Transfer of Function in a Block Design Context across Frames of Distinction, Comparison, and Opposition

Author

Lindsey Renee Ellenberger, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2018

Degree Name

Master of Science

Department

Rehabilitation

First Advisor

Dixon, Dr. Mark

Abstract

Individuals with autism are largely taught using direct contingency learning, limiting their already potentially limited relational repertoire. A multiple baseline design across skills with an embedded multiple probe design was implemented to demonstrate the efficacy of training procedures used to established nonarbitrary relations in the context of block design. The PEAK – Transformation module (PEAK-T) is a curriculum designed to develop the relational repertoire of individuals with and without developmental disabilities, from which procedures were adapted. Training phases were each preceded by test probes of each of the target relations. Transfers of stimulus function were tested by presenting a novel context in which the trained and derived relations were used in completion of a task. The entailment probes across each of the programs showed transfers of function across three relational stimulus classes. All three directly trained relations across three frames resulted in mastery level responding. The results support the efficacy of the PEAK-T curriculum such that complex relational responding can be taught to a child with intellectual disabilities.