Date of Award
5-2017
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
Benjamin N. Witts
Second Advisor
Kimberly Schulze
Third Advisor
Michele Traub
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
compliance training, behavioral assessment, Early Learning Measure, early intervention, autism
Abstract
Early intensive behavioral intervention therapy (EIBIT) practitioners have been documented to use both standardized psychological and behavioral assessments in assessing outcomes of children diagnosed with autism. Assessments are necessary to inform stakeholders if EIBIT is effective, for which children, and under what conditions. However, the extent to which variables like compliance influence the results of existing EIBIT assessments is yet unknown. This study evaluated the influence of compliance training on the results of the Early Learning Measure (ELM), one assessment used in EIBIT. Two participants underwent repeated compliance training sessions followed by re-testing of the ELM assessment. Mean scores on the ELM increased over baseline following compliance training alone for both participants. A compliance reversal training protocol was then conducted. Mean scores on the ELM decreased for one participant and remained stagnant for the second following compliance reversal. The study’s findings support variables like compliance may influence scores on EIBIT assessments and provide a preliminary evidence for the need to systematically manipulate these variables in applied settings.
Recommended Citation
Sippl, Amy L., "Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children" (2017). Culminating Projects in Community Psychology, Counseling and Family Therapy. 36.
https://repository.stcloudstate.edu/cpcf_etds/36
