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TEACHING FRAMES OF COMPARISON, OPPOSITION, AND DISTINCTION UTILIZING AUDITORY, OLFACTORY, AND TACTILE MODALITIES TO CHILDREN WITH AUTISM

The present study evaluated the effects of utilizing derived relational responding protocols to teach non-arbitrary frames of opposition, comparison and distinction to two children with autism across tactile, auditory, and olfactory sensory modalities. Both participants were successful in demonstrating accurate responding across all skill programs, which included the demonstration of transfers of stimulus function. The results for both participants suggest that the programs were effective in fostering skill acquisition among individuals with ASD using the relational frames of opposition, distinction, and comparison by utilizing stimuli with sensory qualities of tactile, olfactory, and auditory modalities respectively.

Identiferoai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-3688
Date01 May 2020
CreatorsHelleny, LilyAnnn Kay
PublisherOpenSIUC
Source SetsSouthern Illinois University Carbondale
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses

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