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"PoinToCount" is a set of self-teaching computer programs that teaches nonverbal persons how to communicate basic needs by pointing to pictures. The software also teaches a variety of basic skills, including beginning reading and math skills, and skills to enable vision testing. Some believe that the aggression and self-abuse that such individuals often display derives from their inability to communicate.
"PoinToCount" is a set of self-teaching computer programs that teaches nonverbal persons how to communicate basic needs by pointing to pictures. The software also teaches a variety of basic skills, including beginning reading and math skills, and skills to enable vision testing. Some believe that the aggression and self-abuse that such individuals often display derives from their inability to communicate.
"PoinToCount" is a set of self-teaching computer programs that teaches nonverbal persons how to communicate basic needs by pointing to pictures. The software also teaches a variety of basic skills, including beginning reading and math skills, and skills to enable vision testing. Some believe that the aggression and self-abuse that such individuals often display derives from their inability to communicate.
Software to Teach Nonverbal Persons with Severe Autism and
Retardation to Communicate by Pointing to Pictures
Matthew L. Israel, Lisa Ruthel, Michael Bates, & Nancianne Smith Behavior Research Institute Providence, Rhode Island 02909 Abstract Little sojiware exists for nonverbal persons with severe and profound autism and retardation. PoinToCount is a set of self-teaching computer programs that teaches such persons how to communicate basic needs by pointing to pictures. Self-abusive and aggressive behaviors, often displayed by autistic and retarded persons, are sometimes thought to be the only means such persons possess to make their needs known. By teaching a more acceptable f orm of communication, PoinToCount TM serves an important treatment function. The software also teaches a variety of basic skills, including beginning reading and math skills, and skills to enable vision testing. Programmed instruction, behavior modification, and precision teaching features, such as devices (Figure 1) that automatically dispense edible rewards when certain criteria (e.g. rate correct and rate incorrect) are met, are incorporaed Persons with severe autism and retardation often cannot speak. Some believe that the aggression and self-abuse that such individuals often display derives from their inability to communicate. One method of communication such individuals can learn is to point to pictures. Anideal vehicle for teaching this would be self-teaching computer software. However, no software for this purpose has been available until now. Behavior Research Institute (BRI) has developed such software, called PoinToCountrM, and has tested it, over a two-year period, with approximately 40 of its students with autismand retardation. Program content The topics covered include the following: Pointing to a stationary shape; Tracking a shape from one position to another; Learning to touch the screen or not, in response to a direction fromthe computer; Learning to match-to-sample items of similar shape; Matching Es (vision-testing skill); Matching letters and numbers; Associating lower and upper case letters; Typing letters and numbers in response to their dictated names; Counting the shapes in a set, and typing the result; Matching symbol pictures; Pointing to a picture when the computer says its name; Asking for an item by pointing to it in response to the computers question, What do you want? pi ct ure, causi ng aut omat i c reward dispenser (right) t o del i ver f ood reward. xo 0-8186-2730-1/92 $3.00 0 1992 IEEE Program features The software incorporates concepts from behavior modification [l], programmed instruction [2,3], and precision teaching [4,5]. Programmed instructional design The target skills have been analyzed into their basic components, and taught in a carefully programmed order. Each programteaches only one small skill beyond those already taught in previous programs. In the early programs of the series, the student points to answers, using a touchscreen. In later programs, the student types answers on thekeyboard. The programs build fromsimple to complex skills. The first programhas no prerequisites and involves merely touching the touchscreen. The last programin the series involves hearing the computer say, What do you want? and responding by touching a picture symbol to indicate thedesired item. Figure 2 shows twelve steps in the sequence of programs that teaches communicating by pointing to pictures, and illustrates the small steps and the prompting techniques that help insure correct answers. 1. In the first program, the student touches a shape which always appears in the center of the screen. Step 1 Step 2 Step 5 Step 6 [Computer:] Poin; to the bathroom. i i Step 9 Step 10 2. 3. 4. 5 . 6. 7. On the next few programs, the shape appears in a different place on the screen on each trial. In these programs the student must look at the screen to find where the shape is, before pointing to it. Three transparent templates-with 1, 5, and 10 holes respectively-are provided to help the student make a clear-cut pointing response. The student learns first to touch the shape at the top of the screen (the sample) and then to touch the same shape in the line below (the choices). The line below has some incorrect choices, but these are easy to reject, because they differ from the sample in size, shape, and color. On this step, the same skill as in step 2 is required. The only difference is that the shapes that appear as the sample and as the correct choice are now different ones from the one the student became accustomed to in steps 1 and 2. The incorrect choices are now slightly larger. However, they still differ from the sample in color, size and shape. The wrong choices now differ only in color and shape. They are now the same size as the sample. Now the wrong choices differ only in shape. However, the student is still prompted to respond correctly by the fact that all of the incorrect choices are identical to each other. Here the wrong choices are no longer identical shapes. Each is now a different shape. Step 7 [Computer:] What Step 11 [Computer:] What do vou want? m Step 4 - Step 8 [Computer:] What do you want? r Step 12 Figure 2. Twelve steps i n programs that teach communicating by pointing t o pictures X I CALENDAR WEEKS I 500 12. This is thesame as #11, except that the choice is made by pointing to a photograph. Measurement of rates correct and incorrect 100 w 50 z I U - xl .o +1.3 0 10 20 30 40 SUCCESSIVE CALENDAR DAYS Figure 3. Sampl e graph showi ng rates correct and i ncorrect duri ng learning 8. 9. 10. 11. On this program, the student matches Es in differing orientations. The sample is eventually displayed on a computer screen that is separate from that on which the choices are displayed. The computer screen on which the sample appears is gradually moved further and further away from the student, until the situation resembles the task a student needs to handle when he or she is given an acuity eye examination. The student indicates whether he or she can see the Es at a distance by the correctness of the matching-to-sample responses. The student now uses his or her matching-to- sample skills to match picture symbols which will later be used to make requests. Other programs at this level use photographs instead of picture symbols. The computer names an item. The student selects the corresponding picture symbol (or photograph). This program is the only one that requires the presence of a teacher. The computer says, What do you want? The student selects the picture symbol for the desired item. The teacher then delivers to the student the item heor she requested. The rates of correct answers per minute and of incorrect answers per minute are calculated automatically by the computer. These af t displayed at a regular interval pre-selected by the teacher. In an option under development, they may also be displayed after each set of problems. These measured rates permit an analysis of the students progress, using the tools of precision teaching [4,5]. For example, in Figure 3, separate charting of rate of correct answers (shown to bemaintaining at the same rate-a celeration of x 1.0-0ver four weeks) and of incorrect answers (shown to bedecelerating by a factor of 1.3 from week to week) shows that the students progress is due to a gradual elimination of errors, rather than to an increase in the rate of correct responding. (Only 30days of data during 34 calendar days are plotted.) Mastery required before advancement Each program offers an unlimited number of problems covering the skill currently being taught. The student is not permitted to advance from one problem to the next until he or she answers the current problem correctly. The teacher advances the student to the next only when he or she demonstrates adequate mastery (in terms of rates correct and incorrect) of the current program. An option under development will permit correct and incorrect target rates to be preset as a software option, with the student advancing automatically when those targets are met. Signalled or automatically-delivered rewards Correct answers produce immediate positive feedback, both auditory (an immediate beep) and visual (the correct answer flashes on the screen when the student touches it). This enables hearing-impaired students to use the programs. After completing a certain number of problems correctly, a repeating beep signal is emitted by the computer, signalling the teacher or aide to come over to the student, in order to reward himor her. Altematively, the software may be set to actuate an automatic reward device in accordance with a schedule of reward (see below) selected by the teacher. Automatic reward devices successfully used at BRI are: (1) a vending-type machine (Figure 1) which can be loaded with food items or pennies; (2) an M&M dispenser; or (3) an automatically timed period during which a TV, radio, or battery- operated toy operates. Schedules of reward Other Benefits Rewards, whether the computer simply signals the teacher to deliver them, or whether the computer dispenses themautomatically, may be arranged according to various schedules. For example, when the student first starts to use the computer, a reward may begiven after the student does a very small number of problems-1 or 2, perhaps. The number may be gradually increased-up to 50 or 60, for example-until the student is working for several minutes between rewards. This gradual upward adjustment of the requirement may be made by the teacher, or (in an option under development) automatically by the software. The number of correct responses required per reward can be set to be a fixed number, or can differ fromone set of problems to the next, averaging around some value. In an alternative option under development, the computer signals or delivers a reward only if the student is performing at or above a certain target rate correct and at or below a certain target rate incorrect. These targets can gradually be made more demanding. The adjustment may be made either by the teacher or automatically by the computer. Error feedback procedures When the student answers a problemincorrectly, one, both, or neither of the following error feedback procedures may be manged: (1) thecomputer may say Wrong. . . try again; (2) a time-out feedback delay may be arranged, during which the screen gradually fills with white. During this delay, any responses to the keyboard will have no effect. If the student touches the touchscreen during the delay, the delay interval is re-started. The length of this delay is adjustable by the teacher or, at the teachers option, the entire feedback delay feature may not be used at all. Figure 3 shows data for one student at BRI for whoman adjustment in the length of the feedback delay was introduced during the last week of theproject. The programs enable even the lowest-functioning students to usea computer in order to help themto learn to use pictures to communicate basic needs. Students experience a high rate of success. Students at BRI, who use the software for several hours each day, find themselves making thousands of correct responses each day. High rates of responding-up to 70 per minute-are permitted. Each student advances at his or her own individual pace and the teacher is freed fromthe need to provide 1-1 supervision. System Requirements Most of the programs have been designed to run bn an Apple IIe (128k) with AppleColor Composite Monitor, or on an Apple IIgs with Applecolor RGB Monitor, equipped with an Edmark TouchWindow0. Programs that involve sound require an Echo0 I1 Speech Synthesizer. Programs which use photos, or which are used to teach beginning reading skills, have been designed for a Macintosh equipped with a touchscreen. References 1. Skinner, B. F. (1953). Science and a beha v&. New York: Macmillan,. 2. Skinner, B. F. (1958). Teaching machines. Science, 128, 969-977. 3. Vargas, E. A. and Vargas, J. S . (1991). Programmed instruction: what it is and how to do it. Behavioral Education, L(2), 235-251 (1972). Handbook of the standard behavior c m Kansas City, Kansas: Precision Media. from B.F. Skinner. Joumal of Beh av i - , 4. Pennypacker, H. S . , Koenig, C. H., & Lindsley, 0. R. 5. Lindsley, 0. R. (1991). Precision teachings unique legacy 1( 2) , 253-266. 1. Correspondence should be directed to Matthew L. Israel, Behavior Research Institute, 240 Laban Street, Providence, Rhode Island 02909. Tel (401)944-1186;Fax(401)946-4190