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Dissertations / Theses on the topic 'Autism in children. Verbal behavior'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

Degli, Espinosa Francesca. "Verbal behaviour development for children with autism." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197233/.

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The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was e
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2

Castellani, Jill E. "Transfer of Mand Topographies to Tact Relations and Vice Versa in Two Vocal-Verbal Children with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4531/.

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Skinner (1957) suggested that verbal responses learned as mands are not necessarily emitted in tact relations and vice versa. Previous empirical research has found that newly acquired mands and tacts can be functionally independent. The present study investigated 1) whether novel responses taught in mand relations would be emitted as tacts when opportunity for tacting was presented; 2) whether novel responses taught in tact relations would be emitted as mands when opportunity for manding was presented; and 3) whether the size of pre-experimental mand and tact repertoires affected the rate of a
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3

Terry, Callie A. "Teaching Children with Autism to Vocally Mand for Others to Perform an Action." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822802/.

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Mand training is a very logical and natural procedure to begin teaching communication skills to individuals with autism. Existing research has documented strategies for teaching children with autism to mand for preferred items, although there are fewer high quality studies on teaching children to mand for other people to perform an action. In addition to improving the general mand repertoire, teaching children to mand for others to perform an action is important because it allows children with autism to communicate ways in which another person could improve their environment by performing a
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4

Scaglia, Fiorella. "Parent Training for two Mothers of Children with Autism Spectrum Disorders." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/850.

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Behavioral skills training (BST) has been widely used to effectively and quickly instruct learners with limited knowledge in behavior analytic skills. A training package composed of didactic instruction presented via PowerPoint, modeling, rehearsal, feedback and in vivo components were utilized to instruct two mothers of children with autism spectrum disorders to deliver learning trials with their child to contrive MOs to increase their manding repertoires. A multiple probe across participants design was used to assess the effects of BST on the participant's performance. Prior to the beginning
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5

Day, Molly L. "The effects of a time delay on the verbal-vocal behavior of children with autism /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1455651.

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Thesis (M.A.)--University of Nevada, Reno, 2008.<br>"May 2008." Includes bibliographical references (leaves 35-39). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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6

Pesantez, Rosana. "Comparing Prompt Delay and Total Communication for Training Vocal Intraverbals in Children with Autism." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4385.

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Abstract Verbal behavior encompasses a wide range of aspects in our everyday lives and in the activities of a society. Many verbal behavior interventions often include programs to teach answering questions, these responses are referred to as intraverbals. Previous research has demonstrated a higher rate of acquisition of verbal targets such as mands and tacts for children with a limited verbal repertoire when a presentation of both sign and vocal prompts occur simultaneously (Total Communication), in comparison to sign-alone or vocal-alone trainings. However, an important variable not often ex
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7

Scarbro-McLaury, Jill. "The Effects of Sign Language on the Vocal Responses of a Child with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4485/.

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Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal response
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8

Jeffries, Tricia. "Evaluating the Effectiveness of a Tablet Application to Increase Eye Contact in Children Diagnosed with Autism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4696.

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Studies have shown that increasing eye contact can be accomplished by using reinforcement, prompting, shaping, functional movement training, punishment, and self-monitoring. However, there is a lack of research that evaluates the use of technology as a way to increase eye contact. This study tested the effectiveness of a tablet application at increasing eye contact in children diagnosed with autism. The application requires the child to look at a picture of a person's face and identify the number displayed in the person's eyes in order to receive reinforcement. Data was collected immediatel
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9

Keinz, Kayde Lou. "EVALUATING THE EFFICACY OF THE PEAK-E CURRICULUM IN ESTABLISHING EQUIVALENCE RELATIONS IN CHILDREN WITH AUTISM." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2241.

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This study sought to evaluate the efficiency of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) utilizing a single-subject design. Three participants from a Midwest town were recruited to participate in the study and were assessed and validity, reliability, and efficacy were evaluated to determine the assessments ability to identify three language skills that weren’t currently present in their repertoire. Baseline levels determined that the 3 skills for each participant (a total of 9 skills across the 3 participan
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10

Diaz, Alejandro Rene. "An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3771.

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Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of the present studies was to (1) evaluate the efficiency and efficacy of Stimulus-Stimulus Pairing (SSP) and standard Echoic Training (ET) procedures for the development and onset of verbal behavior in early learners with ASD to improve early intervention efficiency and (2) elucidate predictive characteristics or variables for the effective use of SSP. The present studies were comprised of a multiple-baseline (across behaviors) experimental
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11

Gharbieh, Chafica Mansour. "The effects of applied verbal behaviour approach “AVB” in teaching children with autism." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4345.

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The idea which has initiated this research came firstly from being a mother of an autistic child and secondly, being an experienced Applied Behaviour Analysis/Applied Verbal Behaviour “ABA/AVB” therapist working with children with autism and related disorders. It has been the researcher ambition for some time to study the effects of implementing an ABA/AVB programme on children with autism, and to report on their performance. The previous and current research has shown the importance of an early intervention in teaching children with autism. However, finding an appropriate intervention for an
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12

Jacobsen, Blair Nichole. "Evaluation of Using an Interrupted Behavior Chain Procedure to Teach Mands to Children with Autism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4511.

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Abstract Interrupted behavior chain procedures have been shown to be an effective way to teach individuals with intellectual disabilities and autism to mand for missing objects and information concerning missing objects. Research has shown that an interrupted behavior chain procedure is more effective than traditional mand teach trials, which occur at the onset of a behavior chain or in a massed trial format. However, there is a lack of research evaluating the use of interrupted behavior chain procedures to teach vocal mands for missing items and the possible generalization effects thereof. Th
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13

Lemut, Stephanie Marie. "The Effects of a Peer-Mediated Intervention on Intraverbal Behavior of Children with Autism Spectrum Disorder." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468256438.

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14

Ruiz, Julio. "Transfer of Mand-to-Tact and Tact-to-Mand Topographies in Two Vocal-Verbal Children with Autism: A Replication and Extension Study." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9830/.

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Skinner (1957) suggested that different verbal operants are acquired independently of each other and establishing a verbal operant as a mand will not necessarily result in the appearance of a tact having the same response form and vice versa. Recent empirical research has found that newly acquired mands and tacts can be transferred to different relations without direct training. The present study investigated 1) how verbal responses taught as pure mands affect untrained tact relations; 2) how verbal responses taught as pure tacts affect untrained mand relations; 3) how the size of mand and t
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15

Cihon, Traci Michelle. "A comparison of transfer of stimulus control or multiple control on the acquisition of verbal operants in young children." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186026259.

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16

Troconis, Claudia. "The Effects of Manipulating Conditioned Establishing Operations on the Acquisition of Mands in Children with Autism Spectrum Disorders." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3382.

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In Verbal Behavior, Skinner (1957) suggested that each verbal operant has independent response functions, in which acquiring one does not automatically result in the other, unless transfer between the verbal operants is directly trained. Although several researchers have shown that mands and tacts are functionally independent, more recent research has demonstrated that mands may emerge following tact training. However, this research has not clarified the influence of establishing operations on the emergence of pure mands following tact training. Therefore, the present study investigated the
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17

Macias, Heather A. "The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404601/.

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We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each t
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18

Pasat, Irina V. "A Comparison of Transfer of Stimulus Control Or Multiple Control on the Acquisition of Verbal Operants in Young Children with Autism: an Extension." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149648/.

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One language intervention approach for individuals with autism involves teaching one response topography under multiple sources of control and then establishing that response under individual controlling variable. Another approach involves establishing one response topography under singular control and then using that response to establish the response topography under different controlling variables. The study sought to extend previous research by investigating the impact of each approach on the acquisition of verbal responses. Three of the eight participants acquired all target responses for
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19

Dib, Rodolfo Ribeiro. "O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/21030.

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Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2018-04-19T10:14:49Z No. of bitstreams: 1 Rodolfo Ribeiro Dib.pdf: 900356 bytes, checksum: 7f176b28502e61b2ec2f325e3dde9649 (MD5)<br>Made available in DSpace on 2018-04-19T10:14:49Z (GMT). No. of bitstreams: 1 Rodolfo Ribeiro Dib.pdf: 900356 bytes, checksum: 7f176b28502e61b2ec2f325e3dde9649 (MD5) Previous issue date: 2017-11-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Children with Autism Spectrum Disorder frequently experience delays in their vocal verbal behavior. Previous studies that
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20

White, Jane P. "Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-Opposite and More Than-Less Than Relations in Children with Autism." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5403.

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Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the
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21

Betz, Alison M. "The Effects of Script-Fading Procedures and Extinction Procedures on the Variability of Mand Frames Used by Young Children with Autism." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/420.

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A primary deficit seen in many children with autism, particularly those with limited verbal repertoires, is repetitive and rote verbal behavior. This type of repetitive or rote verbal behavior can be stigmatizing and may severely limit access to primary reinforcers. Therefore, it may be beneficial to attempt to increase response variability in verbal behavior demonstrated by children with autism. Previous researchers have focused their efforts on examining response variability in motor behavior or existing verbal behavior, rather than new or recently taught verbal behavior. A potentially comp
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22

Azzato, Ariana. "Experimental evaluation of an iPad-based augmentative and alternative communication program for early elementary children with severe, non-verbal autism." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181831.

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<p> The purpose of this study was to evaluate the efficacy of a treatment package including a modified protocol of the Picture Exchange Communication System (PECS) implemented via an autism-specific iPad application. A multiple probe design (Horner &amp; Baer, 1978) was replicated across four individuals with severe, non-verbal autism to investigate effects on requesting skills, natural speech production, and social-communicative behaviors. Results suggest beneficial effects, if implemented with high fidelity. The largest effects were on the participants&rsquo; requesting skills. All four part
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23

Stock, Richard Allen. "A comparison of a group ABA (GABA) verbal behaviour model of early intensive behavioral intervention and pivotal response treatment for children with autism." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43354.

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The autism spectrum disorders (ASDs) are characterized by a triad of impairments in social interaction, communication, and behavior. Once considered untreatable, research has identified comprehensive behavioral intervention as the most well established treatment option. To date, the UCLA method of early intensive behavioral intervention has received the most large-scale research attention and empirical support. However, alternative behavioral methods have also emerged, including the Pivotal Response Treatment (PRT) and the Verbal Behavior (VB) methods. This study compared the outcomes of 14 ch
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24

Lima, Andréa Novaes Ferraz de. "Recursos lingüísticos e paralingüísticos na clínica fonoaudiológica do autismo." Universidade Católica de Pernambuco, 2007. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=137.

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Nos dias atuais, a clínica fonoaudiológica brasileira, com pacientes autistas, ainda permanece impregnada do uso de procedimentos corretivos/normativos, visando fundamentalmente à comunicação. Assumindo um afastamento dessa percepção objetivista, segmentada e comportamentalista, e adotando uma concepção mais subjetiva (onde se valoriza o particular) de linguagem como forma de ação e do jogo interacional como uma construção conjunta da significação, investigou-se, nesse estudo o papel dos recursos lingüísticos verbais, prosódicos e paralingüísticos na construção da linguagem da criança autista,
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McKeel, Autumn Nicole. "An Investigation of the Reliability and Validity of PEAK Relational Training System: An Effective Behavioral Intervention for Children with Autism and Developmental Disabilities." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/749.

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The current set of experiments sought to evaluate and address current, empirically based assessments and treatment protocols for children who have autism and/or other developmental disabilities. The past few decades of research have been successful in developing effective behavioral treatments, however, the dissemination of these strategies has not been maximized in applied settings. Furthermore, many existing treatments are outdated or not widely used in school or social settings. The current experiments evaluate existing effective assessments and treatments and extend them with the implem
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Alokla, Shamma. "Non-Verbal Communication Skills of Children with Autism Spectrum Disorder." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/727.

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The purpose of this study was to investigate how special education teachers implement evidence-based practices for non-verbal communication skills of children with autism spectrum disorder (ASD). This study interviewed six early childhood special education teachers from preschools in the Southern California. According to the teacher interviews, joint attention deficits in children with ASD were overcome using visual aids, toys, and basic sign gestures. Peer tutoring, functional communication training and drawing were found to improve nonverbal communication skills. In addition, children with A
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Muskett, Ashley Elizabeth. "Feasibility of Anxiety Assessment for Children with Minimally-Verbal Autism." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99101.

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While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with M
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Storlie, Jennifer L. "Observational Learning AcrossThree Verbal Operants in a Child with Autism." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/793.

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Observational learning is defined as the capacity of an organism to acquire new behaviors as a result of viewing the behavior of a model. Researchers argue that learning via observation may account for the natural acquisition of behavior. While the ability to acquire new behaviors through observation has been studied heavily in typically developing children, as well as participants with developmental disabilities, no research has directly addressed observational learning in verbal operants. The current study examined observational learning across three verbal operants: tact, listener respond
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Lanni, Kimberly Elizabeth. "Verbal ability and social stress in children with autism and typical development." Pullman, Wash. : Washington State University, 2011. http://www.dissertations.wsu.edu/Dissertations/Summer2011/k_lanni_041410.pdf.

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30

Shabani, Daniel Bahram. "Increasing verbal initiations in children with autism: Effects of a tactile prompt." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2686.

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Spontaneous verbal initiations and social interactions are a central deficit of children with autism. This study examined the effects of gradually fading a tactile prompting device, a vibrating pager, as a prompt for children with autism to make verbal initiations during play activities. Three children diagnosed with autism participated in the study. An ABAB withdrawal design was used to evaluate the effect of the prompting device on verbal initiations. During training, the tactile prompt was placed in the children's pockets and they were taught to initiate a verbal interaction (e.g., “Look at
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Hinman, Jessica Marie. "TITLE: EFFECTS OF ACCEPTANCE AND DEFUSION ON VERBAL SELF-STATEMENTS AND PHYSIOLOGICAL MEASURES IN INDIVIDUALS WITH AUTISM SPECTRUM DISORDER." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2296.

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Behavior analysis has long been a field which has rooted itself in science and observable, measurable behavior, long avoiding the subject of private events such as thoughts and emotions and largely focusing applied work with individuals with disabilities. However, the prevalence of anxiety and depression among adolescents and young adults with autism spectrum disorder (ASD) and other developmental disabilities (DD) is an issue which can hinder the development of social relationships and success in higher education. The current study used a pre- post- group design to evaluate the efficacy of im
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May, Richard J. "Facilitating emergent verbal behaviour using derived relational responding in individuals with Autism spectrum disorders : a relational frame theory approach." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678591.

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West, Elizabeth A. "Fading from teacher prompts to pictorial versus verbal natural cues in children with autism /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7720.

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au, drbonser@starwon com, and David John Bonser. "Behavioural fluency for young children with autism." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefi
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Wiggins, Scott. "PEAK Relational Training System for Adults with Autism and Developmental Disabilities: Correlations with Vineland and VB-MAPP Assessments." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1709.

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During the past decade, the prevalence of any developmental disability has increased from 12.84% to 15.04% (Boyle et al., 2011). In particular, the current rate of autism spectrum disorder (ASD) is estimated to effect 1 in every 68 children, 1 in 42 boys and 1 in 189 girls (Interagency Autism Coordinating Committee & US Department of Health and Human Services, 2012). Given that the prevalence of autism and other related disorders continues to increase, the number of children diagnosed with ASD who will become adolescents and adults over the next few years is considerable. More intensive eva
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Whitehouse, Andrew. "Atypical information processing in children with autism : links with inner speech deficit." University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0025.

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[Truncted abstract] A number of studies have provided evidence that individuals with autism have poor semantic processing of verbal information, instead gaining greater meaning from pictorial information. The aims of this thesis were, to firstly, investigate the verbal and pictorial encoding abilities of children with autism, and secondly, to determine the extent to which limitations in the use of inner speech may drive any encoding differences. The first study investigated the notion that children with autism have an atypical verbal processing style, showing poor semantic but enhanced phonolo
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Bernard, Morgan Foreman. "Responses Towards Tantrum Behavior in Children with Autism Spectrum Disorder." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592493.

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<p> Children diagnosed with ASD and their parents often find themselves in difficult situations concerning their child's behavior while in public, and the responses from the public are usually negative (Chambres, Auxiette, Vansingle, &amp; Sandrine, 2008). The purpose of this study was to describe responses towards a child with ASD having a tantrum. We evaluated how knowing the child's diagnosis, understanding of the behavioral characteristics of ASD, and dispositional empathy related to the responses towards the tantrum. The findings from this study suggest that while it is helpful to disclos
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Farmer, Cristan A. "Characterization of Aggressive Behavior in Children with Autism Spectrum Disorders." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312893747.

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Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also suppor
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Ivey, Michelle Louise. "Priming as a Means of Increasing Spontaneous Verbal Language in Children with Autism Spectrum Disorder." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/56.

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ABSTRACT THE EFFECTS OF PRIMING ON SPONTANEOUS VERBAL LANGUAGE IN CHILDREN WITH AUTISM SPECTRUM DISORDERS by Michelle L. Ivey A multi-element design was used to investigate the effect of priming on spontaneous verbal communication in children with Autism Spectrum Disorders (ASD). Three children with ASD engaged in 20-minute thematic activity sessions (ACT) with the investigator. Prior to the ACTs, they met with another trained researcher for 10-minute presessions. Half of the presessions incorporated the conventions of priming with materials to be used in the upcoming ACT (i.e., related pr
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Leadbitter, Kathy. "Unpacking Joint Attention : Instrumental and Interpersonal Aspects of Social Communication in Verbal Children with Autism." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531702.

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Dinon, Andrea. "Role Play and Social Stories: An Intervention for Increasing Verbal Initiations in children with Autism." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5928.

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The effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The results indicate that the treatment package was effective in increasing the participant's verbal init
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Preis, Janet. "The effect of picture communication symbols on the verbal comprehension of young children with autism." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3046536.

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Thomas, Tiffany. "Parent-Child Interaction Therapy for Children with Autism." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2269.

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Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as
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Nichols, Jill Howard. "Social Skills Training with Verbal Autistic Adolescents: A Case Study Approach." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500499/.

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Autistic adolescents need direct, systematic training of social skills since major difficulties in communication, lack of empathy, and various changes during adolescence present major roadblocks to the acquisition of normal peer relationships and increasing independence. A case study approach was utilized to examine treatment effects of a social skills training program implemented with four autistic adolescent boys in a naturalistic setting. Findings based on objective measures and subjective reports indicated that each subject made gains in targeted social skills over the course of treatment.
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Wright, Lisa A. "Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4761.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 3, 2008) Vita. Includes bibliographical references.
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DeFiore, Kristin Pauline. "EXPLORING THE EFFECTS OF A DIFFERENTIAL REINFORCEMENT SYSTEM ON MANDING BEHAVIOR." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1787.

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The use of a concurrently running differential reinforcement of alternative behavior intervention was used to manipulate manding behavior in a small sample of young adults with autism. Three young adults with autism aged 17-21, two males and one female, who had severely limited verbal language and communication devices participated in this study. Differential reinforcement was used to alter the mand topography chosen by each participant during manding sessions. Results indicate that by altering the quantity of highly preferred items individuals with autism can demonstrate flexibility in the
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Strong, Judy L. "NORMALIZING ASSESSMENT TO FACILITATE PEAK - A VERBAL BEHAVIOR THERAPY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1591.

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The PEAK Relational Training System's Direct Training Module was examined to determine age appropriate development norm ages in which to compare to persons with disabilities. Fifty-one typically developing children between ages of 2-18 were scored for the PEAK direct training assessment module by novel implementers (parents, caregivers) as well as professional educational teachers and administrators. Assessment implementation brought scores from fourteen different adult individuals and fifty-one different children's assessment forms for this study. The inter-rater reliability showed consist
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Choi, Hye-sung. "The effects of functional assessment and treatment on problem behaviors of one student with autism /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Coleman, Bianca. "The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/393911.

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School Psychology<br>Ph.D.<br>This study investigated the relationship between parent implemented interventions for Autism and ratings of maladaptive behavior over a 6 month period of time. Participants were children between the ages of two and six years diagnosed with Autism and their primary care providers. Repeated measures ANOVAs and visual analysis of graphically represented mean scores were used to examine the differences between the parent reported ratings of maladaptive behaviors across two treatment groups consisting of an ABA/Verbal Behavior (ABA/VB) intervention model, a Relationshi
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