Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Research examining the teaching of receptive language acquisition often does not specify or give examples of the teaching materials used. Given that students with autism need highly structured learning opportunities to acquire new skills, specific parameters should be formulated to guide teachers in their development of teaching materials that facilitate learning and generalization that is not confounded by extra stimulus information that may serve as a cue for the learner that is not under the scope of the original target receptive identification task. An investigation of the difference between acquisition rates of receptive labels between subjects who have experienced different interventions was conducted in order to determine whether sets of picture cards, one that contains no additional stimuli, or one that does, facilitates quicker acquisition. An alternating treatment, multiple baseline design across individuals (Kennedy, 2004) with three subjects was conducted. The systematic control over the interventions implemented should allow for valid cause and effect conclusions.

Comments

Thesis (M.A.) Teacher Education Department

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