Home
Resource
Functional communication training to decrease biased responding during academic tasks in non-vocal individuals with autism spectrum disorder
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(1.30 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Torricelli, Audrey. Functional communication training to decrease biased responding during academic tasks in non-vocal individuals with autism spectrum disorder. Retrieved from https://doi.org/doi:10.7282/t3-8m7k-t119

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleFunctional communication training to decrease biased responding during academic tasks in non-vocal individuals with autism spectrum disorder
NameTorricelli, Audrey (author); Fiske, Kate (chair); Sloman, Kimberly (outside member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectClinical Psychology, Autism, Autism spectrum disorders
Extent1 online resource (vii, 80 pages)
DescriptionIndividuals with autism spectrum disorder (ASD) often demonstrate language and communication deficits; a subset of the population never develop functional spoken language. One way communication deficits manifest in children with ASD is an inability to seek help or assistance when needed. In academic settings, students may not know how to ask for help when confronted with novel stimuli, which can result in biased responding. Functional communication training (FCT), a method of teaching an appropriate communicative response to replace an inappropriate behavior, may be an effective method to reduce biased responding during academic tasks by teaching children with non-vocal ASD to request help utilizing augmentative and alternative communication (AAC) strategies when confronted with novel stimuli. The current study identified that biased responding emerged for a child with ASD who relies on a speech-generating AAC device when he was presented with novel stimuli. The study then utilized an FCT procedure to replace the biased responding with an appropriate response, “I don’t know.” The participant was able to learn the FCT response and distinguish between providing appropriate responses for mastered tasks and providing the FCT response for novel tasks during separate and mixed conditions. The participant was able to demonstrate maintenance and generalization to additional novel stimuli. Implications and limitations of the results are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-8m7k-t119
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024