Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc4872 |
| Date | 08 1900 |
| Creators | Haycraft, Carrie H. |
| Contributors | Rosales-Ruiz, Jesus, Ala'i-Rosales, Shahla, Hyten, Cloyd |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Haycraft, Carrie H., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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