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Full-Text Articles in Psychology
Accurately Diagnosing Autism Spectrum Disorder Among A Comorbid Population, Michelle Okolita
Accurately Diagnosing Autism Spectrum Disorder Among A Comorbid Population, Michelle Okolita
Dissertations
Two of the most common neurodevelopmental disorders, attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), are diagnosed in early childhood. The two disorders share similar impairments across domains, are highly comorbid, and have many overlapping symptoms. Studies have shown that among this comorbid population, children receive an ASD diagnosis a few years after their initial ADHD diagnosis, which leads to many negative consequences, including a delay in treatment. The focus in this study was on the early indicators of ASD that are present prior to the age of 3 years in order to educate others on these symptoms. In an …
Teaching Children With Autism To Make Independent Requests Using An Echoic-To-Mand Procedure, Michael L. Tomak
Teaching Children With Autism To Make Independent Requests Using An Echoic-To-Mand Procedure, Michael L. Tomak
Dissertations
Mands are a vital skill for the development of a child’s communicative repertoire and are typically a major focus of early intensive behavior interventions (EIBI). Naturalistic teaching is more efficient than Discrete-Trial Training (DTT) for teaching mands (Jennet, Harris, & Delmolino, 2008); and therefore, the present study used crucial components from naturalistic teaching to teach mands in a discrete-trial format, using an echoic-to-mand procedure. This intervention increased the children’s independent vocal requests. Initially, they learned to mand for items in sight and eventually for those out of sight.
Teaching Matching-To-Sample To Low-Performing Children With Autism, Blaire E. Michelin
Teaching Matching-To-Sample To Low-Performing Children With Autism, Blaire E. Michelin
Dissertations
Matching-to-sample is a basic procedure used in most programs for pre-school children with autism. However, a few children fail to acquire this skill with standard matching-to-sample procedures. Therefore, the purpose of this study was to evaluate an alternative method for teaching matching-to-sample to those children when the traditional methods are likely to fail. First, simple discriminations with the matching materials were taught, then the discriminations were made more complex across successive sessions. Initially, all discriminations were taught using bins to separate the comparison stimuli. All three children acquired matching-to-sample, which generalized to matching novel two-dimensional stimuli, not placed in bins.