Preferred Name

Angie Slusar

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


Document Type


Degree Name

Master of Education (MEd)


Department of Educational Foundations and Exceptionalities


Sara Snyder

Ben Riden

Joshua Pulos


The purpose of this study was to look at the effectiveness of general praise (GP) versus behavior specific praise (BSP) on increasing on-task behavior and decreasing the behavior of hitting in an elementary-age child with autism spectrum disorder. The researcher conducted a single function functional analysis to confirm that hitting was maintained by access to adult attention. The researcher used an alternating treatment design to compare GP and BSP as behavior change interventions. The researcher observed an educator working one-on-one with an elementary-aged child with autism. In each condition, the educator gave the praise that corresponded with the condition, to the student, on a variable-interval schedule of 2 min. The results showed BSP to be slightly more effective at increasing on-task behavior, and GP to be slightly more effective at decreasing the problem behavior of hitting in this particular student. More research is needed to support the effectiveness of these interventions with this particular population.



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