Senior Honors Projects, 2010-2019

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Spring 2017

Document Type


Degree Name

Bachelor of Science (BS)


Department of Psychology


Trevor Stokes

Daniel D. Holt

Tracy Zinn


Children with Autism Spectrum Disorder (ASD) have difficulty adapting to changes in routine, to the extent that they can struggle while transitioning out of one activity and into another. The inability to transition independently from one activity to the next can lead to negative behaviors, strained teacher-student relationships, and a loss of educational time in the classroom. The present study aimed to increase a six year old child’s independence while decreasing his problem behaviors observed during his transitions throughout the day at an autism clinic. A multimodal intervention along with a modified multimodal intervention was used to increase independence while decreasing problem behaviors. Upon the completion of an independent transition with no problem behaviors, the child received a positive auditory consequence and positive touch. The intervention conditions were implemented sequentially across an A-B-C design. The multimodal intervention without guided compliance showed an increase in independence and decrease in escape behaviors that maintained across sessions.



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