Special Education ETDs
Publication Date
5-5-1977
Abstract
This study was concerned with increasing the verbalization of a selective mute. Specifically, it sought to determine whether or not a stimulus fading procedure (1) is an effective technique by itself to instate verbal behavior with a stranger; (2) must be combined with other techniques to be most effective in increasing verbalization; (3) is a necessary condition to instate verbal behavior with a stranger.
The subject in this study was a five year old boy. He had attended both pre-school and over six months of kindergarten prior to this study. He had not verbalized to his class teacher the entire time he had been in school. However, based on observations of his performance by his parents, teachers, and school therapist, his hearing and speech production mechanisms were considered to be intact. And he had the skills necessary for performance on a normal level at school.
The study involved working with the subject using experimental and control periods during the one hour session that was held three times per week for a total of six weeks. During the experimental periods (which were 10 minutes each), a person (with stimulus control over the subject) administered prepared questions or directions to the subject. Another person (a stranger called "Experimenter l") followed a "stimulus fading procedure" (as outlined in Table 1) which brought him closer to the subject both physically and mentally. The procedures ended with the person initially in stimulus control being "faded" out of the room the' were in. During the control period, another stranger went in and sat at a table with the subject. This person entered without using the fading procedure and administered the same questions to the subject.
Experimental and control periods were equated for reinforcement contingencies, length of time, and tasks presented. During both periods the subject was observed through a one-way mirror by persons who recorded data regarding the subject's response or nonresponse to items. They also recorded the physical closeness of the experimenter to the subject. This data and other results of the study were then analyzed.
As a result of the study the subject talked freely to six persons, including a six year old boy and his school teacher. Results and data from the study indicated that neither the stimulus fading procedure nor contingency management alone were very effective in instating verbal behavior with a stranger. Results and data further showed that a combination of the above techniques produced the most effective results. Additionally, results and data indicated that the stimulus fading procedure was not absolutely necessary to instate verbal behavior with a stranger.
Recommendations include a follow-up study on subject for spontaneous verbalization with any stranger. Closer parent-teacher relationship and a suggestion for further studies of this nature on selective mutism are also recommended.
Document Type
Thesis
Language
English
Degree Name
Special Education
Level of Degree
Masters
Department Name
Special Education
First Committee Member (Chair)
Glenn Van Etten
Second Committee Member
James Samuel Everett
Third Committee Member
Marian Newton Shelton
Recommended Citation
Holloway, Ruby Dee. "The Effectiveness of Reinforcement in Increasing Verbalization in a Selective or Elective Mute." (1977). https://digitalrepository.unm.edu/educ_spcd_etds/118
Comments
The UNMUL recognizes that due to its historical nature, this item may include concepts or language that may be biased, harmful, and insensitive surrounding disability.