Skinner (1957) suggested that different verbal operants are acquired independently of each other and establishing a verbal operant as a mand will not necessarily result in the appearance of a tact having the same response form and vice versa. Recent empirical research has found that newly acquired mands and tacts can be transferred to different relations without direct training. The present study investigated 1) how verbal responses taught as pure mands affect untrained tact relations; 2) how verbal responses taught as pure tacts affect untrained mand relations; 3) how the size of mand and tact repertoires relate to speed of acquisition of new mands and tacts; and 4) how size of entering repertoires affect the transfer of mand topographies to tacts and vice versa. Two vocal-verbal children with autism were taught three novel responses as mands and three other responses as tacts. Mand topographies transferred to tact relations and tact topographies transferred to mand relations for both participants. Overall acquisition as well as transfer of mands and tacts was faster for the participant with a higher entering repertoire.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Previous research has indicated success using Social Stories with preschoolers with mild levels of autism. The purpose of this study was to determine if Social Stories implemented in the home setting would be effective with preschool children diagnosed with moderate to severe autism. Social Stories were implemented with 3 male preschool-aged participants. Two were classified as in the moderate range and one was in the severe range of autism. A variety of socially inappropriate behaviors were addressed including inappropriate dinnertime behaviors, transitioning to bedtime, and inappropriate touching. Data revealed no significant change in target behaviors (dinnertime behaviors and transitioning to bedtime) exhibited by moderately functioning preschool children. However, data did reveal a decrease in the frequency of inappropriate touching from the child who fell in the severe range of functioning. It is not clear from the current research whether it was the severity level of autism or the types of target behaviors that may have resulted in a lack of success using the Social Story intervention.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 85-98). Also available via the Internet.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Jan. 20, 2010). Advisor: Lyle Barton. Keywords: Differential Reinforcement of Other behaviors; DRO; behavior intervention; autism; single subject design. Includes bibliographical references (p. 135-149).

Thesis (Ph. D.)--Virginia Commonwealth University, 2003. / Prepared for: College of Humanities and Sciences. Includes bibliographical references (leaves 127-138). Also available online via the internet.

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 124-134).

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 125-135) Also available in print.

The purpose of this research is to explore the perceptions of educators who teach learners with autism, on their own emotional well-being. The eight educators who participated were from special schools in KwaZulu-Natal. These schools cater for learners with autism and the participants work hands-on with learners with autism. The research design and methodology employed is qualitative in nature, and adopts the phenomenological approach, which incorporates focus group interviews, individual interviews, and lesson observations of some educators after the interviews. The following questions were asked at the interviews: 'Tell me about teaching learners with autism' and 'How does it influence your well-being?' The research methodology selected elicited rich responses that led to the emergence of three main themes namely: first, these themes are everyday challenges working with learners with autism, second, educators' perceptions of the support of other role players and third, the impact that teaching learners with autism has on the workplace wellness of the educator. Conclusion and recommendations are presented, as well as recommendations for future research. Drawing from the themes, a conclusion is made that teaching learners with autism is stressful, that educators need training and support to cope with the demands of autism, and to help manage workplace wellness. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2008.