Year of Publication

2017

Degree Name

Master of Science (MS)

Document Type

Master's Thesis

College

Education

Department

Early Childhood, Special Education, and Rehabilitation Counseling

First 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

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