Abstract
Abstract This paper discusses two instructional programs currently under development which extend the use of stimulus fading procedures to the area of sensory assessment with severely and profoundly handicapped students. The first program uses an intensity fade to establish cross-modal transfer of stimulus control from a visual to an auditory stimulus. The goal of the program is to establish a reliable operant response to an auditory cue so that previously untestable students can participate in formal audiological assessment. The second program uses a within-stimulus fading strategy to establish a discrimination between a leftward and downward pointing Snellen E. The size of the stimulus cards is then systematically reduced to obtain a far-point visual acuity measure. Initial classroom performance data from three severely handicapped deaf-blind students are presented. While further experimental validation of these procedures is required, the potential role of systematic, classroom based instructional procedures in accomplishing sensory assessment of previously “untestable” students appears promising.
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