Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2012

First Committee Member

Bourret, Jason C.

Second Committee Member

Thompson, Rachel H.

Third Committee Member

Ahearn, Bill

Additional Committee Member(s)

Karsten, Amanda

Abstract

"Individuals diagnosed with autism can have difficulty acquiring new skills, and teaching procedures found to be effective with one individual may not be effective with others. However, relatively little research has evaluated methods for identifying appropriate response-prompt and prompt-fading procedures for particular individuals with autism. We evaluated an assessment of multiple response-prompt and prompt-fading procedures with 10 individuals diagnosed with an autism spectrum disorder. The prompt types assessed were (a) verbal and gestural, (b) model, and (c) manual guidance. Prompt-fading procedures assessed were (a) least-to-most, (b) most- to-least, and (c) a progressive delay. Each assessment was conducted at least twice and the findings of both prompt-type and prompt-fading assessments were generally reliable. A final validity test showed the assessment outcomes to have generality that may extend to other, clinically significant responses."

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