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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A comparison of simultaneous and most-to-least prompting procedures in teaching receptive identification of pictures to toddlers with autism /

Boulware, Gusty-Lee. January 2001 (has links)
Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 81-93).
2

Computer-based fluency training a comparison of prompting and non-prompting /

Bailey-Whitacre, Keri. January 1999 (has links)
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).
3

The use of oral prompts as an effective teaching strategy in oral reading activities

Seely, Patricia Butcka. January 1981 (has links)
Thesis (Ph. D.)--University of Florida, 1981. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 88-92).
4

The effects of multiple prompting on acquisition training for individuals with intellectual disabilities

Cleveland, Jackie, January 2008 (has links)
Thesis (M.A.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 45-51). Online version available on the World Wide Web.
5

Effects of Simultaneous Prompting in teaching a chained self-care task to primary school students with severe cognitive disabilities

Wong, Kit-ching. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
6

The Effects of Model Prompts on Joint Attention Initiations in Children with Autism

James-Kelly, Kimberly L. 12 1900 (has links)
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.
7

Effects of Simultaneous Prompting in teaching a chained self-care taskto primary school students with severe cognitive disabilities

Wong, Kit-ching., 王潔貞. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
8

Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting

Unknown Date (has links)
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

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