Cognitive Psychology Commons^™

The Effects Of Picture Prompts On The Acquisition Of Receptive Language In Children With Autism, Hanna Simons

Honors Theses

The present study evaluated the effectiveness of picture prompts in the acquisition of receptive language. Receptive language training is the ability to listen to and understand what is being communicated (Miller, Carp, Petursdottir, 2009). Receptive language training requires the acquisition of auditory-visual conditional discriminations. In receptive language training the child must attend to the auditory and comparison stimuli. This is sometimes an issue for children with autism. Previous research has shown that receptive language training can be facilitated through the use of picture prompts (Fisher, Kodak, & Moore, 2007). The participant for the study was 3 years old. He was …

Sensor-Enabled Reduction Of Stereotypy, Aaron Brzezinski

Honors Theses

The goal of this study was to create and implement an intervention to reduce stereotypic behavior in a child with Autism. The participant was chosen based on a high occurrence of target behavior and was recruited through his treatment center. The target behaviors were selected based on the subjective evaluation of his treatment provider and parents. The dependent variable in this study was hand-flapping. The independent variable was DRO training that included a buzzer and a chime noise contingent on the presence or absence of stereotypy respectively. A Microsoft Kinect© 2.0 was used to track occurrence of target behavior and …

Effects Of Multiple Exemplar Instruction On Reading Comprehension For Secondary Students With Reading Delays, Reilly Chabie

Honors Theses

This study tested the effects of multiple exemplar instruction on reading comprehension for a middle school student with a reading delay. A multiple probe design was used to evaluate and observe the changes in the number of questions the student answered correctly. Probes consisted of: (1) pre-experimental, (2) single exemplar instruction (SEI), (3) post-SEI, (4) MEI, and (5) post-MEI. The independent variable was a multiple exemplar intervention that required the student to read a passage across three topographies (silently, listening, and aloud).

Multiple exemplar instruction was shown to be effective in increasing the number of questions answered correctly during single …