Using multiple exemplar training to promote the generalization of waiting

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2021

First Committee Member

Dickson, Chata A.

Second Committee Member

Thompson, Rachel

Third Committee Member

MacDonald, Rebecca

Abstract

"Waiting, remaining in a designated area until the occurrence of some event, is a socially important skill that may not develop without direct teaching for some individuals with autism. Even when an individual learns to wait in one setting, this does not guarantee that the response will occur in those situations where it is most meaningful. In this study, we taught 3 adolescent special education students with autism to wait when asked, and then evaluated generalization of the skill in untrained contexts. The contexts were defined by variations in the way in which the student was positioned (sitting at a table, sitting in a chair, or standing), and the way the teacher was positioned (e.g., facing the student, or facing diagonally or orthogonally away from the student), and these were organized according to an 3 X 3 instructional matrix. Three contexts were selected for training and the remaining 6 were reserved for generalization probes. Additionally, a second teacher conducted generalization probes in all nine contexts. Waiting increased to a terminal duration of 90 s in each of the training contexts and occurred at the 90-s criterion in the 6 generalization contexts for all three students. The 90-s duration criterion was met during teacher generalization probes in 8/9, 7/9, and 7/9 contexts. The instructional matrix was successful in promoting the generalization of waiting, and further evaluation and extension of the strategy to additional skills is warranted."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at for access.

Share

COinS