A Comparison of Teaching Procedures to Teach Auditory-Visual Matching-to-Sample Tasks

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

Summer 2023

First Committee Member

MacDonald, Rebecca P.F.

Second Committee Member

Thompson, Rachel H.

Abstract

We evaluated 3 procedures for teaching auditory-visual conditional matching-to-sample tasks using a parallel treatments design. An adolescent boy with autism served as the participant, and 2 comparisons were conducted. Comparison 1 evaluated effects of three teaching procedures: error correction, gestural prompt, and picture prompt. A different set of 3 auditory-visual relations was assigned to each procedure. Baseline accuracy ranged from 22 to 44%. The mean accuracy scores for the last 3 sessions of the training phase were 100% for the picture prompt condition, 85% for the error correction condition, and 7% for the gestural prompt condition. Comparison 2 evaluated effects of the gestural prompt and picture prompt procedures. Baseline accuracy was 33% for both sets of relations, and the mean scores for the last 3 sessions of training were 93% for gestural prompt and 0% for picture prompt. The inconsistent findings between the two comparisons are discussed.

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