Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2011

First Committee Member

Hanley, Gregory P.

Second Committee Member

Thompson, Rachel H.

Third Committee Member

Karsten, Amanda M.

Additional Committee Member(s)

Bourret, Jason C.

Abstract

"Two recent studies (Hanley, Fahmie, & Heal, 2009; Hanley, Heal, Tiger, & Ingvarsson, 2007) demonstrated the efficacy of the Preschool Life Skills (PLS) program for teaching preschoolers social skills as functional replacements for classroom problem behavior such as disruption and aggression. In the current study, we evaluated several enhancements for promoting the generality of the functional communication and self control skill units of the PLS program. In a multiple-probe design across groups, six preschool children were taught to request teacher attention, teacher assistance, preferred materials, and tolerate delays to and denial of those events during child-led, small-group activities. Teaching strategies included instructions, modeling, role-playing, and differential reinforcement of target skills. A 97% increase in target skills and a 100% reduction in problem behavior was observed for the 6 children who experienced the PLS program; no improvements were evident for the 6 peers who also participated in child-led activities but who did not experience the PLS program. A between-groups design showed that generalization of the acquired skills to unfamiliar teachers and classrooms was only achieved for the children who experienced the PLS program and that satisfactory performance was only achieved for these children when a teacher was informed of the teaching strategies and target skills in the PLS program."

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