Abstract
A system and method for establishing educational and behavioral advancements in the areas of reading, spelling, phonetics, and typing with novel applications of educational psychology, applied neuroscience, and applied behavioral analysis; this includes novel enhancements in facilitated working memory, visual motor integration, and interhemispheric communication areas of the brain; crucial skill development establishment by means of employing multifaceted visual graphics quickly prompted with whole word matching graphics by means of a 2D and 3D computing keyboard and individualized keyboard letters, fading the whole word prompt, random rotation of those letter choices and letter scrambles comprising a whole word, gradient scaffolding, and fading the randomly rotated letters graphically in computing keyboard format to a blank field without any whole word or letter keyboard graphic prompts; this invention can be implemented in multiple formats, such as printed, games, the display of a computing device, and others.
Claims
1. A method for establishing reading, spelling, phonetics and typing skills by effectively increasing working memory, visual motor integration, and interhemispheric communication areas of the brain, the method comprising: provisioning a plurality of computing devices, each device including a hardware processor and associated memory and display with visual graphics and auditor prompts
2. The method of claim 1, wherein the enhancements in facilitated working memory communication areas of the brain is facilitated by introducing keyboard letters quickly gaining attention and fading quickly for memory retention facilitating whole words.
3. The method of claim 1, visual motor integration communication areas of the brain by means of utilization in the learners dominate hand and pointer finger dragging and dropping whole words of the gestalt hemisphere and individual letters of the logical hemisphere while optic processing is occurring.
4. The method of claim 1, wherein the inter-hemispheric communication areas of the brain by way of letters randomly rotating left and right, as well as up and down, enhance optic transfer of the left and right brain hemispheres while introducing alphabet and phonetic.
5. The method of claim 1 is the crucial skill development establishment by means of employing multifaceted visual graphics quickly prompted with whole word matching graphics by means of a 2D and 3D computing keyboard among individualized keyboard letter prompts.
6. The method of claim 1 by means of fading the whole word prompt into a random rotation of those letter choices among a letter scramble composing a whole word with paired phonetics further elicits the totality of increased working memory, visual motor integration and interhemispheric communication resulting in reading, spelling, phonetic awareness and typing skills.
7. The method of claim 1 employing gradient scaffolding of keyboard letters and fading their randomly rotated letters to a blank field without any whole word or letter keyboard graphic prompts increases working memory, visual motor integration and interhemispheric communication by means of establishing reading, spelling, phonetic awareness and typing skills.
8. A method for establishing reading, spelling, phonetics and typing skills by effectively increasing working memory, visual motor integration, and interhemispheric communication areas of the brain, the method comprising: provisioning a plurality of physical printing products, each printed product with visual graphics
9. The method of claim 8, wherein the enhancements in facilitated working memory communication areas of the brain is facilitated by introducing keyboard letters quickly gaining attention and fading quickly for memory retention facilitating whole words.
10. The method of claim 8, visual motor integration communication areas of the brain by means of utilization in the learners dominate hand and pointer finger dragging and dropping whole words of the gestalt hemisphere and individual letters of the logical hemisphere while optic processing is occurring.
11. The method of claim 8, wherein the inter-hemispheric communication areas of the brain by way of letters randomly rotating left and right, as well as up and down, enhance optic transfer of the left and right brain hemispheres while introducing alphabet and phonetic.
12. The method of claim 8 is the crucial skill development establishment by means of employing multifaceted visual graphics quickly prompted with whole word matching graphics by means of a 2D and 3D computing keyboard among individualized keyboard letter prompts.
13. The method of claim 8 by means of fading the whole word prompt into a random rotation of those letter choices among a letter scramble composing a whole word with paired phonetics further elicits the totality of increased working memory, visual motor integration and interhemispheric communication resulting in reading, spelling, phonetic awareness and typing skills.
14. The method of claim 8 employing gradient scaffolding of keyboard letters and fading their randomly rotated letters to a blank field without any whole word or letter keyboard graphic prompts increases working memory, visual motor integration and interhemispheric communication by means of establishing reading, spelling, phonetic awareness and typing skills.
Description
BRIEF DESCRIPTION OF THE DRAWINGS
[0042] These and other features, aspects, and advantages of the present invention will become better understood with regard to the following description, appended claims, and accompanying drawings for both digital and physical formatting.
[0043] FIG. 1 shows a learner engaging in the use of an embodiment of YCCT system and method which may be available in multiple languages digitally with a physical keyboard prompt on a computing device, as well as with the generalized preferably laminated keyboard and/or form of an augmented assistive communication, preferably blue and/or yellow for behavioral optometry purposes background, according to some embodiments of the disclosed invention.
[0044] FIG. 2 depicts the YCCT technology (as may be displayed on a computing device) a preferably exemplifying the 3D graphic object, reinforcement purposed puzzle, the whole word in keyboard format, and optional phonetic prompts according to some embodiments of the disclosed invention.
[0045] FIG. 3 illustrates the preferable matching of the whole word in keyboard format prompting the learner to match making an entire word by dragging and dropping, with the use of the computing device keyboard and/or physical game the learner could place a finger on the entire word and drag its identically paired matched word) with continuance visual prompts of the 3D graphic object according to some embodiments of the disclosed invention.
[0046] FIG. 4 shows the whole word in keyboard format prompt compared to a letter search among the keyboard letters scrambled with the ability to point to or drag and drop, for example, with the use of the computing device keyboard, the learner could place a finger on the letter b of the keyboard and drag it to the first position of the four-position word under the photo of the blue crayon, matching the accurate letters among the whole word prompt, according to some embodiments of the disclosed invention.
[0047] FIG. 5 (A-D) shows the whole word in keyboard format prompt compared to the prior letter search among the keyboard with simplified distractor letters in sequential order of the correct spelling with the ability to point or drag and drop to the correct matching letters among the whole word prompt, according to some embodiments of the disclosed invention.
[0048] FIG. 6 (A-D) depicts the whole word in keyboard format prompt now faded to transition to independent working memory skills by use of the keyboard format scaffolding the gradient with only one row among the entire keyboard format serving as a distractor to the correct letter among the whole word paired with phonetic prompts, according to some embodiments of the disclosed invention.
[0049] FIG. 7 in some embodiments is the preferred final keyboard gradient with an entire keyboard available to a now mastered lower level gradient of tiered keyboard rows. This keyboard available for pointing and/or dragging and dropping the letters among a final whole word and/or visual graphic prompt is embodied.
[0050] FIG. 8 (A-E) shows the learner engaging in YCCT system and method available in some embodiments for multiple language purposes as a physical game and/or other interactive formats, according to some embodiments of the disclosed invention. Typically the learner follows sequential process of matching the whole word to the whole word, however, it may be played out of order with letter searches among words and/or letter choices among distractor letters with possibly a whole word prompt transpiring at different times.
[0051] FIG. 9 depicts the whole word in keyboard format prompt preferably laminated and preferably in blue and/or yellow to optimize behavioral optometry skill sets.
[0052] FIG. 10 embodies the initially developed categorical possibilities of graphics and/or words among the inventions possible application to all educational and/or language curriculum.
[0053] FIG. 11 illustrates the multiple purpose internal and external reinforcement puzzle in 3D picture format with the whole word overlaying the preferred 2D and/or 3D graphic for further drag and drop matching purposes according to some embodiments of the disclosed invention. Puzzles with embedded whole word prompts are a lower gradient to have a win and maintain the learner's involvement in the less preferred tasks. Puzzles with embedded visual whole word typing key prompts and/or paired with phonetics may serve as an independent method among this technology's system itself.
DETAILED DESCRIPTION
[0054] In some embodiments, conducting the use of the keyboard FIG. 1, matching and fading strategies FIG. 3; FIG. 8B; FIG. 8D in multiple natural and contrived environments digitally and/or physically FIG. 8A, while engaged preferably in a variety of calming, unimposing, excitatory visual, auditory, and sensory-based activities facilitates motivation, creates independence, reduces prompt dependency, and improves generalization of mastery. Understanding what motivates a learner to communicate FIG. 8A with the keyboard FIG. 1 increases the learner's motivation to engage during behavior and communication acquisition FIG. 9.
[0055] In some embodiments, the keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 perhaps motivates a learner to integrate his or her brain functioning, thus keeping the default network system deactivated and the task-positive network activated by scanning for choices, focusing attentively, and employing impacted motor skills. Videotaping the learner while using the system and method FIG. 1; FIG. 8A and then playing it back for him or her to see, equally possibly stimulates the learner's brain, interest, motivation, attending skills, and unfamiliar language acquisition.
[0056] Typically, YCCT increases motivation relying on internal reinforcements and external reinforcements simultaneously in the beginning perhaps. It can be used during structured teaching sessions FIG. 8A and in the context of the natural environment FIG. 1, such as eating, dressing, toileting, bathing, playing, etc. In YCCT, the learner naturally leads the trials with his or her own internal preference in a natural environment, and the therapist reinforces with the external reinforcement once the letters are pointed to FIG. 1; FIG. 8A.
[0057] Conceivably using both internal motivation (mand) and external motivation (tact of the reinforcement) via digital gaming FIG. 1 and/or physical gaming FIG. 8A with a keyboard FIG. 9 and whole word matching FIG. 3; FIG. 8B; FIG. 8E simultaneously to this system and method of rapid fire random rotation, FIG. 4; FIG. 5A-D, FIG. 8C; FIG. 8E phonetics FIG. 2, and scaffold keyboard fields FIG. 6 A-D; FIG. 7 at the same time perhaps increases the motivation to visually attend, track the letters, and point to the letters accurately. For example, a learner is in the kitchen searching for a cookie.
[0058] Such specifications like many other keyboard devices, education, and behavior applications are accessible to learners under the possible premise of outdated theories, however, the use of a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 is so possibly important because it postulates for visual and motor reference for the learner's information process of working memory, organization of thoughts, attending to stimuli, and staying focused. The keyboard FIG. 9 may also be used in adjunct with other methods of applied behavioral analysis, speech therapies, educational methods, etc., as well as in absence of self-stimulatory devices such as smart phones, smart pads and computers. It may reduce excitatory and obsessive behaviors, impeding learning and communicating that often occurs when using smart phones, smart pads and computers and other assistive technology devices. It offers ease of use, the ability to have them hung up in multiple locations, and can travel with ease.
[0059] In some embodiments, YCCT begins with a preference assessment to identify the highest internal and external reinforcements of verbal operants where other system and method fail. This is attempted to reinforce the use of the keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 paired with the stimulus discriminate. It encourages the left and right hemispheres to connect attentively to what comes next while exposes them to external and internal reinforcement derived from the use of the visual QWERTY and technological devises. Furthermore, hemispheric connectivity possibly encourages the optic nerve to track left and right FIG. 4; FIG. 5A-D, FIG. 8C; FIG. 8E quickly perhaps fosters working memory and attending, with both the highest levels of reinforcement needed for success. The external reinforcement may fade on the learner's internal reinforcement taking over the desire for mastery.
[0060] Internally and externally motivated behavior paired with automatic reinforcement and external reinforcement of behavior of the disclosed invention may allow for multiple methods to a. to obtain a desired event: internal stimulation or to obtain a social event; attention or activities/objects b. to escape or avoid in undesirable event: to escape/avoid internal stimulation or to escape/avoid social events; attention or activities/objects to achieve the use of this system and method establishing independent communication, phenome awareness, and new language acquisition quickly during brain enhancement activities.
[0061] In some embodiments, operant behaviors are facilitated by eliciting a response from the learner with the use of a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 specific to this system and method of rapid fire random rotation, phonetics, and scaffold keyboard fields that includes, at a basic level, mands, echoics, tacts, and intraverbals. A mand is important to understand among the use of a keyboard because it is the only operant said to have an internal reinforcement for the learner, while the other verbal operants are reinforced by secondary or external reinforcements.
[0062] YYCT perhaps now bridges the internal and external motivation gap with stimulated fantasy areas of the brain among neuroscience implications where reality versus fantasy areas of the brain are now activated with computing and/or gaming modalities. Remembering to maintain important verbal behavior teaching procedures based on the operant variances; teaching visual motor pointing success first; and initially start with high levels of reinforcement, paired with the most difficult task presented in a variable ratio schedule fosters learner acquisition possibly faster. Complete in small intervals initially with random rotation letters, working up to larger intervals. Work in a natural environment preferably, intersperse the difficult tasks with those tasks already mastered, use prompting beneficial with the correct answers quickly, and then fade prompt quickly. Incorporating healthy cognitive statements for social-emotional growth, while stimulating information processing for memory is crucially important to embodiments among this invention.
[0063] The embodiments include operant antecedent/stimuli behavior consequence mand with the use of a keyboard FIG. 1; FIG. 8, A; FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 simultaneously to this system and method of rapid fire random rotation, phonetics, and scaffold keyboard fields: request; to ask for something (a comMAND, deMAND, or counterMAND) due to deprivation or aversive stimulation.
[0064] Motivating the learner with a keyboard, matching and fading accordingly yields a mand becomes simple learning and digital or physical game motivation generalized to actual motivation of acquiring the 3D object perhaps.
[0065] Example in the food item category: [0066] 1. Motivation of hunger. [0067] 2. Motivation of dry mouth from eating a cookie. [0068] 1. Says/Types [0069] cookie. [0070] 2. Says/Types [0071] water. [0072] 1. Gets the cookie. [0073] 2. Gets water or pushes away a cookie after offering. [0074] Receptive Language: Following directions of others. [0075] Give me the cookie. [0076] The learner gives the cookie. [0077] Social/secondary reinforcer. Operant Antecedent/Stimuli Behavior Consequence Commented [0078] Imitation: Imitation is point-to-point correspondence between person and the learner's behavior. [0079] The teacher says, Yum, eat the cookie. [0080] Learner imitates eating the cookie. [0081] Social/secondary reinforcer. [0082] Echoic: Repeating a word or sound that the speaker says. [0083] Say cookie. [0084] Says/Types cookie. [0085] Social/secondary reinforcer. [0086] Tact: To label something (something you come in conTACT with). [0087] Sees a cookie. [0088] Says/Types cookie. [0089] Social/secondary reinforcer. [0090] Intraverbal: A fill in the blank or response to a question without the topic of conversation present. [0091] We eat . . . . [0092] Says/Types cookie. [0093] Social/secondary reinforcer. [0094] Autoclitic: Modifies the functions of other verbal behaviors. [0095] You like . . . . [0096] Says/Types, I like cookies. [0097] Social/primary/secondary reinforcer
[0098] In some embodiments, educational and applied behavioral analysis theory of verbal operants using a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 can increase various aspects of goal mastery by fostering the basis of how the brain and body work collectively together with impaired visual, auditory, tactile, kinesthetic, motor skills, and joint attention. Nonverbal and visual thinking skills are generally strengths for those possibly learning with YYCT. Therefore, matching characteristics, both 2D and 3D, with a laminated alphabetic sheet and/or assistive or augmentative communication devises is possibly an optimal starting point. It may help the learner to associate items generally manded in their natural environment to a virtual environment with paired keyboards to develops independence in tasks, helps with generalization in expressive and receptive labeling, and is a precursor to many other aspects that require attention.
[0099] Accordingly, vision dominances vary based on 2D versus 3D across the spectrum, making it erroneously appear that matching difficulties exist for some alphabetic symbolic language system, combined with 2D and 3D associations, perhaps covers all areas of brain functioning, more likely leading to greater success. It conceivably takes into account auditory and vocal skills; generally, their greatest deficit, because we always sound out the letters, as the learner chooses the correct letter out of a field of two, in early stages of use, to a larger field as they progress among a keyboard.
[0100] By accordingly sounding out the letters of a whole word, prompted with for example individual letters comprising the spelling such as b-l-u-e, and corresponding descriptive visuals with sound similarity precisely matched embodies visual, auditory, and motor awareness concurrently. Giving learners the visual and auditory stimuli with options to point to the laminated alphabetic sheet out of a field of 2, 7, 8, 9, and then 26 total alphabetic letters FIGS. 6A-D; FIG. 7; FIG. 9 organized in keyboard format embodies feasible neuroscience working memory and processing evidence.
[0101] Accordingly, the possible teaching receptive language with a keyboard FIG. 9 and/or puzzle FIG. 11, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, and faded word prompts with an entire keyboard field FIG. 7; FIG. 9 simultaneously to this system and method of rapid fire random rotation, phonetics, and scaffold keyboard fields. Supplement verbal information with pictures, visual schedules, gestures, visual examples, written directions, etc. conceivably allots working memory and language acquisition advancements. Doing so while paired with a keyboard and/or keyboard letter prompt and/or phonetics independently and/or simultaneously is likely imperative. Typically, research indicates up to 75 percent of those diagnosed with learning delays also have a central auditory processing disorder concluding possible need for simultaneous visual, motor, and auditory prompts towards repair.
[0102] Considering the learner's processing challenges and proceeding with quick timing whole word keyboard matching, random rotation of letters, gradient keyboards prompts, combined graphic and letter and or/word combined puzzles. and phonetic prompts to maintain attention and focus perhaps vastly improves learning and/or language acquisition by pairing what is auditorily stated to encourage the learner's receptive understanding FIG. 1; FIG. 2; FIG. 3; FIG. 4; FIG. 5A-D; FIGS. 6A-D, FIG. 7; FIG. 8A-E; FIG. 9; FIG. 10. This possibly increases the likelihood that the learner is attending internally and externally while following along with visual, motor, kinesthetic, and auditory dominant learning styles at the same time. Beginning with simple positively motivating words, avoiding complex verbal directions, information, and discussion conceivably increases desirable attention to learning under the impression of play. Immediately repeat the language prompt, while gesturally cueing the learner to point at the beginning field of two FIG. 3; FIG. 4; FIG. 5 A-D; 6A-D, FIG. 8A-E; FIG. 11, then expanding to larger fields is possibly FIG. 7 may prove beneficial.
[0103] Teaching expressive language with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 targets working memory and word retrieval issues, even if they know the answer is probably crucial to working memory and behavioral development. The learner oftentimes can't express the language in their minds. Much of this is perhaps due to delay or underdevelopment to their sensory motor neurons and motor processing previously misunderstood. Utilizing a keyboard and/or random rotation of letters, simultaneously with visual supports and multiple-choice options, while beginning with a field of two and/or expanding to higher gradients, possibly rectifies their presented deficits. For example, if we are teaching a learner to ask for their favorite toy or edible, have a real-life picture of the train or cookie, labeled with the words.
[0104] For the purposes of the system and method of the disclosed invention, utilizing mands with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 may have a profound impact on brain development transpiring into advanced learning acquisition and communication skills. A mand is the foundation of all other verbal behavior. The learner may learn to ask for a need or want with or without the item in their vision or presence. Behaviorists call an impure mand results from an establishing operation and the stimulus discriminate being asked, What do you want? A pure mand, results from the establishing operation being requested without being asked by someone. Mands also occur from peers, in sentences, for attention, and for information.
[0105] Choosing to begin with highly reinforcing needs or wants FIG. 10; FIG. 11 may allow the desired by the learner via computer computing and/or physical games/toys, as well as natural environment applications, for example, a cookie. Present the cookie paired with a 2D-identical picture of the cookie with the identical letters c-o-o-k-i-e, laminated to present as the 2D with a keyboard present. Start with a field of one, prompting the learner to point to the letters. Once completed, provide the cookie for reinforcement. Multiple trials are possibly necessary. Once one letter acquisition is mastered FIG. 3; FIG. 8B; FIG. 8D, move to a field of two. Once a field of two is mastered, move to a field of four. Do NOT move to a field of three because you will train the learner to select the middle and not discern. The conceivable long-term goal is to have the entire 26 alphabet keyboard chosen from FIG. 9, transferred to an actual keyboard independently.
[0106] Some embodiments may initially employ a mand, with for example any educational curriculum and/or any language program, with a keyboard FIG. 9 transferring from an echoic. For example, if a learner sees a cookie, but might not necessarily want the cookie, the presenter says, cookie. The learner may spell cookie independently on the keyboard FIG. 9, and then the teacher offers social or secondary reinforcement for spelling cookie. Mands are also often taught as a tact transferring the mand when learning new words via typing. If a learner wants chips, but mands cookie, we can redirect the learner to spelling juice on a keyboard with small or large fields FIG. 9 saying, This is juice, presenting the keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 if activated. If you know the learner can tact chip, then hold up the chip and also say, What is this? Perhaps present the chip with the keyboard and then reinforce after mastery.
[0107] The rules, procedures, and ordered sequence herein may be incorporated via reinforcement to the first tact with a generalized reinforcement such as puzzles embodied in this method FIG. 11. This is intrinsically itself the game format both digitally and physically, and, exemplified by the transfer it to a pure mand. It is important to possibly transfer to the independent, so that the learner does not become dependent on the prompts provided. It is also vital to attempt to possibly provide the least-intrusive prompt, that is, if the learner is successful with fill-ins, use those instead of echoic, as that is a less-intrusive prompt.
[0108] After initial conformity with the system and method, the established mand may ultimately be taught with, I want ______, please by use of the keyboard FIG. 9 and/or scaffolding format. Utilizing the same process with new combined words to complete an entire sentence such as I want ______, please introduce with this innovated system and method employing a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2. Complete the process by typing this on a paper to laminate for the learner to possibly learn manding highly desired reinforcement for requesting an item. Conceivably repeat the steps above beginning with fields of one letter, two letters, four letters, to an entire field of 26. Highly prompting with letter fields quickly may achieve optimal transitionary success. The pictures can perhaps quickly be faded, leaving only words with the learner reading, typing mands, echoics, and tacts.
[0109] According to some embodiments of the disclosed invention there are a few different types of response forms. Vocal, picture and object exchange, sign language, communication boards, as well as alternative and augmentative technology are plausible. Using the keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 may be useful for both vocal and nonvocal because humans all use letters and symbols to communicate and employ verbal operants. In order for the left and right hemispheres to connect and pay attention to what comes next, and foster working memory, the integrating keyboard, whole word matching, and rapid fire random rotation with phonetics are possible methods of consideration. The use of a keyboard with aforementioned scaffolding and/or letter search and/or random rotation strategies may encourage functional behaviors, vocal production, engagement, and rapid learning of new curriculum and/or unknown spoken languages.
[0110] Some embodiments teaching echoics with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 employs the word itself as descriptive. Echoing the word presented and spelling it simultaneously on a letter board may still maintain the prior definition of an echoic. For example, the teacher says cookie, and the learner responds with cookie. Echoics can be taught with the keyboard the same way the mands are taught; the only difference is there is no internal reinforcement or motivation. Say the letters out loud for the learner as he or she points to the correct echoic for possible advancements otherwise unobtained. Reinforcement for an echoic, once pointing to the correct letters out of the fields, may be given if needed.
[0111] Typically teaching tacts with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 tact means to label or name an item, action, or describe something within the environment of the learner. If a learner sees a cookie, but is not motivated or does not desire a cookie, labeling it cookie is a tact otherwise obtainable with the use of YYCT. The learner may also tact, brown cookie. The same procedural use of a keyboard perhaps applies here. Having the 2D-laminated picture of the item labeled with the correct spelling present with the 3D item may equally foster motivation and observable working memory acquisition. The learner may point to the field of one, then two, then four, and so forth. Once the learner possibly masters lower level tacts of labeling objects, then move on to actions, parts, features, classes, and functions.
[0112] For the purposes of the system and method teaching a learner intraverbals keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 interaction between verbal expressions, such as perhaps completing sentences, word associations, categorizing, and answering questions are intraverbals. For example, cookies are associated with pastries, while chocolate-chip cookies are categorized under types of cookies. Intraverbals allow conversations to occur derived from mands. Intraverbals can be transferred from fill-ins, tacts, or echoics by using a keyboard to conceivably facilitate exchanges between listener and speaker, teacher and learner.
[0113] Such specifications may also require training stimulus equivalence with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2. Matching to 2D and 3D samples with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2, to possibly achieve reflexivity, symmetry, and transitivity across the same stimulus class is a plausible way to quickly train working memory and visual motor integration generalizations to other members in an equivalent class, with long-term knowledge acquisition. Training an operant response this way, in the presence of a stimulus that is the member of the equivalence class, may maximize applied neuroscience, applied behavioral analysis, and education among this system and method invention.
[0114] For all stimuli (any condition, event, or change in the physical world) in a class possibly exerts control over a learner's behavior, a single common feature of the lesson or skill taught encourages the hemispheres of the brain to connect via associative processes that research has perhaps proven improves working memory. A stimulus class is a group of stimuli with a common effect on a response class in theory. Discriminative stimuli might have one or more common properties when possible incorporated within this system and method. For example, a red apple, a red toy, and a red pen, are all part of a stimulus class that represents red. Control by the commonality, red, can possibly be demonstrated when an individual correctly selects the red items from an array of different colored items quickly, when the laminated alphabetic sheet field is provided, moving along quickly with the training stimulus equivalents by matching to various samples with letters matched a keyboard FIG. 9, when offered matching whole words in keyboard or randomly distracted FIG. 4; FIG. 8C; FIG. 8E on the board. That is, spelling red would be the single, common formal feature that evokes the same behavior (selecting the red item) may occur.
[0115] In some embodiments, to achieve reflexivity with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2, the learner may select A given A, B given B, C given C, and so on. For example, a 2D-laminated picture of cookie, labeled c-o-o-k-i-e, with a 3D cookie for reinforcement FIG. 3; FIG. 8A; FIG. 8D once the learner spells cookie out of a baseline field possibly transpires. The learner perhaps selects an identical stimulus as the reinforcement upon pointing.
[0116] Typically, to mastery symmetry, the learner is taught to select B given A, and to select C given B. For example, given the picture of the cookie, say cookie, with a field of various stimuli for options and the learner points to the cookie on the keyboard. Following training, the learner may be able to select A given B, and to select B given C. The learner is possibly taught to select B given A, but as a result of training, can also select A given B with a keyboard and/or gaming prompt.
[0117] Among this system and method to achieve transitivity, the learner is taught to select B given A, and to select C given B with whole word matching the learner with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D and/or letter searches FIG. 4; FIG. 8C; FIG. 8E and/or puzzles FIG. 10. For example, given the spoken or modeled typed word, cookie, the learner perhaps spells cookie, and with the spoken word or modeled typed word, cookie, the learner selects to a different looking type of cooking out of a field. Then with no further training, the learner with a keyboard FIG. 9, when offered matching whole words in keyboard prompts FIG. 3; 8B; 8D, choices to complete the whole word spelling with distractor fields of two letter chooses FIG. 5 A-D; FIG. 8C; FIG. 8E, scrambled letter choices FIG. 4; FIG. 8C; FIG. 8E, row choices scaffolding from a standard QWERTY keyboard FIGS. 6A-D, faded word prompts with an entire keyboard field FIG. 7; FIG. 9, and phonetic prompts FIG. 2 are typically established to yield training stimulus equivalence mastery. The learner system and method may facilitate the learner to select A given C, and to select C given A. The learner is perhaps taught to select B given A, and to select C given B, but possibly as a result of the training, can also select A given C, and can select C given A.
