![]() We did not provide any feedback or differential consequences based on the accuracy of responding. We assessed each relation during an individual session (i.e., a total of six pretest sessions one session for each relation) each session consisted of eight trials in which we presented each coin as the target twice. We conducted pretest probes to assess the children's abilities to state the name of a coin (i.e., penny, nickel, dime, and quarter) given the coin as a sample stimulus (coin-name relation), to state the value of a coin (i.e., 1 cent, 5 cents, 10 cents, and 25 cents) given the coin (coin-value relation), to state the value of a coin given the name (name-value relation), to select a coin from an array of the four coins given its name (name-coin relation), to select a coin given its value (value-coin relation), and to state the name of a coin given its value (value-name relation). We then assessed the emergent speaker skills of stating the name and value of each coin when presented with the actual coin, its name, or its value. In the current study, we taught children the listener skills of selecting a coin from an array based on its size and the presence or absence of ridges relative to the other coins in the array when presented (a) with its name, and then (b) with its stated value. ![]() By specifically targeting certain listener (receptive language) skills, teachers may be able to promote the emergence of speaker (expressive language) skills without direct instruction. Although teachers of the visually impaired have taught these relations successfully in many cases using prompting and praise for correct responding, we have not identified any research that has evaluated these procedures. American coins differ in terms of relative size and the presence or absence of ridges. Rather, teaching procedures for this population need to focus exclusively on tactile features of the coins ( Baer, 1995). In common practice, children are taught to discriminate coins based on visual characteristics (e.g., the color, size, texture, and engraved images unique to each coin) however, these visual features will not be useful for engendering discriminated behavior among individuals with severe visual impairments. For example, Miller, Cuvo, and Borakove (1977) taught 30 preschool-aged children of typical development to state the name of a coin or to select coins from an array after hearing their stated names. Successful monetary exchanges involve a number of component skills, the most rudimentary of which include discriminating between the units of currency and identifying the value of individual denominations of currency.
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