Date

Spring 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Autism Spectrum Disorder (ASD) is a developmental delay characterized by significant impairment in many areas including: social communication, academic, occupational, and activities of daily living. The Individuals with Disabilities Education Act (IDEA) mandates that educators use evidence-based practices (EBPs) with individuals receiving special education services. In addition to EBPs, educators should provide the most efficient instruction possible. This study examines the efficacy of two EBPs on the acquisition of spoken category names (i.e., fruit, nut, vegetable, herb): (1) simultaneous prompting – a prompt-fading procedure, and (2) instructive feedback (IF) – a technique in which additional stimuli are presented during a learning trial. IF stimuli (i.e., spoken category names) were presented during listener discrimination training using simultaneous prompting. A multiple-probe single case design was used across three categories and replicated across five participants with ASD. Results indicate that the intervention was effective for Category 1, but was ineffective for subsequent categories, for four participants. The intervention was ineffective for the remaining participant. These findings suggest simultaneous prompting and IF may be effective for individuals with ASD; however, further research is needed to explore how to maintain effectiveness across additional target categories.

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