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dc.contributor.advisorTincani, Matthew J.
dc.contributor.advisorFiorello, Catherine A.
dc.creatorGilroy, Shawn
dc.date.accessioned2020-11-04T15:19:49Z
dc.date.available2020-11-04T15:19:49Z
dc.date.issued2015
dc.identifier.other920555290
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2919
dc.description.abstractChildren on the autism spectrum often demonstrate little variability in their use of language and interaction in social situations. Some of these difficulties have historically been attributed to weak or absent perspective-taking abilities. Relational Frame Theory has recently emerged as a framework for understanding complex social behavior and cognition, including perspective-taking, from an ecological viewpoint. Previous studies have illustrated the applicability of such a framework with children from ranging from pre-school to school-age, with and without an Autism Spectrum Disorder. Despite early support for these approaches, researchers have strived to deliver these intervention protocols in more naturalistic and naturally-occurring contexts. The purpose of this study was to further extend a relational training protocol into naturalistic contexts (e.g., social situations free of adult prompting). This study utilized a novel protocol in which a same-aged peer delivered an intervention to improve the relational responding thought to underpin perspective-taking abilities. Through developing software specific to relational responding and child-use, school-age children appropriately delivered a multiple exemplar teaching protocol across multiple levels of difficulty. Results indicate that a relational training protocol delivered using technology was effective in improving relational repertoires (e.g., perspective-taking), could be implemented by a school-age student and was preferred over traditional teaching methods.
dc.format.extent135 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectComputer Engineering
dc.subjectAutism
dc.subjectDeictic
dc.subjectPeer-mediated
dc.subjectPerspective Taking
dc.subjectRelational Frame Theory
dc.subjectTechnology
dc.titleTECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHantula, Donald A.
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2901
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-04T15:19:49Z


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