is effective if the SSP fails to promote learning of the letter–sound stimulus relations.</p>
• DOI: 10.6033/specialeducation.25-p001; https://doi.org/10.6033/specialeducation.25-p001
• オンライン閲覧公開範囲: 限定公開
• 関連情報（URI）: http://hdl.handle.net/2241/0002016475; https://tsukuba.repo.nii.ac.jp/records/2016475; http://id.ndl.go.jp/bib/034306396; https://ndlsearch.ndl.go.jp/books/R000000004-I034306396; https://www.jstage.jst.go.jp/article/specialeducation/14/1/14_25-P001/_pdf
• 参照: Teaching generalized reading and spelling to children with autism; https://cir.nii.ac.jp/crid/1050001202624941568; Stimulus pairing training in children with autism spectrum disorder; https://cir.nii.ac.jp/crid/1050282677623235584; Sequential Stimulus Pairing Procedure for the Students with Intellectual Disabilities; https://cir.nii.ac.jp/crid/1360004239985605120; Matching-To-Sample and Respondent-Type Training as Methods for Producing Equivalence Relations: Isolating The Critical Variable; https://cir.nii.ac.jp/crid/1360011146219267456; That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review; https://cir.nii.ac.jp/crid/1360017285926192896; A Review of Applied Research on Pairing Procedures to Facilitate Emergent Language; https://cir.nii.ac.jp/crid/1360586972544100608; Visual analysis in single case experimental design studies: Brief review and guidelines; https://cir.nii.ac.jp/crid/1360586974337104000; Does Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension?; https://cir.nii.ac.jp/crid/1360586974512316544; CONDITIONAL DISCRIMINATION VS. MATCHING TO SAMPLE: AN EXPANSION OF THE TESTING PARADIGM; https://cir.nii.ac.jp/crid/1360855571309762944; OBSERVING BEHAVIOR AND ATYPICALLY RESTRICTED STIMULUS CONTROL; https://cir.nii.ac.jp/crid/1361137044997330688; REDUCTION OF STIMULUS OVERSELECTIVITY WITH NONVERBAL DIFFERENTIAL OBSERVING RESPONSES; https://cir.nii.ac.jp/crid/1362544419286368000; A comparison of Match-to-Sample and Respondent-Type training of equivalence classes; https://cir.nii.ac.jp/crid/1363951795974730752; 精神遅滞児の読み行動変容における見本合わせ法の検討; https://cir.nii.ac.jp/crid/1390001204654102656; 幼稚園年長児におけるひらがな読み書きの習得度; https://cir.nii.ac.jp/crid/1390282679877514496; 知的障害児に対する既知情報を活用した系列刺激ペアリング手続きが漢字書字の獲得に及ぼす効果; https://cir.nii.ac.jp/crid/1390862268804841984
• 連携機関・データベース: 国立情報学研究所 : CiNii Research; https://cir.nii.ac.jp/
• 提供元機関・データベース: Japan Link Center; https://japanlinkcenter.org/top; 学術機関リポジトリデータベース; https://irdb.nii.ac.jp; 雑誌記事索引データベース; https://ndlsearch.ndl.go.jp; Crossref; https://www.crossref.org
• 書誌ID（NDLBibID）: 034306396; http://id.ndl.go.jp/bib/034306396