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The Use Of Relational Training To Help Children With Autism Learn Emotions In Context: Extending Results With A Case Study, Ashlee Holderby
The Use Of Relational Training To Help Children With Autism Learn Emotions In Context: Extending Results With A Case Study, Ashlee Holderby
MSU Graduate Theses
People who have autism spectrum disorder (ASD) have difficulty with identifying and interpreting emotions and coordinating their facial expressions. This defiency extends to both their own emotions and expressions as well as those of other people. Understanding emotions is important in developing social behaviors such as sharing or empathy. However, researchers have found that emotion recognition training, video modeling, and other procedures have helped children with autism build these skills. Previous research demonstrated a method for teaching the identification of private events of others in context using stimulus equivalence and transformation of stimulus function procedures. The current case study addressed …
Content Validity Of Aba Language Assessments In The Totality Of Skinner's Verbal Operant Theory, Taylor Marie Lauer
Content Validity Of Aba Language Assessments In The Totality Of Skinner's Verbal Operant Theory, Taylor Marie Lauer
MSU Graduate Theses
Content validity describes the degree of which a measure represents all the components of the overall construct being measured. Behavior analytic language assessments are largely based on Skinner’s verbal operant theory (1957). Three behavior analytic language assessments were utilized to measure the coverage of Skinner’s verbal behavior theory: the VB-MAPP, ABLLS-R, and PEAK. The purpose of the current study was to examine the content validity of each of these assessments coverage on the totality of Skinner’s verbal operant theory. Expressive items on each of the three assessments were compared to definitions of Skinner’s verbal operants and were coded as the …
Evaluating Correlations Between The Peak Equivalence And Transformation Assessments With Intelligence Quotient Scores And The Relational Acquisition Of Skills In Children With Autism, Hannah L. Wallace
MSU Graduate Theses
The purpose of the present study was to evaluate correlations between PEAK Equivalence and Transformation assessment scores to Intelligence Quotient (IQ) scores in children with autism. An assessment called the Relational Acquisition of Skills in Children with autism (RASC) was created as a pilot test. This method was used to test relational responding in young children with autism. The scores of this assessment were correlated with scores obtained using PEAK Equivalence and Transformation assessments and IQ. It was found that PEAK Equivalence and Transformation assessments had a strong positive correlation with IQ. No significant relationship between the Relational Acquisition of …
A Pilot Investigation Of The Relationship Between Derived Relational Responding And Challenging Behavior Function, Kaitlin N. Beason
A Pilot Investigation Of The Relationship Between Derived Relational Responding And Challenging Behavior Function, Kaitlin N. Beason
MSU Graduate Theses
The study evaluated the relationship between participants derived relational responding across arbitrary stimuli and parent or teacher endorsed functions of challenging behavior as assessed on the Questions About Behavior Function (QABF). Supplemental analyses were conducted to directly observe the frequency and intensity of challenging behavior using the Challenging Behavior Index (CBI), as week as direct observation of presenting autism symptoms in session using the PEAK Autism Symptoms and Behavioral Observation Summary (PAS-BOS). Derived relational responding was assessed using the Promoting the Emergence of Advanced Knowledge Equivalence Pre-Assessment (PEAK-E-PA) and the Promoting the Emergence of Advanced Knowledge Transformation Pre-Assessment (PEAK-T-PA) taking …