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dc.contributor.advisorTincani, Matthew J.
dc.creatorCentone, Kayla
dc.date.accessioned2020-10-21T14:26:59Z
dc.date.available2020-10-21T14:26:59Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.12613/928
dc.description.abstractThis study evaluated the effects of least-to-most prompting strategies to increase peer-to-peer vocal mands. Three preschool-aged children with autism spectrum disorder (ASD) participated in this study, which focused on increasing mands towards same age peers with ASD. Highly preferred tangibles were delivered from the peers to the target participants, contingent on a correct independent or prompted mand. Generalization was programmed within the study as peers were alternated and sessions were conducted both in a separate, discrete trial room and within the natural classroom setting. Results of the study suggest that the teaching package with least-to-most prompting increased peer-to-peer mands for the three target participants.
dc.format.extent41 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.subjectAutism
dc.subjectMand
dc.subjectPeer
dc.titleINCREASING PEER-TO-PEER VOCAL MANDS IN YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFisher, Amanda Guld
dc.contributor.committeememberHornstein, Shana
dc.contributor.committeememberHineline, Philip Neil
dc.contributor.committeememberAxelrod, Saul
dc.contributor.committeememberHantula, Donald A.
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/910
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeM.S.Ed.
refterms.dateFOA2020-10-21T14:26:59Z


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