Date of Award

5-2019

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

Kimberly Schulze

Second Advisor

Eric Rudrud

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, autism spectrum disorder, discrete trial teaching, receptive labels, alternating treatment design

Abstract

This study evaluated the effectiveness and efficiency of conventional DTT and progressive DTT when teaching receptive labels to three children all diagnosed with autism spectrum disorder. The conventional DTT approach used a conventional approach, which is a method of balancing the trial order and location of at least three stimuli in a teaching session. In contrast, the progressive approach DTT allowed the teacher to be flexible and assess in the moment the trial order. Using an alternating treatment design replicated for three sets and three participants, the results showed that progressive DTT was the most efficient and effective procedure for two of three participants to acquire receptive labels and to maintain the skills after intervention.

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