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Author ORCID Identifier

https://orcid.org/0009-0004-5054-7298

Date Available

5-1-2026

Year of Publication

2026

Document Type

Master's Thesis

Degree Name

Master of Science in Applied Behavior Analysis

College

Education

Department/School/Program

Early Childhood, Special Education, and Counselor Education

Faculty

Sally Shepley

Abstract

This study presents findings from a multiple probe design that evaluated the effects of constant time delay with multiple acquisition exemplars on the acquisition and generalization of self-instruction to complete vocational tasks for high school students with intellectual disability. The research included three high school students with intellectual disability, and data were analyzed across baseline, intervention, and generalization conditions. Instruction targeted the use of self-instruction procedures embedded within vocational tasks, with multiple exemplars incorporated during acquisition to promote stimulus generalization. Participants were screened using a set of pre-arranged vocational tasks to identify existing skill levels and determine appropriate instructional targets, with selected tasks used throughout the study. All participants demonstrated acquisition of self-instruction skills following the implementation of constant time delay with multiple exemplars. Generalization outcomes were variable across participants, with some evidence of skill transfer across contexts, though performance was not consistent across all measures. Results are discussed in relation to instructional procedures, exemplar training, and implications for improving generalization of vocational self-instruction skills in individuals with intellectual disabilities.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.246

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