Habituation of Visual Fixation Responses: An Assessment Tool to Measure Visual Sensory-Perceptual Cognitive Processes in Nonverbal Profoundly Handicapped Children in the Classroom
Restricted accessResearch articleFirst published online June, 1979
Habituation of Visual Fixation Responses: An Assessment Tool to Measure Visual Sensory-Perceptual Cognitive Processes in Nonverbal Profoundly Handicapped Children in the Classroom
Twelve profoundly retarded nonverbal, nonambulatory children were repeatedly exposed to one of two visual stimuli-a 2 times 2 or a 12 times 12 black-and-white checkerboard target-until a set criterion of habituation was demonstrated, as measured by a decrement in visual fixation time. When the habituation criterion was reached, the children were shown alternative presentations of the same and a novel target. Results showed an increase in visual fixation to the novel target. A control condition was instituted also; so that when the habituation criterion was reached, the children were shown only presentations of the same target. Results showed no increase in visual fixation to the same targets. Together these results suggest that profoundly retarded children do show habituation and dishabituation to visual stimuli, and are actively storing and processing information about their perceptual world. The educational implications of the habituation paradigm for the special education teacher in the classroom are discussed.
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