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Functional communication training to decrease biased responding during academic tasks in non-vocal individuals with autism spectrum disorder
Descriptive
TitleInfo
Title
Functional communication training to decrease biased responding during academic tasks in non-vocal individuals with autism spectrum disorder
Name
(type = personal)
NamePart
(type = family)
Torricelli
NamePart
(type = given)
Audrey
NamePart
(type = date)
1991
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Torricelli, Audrey, 1991-
Role
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author
Name
(type = personal)
NamePart
(type = family)
Fiske
NamePart
(type = given)
Kate
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Kate Fiske
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Sloman
NamePart
(type = given)
Kimberly
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Kimberly Sloman
Affiliation
Advisory Committee
Role
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outside member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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(authority = RULIB)
school
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Text
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theses
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2020
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(type = degree)
2020-08
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
Individuals 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.
Subject
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Topic
Clinical Psychology
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Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_10992
PhysicalDescription
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 80 pages)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = LCSH)
Topic
Autism
Subject
(authority = LCSH)
Topic
Autism spectrum disorders
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
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doi:10.7282/t3-8m7k-t119
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Torricelli
GivenName
Audrey
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2020-05-27 12:21:56
AssociatedEntity
Name
Audrey Torricelli
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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ETD
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2020-05-27T10:57:04
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2020-05-27T10:57:04
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Microsoft® Word 2016
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Statistical Profile