Culminating Project Title
Date of Award
Culminating Project Type
Applied Behavior Analysis: M.S.
Community Psychology, Counseling and Family Therapy
School of Health and Human Services
Dr. Kimberly Schulze
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
autism spectrum disorders, discrete trial teaching, counterbalancing, receptive labe
Research shows that individuals with autism spectrum disorder (ASD) can make significant gains with the use of early intensive behavioral intervention (EIBI). Discrete trial teaching (DTT) is one of the most widely used procedures to teach a variety of skills to individuals with ASD. Specific teaching practices within DTT vary and many recommendations exist for practitioners to ensure these gains reflect genuine skill development and are not the result of faulty stimulus control. The field of applied behavior analysis (ABA) relies on empirical evidence and practices have evolved with growing research. However, some recommendations regarding DTT have not been empirically tested for effectiveness or efficiency. This study used an adaptive alternating treatment design to evaluate the effects and efficacy of counterbalancing stimuli in-view of the learner and out-of-view of the learner when teaching receptive labels for three children diagnosed with ASD. The results indicated that both methods were effective though there were differences in efficiency.
Garvey, Caitlin, "Comparing In-View Rotation to Out-of-View Rotation when Teaching Receptive Labels for Children Diagnosed with Autism Spectrum Disorder" (2020). Culminating Projects in Community Psychology, Counseling and Family Therapy. 76.