Teaching social initiations using textual scripts and video modeling

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2016

First Committee Member

MacDonald, Rebecca

Second Committee Member

Dickson, Chata

Third Committee Member

Karsten, Amanda

Abstract

"The purpose of this study was to teach two male students with autism to engage in social initiations directed to peers of a similar age using a non-concurrent multiple baseline across participants design. social initiations were taught in the context of peers using a treatment package consisting of, textual scripts, script fading, and video modeling. Once participants were able to consistently imitate the engage in social initiations in the context of a video model a return to baseline was conducted without the video models. Generalization probes were conducted across three novel textual scripts and a novel environment with the training set were conducted. Both participants demonstrated an increase of scripted initiations. One participant generalized the social skills across three novel textual scripts, a novel environment, and in the presence of a novel peer confederate."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at dref@wne.edu for access.

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