Division on Visual Impairments

VIDBE-Q 65.3 Summer 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 65 Issue 3 For the purposes of this study, the GFTA-2 was modified for use with children with VI by implementing a delayed imitation technique. The protocol employed was for the examiner to state the target word aloud, read the alternate cue given by the GFTA-2 administration guidelines, then ask for the target word. GFTA-2 guidelines give allowable cues to provide children when the preferred method of elicitation (spontaneous production) is not achieved on the first attempt. These cues are provided on the GFTA-2 administration book. For example, the GFTA-2 allows a child who does not label the picture of a house to be asked, "Where do people live?" In the present modification, the examiner stated, "A house is where people live. Where do people live?" This modification provided the target word but interjected the delay caused by the remainder of the cue words. The researchers also developed an assessment of speech sound production that relies primarily on auditory cues, Auditory Assessment of Articulation and Phonology (AARP). The authors began the assessment development by listing the phonemes, or speech sounds, utilized in other common speech sound assessments, primarily the GFTA-2. They then consulted word lists from speech-language pathology resources for potential word items. There were two primary criterion for item selection. First, the words needed to be high frequency, common words so that even young children could recognize and spontaneously produce the word. Second, the words should be easily linked to an auditory cue. For example, "cat"

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