Effects of Three Teaching Procedures on Skill Acquisition in Tacting, Receptive Identification, and Matching in Young Children with ASD

• Main Author: Price, Kailee Sherer
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2021
• Subjects: Applied Behavior Analysis; Autism; Behavior; Behavior Patterns; Behavioral Sciences; Birds; Children & youth; Communication; Compliance; Developmental disabilities; Developmental psychology; Error correction & detection; Feedback; Human subjects; Hypotheses; Imitation; Intervention; Language; Language Skills; Pedagogy; Prevention; Researchers; Skill Development; Social skills; Success; Teaching methods
• ISBN: 9798538107988

Applied Behavior Analysis (ABA) is the standard practice in treating individuals diagnosed with autism spectrum disorder (ASD). In practicing ABA, behavior analysts utilize several different methods and interventions to increase skills acquisition in the protocols and procedures used during treatment. With ASD being diagnosed in 17% of children it is vital that clinicians identify methods of teaching that best improve skills and children’s connections with the outside world. Researchers in the study, set out to compare three common methods used by behavior analysts to increase skill acquisition across three domains, receptive language, expressive language, and matching. Error-correction, errorless teaching, and rapid motor imitation antecedent (RMIA) were all applied to skills across the three domains in three children diagnosed with autism. In addition, preference data was taken on which teaching procedure was most preferred by participants. Results of the study showed both errorless learning and post response error correction leading to faster skill acquisition across participants. RMIA was the most preferred method by participants but was the least effective method in increasing skills across the domains and participants.