東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Comparison of Instructive Feedback...

Zemantic, Patricia Kathryn.

Linked to FindBook

Google Book

Amazon

博客來

A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder./
Author:	Zemantic, Patricia Kathryn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Behavioral psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10935785
ISBN:	9781085756556

A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder.
Zemantic, Patricia Kathryn.

A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 156 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--University of Oregon, 2019.

This item must not be sold to any third party vendors.

An adapted alternating treatments design was used to evaluate the effect of context on the acquisition of intraverbals for three young children with autism spectrum disorder (ASD) when utilizing instructive feedback (IF). All participants acquired secondary targets when presented in an instructional setting along with primary targets. Two participants acquired secondary targets in the absence of primary targets and treatment - one participant in an instructional setting (high demand) and another participant in a novel setting (low demand). A third participant did not acquire any secondary targets in the absence of primary targets and direct training. All participants had generalized responding to novel therapists and untrained Wh-questions. Responding maintained across 2- and 4-week probes for most participants, with some mild (e.g., less than 10% reduction) to moderate decrements (e.g., over 50% reduction in responding) observed. Finally, caregivers provided social validity ratings of the procedures used. Caregivers provided generally positive ratings of the procedures, but these ratings appeared to change once caregivers were shown how their individual child responded to each procedure. Specifically, caregivers tended to rate procedures that were effective for their child more favorably following a review of their child's performance. Future directions for research and clinical applications of IF procedures are discussed.

ISBN: 9781085756556Subjects--Topical Terms:

2122788
Behavioral psychology.
Subjects--Index Terms:

Autism

A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder.
LDR:02688nmm a2200397 4500 001 2276406
005 20210510090025.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781085756556
035 $a (MiAaPQ)AAI10935785
035 $a AAI10935785
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zemantic, Patricia Kathryn. $3 3554689
245 1 0 $a A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 156 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: McIntyre, Laura Lee.
502 $a Thesis (Ph.D.)--University of Oregon, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a An adapted alternating treatments design was used to evaluate the effect of context on the acquisition of intraverbals for three young children with autism spectrum disorder (ASD) when utilizing instructive feedback (IF). All participants acquired secondary targets when presented in an instructional setting along with primary targets. Two participants acquired secondary targets in the absence of primary targets and treatment - one participant in an instructional setting (high demand) and another participant in a novel setting (low demand). A third participant did not acquire any secondary targets in the absence of primary targets and direct training. All participants had generalized responding to novel therapists and untrained Wh-questions. Responding maintained across 2- and 4-week probes for most participants, with some mild (e.g., less than 10% reduction) to moderate decrements (e.g., over 50% reduction in responding) observed. Finally, caregivers provided social validity ratings of the procedures used. Caregivers provided generally positive ratings of the procedures, but these ratings appeared to change once caregivers were shown how their individual child responded to each procedure. Specifically, caregivers tended to rate procedures that were effective for their child more favorably following a review of their child's performance. Future directions for research and clinical applications of IF procedures are discussed.
590 $a School code: 0171.
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Special education. $3 516693
650 4 $a Educational evaluation. $3 526425
650 4 $a Therapy. $3 3343697
650 4 $a Clinical psychology. $3 524863
650 4 $a Disability studies. $3 543687
653 $a Autism
653 $a Instructive feedback
653 $a Intraverbals
653 $a Verbal behavior
690 $a 0384
690 $a 0529
690 $a 0212
690 $a 0443
690 $a 0201
690 $a 0622
710 2 $a University of Oregon. $b Department of Special Education and Clinical Sciences. $3 3172615
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 0171
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10935785