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Date Available
12-6-2017
Year of Publication
2017
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Faculty
Dr. Melinda Ault
Faculty
Dr. Melinda Ault
Abstract
The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.480
Recommended Citation
Obst, Ashleigh G., "COMPARISON OF GENERAL AND HIGH PROBABILITY MOTOR SEQUENCE ATTENTIONAL CUES FOR INCREASING VOCABULARY IDENTIFICATION IN STUDENTS WITH AUTISM" (2017). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 48.
https://uknowledge.uky.edu/edsrc_etds/48
