Effect Of Selected Combinations Of Stimuli On Communicative Responses Of Children With Downs Syndrome

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Content EFFECT OF SELECTED COMBINATIONS OF STIMULI ON COMMUNICATIVE RESPONSES OF CHILDREN WITH DOWNS SYNDROME by F r a n c e s D orothy S ch lo sser A D is s e rta tio n P re s e n te d to th e FA C U LT Y OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In P a r tia l F u lfillm e n t of the R e q u ire m e n ts fo r the D eg ree DOCTOR OF PHILOSOPHY (C om m unicative D is o rd e rs) S ep tem b er 1971 ................... 72-6106 i SCHLOSSER, Frances Dorothy, 1923- | EFFECT OF SELECTED COMBINATIONS OF STIMULI ON COMMUNICATIVE RESPONSES OF CHILDREN WITH DOWNS SYNDROME. | University of Southern California, Ph.D., 1971 j Speech Pathology I * : ■ ! f [ University Microfilms, A X E R O X Company, Ann Arbor, Michigan V, C opyright (§) by FRANCES DOROTHY SCHLOSSER 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED UNIVERSITY O F SO U T H E R N C A LIFO RN IA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 9 0 0 0 7 This dissertation, written by Elr.ajxc.e.a..D.p.j:QJthy..ScbJ.Q5.s,fi3:............... under the direction of he.x Dissertation C om mittee, and approved by all its members, has been presented to and accepted by The Gradu ate School, in partial fulfillment of require ments of the degree of D O C T O R OF P H I L O S O P H Y PLEASE NOTE: Some Pages have i n d i s t i n c t p r i n t . Filmed as received. UNIVERSITY MICROFILMS A CK N O W LEDG M ENTS Many people contributed to the com pletion of th is study. I woulql p a rtic u la rly like to acknow ledge the follow ing p e rso n s. F i r s t , I would like to thank the R e s e a rc h C om m ittee of C hildrens H ospital of Los A ngeles for th e ir p e rm is sio n to use hospital fa c ilitie s and p atien ts. Then, I would like to thank R ic h ard Koch, M. D. , M artin R osenfeld, M. D. , and M iss B etty G ra ile k e r, M. S. W. , of the Child D evelopm ent D ivision at C hildrens H ospital of Los A ngeles fo r th e ir a s s is ta n c e in helping m e find suitable su b jects. I acknow ledge the p a re n ts who a g re e d th a t th e ir ch ild ren would s e rv e as su b jects. On o ccasio n , th e ir w illingness to co operate w as no le s s than h e ro ic . I would like to thank Wylda H am m ond, M. D. , D ire c to r, for h e r p e rm is s io n to u se fa c ilitie s at the U n iv ersity A ffiliated P ro je c t for the p u rp o ses of gath erin g data fo r the study. H er A sso ciate D ire c to r and m y im m ed iate su p e rv iso r at the U n iv ersity A ffiliated P ro je c t, G erald Lubin, M. D. , is to be thanked for h is support during the p r o c e s s of com pletion of the study. ii My colleagues at the U niversity A ffiliated P ro je c t a re reco g n ized for th e ir f o r e b e a ra n c e , silent m o ra l support, and for th e ir active support in editing the w ritten study. I esp e c ia lly want to thank M rs. Jan et T u ck e r, without whom the data would n ev er have been collected, and M iss K arin Huffman, without whom the study would n ev er have been com pleted. Then th e re a re m y fam ily and frien d s. One is indebted to fam ily and frie n d s in m any ways. My p a r tic u la r indebtedness fo r this study extends to m y b ro th e r, B ill, m y nephew, Rev. Tim othy W a tte rs , and m y m o st valued frie n d s, M r. and M rs. H enry H en d erso n --H an k and Cozy. iii T A B L E OF CO N TEN TS P a g e A C K N O W L E D G M E N T S..................................................................................... ii LIST OF T A B L E S ............................................................................................... vi LIST OF ILLUSTRATIONS ........................................................ vii C hapter I. IN T R O D U C T IO N ............................................................................. 1 Statem ent of the P ro b le m Q uestions and H ypotheses Im portance of the Study II. REVIEW OF THE L IT E R A T U R E ............................................. 6 Stim uli Single Kinds of Stim uli C om binations of Stim uli F re q u e n c y of R esponse C om petency of R esponse S um m ary III. METHODS AND P R O C E D U R E S ............................................ 10 O verview of D esign D efinition of T e rm s Independent V ariables D ependent V ariab les M ethod Subjects Judges M a te ria ls and A p p aratu s E x p e rim e n ta l F a c ilitie s iv C hapter Page P ro c e d u re s Subjects Judges E valuation IV. RESULTS AND DISCUSSION ...................................................... 25 R eliab ility of Judgm ents F re q u e n c y C om petency V. SUMMARY AND C O N C L U SIO N S ............................................. 36 S um m ary The P ro b le m Method R esu lts C onclusions Im plications A P P E N D IX E S ......................................................................................................... 41 A. Ju d g es' Scoring C ateg o ries B. W ord L ist and C ards C. Com putation T ables R E F E R E N C E S .............................................................................................................. 107 v LIST O F TA B LES T ab le P ag e 1. S u m m ary of the A nalysis of V ariance of the F re q u e n c y of R esp o n ses to C om binations of Selected S tim u li........................................................................... 28 2. A P o s te r io r i C o m p ariso n s of Total N um ber of R e sp o n se s for T hree Conditions (Tiikey T est) . . . . 29 3. S u m m ary of the A nalysis of V ariance of the C om petency of R esp o n ses to Com binations of S elected S tim u li ..................................................................... 32 4. A P o s te r io r i C om parisons of C om petency R e sp o n se s for T hree Conditions (Tukey T est) . . . . 34 5. Judgm ent F o r m - - F r e q u e n c y of R e s p o n s e ........................ 44 6. Judgm ent F o rm --C o m p e te n c y of R e s p o n s e ..................... 56 7. S u m m ary of B a rtle tt's T est of H om ogeneity of V arian ce of the F re q u e n c y of R e s p o n s e s ................. 101 8. Judged F re q u e n c y of Total R esp o n ses by E ach Subject to the F o u r E x p e rim e n ta l C o n d itio n s............. 102 9. S u m m ary of B a rtle tt's T e st of H om ogeneity of V arian ce of the C om petency of R e s p o n s e s ............. 103 10. M eans of Judged C om petency of R esp o n se by E ach Subject to the F o u r E x p e rim e n ta l Conditions . 104 11. C om putation of C ritic a l Value, F r e q u e n c y .................... 105 12. C om putation of C ritic a l Value, C o m p e te n c y ................. 106 vi LIST OF ILLU STR A TIO N S F ig u re P ag e 1. Block D iag ram Showing E quipm ent and R oom A rra n g e m e n ts in R ecording and Judging the E x p e rim e n ta l V id e o ta p e s........................................................ 19 vii CH A PTER I INTRODUCTION In c re a s e d use of sp eech re s p o n s e s by ch ild ren identified as m e n ta l r e ta r d a te s , am ong whom a r e ch ild ren with Down's Syndrom e (DS), h as been of little in te re s t to in v e stig a to rs (B lanchard, 1964; B ilovsky and S h are, 1965). F o r the m o st p a rt th e se investigations sim ply d e m o n stra te d th at DS ch ild ren u se le s s speech than other m e n ta l r e ta r d a te s (B lanchard, 1964). O th er studies identified the p a rtic u la r sectio n s of te s t p ro to co ls w hich DS ch ild re n cannot p e rfo rm (Bilovsky and S h are, 1965). In g en era l, in v e stig a to rs have been i n t e r e sted in the identification of what a m e n tally re ta rd e d child could not do. As Z isk and B ia le r (1967) suggested, few e x p e rim e n ta l attem pts have been m ade to exam ine techniques fo r helping DS ch ild ren use sp eech m o re freq u en tly and m o re com petently. In o th e r w o rd s, what DS ch ild ren cannot do has been m o re o r le s s identified. H ow ever, as Blount (1968) su g g ested , we have little o r no knowledge of the kind of stim u latio n w hich m en tal r e ta rd a te s need in o rd e r to do som e of the things w hich o th e r hum an being do, one of which is to speak. 1 2 Two is s u e s , p ertin en t to speech pathology, p ro cee d fro m this lack of knowledge about the kinds of stim u li needed by DS ch ild ren in o rd e r for speech to be used m o re freq u en tly and m o re com petently. U sing the re s u lts fro m the study by Scott and M ilisen (1954) on ch ild ren who had defective a rtic u la tio n , one can exam ine the is s u e of w hether com binations of stim u li, e. g. , v isu al and au d ito ry stim u li p re se n te d sim ultaneously, will have any p red ictab le effect on th e freq u en cy and com petency of re sp o n se s by DS children. One can then exam ine the question of w hich com bination, o r com binations, of stim u li have the g re a te s t effect on the freq u en cy and com petency of re s p o n s e s by DS children. E xam ination of th ese questions m a y lead to a technological m ethodology w hich is useful to speech th e ra p is ts when they a re p la n ning fo r the needs of m en tally re ta rd e d ch ild ren with re s p e c t to the developm ent of e x p re ssiv e v e rb a l b eh av io rs. E xam ination of th ese questions m ay lead to the th e o re tic a l position that com binations of stim u li will effectively e lic it e x p re ssiv e v erb al b eh av io rs in ch ild ren who a re m e n tally re ta rd e d . S tatem ent of the P ro b le m The p ro b lem to be exam ined in th is study, then, is the effect of c e rta in com binations of auditory, visual, a n d /o r g e stu ra l stim u li on the freq u en cy and com petency of re sp o n se s u sed by ch ild ren who have Down's Syndrom e (DS). Thus, the independent v a ria b le s in th is study 3 a re : (1) au d ito ry and g e s tu ra l stim u lu s com binations, (2) visual and g e s tu ra l stim u lu s com binations, (3) au d ito ry and visual stim u lu s c o m binations, and (4) no stim u li. The dependent v a ria b le s co n sist of (1) freq u en cy of re s p o n se and (2) com petency of resp o n se. F o r fu rth e r explanation of v a ria b le s , see "D efinition of T e rm s " in C hapter III. Q uestions and H ypotheses The study is designed to an sw e r the follow ing questions: 1. What is the d ifference in re sp o n se freq u en cy by DS c h ild re n to the e x p e rim e n ta l conditions: (a) no stim u li, (b) au d ito ry and g e stu ra l stim u li, (c) visual and g e stu ra l stim u li, and (d) au d ito ry and visu al stim u li? 2. What is the re la tiv e com petency of re s p o n s e s by DS c h il d re n to the e x p e rim e n ta l conditions: (a) no stim uli, (b) a u d ito ry and g e s tu ra l stim u li, (c) v isu al and g e stu ra l stim u li, o r (d) au d ito ry and visual stim u li? 3. If elevated re sp o n se fre q u e n c ie s a r e found, which of th e se stim u li w ill e lic it g re a te s t n u m b e rs of re s p o n s e s by DS c h ild re n ? 4. If re la tiv e com petency of re sp o n se is found, which e x p e r i m e n ta l condition, o r conditions, effected the g re a te s t p r e dictable d ifference on the com petency of re s p o n s e s by DS c h ild re n ? The hy p o th eses g en era ted by th e se questions a re: 1. F re q u e n c y of re sp o n se by DS ch ild ren will differ as a function of p re se n ta tio n of the stim u lu s com binations: (a) a u d ito ry -g e s tu ra l, (b) v is u a l-g e stu ra l, (c) au d ito ry - v isu al, and (d) no stim uli. 2. F re q u e n c y of re sp o n se by DS ch ild ren will be elev ated by a specific com bination, o r com binations, of stim u li, o r by the p re se n ta tio n of no stim uli. 4 3. C om petency of re sp o n se by DS ch ild ren w ill differ as a function of the p re se n ta tio n of the stim ulus com binations: (a) a u d ito ry -g e s tu ra l, (b) v is u a l-g e s tu ra l, (c) au d ito ry - v isu al, and (d) no stim uli. 4. C om petency of resp o n se by DS ch ild ren w ill change as a function of a specific com bination, or com binations, of stim u li, o r the p re se n ta tio n of no stim uli. Im portance of the Study The im p o rtan ce of this study lie s in the effect of se v e ra l c o m binations of stim u li on the o c c u rre n c e of v ario u s types of re sp o n se s w hich a re available to the p e rso n with DS and on the com petency of th o se re s p o n s e s . If the freq u en cy of o c c u rre n c e of v ario u s types of re s p o n s e s and if the com petency of those re s p o n s e s can be s y s te m a ti cally p red ic ted in re la tio n to p re se n te d stim u li, the re s u lts of th is study would lead to studies which will specify in stru c tio n a l app ro ach es fo r u se by people in te re s te d in w orking w ith DS ch ild ren . If the f r e quency of o c c u rre n c e of v arious types of re s p o n s e s a n d /o r the c o m petency of th o se re s p o n s e s cannot be p re d ic te d (at le a s t under the con ditions of this ex p erim en t), the re s u lts of this study m ay show th a t the beh av io r of e x p e rim e n ta l subjects did not change a s a function of changing stim uli. This w as not an in s tru m e n ta l study; the intent was not to study the effects of re in fo rc e m e n t. The re s u lts of this study m a y indicate, how ever, w hich stim u li m ight be selec ted a s being the m o st re in fo rc e a b le . F r o m th is indication, one m ight w ish to co n sid er 5 institu tin g changes in u su al th e ra p e u tic techniques which m a y be n e c e s s a r y fo r m e n tally re ta rd e d c h ild re n to be taught m o re effectively how to u se e x p re s s iv e b eh av io rs. The lite r a tu r e re v e a ls no indications of the kinds of stim u li which m e n tally re ta rd e d ch ild ren use effectively fo r e x p re s s iv e c o m m unication. Thus, the identification of th e se s tim u li m u s t be e x a m ined b efo re re in fo rc e m e n t schedules can be p red ic ted . CHAPTER H REVIEW O F THE LITERA TU RE R eview of the lite r a tu r e is p re se n te d in th re e sections: (1) in v estig atio n s of the effects of au d ito ry and v isu al stim u li on the behavior of m e n ta lly r e ta rd e d ch ild ren , (2) in v estig atio n s of freq u en cy of re s p o n s e s of m e n tally re ta rd e d c h ild re n to th e se stim uli, and (3) in v estig atio n s of com pentency of re s p o n s e s of m e n tally re ta rd e d children. Stim uli A u d ito ry and v isu al stim u li have been p re se n te d to m e n tally r e ta rd e d ch ild ren in th re e w a y s --o n e kind of stim u lu s, i. e. , v isu al or auditory, and com binations of au d ito ry , visual, o r g e stu ra l stim uli. Single K inds of Stim uli In v e stig a to rs have co m p ared the effects of differen t kinds of stim u li on the b eh av io r of m e n ta l r e ta r d a te s . H indshaw and H eal (1961) studied the effect of v isu al or au d ito ry stim u li on the tra n s la tio n of stim u li fro m one s e n s o ry m o d ality to an o th er. They did not c o m p a re the effect of au d ito ry and g e s tu ra l stim uli. H ow ever, using th e ir 6 7 data, the w rite r found no d iffere n ces in the effects of au d ito ry and v isu al stim uli. Subjects w e re p re se n te d with p ic tu re s of com m on objects o r tape re c o rd e d w ords co rresp o n d in g to the p ic tu re s . H alf of the subjects w ere shown the p ic tu re s. The r e s t of the subjects h e a rd the w ords. They w ere then ask ed to identify the p ic tu re s o r re p e a t the w ord they had h e a rd . No re in fo rc e m e n ts w e re given. No d ifferen ces could be found in su b je c ts' recognition of au d ito ry and visual stim uli. H ollis (1970) studied the effect of au d ito ry o r g e s tu ra l stim u li on m e n ta l r e ta r d a te s ' efficiency in locating m in t can d ies. The candy was placed in a sc re e n e d c a r t with attach ed h an d les. Subjects could not obtain the candy. It could be obtained only by pulling the handles. The e x p e rim e n te r in fo rm ed a subject w here to lo c ate the candy by: (1) g e s tu rin g , o r (2) te llin g h im to pull the handle. G estu ra l stim ulation was found to be the m o re efficient m ethod than au d ito ry stim ulation in locating the food. T hese stu d ie s, then, have shown th a t m e n ta l re ta rd a te s do resp o n d effectively to auditory, visual, o r g e s tu ra l stim uli. Com binations of Stim uli The effects of com binations of s tim u li on b eh av io r of m e n ta l re ta rd a te s have been studied by H ollis (1970) and Scott and M ilisen (1954). In the e x p e rim e n t w hich has been d e sc rib e d p rev io u sly , H ollis also found that the com bination of a u d ito ry -g e s tu ra l stim u latio n w as 8 m o re efficient than au d ito ry stim u latio n alone in su b je c ts' location of candy. Scott and M ilise n (1954) found th at com bination of au d ito ry and v isu al stim u li produced the g re a te s t positive effect on the speech re s p o n s e s of defective speaking ch ild ren . Since 17 of th e ir 64 subjects had below a v e ra g e or b o rd e rlin e in tellig en ce, th e ir findings a re p e r t i nent to the p re s e n t d iscu ssio n . T hese in v e stig a to rs u sed p ic tu re s and nam ed the p ic tu re s of w ords which contained the consonants It I, III, |/s /, /z /, /k /, I g l , I I I , and / v/. Subjects w ere shown the p ic tu re s , asked to liste n to the re c o rd e d w o rd s, or w ere shown the p ic tu re s and asked to liste n to the w ords sim ultaneously. The g r e a te s t p erce n tag e of sub- I je c ts a lte re d th e ir defective speech fav o rab ly when they w ere p re se n te d with the com bination of au d ito ry and v isu al stim uli. T hese stu d ies indicate th at com binations of stim u li affect the behavior of m e n ta lly re ta rd e d ch ild ren m o re than does a p re se n ta tio n of ja single kind of stim u lu s. I i F re q u e n c y of R esp o n se F re q u e n c y of re sp o n se by m e n ta l re ta rd a te s has been m e a su re d j [in te r m s of activ ity lev els (G ard n er, C rom w ell, and F a s h e e , 1959; F o re hand and B a u m e is te r, 1970). T hese in v e stig a to rs studied the effect of in c re a se d au d ito ry and v isu al stim u li on the nu m b er of g ro s s m o to r m ovem ents m ade by s e v e re ly m e n tally r e ta rd e d p erso n s who w ere am bulatory. E n v iro n m e n ta l sounds (F orehand and B a u m e is te r, 1970) or organ m u sic w e re the au d ito ry stim u li. Blinking C h ristm a s tr e e lights and toys w ere the v isu al stim uli. The DB lev els of au d ito ry stim u li 9 w ere not liste d in e ith e r study. L evels of in ten sity of visual stim uli w ere not liste d . H ow ever, the num ber of g ro s s m o to r m ovem ents d e c re a se d in the p re s e n c e of aud ito ry stim u li, v isu al stim u li, or a c o m bination of the two kinds of stim u li. No studies w ere found which re p o rte d freq u en cy of re sp o n se to m eaningful au d ito ry or visual stim uli, Inform ation about the effect of au d ito ry a n d /o r visual stim u li on the behavior of m e n ta l r e ta r d a te s has not yet been found. C om petency of R esponse C om petency of re sp o n se has been re p o rte d by in v e stig ato rs who use the ITPA (B atem an and W etherall, 1965). A g reem e n t am ong th e ir findings is th at DS ch ild ren e x p re s s th e m s e lv e s m o re by g e stu re than they do by speech. C onsequently, the com petency of th e ir resp o n se is r e s tr ic te d by th e ir inability to e x p re s s th e m se lv e s in m o re than sh o rt sen ten c es. S um m ary In su m m a ry , the re p o rts fro m the lite ra tu re indicate th at m en tal r e ta r d a te s do re sp o n d effectively to au d ito ry , visual, or g e s tu ra l s tim uli. They also resp o n d effectively to com binations of those stim uli. F re q u e n c y of th e ir re s p o n s e s to those stim u li when p re se n te d either singly or in p a ire d com binations has not been m e a su re d . In resp o n se to the ITPA , m e n ta lly re ta rd e d ch ild ren (including DS children) a re lim ited in th e ir com petency, th at com petency being lim ited to g e stu re s or sh o rt sentences. CH APTER HI METHODS AND PROCED URES O verview of D esign This e m p iric a l study was designed to investigate the effect of the p re se n ta tio n of no stim u li, o r com binations of a u d ito ry -g e stu ra l stim u li, v is u a l-g e s tu ra l stim u li, o r au d ito ry -v isu a l stim u li, on the frequency and com petency of re sp o n s e s by DS children. Thus, no stim uli, and the foreg o in g stim u lu s com binations w ere the independent v a ria b le s. The re s p o n s e s by DS c h ild re n --s p e c ific a lly , the freq u en cy of resp o n se and the com petency of those re sp o n s e s w ere the dependent v a ria b le s . D uring a pilot study, the following m ethodological decisions w ere m ade: 1. Sentences containing nouns and v e rb s w ere se p a ra te d in o rd e r to provide adequate data fo r s ta tis tic a l a n a ly sis. 2. The re sp o n se in te rv a l w as sh o rten ed to a 10-seco n d period to give each subject a m a x im u m opportunity to resp o n d without d is tra c tio n o r fatigue. 3. To sa tisfy the design of rep ea ted m e a s u r e s , a subject was re q u ire d to respond to eac h of the independent v a ria b le s 60 tim e s in a to tal of 240 p re se n ta tio n s in a p re d e te rm in e d ran d o m ly o rd e re d fashion. 10 T r 4. To avoid effects of fatigue, su b jects w e re p re se n te d stim ul: fo r 40 m in u tes p erio d s o r 240 p re se n ta tio n s; w hichever cam e f ir s t. The su b jects re tu rn e d at w eekly in te rv a ls until the to tal n u m b e r of stim u li had been p resen te d . 5. G en eral space re q u ire m e n ts , equipm ent, and p ro c e d u re s w e re checked by f i r s t exposing two n o rm a l ch ild re n to the e x p e rim e n ta l conditions. No p ro b lem s w e re d isco v ere d . In final fo rm , th is study em ployed 15 su b jects. E ac h subject resp o n d ed to 60 p re se n ta tio n s of the 4 e x p e rim e n ta l conditions o r a to tal of 240 p re se n ta tio n s of the e x p e rim e n ta l condition. Judgem ents of the freq u en cy of re sp o n se by eac h of the 240 p re s e n ta tio n s of e x p e r i m e n ta l conditions w e re obtained fro m 3 judges. Then judgem ents of the com petency of re s p o n s e by each subject to each p re se n ta tio n of the e x p e rim e n ta l conditions w as obtained fro m the judges. M eans of the fre q u e n c y of re sp o n se and com petency of re sp o n se by all subjects w e re obtained fo r eac h e x p e rim e n ta l condition. The m e an d ifferen ces w ithin and am ong conditions w e re then co m p ared . T hese c o m p a riso n s w ere m ade fo r both freq u en cy of re s p o n s e and com petency of resp o n se, D efinition of T e rm s Independent V ariab les The independent v a ria b le w as defined as the com bination of any two of the following kinds of stim u li, o r the p re se n ta tio n of no stim uli. 1. V isual stim u li w ere p ic tu re s of w ords. F o r nouns, stim u li w e re p ic tu re s of the action of the verb. 12 2. G estu ra l stim u li w ere p o stu re s o r m o v em en ts of the e x a m in e r's body. F o r nouns, stim u li w ere p o stu re s a ssu m e d by the e x a m in e r w hich depicted the object. F o r v e rb s, stim uli w ere m o v em en ts of the e x a m in e r's body depicting the actio n w hich w as p e rfo rm e d in the pic tu re. 3. A uditory stim u li w e re tape re c o rd in g s of; the sen ten c es, "H ere is a ________ . " (for the noun), and "It c a n _______ . " (for the verb). E ach sentence ended in a noun o r a v erb se le c te d fro m a w ord lis t g en era ted fo r th is study. 4. No stim u li w as the condition of p re se n tin g no purposeful stim u lu s. When no stim u lu s w as p re se n te d the ex a m in e r sat silen tly with h e r hands in h e r lap and looked at the subject. None of the th re e fo regoing stim u li w ere p r e sented by the ex am in er. It is reco g n ized th a t the p re s e n c e of the ex a m in e r in the ro o m m a y have elicited som e kind of re sp o n se by a subject, but the intent of no stim u li is sim ply to s e p a ra te "that" condition fro m o th e r stim ulus conditions which w ere p u rp o sely contrived. D ependent V ariab les D ependent v a ria b le s w ere (1) freq u en cy of re sp o n se by a su b je c t to the independent v a ria b le s , and (2) com petency of re sp o n se by a subject to the independent v a ria b le s. F re q u e n c y of R e sp o n se . - -T h is w as defined as any o b serv ab le beh av io r w hich m e t the following c rite ria : (1) if a p a rtic u la r behavior continued u n in te rru p te d a c r o s s the provided re sp o n se tim e (10 s e c onds), that w as counted as one re sp o n se ; (2) a p a rtic u la r behavior was in itiated , in te rru p te d , and re a c tiv a te d , then the n u m b er of re a c tiv a tions to g e th e r with the f i r s t b eh av io r, constituted the n u m b e r of re s p o n se s ; and (3) if the provided re s p o n s e p erio d (10 seconds) 13 contained th re e d istin ctly differen t o b serv ab le b e h a v io rs, th en each w as counted as a s e p a ra te re sp o n s e . U sing th e se c r ite r ia , the to tal num ber of o b serv ab le b eh av io rs w as co n sid ere d to be the fre q u e n c y of re sp o n se to a given stim ulus. C om petency of R e sp o n se .-- T h is w as defined as the judged resp o n se re la tiv e to a 10-point scale . The point on the sc a le w hich w as selec ted w as th at w hich re p re s e n te d the h ig h e st p o ssib le value which could be a cc o rd ed the c h ild 's b eh av io r. The scale ran g ed fro m no re sp o n se (scale point 1) to a re sp o n se w hich contained a com plete sentence and w hich contained no defective a rtic u la tio n of sounds (scale point 10). (See Appendix A fo r co m p lete scale . ) M ethod Subjects W ith the eventual intent of se le c tin g 15 su b jects fo r the study, the following c r ite r ia w e re applied to 57 poten tial su b jects who w ere (1) m e d ic a lly identified as having DS k a ra to id type tr is o m y 21; (2) not institutionalized; (3) patien ts in the Child D evelopm ent D ivision, C h il d re n 's H ospital of L os A ngeles; and (4) w ithin the age range of 5 y e a rs 6 m onths and 11 y e a rs 6 m onths. By application of the above c r ite r ia , 44 ch ild ren w e re selec ted . Of those 44, 28 w ere provided p a re n ta l a g re e m e n t fo r p a rtic ip a tio n in 14 the study. T hese 28 c h ild re n w e re ask ed to m ake any p o ssib le re sp o n se to 60 p re se n ta tio n s of au d ito ry , visu al, o r g e stu ra l stim uli. If a child gave 30 re s p o n s e s out of a p o ssib le 60, he w as accep ted as a subject and an appointm ent w as m ade fo r the f i r s t e x p e rim e n ta l s e s sion. If the child did not re a c h the esta b lish e d c rite rio n , the p a re n ts w ere thanked fo r th e ir p articip a tio n . Any questions they had about the c h ild 's sp eech and language developm ent w ere an sw e re d at the tim e. A s a consequence of th is s c re e n in g p ro c e d u re , and by usin g s e r ia l c h a rt n u m b e rs , 15 ch ild ren w ere chosen as su b jects although 19 sa tisfie d all above c r ite r ia . The final group of su b jects ran g ed in age fro m 5 y e a rs 6 m onths to 11 y e a rs 6 m onths, with a m ed ian age of 8 y e a rs 3 m onths. Judges F o r th is study, 3 judges w e re chosen. The judges w ere selected fro m g rad u ate students in the G raduate P r o g r a m in C om m unicative D is o rd e rs at the U n iv e rsity of Southern C alifo rn ia. They w ere paid a nom inal fee fo r th e ir p a rtic ip a tio n in the study. M a te ria ls and A p p aratu s W ord L i s t.--A lis t of 60 w ords w as se le c te d fo r the study. Of this lis t, 30 w e re nouns and 30 w e re v e rb s . In the noun c ateg o ry , 15 w ere se le c te d fro m a w ord lis t re p o rte d by F a irb a n k s (1959) a s being T5~ in the v o cab u lary of ch ild ren who had not yet e n te re d k in d e rg a rten . A dditionally, th e se 15 nouns w ere found to be am ong w ords w hich w ere used m o re freq u en tly by in stitu tio n alized su b n o rm al ch ild ren in England (Mein and O 'C onnor, I960). The rem a in in g 15 nouns w ere nonsense w ords taken fro m B e rk o 's lis t (1958), o r they w ere nonsense w ords g en era ted fo r th is study by using B e rk o 's m ethod. B erko co n stru c te d no n sen se w ords by changing the vowels and consonants in re a l w ords. F o r exam ple, the w ord wug w as c o n stru c te d fro m the word rug. Then B erko depicted the n o n sen se w ords with p ic tu re s of u n fa m ilia r objects and actions. The 30 v e rb s in the w ord lis t w ere g en era ted in the sam e way that the nouns w ere g en erated . That is , r e a l (sen sib le w ithin the E nglish language) v erb s w ere selec ted fro m the w ord lis t re p o rte d by F a irb a n k s (1959) and M ein and O 'C onnor (I960). A ll the v erb s selected fro m th e se lis ts w ere action v erb s; they re p re s e n te d an actio n p e r form ed. The rem a in in g 15 non sen se (not sen sib le within the E nglish Language) v e rb s w e re chosen fro m B e rk o 's lis t (1958) o r they w ere co n stru cted using B e rk o 's m ethod a s d e sc rib e d above. In the co n stru ctio n of no n sen se nouns and v e rb s, c a re w as taken :o avoid w ords which contained consonants m o st com m only m is a r tic u - Lated by ch ild ren (Roe and M ilisen , 1942). Thus, each child w as given m axim um opportunity to say the sentences c o rre c tly . 16 It should also be noted th at the use of n o nsense w ords in th is study was to provide b aselin e data in o rd e r to co m p are in fu tu re s tu d ies the re s p o n s e s of th e se ch ild ren to re a l stim u li and no n sen se w o rd s. V isual S tim uli.-- T o control fo r the m any additional v a ria b le s which the u se of co lo r m ight p roduce, sim p le, black and w hite d ra w ings illu s tra tin g the w ords in the w ord lis t w e re draw n by a c o m m e r cial a r tis t. He w as ask ed to illu s tra te the p ic tu re s in equal size on 8" x 1 1 -1 /2 " c a rd s . H is only o th e r in stru c tio n w as th at the il l u s t r a tions should not frig h te n a child. When they w e re com pleted, the p ic tu re s w ere shown to 4 n o rm a l ch ild ren who ran g ed in age fro m 3. 6 y e a rs to 5. 0 y e a rs . T h ree p ic tu re s w ere re p la c e d at the re q u e st of the ch ild ren o r at the re q u e s t of the e x p e rim e n te r. Two copies of each of the final selec tio n of p ic tu re s w ere x ero x ed . The xero x ed copies w ere m ounted so that they could be com bined with o th er stim u li at the a p p ro p ria te ly o rd e re d tim e (see A ppendix B). A uditory Stim uli. - -E a c h w ord in the lis t w as the final w ord in a sentence in the m a n n e r d e sc rib e d in B e rk o 's study (B erko, 1958). F o r nouns the sentence was "H ere is a . " F o r v e rb s , the s e n ten ce w as "He (she o r it) c a n _______ . " E ac h _of the 60 w ords c o m p ris in g the w ord lis t w as put into an a p p ro p ria te c a r r i e r sentence. 17 T hese se n te n c e s, then, w e re re c o rd e d in a c o m m e rc ia l re c o rd in g studio by a fem a le sp e a k e r. The re c o rd in g s of th e se au d ito ry stim u li w e re com pleted in the follow ing m a n n e r. A sentence w as spoken only at the 10 second in te rv a l, at which it w as ran d o m ly o rd e re d . The au d ito ry stim ulus w as thus p re se n te d , in com bination w ith o th e r stim u li, in a ran d o m ly o rd e re d fashion. The tape w as allow ed to run u n re c o rd e d u n le ss an au d ito ry stim u lu s w as called fo r. F iv e ta p e s w ere re c o rd e d --o n e fo r the sc re e n in g p ro c e d u re and fo u r fo r the e x p e rim e n ta l p ro c e d u re s - -in the m a n n e r of a re p e a te d m e a s u r e s design (W iner, 1962). G eatu ra l S tim u li.--In a seated position, the e x a m in e r a ssu m ed p o stu re s w hich p h y sically illu s tra te d the nouns o r she m oved in a way th a t depicted the action of the verb. T hese p o stu re s and m o v em en ts w e re defined by two se n io r students of dance at the U n iv ersity of C alifornia, Irvine. The e x p e rim e n te r w as then taught the p o stu re s and m o v em en ts until the students of dance w e re sa tisfie d th at they had been le arn ed . No S tim u li. - -W hen the no stim u lu s condition w as p re se n te d , the e x a m in e r sat silen tly with h e r hands in h e r lap and looked at the subject. 18 C om binations of S tim uli.--A u d ito ry , visual, and g e stu ra l stim u li w ere com bined in the following w ays to fo rm the independent v a ria b le s: (1) au d ito ry g e stu ra l, (2) a u d ito ry -v isu a l, (3) v isu a l- g e s tu ra l, and (4) no stim uli. E ach of the above com binations, as well as the condition of no stim u li w as p re s e n te d as a sim ultaneous p air. They w ere o rd e re d random ly by e n te rin g the table of ran d o m n u m b e rs until the com binations held been o rd e re d 60 tim e s . The 60 sentences w ere also placed in random o rd e r. Then the ran d o m ly o rd e re d c o m b i nations of stim u li and the random ly o rd e re d sen ten ces w ere joined. This p ro c e d u re w as rep ea ted 3 tim e s . Thus, 4 ran d o m ly o rd e re d lists of the 60 sen ten ces w ere a ssig n e d to 240 random ly o rd e re d co m b in a tions of stim u li (see A ppendix A, Table 5). E x p e rim e n ta l F a c ilitie s Room s in the clin ical fa c ility of the U n iv ersity A ffiliated P ro je c t, C h ild re n 's H ospital of Los A n g eles, w ere u sed fo r this study (see F ig u re 1). T e st Room. - -In the te s t room w e re 3 c h a irs, a Sony tape re c o r d e r , an A m pex m icro p h o n e, an A m pex zoom lens video c a m e ra , and A m pex 1" video re c o rd in g tape. R ecording R o o m .--S p ace for the re c o rd in g equipm ent w as p r o vided a t the sam e fa c ility in an ad jacen t room . T his re c o rd in g ro o m 19 iTrnrrnrmrrrrrrrrnnrrrTm77rrrnyrrrTTTrrrr/z ^ M o n i t o r Clock Chairs □ □ n □ Table E / <£> S 3 3 vrr r mr r rr r r rr mmr r ni innrm n i////nmnrrff JUDGING ROOM •Video ■Audio RECORDING ROOM S 7 T 7 r r 7 7 ^ z z -5 VTR Operator < ? Video tape recorder console One-Way Window rzz w /r r //? r / r / T / / / / h a ~ ~ ~ / Zoom Lens TV Camera a / vn77rrr/7T7rnjjjfy Chair Chair a Tape Recorder E < ? Chair 6 Microphont: TEST ROOM Clock - x u tr n m /7 7 j m / / / / / [ r r r } y j ??/ v jz zZ l F ig . 1 .--B lo c k D ia g ra m Showing E quipm ent and Room A rra n g e m e n ts in R ecording and Judging the _ ______________ E x p e rim e n t a l JVadeotap e s------------------------ 20 contained an A m pex VTR 7000 video tape re c o rd e r and w as connected to the te s t ro o m by m e an s of a one-w ay window (see F ig u re 1). Judging R oom .-- T h e ro o m u sed fo r judgem ents w as conference ro o m at the UAP facility . In the conference ro o m w ere a closed c i r cuit te le v isio n r e c e iv e r, a ta b le, and 8 c h a irs (see F ig u re 1). P ro c e d u re s Subjects F o r th is study, 15 subjects w ere selec ted fro m an available population of 57 in the m a n n e r w hich w as d e sc rib e d p rev io u sly . A t the e x p e rim e n ta l se s sio n , the e x p e rim e n te r m e t the subject and ask ed him if he w anted a p a re n t to be in the ro o m with him . If he said y e s, he w as asked to invite the p aren t of h is choice. P a re n ts w ere in stru c te d to stay out of the su b je c t's view and to re m a in silent during the sessio n . If the subject said no, p a re n ts re m a in e d in the w aiting room . Then the subject w as taken into the ro o m w hich has been d e sc rib e d p rev io u sly a s the te s t ro o m and seated in a c h a ir which w as d ire c tly u n d er the re c o rd in g m icro p h o n e. When the subject w as seated in his c h a ir the e x p e rim e n te r gave h im the following in stru c tio n s: L e t's play. We have som e p ic tu re s and sounds to play with. We a r e going to do som ething too. What will you do when we play ? A re you re a d y ? 21 Video tape re c o rd in g began when a subject an sw e re d the la tte r question. A d ifferen t p re se n ta tio n of stim u li o c c u rre d e v e ry 10 s e c onds. By w atching a clock w hich was m ounted on a w all behind the su b je c t's head, the e x p e rim e n te r p re se n te d subjects with com binations of s tim u li at 10 second in te rv a ls . Only the re s p o n s e s of the subject w ere taped. Subjects resp o n d ed to 240 p re se n ta tio n s of stim u li o r 40 m in u tes of p re se n ta tio n of stim u li. If he had not com pleted responding to all of the p re s e n ta tio n s of stim u li in one e x p e rim e n ta l se ssio n , he w as scheduled to re tu rn at w eekly in te rv a ls until the p re se n ta tio n of the 240 stim u li w as acco m p lish ed . The in stru c tio n s w ere re p e a te d at each sessio n . D uring the c o u rse of the study, the re c o rd in g equipm ent at the UAP fa c ilitiy w as inop erab le on one day. On th at day, su b jects w ere video taped at the C en ter fo r the Study of Speech and H earin g , U ni v e rs ity of Southern C alifornia. A lthough the data w ere g ath ered in a d ifferen t la b o ra to ry , data w ere judged in a stan d ard m ethod. Judges T rain in g P r o c e d u r e s . - - F o r p u rp o se s of tra in in g , judges w ere seated at a table in the judging ro o m w hich has been d e sc rib e d p r e viously. E ach judge w as a ssig n ed a n u m b e r. A judge w rote h e r n u m b e r on each fo rm on which she w rote h e r ju d g em en ts. Judges w ere 22 tra in e d to p e rfo rm two ta sk s . F i r s t , they w ere tra in e d to re c o rd the freq u en cy of re s p o n s e s m ade by DS children. Secondly, they w ere tra in e d by the e x p e rim e n te r to d isc rim in a te the com petence of a su b je c t's re s p o n s e s . C om petence of a su b je c t's re s p o n s e s will be defined fro m selec ted ite m s fro m the P o rc h Index of C om m unicative A bility (P o rch , 1968). S ev eral of the ite m s w ere adapted to fit the needs of this study. T hese ite m s and th e ir definitions a re found in Appendix A, page 43. Judges w ere positioned such th at they had full view and audio rece p tio n of the video s c re e n . T hese ta p es w ere fed into the closed c irc u it te le v isio n set in the conference room . A video tape fro m the pilot study w as u se d as the tra in in g tape. Judges review ed the f ir s t p a rt of this tape until they re a c h e d v e rb a l a g re e m e n t about the defin i tion of fre q u e n c y of re s p o n s e . Then they viewed the la tte r sections of the tape and m ad e th e ir judgm ent on the a p p ro p ria te fo rm s . This p r o ced u re w as re p e a te d until the judges ap p ro x im ated to tal ag ree m en t. U sing a stop w atch, the e x p e rim e n te r said "next stim u lu s" e v e ry 10 seconds. The foregoing p ro c e d u re w as also used until judges m ade th e ir judgm ents co m fo rtab ly w ithin each 10 second in te rv a l. Again, they ap p ro x im ate d to tal a g re e m e n t w ithin each tim ed in te rv a l of s tim ulus p re se n ta tio n . T hese p ro c e d u re s w ere also u sed fo r tra in in g judges to judge the com petency of re s p o n s e s . In this c a s e , how ever, the judges 23 d isc u sse d the c a te g o rie s of com petency of re s p o n s e s until they reach ed a g re e m e n t about the definitions of those c a te g o rie s. When a g re e m e n t had been re a c h e d , the sam e tra in in g p ro c e d u re s w ere used. Judges continued to m ake judgm ents until the sam e a g re e m e n ts had been m et. R e s e a rc h P r o c e d u r e s .--T h e e x p erim en tal tap es w ere shown. The space and seating a rra n g e m e n ts w ere the sam e fo r the judgm ent of the e x p erim en tal ta p es as they w ere fo r the tra in in g se ssio n s. The e x p erim en tal ta p es w ere shown on a closed c irc u it m o n ito r. The p r o c ed u re s which w ere u sed fo r judgm ent of the e x p e rim e n ta l tap es w ere also the sam e. Judges re c o rd e d th e ir judgm ents of the freq u en cy of resp o n se on fo rm s m a rk e d F re q u e n c y (see Appendix A, Table 5). When a g re e m e n t w as reac h ed for judging com petency, the e x p erim en tal ta p e s w ere shown again. The space and seating a r r a n g e m e n ts w ere the sam e fo r the judgm ent of the e x p e rim e n ta l tap es as they had been fo r the tra in in g se ssio n s. The p ro c e d u re s which w ere u sed fo r the e x p e rim e n ta l tapes w ere also the sam e. Judges re c o rd e d th e ir judgm ent of com petency on the fo rm s m a rk e d C om petency (see Appendix A, Table 6). E valuation The a n a ly sis of the data followed the reco m m en d atio n s of W iner (1962). The freq u en cy of re sp o n se s w as com puted em ploying as the s c o re the m e a n sco re derived fro m the th re e judges. Judgm ents of 24 the n u m b e r of re s p o n s e s w hich eac h subject m ade was obtained. B a r tle tt's te s t was p e rfo rm e d to te s t the a ssu m p tio n th at the sam p les w e re draw n fro m populations w ith equal v a ria n c e s. An a n a ly sis of v aria n ce w as then p e rfo rm e d to evaluate the d ifferen ces betw een the effect of com binations of s tim u li on re s p o n s e m e a s u re s and the effect o ' change on th e se m e a s u r e s . T u k ey 's a p o s te rio ri te s t w as done to e v a l uate the com bination, or com binations of stim u li w hich had the m o st effect on fre q u e n c y of re sp o n se . The com petency of re s p o n s e m e a s u r e s w as evaluated in the sam e m a n n e r. The 0. 01 le v el w as acc ep ted as significant in a ll of the a n a ly se s. CH A PTER IV RESULTS AND DISCUSSION R eliab ility of Judgm ents E s tim a te s of re lia b ility of judgm ents m ade by the 3 judges w ere obtained by the use of a n a ly sis of v a ria n c e (W iner, 1962) for judgm ents of freq u en cy of re s p o n s e and fo r judgm ents of com petency of re sp o n se and fo r judgm ents of com pentency of re s p o n s e fo r 3 of the 4 e x p e rim e n ta l conditions. F o r the re m a in d e r of th is study, frequency of re sp o n se w ill r e f e r to judged freq u en cy of re sp o n se and com petency of re sp o n s e w ill r e f e r to judged com petency of re sp o n se . In th e ir ju d g m en ts of freq u en cy of re s p o n s e s , the judges d e m o n strated : (1) re lia b ility of 0. 99 w hen judging the a u d ito ry -g e stu ra l condition, (2) re lia b ility of 0. 96 when judging re sp o n se s to the v isu a l- g e s tu ra l condition, and (3) re lia b ility of 0. 99 when judging re sp o n se s to the a u d ito ry -v is u a l condition. In th e ir ju d g m en ts of com petency of re s p o n s e s , judges d em o n stra te d : (1) re lia b ility of 0. 99 when judging re s p o n s e s to the g e s tu ra l- visual condition, (2) re lia b ility of 0. 99 when judging re s p o n s e s to the 25 26 v is u a l-g e s tu ra l condition, and (3) re lia b ility of 0. 99 w hen judging re sp o n se s to the a u d ito ry -v isu a l condition. T hese c o rre la tio n s m ean th at if 3 other people w ere ran d o m ly chosen as judges and the data fro m the su b jects re m a in e d the sa m e , the m ean c o rre la tio n betw een the 2 se ts of judges would be in a g r e e m en t m o re than 90 p e rc e n t of the tim e. F re q u e n c y S ubjects' freq u en cy of re s p o n s e to the 4 e x p erim en tal condi tio n s, as w ell as the to ta ls of m e a n s of those re sp o n se s a re p re se n te d in Appendix C, Table 8. B ecause of the paucity of re s p o n s e s to the e x p erim en tal condition, no stim u lu s, re s p o n s e s to th at condition should be noted. When the re sp o n se s to th at condition (22) w ere c o m pared with the total of re s p o n se s to o th e r conditions (ranging fro m 1337 to 1606), it w as ap p are n t th a t su b jects did not resp o n d visibly when no stim u lu s w as p re s e n t. C onsequently, fu rth e r an aly sis of those data w as dropped. The data fro m the o th er 3 conditions, i.e . , v is u a l- g e s tu r e , a u d ito ry -g e s tu re , and a u d ito ry -v isu a l w ere then analyzed. In o rd e r to know that the v a ria n c e s of the fre q u e n c y of re sp o n se s t o the 3 condi tions did not violate the assu m p tio n of hom ogeneity of v a ria n c e , B a rtle tt's te s t fo r hom ogeneity w as p e rfo rm e d b efo re the data w ere analyzed fu rth e r (W indr, 1962). S u m m ary of com putations of th at 27 te s t can be found in A ppendix C, Table 7. T h ere w e re no significant d iffere n ces am ong the data at the 0. 01 lev el of confidence. T h e re fo re , the a n a ly sis of the data indicated no violation of the a ssu m p tio n of equal v a ria n c e s . S u m m a ry of the a n a ly sis of v a ria n c e of the fre q u e n c y of re s p o n s e s to th e 3 e x p e rim e n ta l conditions is p re se n te d in Table 1. The obtained F ra tio of 11. 78 w ith 2 and 28 d e g re e s of fre e d o m w as significant beyond the 0. 01 level of confidence, With the assu m p tio n of hom ogeneity of v a ria n c e having been satisfied , an F ra tio of this m agnitude in d icate s th a t c h ild re n with DS do resp o n d w ith differen tial freq u en cy to selec ted com binations of stim u li. T hus, question 1 was an sw ered . A p o s te r io ri te s ts of the data w ere then utilized. The Tukey te s t (H ays, 1964; W iner, 1962) pro v id es a way of co m p arin g the f r e quency of re s p o n s e s in all p o ssib le p a irs of e x p e rim e n ta l conditions. In th is way, the e x p e rim e n ta l condition, o r conditions, w hich had the m o s t effect on the fre q u e n c y of re s p o n s e s can be a s c e rta in e d . A s u m m a ry of the r e s u lts of the Tukey te s t can be found in Table 2. The obtained c o m p a riso n s indicate that the a u d ito ry -v is u a l condition had a 269 point d ifferen ce fro m the a u d ito ry -g e s tu ra l condition and a 200 point differen ce fro m the v is u a l-g e s tu ra l condition. When com p ared w ith the c r itic a l value of 178.89 (Appendix C, Table 11), th e se d iffe r- en ces w e re significant at the 0. 01 lev el of confidence w ith 2 and 28____ 28 TABLE 1 SUMMARY O F THE ANALYSIS O F VARIANCE O F THE FREQ U ENCY O F RESPONSES TO COMBINATIONS O F SE LE C TED STIMULI Source SS df MS F B etw een su b jects 30,122 14 Within subjects 5,484 42 Conditions R esidual 2, 506 2, 978 2 1253 11.78a 28 106.36 Total 35,606 56 'F =595 0 .9 9 (2 ,2 8 ) y 29 TABLE 2 A POSTERIORI COMPARISONS O F TOTAL NUMBER O F RESPONSES FOR THREE CONDITIONS (TUKEY TEST) Conditions T otals A uditory G estu re V isual G estu re A uditory V isual T otals 1406 1337 1606 A uditory G esture 1406 69 269a V isual 1337 200a G estu re A uditory 1606 V isual a p > 0. 01 30 d e g re e s of freed o m . T hus, of the 3 e x p e rim e n ta l conditions w hich w e re analyzed, the a u d ito ry -v is u a l condition produced the g re a te s t effect on the fre q u e n c y of re s p o n s e s . Thus, question 2 h a s been an sw ered . C om petency C om petency of re s p o n s e s w as d e te rm in e d in an o rd in al fashion. H ow ever, the obtained data w e re subjected to a n a ly se s through the use of p a ra m e tric s ta tis tic s . The u se of p a ra m e tric s ta tis tic s to analyze o rd in al data h as been d is c u ss e d w idely (Stevens, 1962; H ays, 1964; B a k e r, et al. , 1966). In g e n e ra l, it is a g re e d th a t p a ra m e tric s ta tis tic s can be u sed to analyze o rd in al data if: (1) sam ple siz e s a r e equal, (2) a tw o -tailed te s t is u sed , (3) they provide a b e tte r te s t of re a lity , and (4) the o rd in al scale being u sed is ran d o m ly v a rie d in in te rv a l siz e s . Since the data obtained on com petency of re s p o n s e s m e t the foreg o in g c r ite r ia , plans w e re m ade to subject the data to an aly sis of v a ria n c e (W iner, 1962). M ean co m p eten c ies d eriv e d fro m ju d g e s' d ecisio n s a re p r e sented in Appendix C. The o rg an iz atio n of th o se data should be noted. E ac h fig u re re p r e s e n ts an av era g e of the com petency desig n ated by the judges when a su b ject w as p re se n te d w ith 60 opp o rtu n ities to respond u n d er each of the 4 e x p e rim e n ta l conditions. C om petency of su b je c ts' re s p o n s e s to the condition, no stim u lu s, should also be noted. In 31 g en eral, su b jects responded to this condition with no re sp o n se . No resp o n se c a r r ie d the designation of the le a s t com petent re sp o n se on the o rd in al scale . In re a lity , how ever, the absence of a re sp o n se to no stim u lu s is an obviously com petent re sp o n se . C onsequently, a n a ly sis of th e se data w as dropped. Data fro m the other th re e e x p erim en tal conditions w ere then analyzed. A s w ith the freq u en cy data, the com petency data w ere subjected to B a rtle tt's te s t fo r hom ogeneity of v aria n ce (W iner, 1962). A su m m a ry of com putations of that te s t can be found in A ppendix C, Table . No significant d iffere n ces w ere found am ong the data at the 0. 01 level of confidence. Thus the an aly sis of the data in d icates no violation of the a ssu m p tio n of equal v a ria n c e s. The s u m m a ry of a n a ly sis of v aria n ce of the rela tiv e c o m p e t e n c e re sp o n se s to the 3 e x p e rim e n ta l conditions is p re se n te d in Table 3. The obtained F ra tio of 20. 713 with 2 and 28 d eg ree s of fre e d o m was significant beyond the 0. 01 level of confidence. With the assu m p tio n s of hom ogeneity of v aria n ce having been satisfied , an F ra tio of this m agnitude in d icate s that ch ild ren w ith DS do respond differently to selected com binations of stim uli. Thus question 3 w as an sw ered . This m u s t not be indicated to m ean th a t all re s p o n se s w e re of high com petency. It should be in te rp re te d to m ean th at the m a n n e r of resp o n se w as sufficiently identifiable to be judged, and th at the m a n n e r of resp o n se w as sufficiently p red ictab le so th at it could be re la te d 32 TA BLE 3 SUMMARY O F THE ANALYSIS OF VARIANCE O F THE COM PETEN CY O F RESPONSES TO COMBINATIONS OF SE L E C T E D STIMULI Source SS df MS F B etw een su b jects 226,538 14 Within subjects 162,103 42 Conditions 37,057 2 18,528 20 .7 1 3 a R esid u al 25,046 28 894. 5 aTP - 4 * 0.99(2, 28) 33 to the sp ecific stim u li p re se n te d . A s with the freq u en cy data, a p o s te rio ri a n a ly sis of the data utilizin g the Tukey T e st (W iner, 1962) w as done. A gain, the e x p e r i m e n ta l conditions having the m o st effect on the com petency of resp o n se w ere a s c e rta in e d . The re s u lts of the Tukey T e st a r e s u m m a riz e d in Table 4. The obtained c o m p ariso n s indicate that the a u d ito ry -v isu a l condition had a 1, 013. 72 point d ifference when co m p ared with the v is u a l-g e s tu ra l condition. They also indicated th at the v is u a l-g e s tu ra l condition had a 758. 99 d ifferen tial when co m p ared with the au d ito ry - g e stu ra l condition. When co m p ared with the c ritic a l value of 518. 92 (for com putation, see A ppendix C, Table 12) w hich w as n e c e s s a r y fo r significance, th e se d iffere n ces w ere significant beyond the 0.01 level w ith 2 and 28 d e g re e s of freed o m . Thus, of the th re e e x p erim en tal conditions w hich w ere analyzed, the a u d ito ry -v isu a l and the v isu a l- g e s tu ra l conditions had the m o s t effect on the in c re a s e d com petency of re s p o n s e s . Q uestion 4 w as an sw ered . The findings of this study an sw e re d a ll of the questions which w ere posed. The freq u en cy of re sp o n se by DS su b jects changed as a function of the e x p e rim e n ta l com binations. Thus, the change w as not due to chance. When co m p ared with the effects of o th e r ex p e rim e n ta l co m binations, the a u d ito ry -v isu a l com bination produced the g re a te s t in c re a s e in change in freq u en cy of re sp o n se . TA BLE 4 A POSTERIORI. COMPARISONS O F COM PETENCY RESPONSES FO R THREE CONDITIONS (TUKEY TEST) Conditions T otals A uditory G estu re V isual G estu re A uditory V isual T otals 5, 144. 95 4, 385. 56 5, 399. 28 A uditory G esture 5, 144. 95 7 5 8 .99a 254. 33 V isual G esture 4 ,3 8 5 .5 6 1 ,0 1 3 .72a A uditory 5 ,3 9 9 .2 8 V isual a p < 0.01 35 C om petency of re sp o n se also changed as a function of the e x p e rim e n ta l com binations ra th e r than as a function of chance. When co m p ared with the effects of o th er com binations, the a u d ito ry -v isu a l com bination produced the g re a te s t n u m e ric a l effect in in c re a s e d c o m petency of re sp o n se when co m p ared w ith the a u d ito ry -g e s tu ra l c o m b i nation. The v is u a l-g e s tu ra l com bination produced a g re a t effect in in c re a s e d com petency of re sp o n se when co m p ared w ith the au d ito ry - v isu al com bination. T hese findings indicate th at in c re a s e d freq u en cy of re sp o n se is re la te d to a u d ito ry -v is u a l stim uli. In c re a s e d com petency of resp o n se is re la te d to a u d ito ry -v isu a l stim u li and v is u a l-g e s tu ra l stim uli. CHAPTER V SUMMARY AND CONCLUSIONS S um m ary The P ro b le m The purpose of th is study was to investigate the effects of p re se n ta tio n of no stim u li o r v ario u s com binations of auditory, g e s tu ra l, and visu al s tim u li on the freq u en cy of re sp o n se s by DS c h il d ren. The study was also designed to investigate the effects of th e se stim ulus com petency of re s p o n s e s by DS children. The following questions w e re asked: 1. What is the difference in resp o n se freq u en cy by DS ch ild ren to the e x p erim en tal conditions? a. No stim u li b. A uditory and g e s tu ra l stim uli c. V isual and g e s tu ra l stim uli d. A uditory and v isu al stim uli 2. If re sp o n se freq u en ce s a r e found to be differen t, which of th e se com binations w ill elicit g re a te s t n u m b e rs of re s p o n s e s by DS c h ild re n ? 36 37 3. What is the re la tiv e com petency of re sp o n se s by DS ch ild ren to the e x p e rim e n ta l conditions ? a. No stim u li b. A uditory and g e s tu ra l stim u li c. V isual and g e s tu ra l stim u li d. A uditory and v isu al stim u li 4. If com petency of re sp o n s e is found, which e x p e rim e n ta l condition, o r conditions, effected the g re a te s t p red ic tab le d ifference on the com petency of re s p o n s e s by DS c h ild re n ? Method F ifte e n su b jects resp o n d ed to the follow ing independent v a r i ables: no stim u lu s, com bination of v is u a l-g e s tu ra l stim u li, au d ito ry - g e s tu ra l stim u li, and a u d ito ry -v isu a l stim uli. S ubjects' re s p o n s e s w ere video-taped. The v id e o -tap es w ere shown to 3 judges. The judges f i r s t ta llie d the n u m b e r of re s p o n s e s w hich each su b ject m ade to each stim u lu s p re se n ta tio n . U sing the sam e v id e o -ta p e s, the judges then identified the m o st com petent re sp o n se w hich each su b ject gave to each p re se n ta tio n of a stim u lu s. The freq u en cy of re sp o n se by all su b je c ts to all stim u li of all of the e x p e rim e n ta l conditions w as com puted. The com petency of re sp o n se w as also com puted fo r all su b je c ts' re s p o n s e s to all e x p e rim e n ta l conditions. The d ata fro m re s p o n s e s fo r both freq u en cy and com petency w ere co m p ared am ong all p o ssib le p a irs of stim ulus conditions. S tatistic al evaluations u sed w e re the _ ________________________________________ 38 an a ly se s of v a ria n c e and T u k ey 's a p o s te rio ri te s t of p aire d c o m p a riso n s. R esu lts Significant re s u lts (by F s c o re s ) beyond the 0. 01 level of co n fidence w e re found fo r both freq u en cy data and com petency data. Thus, the m e a n d iffe re n c e s am ong s u b je c ts ' re sp o n se freq u en cies w e re indeed re la te d to the v ario u s e x p e rim e n ta l conditions. The m ean d iffere n ces am ong su b je c ts' re s p o n s e com petency w e re also re la te d to the e x p e rim e n ta l conditions. The r e s u lts of T ukey's T est of p a ire d c o m p a riso n indicated th a t the su b jects resp o n d ed m o re freq u en tly to th a t e x p erim en tal condition identified as (b) a u d ito ry -v is u a l stim u lu s (<0. 01) than to any other stim ulus com bination to w hich it w as p aire d . R esu lts of T u k ey 's T e st of p a ire d c o m p a riso n s indicated that com petency of su b je c ts' re s p o n s e s w as re la te d to the e x p e rim e n ta l conditions identified as: (a) v is u a l-g e s tu ra l (<0.01) and (b) au d ito ry - visu al (<0. 01). C onclusions The r e s u lts of th is study su p p o rt the follow ing conclusions: 1. R esp o n se freq u en cy w as p re d ic ta b ly in c re a s e d w hen DS ch ild ren w ere p re se n te d p a ire d com binations of stim uli. 39 2. The p a ire d com bination of au d ito ry -v isu a l stim u li produced the m o st effective in c re a s e in resp o n se freq u en cy by DS ch ild ren . 3. R esp o n se com petency w as p red ic tab ly re la te d to the b e h a v io r of DS c h ild re n when th ey w ere p re se n te d p a ire d c o m binations of stim u li. 4. The p a ire d com binations of v is u a l-g e stu ra l and au d ito ry - v isu al stim u li produced the g re a te s t effect in the c o m peten cy of the behavior of DS children. Im plications Im p licatio n s of th is study a r e lim ited by the kinds of questions asked, the type of e x p e rim e n ta l design w hich was used , and the n u m b e r and se le c tio n of su b jects. W ithin th e se lim ita tio n s, the re s u lts indicate th at DS ch ild ren resp o n d m o st freq u en tly to a p a ire d co m b i nation of a u d ito ry -v isu a l stim u lu s. H ow ever, the re s u lts indicate th at th e se ch ild ren resp o n d m o re com petently to the p a ire d com binations of v is u a l-g e s tu ra l stim u li and a u d ito ry -v isu a l stim uli. T hese d ifferen ces in the kinds of stim u latio n w hich re s u lte d in in c re a s e d re sp o n se f r e quency and re s p o n s e com petency im ply the following is s u e s : (1) re sp o n se fre q u e n c y and re sp o n se com petency re q u ire differen t cues, as Blount (1968) suggested: (2) re sp o n se freq u en cy and re sp o n se c o m p etency m a y be se p a ra te e n tities since differen t kinds of stim u li elicit them . F u r th e r r e s e a r c h w hich is suggested by the r e s u lts of th is study a re : ______________________________________________ 40 1. What o th e r stim u li would e lic it the d iffe re n c e s in re sp o n se fre q u e n c y and re s p o n s e com petency which w ere found in t h i s study? 2. W hat com bination of stim u li, o th e r than th o se u sed in this study, w ill e lic it re sp o n se fre q u e n c y and resp o n se com petency ? 3. What effect would the com bination of stim u li u sed in this study have on in stitu tio n alized DS c h ild re n ? 4. Do m e n ta lly re ta rd e d ch ild ren , in g e n e ra l, resp o n d to p a ire d com binations of stim u li in the sam e way th at DS ch ild ren resp o n d to th e m ? 5. What effect would re in fo rc e m e n t have on com m unicative b eh av io rs of DS c h ild re n when they a r e p re se n te d auditory- v isu a l and a u d ito ry -g e s tu ra l stim u li? 6. W hat kind of re in fo rc e m e n t schedule would produce the g re a te s t effect on com m unicative b eh av io rs of DS c h ild re n ? It should be noted th at th e se q u estio n s could be investigated u sin g the r e s e a r c h design w hich w as u sed in this study. In th is way data fro m a n u m b e r of r e s e a r c h p ro je c ts could be co m p ared . In su m m a ry , then, th is in v e stig atio n d e m o n stra te d th at one p a ir of stim u li e lic ite d in c re a s e d re sp o n se freq u en cy . H ow ever, two sets of stim u lu s com binations heightened re s p o n se co m p eten c ies. T hese findings su g g est th at re s p o n se freq u en cy and re s p o n s e com petency m a y be s e p a ra te e n titie s. The d istin ctio n of th e se e n tities needs f u rth e r exploration. A P P E N D I X E S 41 A PPEN D IX A JUDGES' SCORING CATEGORIES 42 A PPEN D IX A JUDGES' SCORING CATEGORIES COM PETENCY L E V E L DESCRIPTION 1. No R esponse Subject exhibits no a w a re n e ss of te s t item . 2. A ttention Subject attends to the te s t ite m but gives no re s p o n s e . 3. U nintelligible D ifferen tial re s p o n s e s to te s t ite m w hich a re unintelligible. 4. Intelligible An intelligible re sp o n se w hich is not a s so c ia te d with the te s t ite m , e. g. , p e rs e v e ra tiv e o r a u to m atic te s p o n s e s . 5. G estu re Subject resp o n d s with bodily m ovem ent which is c le a rly re la te d to te s t item . 6. Incom plete - D elayed A c c u ra te , incom plete re sp o n se to te s t ite m which is significantly slow ed or delayed. 7. Incom plete A c c u ra te , single w ord re sp o n s e to te s t item . 8. C om plete - D elayed C om plete, a c c u ra te re s p o n se to te st item but significantly delayed or slowed. 9. C om plete - D isto rte d C om plete, a c c u ra te re sp o n se to te s t item which contains the com plete lin g u istic set but is d is to rte d in intelligibility. 10. Com plete C om plete, a c c u ra te , fluent resp o n se to te s t item which contains the com plete lin g u istic set and is intelligible. 43 44 TABLE 5 JUDGMENT FO R M --FR E Q U E N C Y OF RESPONSE STIMULUS FREQUENCY OF RESPONSE 1. It can moo 2. It can b a rk 3. It can m eah 4. H ere is a gun 5. It can ric k 6. It can ro in g 7. It can srow 8. H ere is a gutch 9. It can tw um 10. It can m eow 11. H ere is a choo-choo 12. It can fly 13. He can crow 14. H ere is a boby 15. It can shoot 16. H ere is a kadz 17. It can bing 18. H e re is a beel 19. H ere is a bell 45 TABLE 5 --C ontinued STIMULUS FREQ UENCY O F RESPONSE 20. He can jum p 21. H ere is a dog 22. He can walk 23. H ere is a foo-foo 24. It can loo 25. H ere is a cow 26. H ere is a cat 27. It can b erk 28. It can zry 29. It can zab 30. It can gling 31. H ere is a dag 32. H ere is a rab b it 33. It can m oot 34. H ere is a baby 35. It can ring 36. It can bop 37. H ere is a m an 38. H ere is a le rd 39. H ere is a e ra 46 TABLE 5 --C ontinued STIMULUS FREQ U EN CY O F RESPONSE 40. It can go 41. H e re is a b ird 42. H e re is a bus 43. H e re is a biz 44. It can hop 45. He can c ry 46. H e re is a non 47. H e re is a boy 00 H e re is a coit 49. H e re is a rab b it 50. It can wick 51. H e re is a c a r 52. H e re is a chicken 53. H ere is a g irl 54. H e re is a kai 55. She can swing 56. He is riding 57. H e re is a gan 58. It can te et 59. It can toot 47 TABLE 5 - -Continued STIMULUS FREQ UENCY O F RESPONSE 60. H ere is a loy 61. H ere is a rab b it 62. H ere is a biz 63. It can bop 64. He can c ry 65. It can bing 66. H ere is a cat 67. H ere is a b ird 68. It can zab 69. He can jum p 70. H ere is a c a r 71. H ere is a beel 72. H ere is a dag 73. It can gling 74. H ere is a boy 75. H ere is a gun 76. It can m eah 77. It can fly 78. He can crow 79. H ere is a non TA BLE 5 --C ontinued 48 STIMULUS FREQUENCY OF RESPONSE 80. H ere is a dog 81. It can go 82. It can ric k 83. H ere is a baby 84. H e re is a foo-foo 85. H ere is a gutch 86. She can swing 87. H e re is a chicken 88. H ere is a coit 89. It can z ry 90. It can toot 91. It can wick 92. It can hop 93. H ere is a e ra 94. It can b ark 95. H ere is a loy 96. H ere is a boby 97. It can b erk 98. H ere is a bell 99. H ere is a gan TA BLE 5 - -Continued 49 STIMULUS FREQ UENCY O F RESPONSE 100. It can te e t 101. It can loo 102. It can m oo 103. H ere is a le rd 104. He can w alk 105. It can sro w 106. It can shoot 107. H ere is a cow 108. It can m oot 109. It can m eow 110. It can roing 111. H ere is a m an 112. H ere is a bus 113. It can rin g 114. It can tw um 115. H ere is a kai 116. H ere is a kadz 117. H ere is a g irl 118. He is riding 119. H ere is a roby TABLE 5 - -Continued 50 STIMULUS 120. H ere is a choo-choo 121. It can fly 122. It can b a rk 123. H ere is a gun 124. H ere is a rab b it 125. It can gling_______ 126. H ere is a chicken 127. H ere is a dag 128. It can srow 129. It can m oot 130. He can jum p 131. It can bop 132. It can go_____ 133. H ere is a boy- 134. H ere is a baby 135. H ere is a bus 136. He is riding 137. It can ric k 138. H ere is a biz FREQ UENCY O F RESPONSE 139. H ere is a beel TABLE 5 - -Continued 51 STIMULUS FREQ U ENCY OF RESPONSE 140. It can m eow 141. It can roing 142. It can toot 143. H ere is a cat 144. It can b e rk 145. She can swing 146. H ere is a gan 147. He can w alk 148. It can rin g 149. It can zab 150. H ere is a non 151. It can w ick 152. It can te e t 153. H ere is a kadz 154. H ere is a coit 155. It can bing 156. He can c ry 157. It can moo 158. It can m e ah 159. H ere is a gutch TA BLE 5 --C ontinued 52 STIMULUS FREQ UENCY OF RESPONSE 160. It can tw um 161. H ere is a choo-choo 162. He can crow 163. H ere is a baby 164. It can shoot 165. H ere is a bell 166. H ere is a dog 167. H ere is a foo-foo 168. It can loo 169. H ere is a cow 170. It can z ry 171. H ere is a m an 172. H ere is a le rd 173. H e re is a e ra 174. H ere is a loy 175. H e re is a b ird 176. H ere is a rabbit 177. H ere is a roby 178. H ere is a c a r 179. H ere is a g irl 53 STIMULUS 180. H ere is a kai 181. He is riding 182. It can ric k 183. H ere is a biz 184. H ere is a beel 185. It can m eow 186. H ere is a dag 187. It can roing 188. It can toot 189- H ere is a gun 190. It can gling 191. It can b e rk 192. It can bop 193. H ere is a boy 194. It can b a rk 195. She can swing 196. H ere is a gan 197. He car. walk 198. It can rin g TABLE 5 --C ontinued FREQ U EN CY O F RESPONSE 199-' It can zab 5¥1 TA BLE 5 --C ontinued STIMULUS FREQ U EN CY O F RESPONSE 200. H ere is a non 201. It can wick 202. It can te e t 203. H e re is a kadz 204. H ere is a coit 205. It can bing 206. He can c ry 207. It can m oo 208. H ere is a bus 209. It can m e ah 210. It can sro w 211. H ere is a gutch 212. It can tw um 213. H ere is a choo-choo 214. It can fly 215. He can cro w 216. It can z ry 217. It can shoot 218. H ere is a bell 219/ He can jum p TAJ 55 3LE 5--C ontinued STIMULUS FREQ UENCY O F RESPONSE 220. H ere is a dog 221. H ere is a foo-foo 222. It can loo 223. H ere is a cow 224. H ere is a boby 225. H ere is a rab b it 226. It can m oot 227. H ere is a baby 228. H ere is a m an 229. H ere is a le rd 230. H ere is a e ra 231. H ere is a loy 232. It can go 233. H ere is a b ird 234. It can hop 235. H ere is a roby 236. H ere is a car 237. H ere is a chicken 238. H ere is a g irl 239. H ere is a kai 240. H ere is a cat JUDGM ENT FO R M - 56 TABLE 6 -CO M PETEN CY OF RESPONSE STIMULUS COM PETEN CY OF RESPONSE 1. It can m oo 2. It can b ark 3. It can m e ah 4. H ere is a gun 5. It can ric k 6. It can ro in g 7. It can sro w 8. H e re is a gutch 9. It can tw um 10. It can m eow 11. H ere is a choo-choo 12. It can fly 13. He can crow 14. H ere is a boby 15. It can shoot 16. H ere is a kadz 17. It can bing 18. H ere is a beel 19. H ere is a bell 57 1 TABLE 6 --C ontinued STIMULUS 20. He can jum p 21. H ere is a dog 22. He can walk COM PETENCY OF RESPONSE 23. H ere is a foo-foo 24. It can loo 25. H e re is a cow 26. H e re is a cat 27. It can b e rk 28. It can z ry 29 - ' It can zab 30. It can gling 31. H e re is a dag 32. H e re is a rab b it 33. It can m oot 34. H ere is a baby 35. It can rin g 36. It can bop 37. H e re is a m an 38. H ere is a le rd 39. H e re is a e ra 58 STIMULUS 40. It can go 41. H e re is a b ird 42. H e re is a bus 43. H e re is a biz 44. It can hop 45. He can cry 46. H ere is a non 47. H e re is a boy 48. H e re is a coit 49. H e re is a rab b it 50. It can wick 51. H e re is a car 52. H e re is a chicken 53. H e re is a g irl 54. H e re is a kai 55. She can swing 56. He is riding 57. H e re is a gan 58. It can te et TABLE 6 --C ontinued COM PETENCY OF RESPONSE 59. It can toot 59 TABLE 6 --C ontinued STIMULUS COM PETEN CY OF RESPONSE 60. H e re is a loy 61. H e re is a ra b b it 62. H e re is a biz 63. It can bop 64. He can c ry 65. It can bing 66. H er e is a cat 67. H e re is a b ird 68. It can zab 69. He can jum p 70. H e re is a c a r 71. H e re is a beel 72. H e re is a dag 73. It can gling 74. H e re is a boy 75. H e re is a gun 76. It can m eah 77. It can fly 78. He can crow 79. H e re is a non 60 TA BLE 6 --C ontinued STIMULUS COM PETENCY OF RESPONSE 80. H e re is a dog 81. It can go 82. It can ric k 83. H ere is a baby 84. H e re is a foo-foo 85. H e re is a gutch 86. She can swing 87. H ere is a chicken 88. H e re is a coit 89. It can zry 90. It can toot 91. It can wick 92. It can hop 93. H ere is a e ra 94. It can b ark 95. H e re is a loy 96. H e re is a boby 97. It can b e rk 98. H e re is a bell 99. H e re is a gan ......................... ..... 61 TA BLE 6 --C ontinued STIMULUS CO M PETEN CY OF RESPONSE 100. It can te e t 101. It can loo 102. It can m oo 103. H ere is a le rd 104. He can walk 105. It can srow 106. It can shoot 107. H ere is a cow 108. It can m oot 109. It can m eow 110. It can roing 111. H ere is a m an 112. H ere is a bus 113. It can rin g 114. It can tw um 115. H ere is a kai 116. H e re is a kadz 117. H ere is a g irl 118. He is rid in g 119. H e re is a roby 6 2 TA BLE 6 --C ontinued STIMULUS CO M PETEN CY OF RESPONSE 120. H e re is a choo-choo 121. It can fly 122. It can b a rk 123. H ere is a gun 124. H e re is a rab b it 125. It can gling 126. H ere is a chicken 127. H ere is a dag 128. It can sro w 129. It can m oot 130. He can jum p 131. It can bop 132. It can go 133. H e re is a boy 134. H e re is a baby 135. H ere is a bus 136. He is rid in g 137. It can ric k 138. H ere is a biz 139. H ere is a beel 63 TA BLE 6 --C ontinued STIMULUS COM PETENCY OF RESPONSE 140. It can m eow 141. It can ro in g 142. It can toot 143. H e re is a cat 144. It can b e rk 145. She can swing 146. H ere is a gan 147. He can walk 148. It can rin g 149. It can zab 150.1 H ere is a non 151. It can wick 152. It can te e t 153. H e re is a kadz 154. H e re is a coit 155. It can bing 156. He can c ry 157. It can m oo 158. It can m eah 159. H e re is a gutch 64 TA BLE 6 --C ontinued STIMULUS CO M PETEN CY OF RESPONSE 160. It can tw um 161. H ere is a choo-choo 162. He can crow 163. H ere is a baby 164. It can shoot 165. H ere is a bell 166. H ere is a dog 167. H e re is a foo-foo 168. It can loo 169. H ere is a cow 170. It can zry 171. H ere is a m an 172. H ere is a le rd 173. H ere is a e ra 174. H ere is a loy 175. H ere is a b ird 176. H e re is a rab b it 177. H e re is a roby 178. H ere is a c a r 179. H ere is a g irl 65 TABLE 6 --C ontinued STIMULUS CO M PETEN CY OF RESPONSE 180. H e re is a kai 181. He is rid in g 182. It can ric k 183. H e re is a biz 184. H e re is a beel 185. It can m eow 186. H e re is a dag 187. It can ro in g 188. It can toot 189. H ere is a gun 190. It can gling 191. It can b e rk 192. It can bop 193. H e re is a boy 194. It can b a rk 195. She can swing 196. H ere is a gan 197. He can w alk 198. It can rin g 199. It can zab 66 TABLE 6 --C ontinued STIMULUS CO M PETEN CY OF RESPONSE 200. H ere is a non 201. It can w ick 202. It can te e t 203. H ere is a kadz 204. H ere is a coit 205. It can bing 206. He can c ry 207. It can m oo 208. H ere is a bus 209; It can m e ah 210. It can srow 211. H ere is a gutch 212. It can tw um 213. H ere is a choo-choo 214. It can fly 215. He can crow 216. It can z ry 217. It can shoot 218. H e re is a bell 219. He can jum p 67 TA BLE 6 --C ontinued STIMULUS COM PETEN CY OF RESPONSE 220. H e re is a dog 221. H e re is a foo-foo 222. It can loo 223. H e re is a cow 224. H ere is a boby 225. H e re is a ra b b it 226. It can m oot 227. H e re is a baby 228. H e re is a m an 229. H e re is a le rd 230. H ere is a e ra 231. H e re is a loy 232. It can go 233. H e re is a b ird 234. It can hop 235. H ere is a roby 236. H e re is a c a r 237. H e re is a chicken 238. H e re is a g irl 239. H e re is a kai 240. H e re is a cat A PPE N D IX B WORD LIST AND CARDS 68 A P P E N D IX B WORD LIST AND CARDS W ord L ist Stim uli F a m ilia r F a m ilia r U nfam iliar U nfam iliar Noun V erb Noun V erb 1. baby c ry boby z ry 2. boy jum p loy tw um 3. dog b a rk dag b e rk 4. cat m eow coit m e ah 5. b ird fly le rd gling 6. bell rin g beel roing 7. cow m oo kai loo 8. chicken crow kadz sro w 9. choo-choo toot foo-foo te e t 10. bus go biz zab 11. car rid e e r a ric k 12. g irl swing gutch bing 13. gun shoot gan m oot 14. rab b it hop roby bop 15. m an w alk non w ick 69 He can cry. 71 H ere is a boby It can zry. 72 Here' is a boy. He can jum p. M ill' H e re is a loy. It can twum. It can bark. 75 H ere is a dag. It can berk. H ere is a cat. It can m eow. 77 H ere is a coit. It can m eah. 78 't H e re is a b ird It can fly. 79 H ere is a le rd . It can gling. 80 H ere is a bell. i. ■ ■i It can ring. 81 . • H ere is a beel. It can ro in g . H ere is a cow. 83 O r\ H e re is a kai.' ;V> » -v- - It can loo H e re is a chicken. It c a n crow . 85 H ere is a kadz. It can sro w . 86 H ere is a choo-choo It can to o t. 87 H ere is a foo'-foo. It c a n te e t. 88 •"/> H ere is a bus. W J, It c a n go. 89 H e re is a .biz / It can zab. 90 H e re is a car H e is rid in g . 91 H ere is a era . It c a n r ic k m H ere is a girl'. She can sw ing. 93 O q H ere is a gutch It can bing. 94 H e re is a gun It c a n sh o o t. H e re is a gan. It can m oot 96 H e re is a rabbit. It can hop. 97 H e re is a roby. It can bop. 98 H ere is a m an. I I He can w alk 99 H ere is a non. It ca n w ick. A PPEN D IX C COMPUTATION TABLES 100 101 TA BLE 7 SUMMARY O F B A R T L E T T 'S TEST OF HOMOGENIE T Y OF VARIANCE O F THE FREQ UENCY O F RESPONSES Condition df s2 J df (log S2) MS e r r o r 42 633.55 117.684 A uditory- G esture 14 810.57 40.703 V isual- G esture 14 585.07 38.738 A uditory- 14 957.93 41.734 V isual S f log s | 121.175 F o rm u la : 2 2 202 2 x = (f log MS - S f log S ) c 5 e r r o r J j C om putations: c = 1.03 x 2 = 2 ‘ 3 q ° 3 3 (117.684 - 121.175) x 2 = 2 .2 3 5 (-3.491) x2 = -7 .8 0 2 * ax 2 - 9 2 X 0.99(2) " 102 TA BLE 8 JUDGED FREQ UEN CY O F TOTAL RESPONSES BY EACH SU B JECT TO THE FOUR E X PE R IM E N T A L CONDITIONS Subjects No Stim ulus A uditory - G estu re V isu al- G estu re A uditory- V isual 1 .. 1.66 65. 66 51. 33 81. 33 2 0. 33 96. 33 . 103.00 104.33 3 0. 33 117. 33 85. 00 125.66 4 0. 00 143. 33 123.33 158. 00 5 3. 00 109.66 124. 00 165.00 6 0. 66 117.33 110.66 126.00 7 2. 00 112.00 93. 66 121.66 8 4. 00 66.66 62. 35 74. 66 9 0. 00 100.33 82. 33 101.33 10 3. 00 76. 00 76. 33 97. 33 11 0. 00 117.33 11.700 116.00 12 0. 33 101.00 89. 66 115.00 13 0. 66 38. 00 58. 66 58. 00 14 2. 00 90. 66 101.33 101.66 15 4. 00 54. 66 58. 00 59. 66 M ean T otals 1. 46 93. 73 89. 06 107. 06 103 T A B L E 9 SUMMARY O F B A R T L E T T 'S TEST O F HOMOGENIETY O F VARIANCE O F THE C O M PETEN C Y O F RESPONSES Condition df S2 J df (log S2) J MS e r r o r 42 5 9 9 0 .0 7 1 5 8 . 6 3 4 A uditory- 14 6 3 8 9 . 8 6 5 3 .2 7 0 G estu re V isual- 14 3 8 1 4 . 4 3 5 0 . 1 3 4 G estu re A uditory- 14 7 7 6 5 .9 3 5 4 .3 2 0 V isual Z f l o g S 1 5 7 . 7 2 4 F o rm u la : 2 2 . 3 0 3 x... = --------- c <f lo g MSe „ o r - log S^> C om putations: c = 1.01 2 2 . 3 0 3 X " 1.01 (158. 6 3 4 - 157. 724) x 2 = 2 . 2 8 (0 • 91) x = 2 . 0 7 5 a a 2 X 0. 99(2) 9 . 2 TABLE 10 MEANS OF JUDGED COM PETEN CY OF RESPONSE EACH SU B JEC T TO THE FOUR EX PER IM EN TA L CONDITIONS 104 BY Subjects No Stim ulus A u d ito ry - G estu re V isual- G estu re A uditory- V isual 1 64. 00 297. 33 289.00 277. 66 2 60. 00 567. 00 438.33 588.66 3 60. 00 370. 66 325. 00 365. 33 4 64. 00 319. 33 334. 00 363.33 5 68. 66 366. 66 316.00 365. 33 6 69.66 254. 00 173.00 236.00 7 69. 00 400.33 339.66 416.33 8 72. 33 363. 66 269.33 378.66 9 71. 00 234. 33 223.00 240.00 10 77. 33 321.00 273. 66 351.33 11 66. 66 266.66 221. 66 285. 66 12 61. 33 372.00 324. 33 400.00 13 64. 00 313.33 279. 33 425. 00 14 67. 33 306.00 276. 66 304. 33 15 60. 00 392.66 303.00 401.00 T otal of M eans 995. 30 5, 144. 95 4,385. 56 5,399-28 105 TABLE 11 COM PUTATION O F CRITICAL VALUE, FREQUENCY C ritic a l Value = [q^ a (r, df)] y n MS re sid u a l = 4 .4 8 X 39. 93 = 178.89 * l - « = 4 - 48 3 *28df y f n MS re s id u a l = 39. 93 C ritic a l Value is the d ifferen ce n e c e s s a r y betw een conditioned m eans fo r a d ifference betw een conditions to be significant. (W iner, 1962) ToS TA BLE 12 COM PUTATION O F CRITICAL VALUE, CO M PETEN CY C ritic a l Value = [q^ a (r, df)] J n MS re s id u a l q , •= 4 .4 8 = 4 .4 8 X 115. 83 1 - Qt 3 ,2 8 df C ritic a l Value = 518. 92 MS re s id u a l = \ J l b (899. 5) = v/13417. 5 = 115.83 C ritic a l V alue is the d ifferen ce n e c e s s a ry betw een conditioned m e an s fo r a d iffe re n c e betw een conditions to be significant. (W iner, 1962) R E F E R E N C E S 107 R E FE R E N C E S B ak er, B. ; H ard y ck , C. D. ; and P e tren o v ich , L. F . W eak m e a s u r e m e n ts vs. stro n g s ta tis tic s : an e m p iric a l critiq u e of S. S. S tevens' p re s c rip tio n s on s ta tis tic s. E ducational and P s y c h o logical M e a s u re m e n t, XXVI (1966), 291-309. B atem an, B. ; and W eth erall, J. P sy ch o lin g u istic a s p e c ts of m e n tal re ta rd a tio n . M ental R e ta rd a tio n , III, No. 2 (1965), 8-13. B erk o , J. The c h ild 's le arn in g of E n g lish m orphology. W ord, XIV (1958), 150-177. B ilovsky, D. ; and S h are, J. The ITPA and Downs syndrom e: an e x p lo ra to ry study. A m e ric a n J o u rn a l of M ental D eficiency, LXX (1965), 78-82. B la n ch ard , I. Speech p a tte rn s and etiology in m e n tal re ta rd a tio n . A m e ric a n Jo u rn a l of M ental D eficien cy , LXVIII (1964), ■ 612-617. Blount, W. Concept usage r e s e a r c h with the m e n tally re ta rd e d . P sych o lo g y B ulletin (1968), 281-299. F a irb a n k s , G. Voice and A rtic u la tio n D rill Book. New York: H a rp e r and Row, 1959. F o re h a n d , R. ; and B a u m e is te r, A. E ffects of v a ria tio n s in au d ito ry - v isu al stim u latio n on activ ity le v els of s e v e re m e n tal r e t a r d ates. A m e ric a n Jo u rn a l of M ental D eficiency, LXXIV (1970), 470-474. G a rd n e r, W. L. ; C rom w ell, R. L. ; and F o sh e e , J. G. Studies in activ ity level: II. E ffects of d ista l visu al stim u latio n in o rg a n ic s, fa m ilia ls , h y p e ra c tiv e s and hypoactives. A m e ric a n Jo u rn a l of M ental D eficien cy , LXIH (1959), 1028-1033. 108 109 Glovsky, L. A co m p ariso n of two groups of m e n tally r e ta rd e d c h il d re n on the Illinois te s t of psycholinguistic a b ilitie s. T rain in g School B u lletin , LXVII (1970), 4-14. H ays, W. S tatistic s fo r P sy c h o lo g ists. New York: R in e h art and W inston, II, 1964, 615-658. H indshaw , E. ; and H eal, L. Like and c ro s s m odality reco g n itio n in r e ta r d a te s . A m e ric a n Jo u rn a l of M ental D eficien cy , LXXIV (1970), 798-802. H ollis, J. H. C om m unication with dyads of se v e re ly re ta rd e d ch ild ren . A m e ric a n Jo u rn al of M ental D eficiency, LXXIV (1970), 729-744. M ein, R. ; and O 'C onnor, N. A study of the o ra l v o c a b u la rie s of s e v e re ly su b n o rm al p atien ts. Jo u rn a l of M ental D eficiency R es. , IV (I960), 130-143. P o rc h , B. P o rc h Index of C om m unicative A bility, Vol. 1, T heory and D evelopm ent Consulting. P alo A lto, C alifornia: P sy ch o lo g ists P r e s s , In c ., 1967, 11-17. Roe, V. ; and M ilisen , R. The effect of m a tu ra tio n upon defective a rtic u la tio n . Jo u rn al of Speech and H e a rin g D is o rd e rs , VII (1942), 37-40. Scott, D. ; and M ilisen , R. The effect of visual, au d ito ry , and c o m bined v is u a l-a u d ito ry stim u latio n upon the speech re s p o n s e s of defective speaking ch ild ren . Jo u rn a l of Speech and H earin g D is o r d e r s , M onograph Supplem ent 4 (1954), 37-43. Stevens, S. S. P sy ch o p h y sics, m e a s u re m e n t and psychology in S. S. Stevens (ed. ). Handbook of E x p e rim e n ta l P sy ch o lo g y . New York: W iley and Sons, 1951, pp. 1-50. W iner, B. J. S ta tistic a l P rin c ip le s in E x p e rim e n ta l D esig n . New York: M cG raw H ill, 1962, pp. 105-138.

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Creator Schlosser, Frances Dorothy (author)

Core Title Effect Of Selected Combinations Of Stimuli On Communicative Responses Of Children With Downs Syndrome

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Philosophy

Degree Program Communicative Disorders

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag health sciences, speech pathology,OAI-PMH Harvest

Language English

Advisor Haney, Russell (committee chair), De Nike, L. Douglas (committee member), Garwood, Victor P. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-556833

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