Auditory sentence comprehension in children with cochlear implants after simple visual discrimination training with specific auditory-visual consequences.

The present study evaluated the effects of simple discrimination training with specific consequences on auditory comprehension in children with cochlear implants (CIs). Demonstration of auditory comprehension was based on derived conditional relations and the formation of equivalence relations. Participants learned two sets of three simple visual discriminations in which the positive stimulus (S) was a written pseudo-sentence (C1, C2, or C3) or a compound abstract picture (D1, D2, or D3), displayed in the correct orientation.

Multiple exemplar instruction and integration of listening and speaking behaviors with substantive-adjective syntactic units in children with ANSD and CI.

Purpose: To verify the effect of the multiple exemplar instruction at the acquisition and integration of listening and speaking behaviors, with substantives and substantive-adjective combinations, in children with Auditory Neuropathy Spectrum Disorder (ANSD) and cochlear implant (CI).

Methods: Participants were two children with ANSD that were users of CI. We adopted dictated stimulus and pictures that corresponded to words (substantive) and substantive-adjective syntactic units.

Improving oral sentence production in children with cochlear implants: effects of equivalence-based instruction and matrix training.

ᅟ: Children who use cochlear implants (CI) and who are readers usually produce more accurate speech in response to text than to pictures. Equivalence-based instruction (EBI) can be a route to establish functional interdependence between these verbal operants. The present study investigated whether children with CI who read would improve speech accuracy when tacting pictures of scenes after EBI that included dictated sentences, pictures of scenes, and printed sentences.