Electronic Theses and Dissertations

Date

2020

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Laura Casey

Committee Member

James Meindl

Committee Member

William Hunter

Committee Member

Diana Delgado

Abstract

The current study demonstrated how an antecedent intervention with visual feedback can be both effective at decreasing the magnitude or volume of vocal stereotypy while producing a collateral effect on the topography or type of vocalizations by leading to a decrease in inappropriate communication (stereotypy) and an increase in appropriate, functional speech. An alternating treatments design (card and no card conditions) was utilized with a follow-up probe across settings to assess generalization. The results of the study suggest that the volume of vocalizations could come under stimulus control of the card and that the volume of vocalizations was positively correlated with the topography (appropriate vs. inappropriate communication) Specifically, decreasing the volume decreased inappropriate communication such as stereotypy or non-functional communication. The implications of these findings for the treatment of vocal stereotypy and collateral effects on an untargeted dimension of behavior are discussed. KEY WORDS: vocal stereotypy, stimulus control, reducing stereotypy, collateral effects, volume of vocalizations, topography of vocalizations, autism spectrum disorder

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

embargoed

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