Teaching parents to use graduated guidance via video modeling

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2020

First Committee Member

Dickson, Chata A.

Second Committee Member

MacDonald, Rebecca

Third Committee Member

Thompson, Rachel

Abstract

"This study used a non-concurrent multiple-baseline-across-dyads design to evaluate effects of a video modeling training package on parents’ use of graduated guidance instruction with their young children with autism. Two parent-child dyads served as participants, and parents used graduated guidance as a prompting procedure to teach their child to play with toys or follow simple directions. During baseline, parents performed the teaching procedure with an average of 21% and 29% of teaching components correct; in the last two training sessions with each task, their scores averaged 97% and 100% correct. Social validity was measured by asking parents and behavior analysts to complete questionnaires that evaluated the goals, procedures, and outcomes of the study. For parents, social validity was high in all three components. Professionals rated the sessions following mastery as having greater social validity than the baseline sessions."

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