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Date of Graduation
5-12-2022
Semester of Graduation
Spring
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Second Advisor
Benjamin Riden
Third Advisor
Laura Desportes
Abstract
Receptive identification skills are typically taught using match to sample procedures. This can be done through the process of having a learner match an auditory sample and a visual stimulus from an array of multiple comparison stimuli over several trials. Research has evaluated the effectiveness of various stimuli presentation orders when teaching receptive identification skills with differing recommendations across studies. This thesis aimed to compare the effectiveness of sample first and comparison first presentation orders when teaching receptive identification skills using an adapted alternating treatments design. This study was conducted with two non-verbal early childhood learners. The experimenter tested pictures of common objects in the pretest and pre-teaching conditions and then compared the presentation orders. Neither participant reached mastery in the pre-teaching conditions, therefore, the baseline and intervention conditions were not conducted. The experimenter did not have enough data to provide suggestions based on the research questions. Other limitations included the learners' ability to select one target in an array of two and ability to successfully imitate a model prompt.
Keywords: receptive language, sample first, comparison first, sample first, match to sample
