Thesis (M.A.)--University of Nevada, Reno, 2008. / "May, 2008." Includes bibliographical references (leaves 56-61). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Nevada, Reno, 2008. / Includes bibliographical references. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by Thomas V. Merluzzi for the Department of Psychology. "April 2007." Includes bibliographical references (leaves 85-90).

Thesis (M.H.S.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. "May 2008" Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1983. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Children with developmental disabilities often have complex communication needs that require professional intervention. For children with limited or no functional speech, the first step in treatment programming is choosing an augmentative and alternative communication (AAC) modality that best represents the needs of the child. The availability and diversity of AAC systems are only increasing (Loncke, 2014). Parents and practitioners are faced with a difficult decision and existing literature has yet to come to a consensus on the potential benefits or disadvantages of incorporating specific AAC strategies. The field of applied behavior analysis has empirically demonstrated the utility of AAC modalities as viable manding topographies to reduce problem behavior (Harding et al., 2009; Ringdahl et al., 2009). Despite reliable reductions in problem behavior, there is paucity in research directly comparing mand modalities and the subsequent effects on communication repertoires. Existing studies contain methodological features that make it difficult to draw firm conclusions (Chambers & Rehfeldt, 2003; Gregory, DeLeon, & Richman, 2009; Tincani, 2004). Therefore, the purpose of the current investigation is to expand on existing literature evaluating aided and unaided AAC modalities and contribute to literature on mand training as it relates to topography-based versus selection-based system outcomes. This study compares three popular mand modalities frequently utilized in interventions implemented by speech-language pathologists and behavior analysts: (1) speech only (2) picture card + speech (3) sign + speech. Conditions were compared in an alternating treatments design for two participants to determine differential modality acquisition, problem behavior reduction, communicative gesturing, and speech emergence. Methodological considerations were given to control for the influence of transfer of stimulus control procedures by adopting a graduated time delay prompt fading procedure and, to the greatest degree possible, minimize the influence of response effort variability by employing the lowest response effort possible across all conditions. Results support the “multimodal” conceptual framework and the practice of “total communication” and provide evidence against the opposing “incompatibility hypothesis.” Keywords: augmentative alternative communication (AAC), mand, verbal behavior, multimodal, total communication, incompatibility hypothesis, aided, unaided, topography-based, selection-based

The purpose of this paper was to identify video feedback and self monitoring as a positive teaching strategy for improving the public speaking behavior in a classroom setting. An ABA withdrawal design was utilized with four adolescent, male teenage boys (ages 12-18). During the intervention, participants reviewed videotaped probes of their public speaking behavior and completed the self monitoring form. The results of the current study provided mixed results in that while some participants improved in one or more aspects of their behavior, only two of the four participants improved all aspects of their behavior. However, when taken into consideration with the anecdotal evidence provided there is some support for the use of video feedback with self monitoring to improve public speaking performance.

The use of a concurrently running differential reinforcement of alternative behavior intervention was used to manipulate manding behavior in a small sample of young adults with autism. Three young adults with autism aged 17-21, two males and one female, who had severely limited verbal language and communication devices participated in this study. Differential reinforcement was used to alter the mand topography chosen by each participant during manding sessions. Results indicate that by altering the quantity of highly preferred items individuals with autism can demonstrate flexibility in the topography of their language and respond with the mode of communication that is programmed for more reinforcement without the use of punishment or extinction. This research expands on the functional communication training (FCT) literature and the use of differential reinforcement in the use of mand training and also replicates previous research suggesting that punishment and extinction may not be necessary to reduce less preferred behavior.

The increasing prevalence of Autism Spectrum Disorder has produced a longstanding relevance for continued progressive measures towards a systematic approach to the treatment of deficient language repertoires. Current behavior analytic assessments, such as the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R), have demonstrated utility in providing relative measures of the functional characteristics of an individual’s language and learner repertoire, as consistent with a traditional Skinnerian approach. Further assessments have been created under other existing theoretical frameworks, such as the Test of Language Development (TOLD), and the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK). Each assessment was run with 17 children with Autism. A Spearman’s rank order correlation was then conducted to examine the relationships between the ABBLS-R, the TOLD-I:4, and PEAK-E-PA. Therefore, the purpose of the present investigation was to examine any existing relationships between these assessments in order to evaluate their treatment utility, produced measures, and overall implications towards an understanding of language development in children with Autism.