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The Effects of Conditional Stimuli on the Retelling Behavior of Students with Autism

Schultz, Katherine (2018) The Effects of Conditional Stimuli on the Retelling Behavior of Students with Autism. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Listening to the words spoken by others is a critical skill needed for students with disabilities. Listening comprehension has been identified as a problem of practice for students with Autism who would benefit from instruction that develops their ability to retell information provided by a speaker to improve academic and social outcomes. This study utilized an alternating treatment design to determine the most effective method for students in retelling stories. Stories were shared with students using three different listening presentation styles across 18 sessions. Data was analyzed for words retold per minute using a Standard Celeration Chart (SCC). Results of this study suggest that a presentation of listening with pictures and listening with words increases correct words retold per minute and the number of thought units over a listen only condition. However, no single condition was dominant across all participants. Further implications for practitioners and future research are discussed.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Schultz, Katherineknanschultz@yahoo.comkns570000-0002-6270-9635
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz, Douglasdekost@pitt.edudekost
Committee MemberRobertson, Rachelrachelr@pitt.edurachelr
Committee MemberGunzenhauser, Michaelmgunzen@pitt.edumgunzen
Committee MemberRose, Kathykathy_rose@iu13.org
Date: 27 September 2018
Date Type: Publication
Defense Date: 3 May 2018
Approval Date: 27 September 2018
Submission Date: 1 August 2018
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 120
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Autism Retelling Alternating Treatment Listening Comprehension Stimuli Standard Celeration Chart
Date Deposited: 27 Sep 2018 14:21
Last Modified: 27 Sep 2018 14:21
URI: http://d-scholarship.pitt.edu/id/eprint/35086

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