Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2019

First Committee Member

Hanley, Gregory P.

Second Committee Member

Henley, Amy J.

Third Committee Member

Pinkston, Jonathan W.

Additional Committee Member(s)

Thompson, Rachel H.

Abstract

"When taught by professionals, a set of social skills including functional communication, delay toleration, and cooperation with adult directives has been repeatedly shown to reduce severe problem behavior among children with autism. Teaching these same skills to typically developing preschoolers has also been demonstrated to reduce problem behavior and prevent it from developing. In this study, we evaluated the effects of a similar skills-based program when delivered in the home by parents to their 3- and 4-year-old children diagnosed with autism. Direct measures reflected decreases in emerging problem behavior and increases in child skills, and social validity measures suggested that the goals and procedures were acceptable to parents. Aberrant Behavior Checklist scores reflected improvement from baseline to post-test in at least one category for each participant. Building on this demonstration, future research should evaluate the extent to which this home-based, parent-delivered, BCBA-supported program prevents the development of problem behavior among young children with autism."

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