{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1748"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1748","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Teaching tactual discrimination of braille characters to beginning braille readers","abstract":"We taught three children with visual impairments to make tactual discriminations of the braille alphabet within a matching-to-sample format. That is, we presented participants with a braille character as a sample stimulus and they were to select the matching stimulus from an array of three comparisons. In order to minimize participant errors, we arranged braille characters into training sets in which the target and non-target stimuli in the comparison arrays were initially maximally different in terms of the number of dots comprising each character. As participants mastered these discriminations, we then increased the similarity between target and non-target comparisons (i.e., an approximation of stimulus fading). All three participants’ accuracy systematically increased following the introduction of this procedure.","abstract_html":"We taught three children with visual impairments to make tactual discriminations of the braille alphabet within a matching-to-sample format. That is, we presented participants with a braille character as a sample stimulus and they were to select the matching stimulus from an array of three comparisons. In order to minimize participant errors, we arranged braille characters into training sets in which the target and non-target stimuli in the comparison arrays were initially maximally different in terms of the number of dots comprising each character. As participants mastered these discriminations, we then increased the similarity between target and non-target comparisons (i.e., an approximation of stimulus fading). All three participants’ accuracy systematically increased following the introduction of this procedure.","abstract_has_math":false,"creators":["Toussaint, Karen A."],"institution":"Psychology","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:17Z","subjects":["braille","errorless learning","tactual discrimination","visual impairments","stimulus fading"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07072011-094115","https://repository.lsu.edu/gradschool_dissertations/749"],"render_values":[{"text":"etd-07072011-094115","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/749","href":"https://repository.lsu.edu/gradschool_dissertations/749","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.749","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Toussaint, Karen A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-07-06"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:09:51Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["braille","errorless learning","tactual discrimination","visual impairments","stimulus fading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07072011-094115","10.31390/gradschool_dissertations.749","https://repository.lsu.edu/gradschool_dissertations/749"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["We taught three children with visual impairments to make tactual discriminations of the braille alphabet within a matching-to-sample format. That is, we presented participants with a braille character as a sample stimulus and they were to select the matching stimulus from an array of three comparisons. In order to minimize participant errors, we arranged braille characters into training sets in which the target and non-target stimuli in the comparison arrays were initially maximally different in terms of the number of dots comprising each character. As participants mastered these discriminations, we then increased the similarity between target and non-target comparisons (i.e., an approximation of stimulus fading). All three participants’ accuracy systematically increased following the introduction of this procedure."]},{"key":"dc:title","label":"Title","values":["Teaching tactual discrimination of braille characters to beginning braille readers"]}]}],"canonical_facts":{"dc:creator":["Toussaint, Karen A."],"dc:date":["2011-07-06"],"dc:date.available":["2022-05-12T23:09:51Z"],"dc:description.abstract":["We taught three children with visual impairments to make tactual discriminations of the braille alphabet within a matching-to-sample format. That is, we presented participants with a braille character as a sample stimulus and they were to select the matching stimulus from an array of three comparisons. In order to minimize participant errors, we arranged braille characters into training sets in which the target and non-target stimuli in the comparison arrays were initially maximally different in terms of the number of dots comprising each character. As participants mastered these discriminations, we then increased the similarity between target and non-target comparisons (i.e., an approximation of stimulus fading). All three participants’ accuracy systematically increased following the introduction of this procedure."],"dc:identifier":["etd-07072011-094115","10.31390/gradschool_dissertations.749","https://repository.lsu.edu/gradschool_dissertations/749"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["braille","errorless learning","tactual discrimination","visual impairments","stimulus fading"],"dc:title":["Teaching tactual discrimination of braille characters to beginning braille readers"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Psychology"]},"updated_at":"2026-07-24T02:58:17Z"}