Date Available
12-8-2017
Year of Publication
2017
Document Type
Master's Thesis
Degree Name
Master of Science (MS)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Amy Spriggs
Abstract
This study employed a multiple probe across settings design to evaluate the effectiveness of Power Cards, as they were originally designed by Gagnon (2001), on the conversational behaviors for two high school students diagnosed with autism spectrum disorder. Data were collected on the percentage of conversational behaviors engaged in per session, as well as the number of times the participants accessed their Power Card during conversations, and the frequency of additional questions or comments made by the participants. Results of this study indicated that Power Cards improved conversational behaviors for both participants in their first setting. While covariation occurred across untrained settings for both participants, therefore weakening the experimental control of this study, promising results were produced for Sunday practitioners and teachers.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.483
Recommended Citation
McGee, Molly K., "EFFECTS OF POWER CARDS ON CONVERSATIONAL SKILLS FOR HIGH SCHOOLERS WITH AUTISM SPECTRUM DISORDER" (2017). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 50.
https://uknowledge.uky.edu/edsrc_etds/50
