Effects of child responding on teaching implementation of skill-building procedures

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2019

First Committee Member

Karsten, Amanda

Second Committee Member

Sassi, Jessica

Third Committee Member

Johnson, Cammarie

Abstract

"Procedural adherence is defined as the precise implementation of an intervention consistent with clinical recommendations (Allen & Warzak, 2000). One variable that may influence procedural adherence is child effects, or the influence of learner-mediated consequences on the behavior of the teacher. The purpose of this preliminary investigation is to evaluate the effects of child correct responding on teacher presentation of three different tasks in a concurrent operant arrangement. Specifically, we manipulated the confederate-mediated schedule of correct responses (0% correct, 100% correct, and Lean-to-rich) among three concurrently available teaching tasks and evaluated teacher participants' pattern of trial presentation. Tasks associated with Lean-to-Rich schedule of child correct responding produced differentially higher levels of task presentation for all three participants. Further, all participants preferred teaching a task associated with rich schedules of child correct responding relative to a task associated with 0% correct responding during forced-choice assessments."

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