Preferred Name
Kayla Gionti
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Spring 2015
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Advisor(s)
Trevor Stokes
Abstract
Abstract
Children with autism spectrum disorder (ASD) would gain more from instructional material if they increased their participation and engagement in general education classrooms. However, these children often grow dependent on prompts from teachers and paraprofessionals to participate. This can impede the children from participating independently in other settings and from engaging with the instructional material presented to them. The purpose of this study was to increase independent participation, while decreasing the prompt dependency of 3 children with ASD in a general education classroom. The use of differential reinforcement and prompt fading increased the hand raising behavior of all three participants in this study. Prompts were faded sequentially and all participants reached verbal prompting; they all increased independent hand-raising at the conclusion of the study.
Recommended Citation
Gionti, Kayla, "The use of differential reinforcement to increase participation/engagement in children with autism in an inclusion setting" (2015). Masters Theses, 2010-2019. 58.
https://commons.lib.jmu.edu/master201019/58
