La precisión del habla es un indicador para evaluar el lenguaje de niños con implante coclear (IC). Verificar la enseñanza que aumenta esa precisión, y cómo las medidas de eficiencia pueden ser adoptadas, son cuestiones relevantes. El presente trabajo evaluó la adquisición de la precisión del habla controlada por figuras de escenas, usando oraciones, después de la enseñanza basada en equivalencia. Participaron ocho niños con IC, lectores. Las oraciones tenían [sujeto]-[verbo]-[objeto]. La enseñanza consistió en seleccionar figuras y construir oraciones impresas, condicionalmente a las oraciones dictadas. El nombramiento y la lectura fueron supervisadas por múltiples sondas. Dos jueces transcribieron las vocalizaciones de los participantes y la precisión fue medida por la correspondencia con fonemas objetivo de las oraciones. Todos aumentaron la precisión del habla ante l...

Speech accuracy is an indicator for evaluating the language of children with cochlear implant (CI). Verifying the teaching that increases this accuracy and how efficiency measures can be adopted are relevant questions. The current study evaluated the acquisition of speech accuracy, using pictures of scenes as controls. Sentences were employed after equivalence-based instruction. Eight children with CI and who were readers participated in the study. The sentences had the following structure: [subject]-[verb]-[object]. The teaching included selecting pictures and constructing printed sentences, conditionally to dictated sentences. Naming and reading was monitored by multiple probes. Two judges transcribed the participants’ vocalizations and the accuracy was measured by the correspondence with target-phonemic units of sentences. All the participants increased the speech accuracy in respon...

Speech accuracy is an indicator for evaluating the language of children with cochlear implant (CI). Verifying the teaching that increases this accuracy and how efficiency measures can be adopted are relevant questions. The current study evaluated the acquisition of speech accuracy, using pictures of scenes as controls. Sentences were employed after equivalence-based instruction. Eight children with CI and who were readers participated in the study. The sentences had the following structure: [subject]-[verb]-[object]. The teaching included selecting pictures and constructing printed sentences, conditionally to dictated sentences. Naming and reading was monitored by multiple probes. Two judges transcribed the participants’ vocalizations and the accuracy was measured by the correspondence with target-phonemic units of sentences. All the participants increased the speech accuracy in respon...