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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Using A Multicomponent Intervention To Increase Appropriate Transitions To School, Laura Catalina Dimas Agudelo
Using A Multicomponent Intervention To Increase Appropriate Transitions To School, Laura Catalina Dimas Agudelo
USF Tampa Graduate Theses and Dissertations
School attendance is important for the social and academic development of children. Therefore, appropriate transitions to school are a necessary skill for students. Differential reinforcement of other behaviors (DRO) is a non-intrusive procedure used to decrease undesired behaviors. Likewise, differential reinforcement of alternative behaviors (DRA) is a widely used procedure to increase appropriate alternative behaviors while reducing inappropriate behaviors. This procedure has been assessed throughout behavior analytic literature alongside other behavioral components. The use of DRA without extinction has been shown to be an effective procedure to increase appropriate behaviors and decrease disruptive behaviors without completely withholding reinforcement for behaviors …
Using Behavioral Skills Training With Self-Monitoring To Increase Conversation Skills In Adolescents With Autism Spectrum Disorder, Laura De Zayas
Using Behavioral Skills Training With Self-Monitoring To Increase Conversation Skills In Adolescents With Autism Spectrum Disorder, Laura De Zayas
USF Tampa Graduate Theses and Dissertations
One of the major skill deficits found in individuals with autism spectrum disorder (ASD) is a lack of social skills. These socials skills range from having conversations, interpreting nonverbal behavior, understanding emotions, and understanding the perspective of others. Behavior skills training (BST) and self-monitoring have generally been shown to be effective in improving social skills for individuals with ASD. However, there is limited research that used BST with self-monitoring as an intervention package to improve social skills, particularly communication skills of adolescents with ASD in the school setting. Therefore, the purpose of this study was to extend the current literature …
Implementing The Break Pass Intervention With Differential Reinforcement To Improve Engagement In Play With Siblings For Children With Autism Spectrum Disorder, Shannon R. Shafmaster
Implementing The Break Pass Intervention With Differential Reinforcement To Improve Engagement In Play With Siblings For Children With Autism Spectrum Disorder, Shannon R. Shafmaster
USF Tampa Graduate Theses and Dissertations
This report describes the results from a study that examined the use of the break pass intervention to increase engagement in play with siblings for children with autism spectrum disorder. Two male children with ASD aged 6-years old, who had difficulty engaging in play activities with siblings participated in the study. The intervention used break passes to teach mands for breaks by providing the children with breaks throughout the play activity and to provide reinforcement for engaging in play with siblings in the absence of problem behavior. The impact of the intervention on engagement in play with siblings and disruptive …
A Review Of Manualized Behavioral Parent Training Interventions For Young Children With Problem Behavior, Khendal I. Robinson
A Review Of Manualized Behavioral Parent Training Interventions For Young Children With Problem Behavior, Khendal I. Robinson
USF Tampa Graduate Theses and Dissertations
Behavioral parent training (BPT) interventions have been developed to aid in the treatment of children with problem behavior. The goals of these interventions are to reduce child specific problem behavior and improve skills, and enhance parenting skills and competence. However, more information is needed on the manualized BPT interventions in particular, on children and parents who benefited from the BPT interventions, any individualized cultural adaptations made for families from diverse cultural backgrounds, and training provided to the parents to help them address their children’ problem behavior during family routines. Therefore, this study reviewed literature on BPT interventions, in particular, single …
A Review Of Antecedent- And Consequence-Based Interventions For Vocal Stereotypy, Christine A. Roeper
A Review Of Antecedent- And Consequence-Based Interventions For Vocal Stereotypy, Christine A. Roeper
USF Tampa Graduate Theses and Dissertations
The exact prevalence of vocal stereotypy within individuals diagnosed with ASD in currently unknown. In a 2011 study on symptoms of ASD by Mayes and Calhoun, 85% of parents reported their child engaged in repetitive, atypical speech or vocalizations. While there is a plethora of research on behavioral interventions to reduce levels of vocal stereotypy in individuals diagnosed with Autism Spectrum Disorder, at the time this review was written there is only one published review of the literature written by Lanovaz and Sladeczek in 2011. Therefore, the purpose of this paper is to extend and update the 2011 review conducted …
Evaluation Of The Effects Of Video Modeling Types And Technologies, Laura J. Whitman
Evaluation Of The Effects Of Video Modeling Types And Technologies, Laura J. Whitman
USF Tampa Graduate Theses and Dissertations
This paper aims to explore the literature available on video modeling. Video modeling teaches a variety of skills, including play skills, social skills, and daily living skills. Delivery of the video model varies based on researcher preference and available technology of the time. The paper provides descriptions and examples of different types of video modeling including, video self-modeling, simultaneous video modeling, video priming, interactive video modeling, and treatment packages. The paper concludes with suggestions for future research including the use of modern technologies with video modeling.
Peer Victimization In Youth With High-Functioning Autism Spectrum Disorder, Danielle Ung
Peer Victimization In Youth With High-Functioning Autism Spectrum Disorder, Danielle Ung
USF Tampa Graduate Theses and Dissertations
Peer victimization is a serious national concern affecting as many as 54% of typically developing children and adolescents. Although an extensive body of literature on peer victimization in typically developing youth exists, few studies have focused on how this problem affects youth with autism spectrum disorders (ASD) who may be at a higher risk to experience peer victimization due to ASD symptomology and other common comorbid characteristics (e.g., anxiety and depressive symptoms) that may invite peer aggression. In this study, 81 school-aged youth between the ages of 9 and 17 years (M= 11.91, SD= 2.32) who were …