Date of Award

Spring 5-31-2023

Document Type

Thesis

Degree Name

Master of Arts in Behavior Analysis

Department

Education and Human Services

First Advisor

Robbie Hanson

Abstract

Responding to spoken language is a skill that is typically acquired at a young age. However, responding to spoken language requires discrimination between stimuli. Many individuals with autism spectrum disorder (ASD) have demonstrated difficulty acquiring listener behavior involving conditional discrimination. Thus, the most efficient and effective teaching strategies should continue to be a focus in behavior-analytic research. The purpose of the current study was to compare teaching methods for conditional discrimination for three school-aged children with ASD. The results showed that one participant met criterion for the best practice condition only, one participant met criterion for both best practice and autoclitic frame conditions, and one participant did not meet criterion during either condition. Limitations and areas of future research are discussed.

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