Teaching mute retarded children vocal imitation

Abstract

This paper describes a system used by eight institution staff members to teach vocal imitative responses to three nonvocal retarded children. The system may be characterized by: (1) a response classification scheme and a recording and graphing procedure which give detailed information regarding the nature and progress of the shaping; (2) the use of objective criteria to guide the trainer in applying differential reinforcement and in shifting reinforcement schedules during the course of training; and (3) the use of specific prompting techniques. Data are presented to illustrate the progress of the children. The system appeared practical and explicit enough to be adopted by child care staff, without involving a great deal of professional supervision.