Date of Award

12-2015

Culminating Project Type

Thesis

Degree Name

Applied Behavior Analysis: M.S.

Department

Community Psychology, Counseling and Family Therapy

College

School of Health and Human Services

First Advisor

Dr. Schulze, Kimberly A.

Second Advisor

Dr. Rudrud, Eric H.

Third Advisor

Dr. Witts, Benjamin.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Autism, Self-Management, Generalization, self-monitoring

Abstract

Autism Spectrum Disorder (ASD) is a complex neurological disorder that affects 1 in 68 individuals (Centre for Disease Control and Prevention, 2014). Autism is characterized as deficits in social skills, verbal and non-verbal communication, and challenging behaviors. The number of participants with autism in a general education classroom has increased. Self-Management is an easy way to increase on-task behavior in classrooms. The purpose of this study was to increase the on-task behavior of three participants in Transition Support Services (TSS) using a self-management package and to generalize the skill to at least one other setting (i.e., inclusion classroom, IBI classroom or community). Data were collected using 10 seconds momentary time sampling for 5 minutes. A multiple baseline design across participants was used to evaluate the effectiveness of the self-management treatment package. The intervention was conducted during homework time in the participant’s home. The results of the study showed increase in on-task behavior for all three participants.

Comments/Acknowledgements

I would like to thank my husband, Ramesh, for his unwavering support and my advisor, Dr. Schulze, for her guidance and patience. I would also like to thank Kinark Child and Family Services for allowing me to conduct my research with their clients.

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