Two Procedures of Teaching WH-Question Responses to the Mentally Retarded: Receptive/Productive and Productive Alone

Author

Polly Metzger, Fontbonne College

Year of Award

1978

Degree

Master of Science (MS)

College

College of Education & Allied Health

Department

Communication Disorders and Deaf Education

First Advisor

Claudia Ciano

Keywords

language aquisition, verbal, picture, stimulus, inflection, reinforcement

Abstract

The purpose of the present study was to compare two procedures for teaching wh-question responses to the mentally retarded. One procedure involved receptive and productive training, and the other productive training alone. The question responses trained were single-word responses to both "Who" and "What" question forms. This study attempted to answer several research questions: 1. Does receptive and productive training of responses to wh-questions result in higher generalization abilities to untrained stimuli than productive training alone, as measured by productive probes? 2. If generalization abilities resulting from receptive and productive training and productive training alone are not significantly different, then is productive training more rapid as measured by the amount of trials to meet criterion?

Document Type

Restricted Thesis

Recommended Citation

Metzger, Polly, "Two Procedures of Teaching WH-Question Responses to the Mentally Retarded: Receptive/Productive and Productive Alone" (1978). All Theses, Dissertations, and Capstone Projects. 44.
https://griffinshare.fontbonne.edu/all-etds/44