Increasing Braille Practice and Reading Comprehension in a Student with Visual Impairment and Moderate Mental Retardation: An Initial Study and Follow-Up

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Abstract

The purpose of this study was to increase Braille practice in a female high school student who has been legally blind since birth, and is diagnosed with moderate mental retardation. A changing criterion design was used, with three criteria that were set according to baseline data. The research was designed to test whether or not tokens that could be exchanged for a desired reward, along with introducing Braille material in which the child was interested, would increase percent of words that she practiced typing on her Brailler. The initial intervention was successful as indicated by the steady increase in words completed according to criteria. The follow-up study examined effectiveness of the same intervention on increasing reading comprehension. This was successful because percent of questions correctly answered about the material increased also in accordance with criteria.

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