Date of Award

5-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Behavioral Analysis

First Advisor

A. Celeste Harvey

Second Advisor

Catherine Nicholson

Third Advisor

Ivy Chong

Fourth Advisor

Byron Neff

Abstract

Individuals diagnosed with Autism Spectrum Disorder (ASD) often have deficits with respect to generalization of skills. Procedures designed to induce stimulus equivalence have been shown to promote generalization. This study used a modified multiple probe design with an embedded multiple schedule to: (a) compare one-to-many (OTM) and many-to-one (MTO) training structures to determine which structure results in more positive equivalence outcomes when all variables are held constant, and (b) determine the extent to which children with ASD demonstrate stimulus equivalence and stimulus class mergers when using educationally relevant stimuli. Four children with ASD were taught two classes of stimuli (Class 1 and Class 2) comprised of pre-algebraic math skills across two different training structures. Results indicate that the OTM and MTO training structures are equally as effective at producing positive equivalence outcomes for individuals with ASD. Additionally, no participants in the current study demonstrated a class merger. Implications for teaching educationally relevant materials to children with ASD are discussed.

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