Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 81-93).

Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains v, 73 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-44).

Thesis (Ph. D.)--University of Florida, 1981. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 88-92).

Thesis (M.A.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 45-51). Online version available on the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

The general purpose of the current study was to evaluate the effects of minimally intrusive prompting procedures and preferred stimuli on protodeclarative joint attention initiations in children diagnosed with autism spectrum disorder (ASD). Two boys and one girl diagnosed with ASD participated. The experimenter provided attention and social interaction following protodeclarative initiations throughout all phases of the study. During intervention, a model prompt was delivered every 30 s if the participant failed to initiate a bid for joint attention. Results for the first participant show that a model prompt was sufficient to increase the rate of protodeclarative initiations across stimulus sets. Generalization was seen across sets, but not across environments. Subsequently, the model prompt was sufficient to increase the rate of protodeclarative initiations across sets in a second setting (classroom). Results for the second participant are inconclusive. Data collected during the initial baseline condition show that she engaged in an incompatible verbal response across sets. When pictorial stimuli depicting highinterest items and activities were introduced, the rate of protodeclarative initiations increased over time. We then returned to original baseline condition and saw an initial decrease, followed by a steady increase in the rate of protodeclarative initiations. The third participant withdrew prematurely due to medical reasons. The findings of the current study show that minimally intrusive prompts and natural consequences may be sufficient to establish protodeclarative initiations in children. However, this finding may be limited to only those children for whom social interactions already function as reinforcers.

published_or_final_version / abstract / Education / Master / Master of Education

Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection