Psychology Commons^™

Component Analysis Of The Cool Vs. Not Cool Procedure, Mary Yoo

Culminating Projects in Community Psychology, Counseling and Family Therapy

One of the characteristics of individuals with Autism Spectrum Disorder is the inability to develop the social skills needed to develop meaningful relationships. Several behavior programs have been developed to effectively teach a variety of necessary social skills. One of these programs has been proven to be effective with children with autism is the cool versus not cool procedure. There is a growing body of research that has demonstrated its effectiveness to helping teach appropriate social behaviors to individuals in this population (Au et al., 2016; Leaf et al., 2012; Leaf et al., 2015; Leaf, Leaf et al., 2016). However, …

An Evaluation Of Conventional And Progressive Discrete Trial Teaching When Teaching Receptive Labels, Elizabeth Wong

Culminating Projects in Community Psychology, Counseling and Family Therapy

This study evaluated the effectiveness and efficiency of conventional DTT and progressive DTT when teaching receptive labels to three children all diagnosed with autism spectrum disorder. The conventional DTT approach used a conventional approach, which is a method of balancing the trial order and location of at least three stimuli in a teaching session. In contrast, the progressive approach DTT allowed the teacher to be flexible and assess in the moment the trial order. Using an alternating treatment design replicated for three sets and three participants, the results showed that progressive DTT was the most efficient and effective procedure for …

Parent Mediated Instruction Of Functional Skills For Children With Autism, Brian K. Mason

Culminating Projects in Community Psychology, Counseling and Family Therapy

This study adds to the literature on successful parent mediated behavioural intervention using a manual plus brief consultative model to assess outcomes for parent competency and child skill acquisition. Parent participants of young children with autism spectrum disorder, were asked to choose three functional skills to teach their child. A multiple baseline design across a set of behaviours was used to analyze no intervention, parent manual only, and parent manual plus brief behavioural consultation and their relationship with parent competency and child skill acquisition. Following baseline, parents were introduced to an instructional manual on the implementation of ABA teaching strategies. …

A Comparison Of Simple-Conditional, Conditional Only And Combined Blocking Procedures In Teaching Individuals With Autism Conditional Discriminations, Elizabeth J. Holmes

Culminating Projects in Psychology

Many behavioural intervention programmes use the simple-conditional method, involving first simple and then conditional discriminations, to teach conditional discriminations, such as receptive labelling, to individuals with autism. Other methods utilised with such individuals include the conditional-only method, involving only conditional discriminations. These methods have been compared in the past (Grow, Carr, Kodak, Jostad, & Kisamore, 2011). Results show that more errors are associated with the simple-conditional method and more reliable, efficient results with the conditional-only method in comparison. Combined-blocking procedures have also been shown to be effective in teaching conditional discrimination (Saunders & Spradlin, 1989, 1990, 1993).

This study compared …

Reducing Self-Stimulatory Behaviors In Children With Autism Through Use Of Matched And Non-Matched Sensory Sessions, Jessica Cherne

Culminating Projects in Community Psychology, Counseling and Family Therapy

The purpose of this study was to reduce self-stimulatory behavior in children with autism through use of sensory sessions which provided sensory stimulation. Sensory sessions were hypothesized to produce satiation of self-stimulatory behaviors. An alternating treatment design was utilized to assess differences between the effects of implementation of matched and non-matched sensory sessions. During matched sessions, participants were given sensory stimuli that provided the same sensory consequence as the inappropriate self-stimulatory behavior. During non-matched sessions, participants were given stimuli that did not provide the same sensory consequence as the self-stimulatory behavior. Self-stimulatory behavior was recorded for 5 minutes following the …