The purpose of this study was to evaluate the effects of a brief embedded teaching procedure, involving least-to-most prompting, for two paraprofessional staff in order to increase independent responses of two children diagnosed with autism in an inclusive setting. Training was given using a behavioral skills training approach, involving instructions, modeling, rehearsal, and feedback. The staff were trained to use the SWAT procedure used by Parsons, Reid and Lattimore (2009). A multiple baseline design across behaviors was used to evaluate the effects of the embedded teaching procedure. Maintenance of training effects was evaluated two weeks following the end of the study. After training of the brief embedded prompting procedure and during the following up probes, both students showed increased independence in each skill that staff were trained to teach.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-1050 |
| Date | 16 November 2009 |
| Creators | Toelken, Stephanie |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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