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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
Faculty
Dr. Sally Shepley
Faculty
Dr. Melinda Ault
Abstract
The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.493
Recommended Citation
Vogler, John Colin, "INCREASING SELF-INITIATED QUESTION ASKING WITH ADULTS WITH AUTISM USING PIVOTAL RESPONSE TRAINING STRATEGIES AND CONSTANT TIME DELAY" (2017). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 52.
https://uknowledge.uky.edu/edsrc_etds/52
