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The Effects of Transfer of Stimulus Control Procedures and Peer-Mediated Intervention on the Acquisition and Generalization of Intraverbals for Children with Autism Spectrum Disorders

Kisac, Buket (2016) The Effects of Transfer of Stimulus Control Procedures and Peer-Mediated Intervention on the Acquisition and Generalization of Intraverbals for Children with Autism Spectrum Disorders. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Intraverbals are a type of verbal behavior that occurs when a verbal stimulus evokes a verbal response that has no point-to-point correspondence or formal similarity with the verbal stimulus (Skinner, 1957). One teaching procedure used to establish intraverbal skills is transfer of stimulus control procedure. Although a number of research studies have shown that transfer of stimulus control procedures appeared to be effective in teaching intraverbals for children with ASD, the gains observed in the training did not transfer, or generalize, to other people and settings. That is, merely the use of transfer of stimulus control procedures did not yield the generalization of intraverbal responses. The literature on generalization has emphasized that generalization does not occur unless specific procedures such as programming common stimuli are also provided (Stokes & Osnes, 1989; Stokes & Baer, 1977).
In this study, the researcher investigated the effects of transfer of stimulus control procedures and a peer prompting procedure on the acquisition and generalization of intraverbals across peers without disabilities using a multiple baseline across three conversation scripts design. Two children with ASD and four typically-developing children participated in this study. Upon the intervention, both participants demonstrated increased contextually-appropriate intraverbal responses in a few sessions. Results also indicated that the combined approach showed promising generalization outcomes related to increases in correct intraverbals. Additionally, both participants required decreased number of adult-delivered prompts to converse with their peers during peer prompting sessions, indicating that they would maintain social interaction in the teacher’s absence. Considerations for interpretation and recommendations for future directions of this study are also discussed.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Kisac, Buketababuk4@gmail.comBUK4
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairLyon, Steven
Kostewicz, Douglas
Robertson, Rachel
Handen, Benjamin
Date: 18 August 2016
Date Type: Publication
Defense Date: 12 July 2016
Approval Date: 18 August 2016
Submission Date: 10 August 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 121
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Keywords: Transfer of stimulus control procedures, peer-mediated intervention intraverbals, and children with autism spectrum disorder.
Date Deposited: 18 Aug 2016 15:33
Last Modified: 15 Nov 2016 14:35


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