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Date of Graduation
5-16-2026
Semester of Graduation
Spring
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
First Advisor
Joshua Pulos
Second Advisor
Sara Snyder
Third Advisor
Benjamin Riden
Abstract
Many children with autism spectrum disorder present with deficits in completing daily living tasks, which may be due to the sequencing of information required to complete these skills. Structured work systems present a support for children to visually organize and sequence events, though they are most used in the classroom setting. The study tested the effectiveness of behavior skills training to teach a behavior support clinician to implement a structured work system via least-to-most prompting. Data was collected on the clinician’s percent of accurate implementation, which was then analyzed across three daily living behaviors in a multiple probe design. Results indicated a functional relation between behavior skills training and accuracy of implementation, with the clinician demonstrating 100% accuracy across the three behaviors, maintaining accuracy in maintenance, and generalizing the skill to an untrained task. Social validity results also indicated that the clinician increased their confidence in implementing structured work systems and would be interested in using the intervention in the future. These findings suggest behavior skills training may be an effective method to teach a clinician to utilize a structured work system with a learner via least-to-most prompting.
Included in
Behavior and Behavior Mechanisms Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons
