Date of Award

6-2015

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

Eric Rudrud

Second Advisor

Kimberly Schulze

Third Advisor

John Burgeson

Creative Commons License

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

Abstract

One of the defining characteristics of autism spectrum disorders is the marked delay in or absence of functional language and as such, children with autism often lack of have a deficient intraverbal repertoire. Intraverbal behaviour is typically taught expressively. Rates of acquisition can also be affected by the level of discrimination required in order to answer questions correctly. As such, Eikeseth and Smith (2013) suggested teaching intraverbal behaviour receptively. The current paper conducted a direct comparison of acquisition and maintenance rates of intraverbal behaviour using two teaching techniques: Receptive teaching and Expressive teaching using tact prompts. Results found that Receptive teaching required significant fewer teaching trials with spontaneous generalisation to the expressive format.

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