Date of Award
Master of Science
Behavior Analysis and Therapy
Three children with autism were exposed to a multiple baseline across participants with an embedded probe design, in efforts to train a -30 step task analysis involved in the overall daily living skill of tooth brushing. Using a training and testing protocol to promote stimulus equivalence, the steps were introduced through vocalizations, written text, and pictures of the steps being carried out by another individual. Two of the three participants were able to increase and maintain their responding for all 30 steps that were trained and derived. The results of the study support the utility of stimulus equivalence for teaching children with autism to complete the steps involved in the daily living skill of tooth brushing.
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