Following the Child’s Lead When Teaching Nouns to Preschoolers With Mental Retardation

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Abstract
The current study tested the effects of following the child’s attentional lead on the efficiency of object-label teaching. Three preschoolers with mental retardation participated. An alternating-treatments design was used to test relative treatment effects. An elicited-production method of teaching object labels was used to present the words under two conditions. Two sets of 32 nonsense words and unfamiliar objects were randomly assigned to the two teaching conditions to create equivalent goal sets and to control for prior exposure to the words and objects. Under the "following-the-child’s-lead" condition, teaching episodes occurred only when the child had sustained attention to a target object or intentionally communicated about the target object. Under the "recruiting-the-child’s-attention" condition, the child’s attention was recruited intrusively away from his or her object of interest and toward the target object before each teaching episode began. The number of teaching trials per item and per session was carefully controlled. Results indicated that object-label teaching was more efficient under the following-the-child’slead condition for all three participants.

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