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dc.contributor.advisorLundervold, Duane A. Dr.
dc.contributor.advisorKreiner, David S. Dr.
dc.contributor.advisorHays, Tara MS BCBA
dc.contributor.advisorJurkowski, Odin Dr.
dc.contributor.authorVaughan, Jarrod C.
dc.date.accessioned2019-02-22T14:39:33Z
dc.date.available2019-02-22T14:39:33Z
dc.date.issued2018-12
dc.date.submitted2019-02-22
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/694
dc.description.abstractApplied behavior analysis (ABA) is the most effective intervention used to establish a verbal repertoire among children with autism spectrum disorder (ASD; Bowen, Shillingsburg & Carr, 2012; Michael, 1988; Hall & Sundberg, 1987). A significant amount of research examining mand training with children with ASD has been conducted; however, the generality of mand training to different populations has not been examined. The current study was a systematic replication of standard mand training used with children with ASD aimed at determining the extent to which it was generalizable to adults with intellectual disabilities (ID). Four adults with ID, between the ages of 43 and 56 and with moderate to severe intellectual disability, took part in the study. A multiple probe across subjects research design to was used to demonstrate a functional relation between mand training and trials to criterion and percentage of correct mands. Acquisition of manding occurred relatively quickly using standard mand training, with generalization of performance observed. Manding procedures, and intervention outcomes were rated as highly acceptable. Results were maintained at six-week follow-up. Keywords: mand training, generality, systematic replication, intellectual disabilitiesen_US
dc.titleSYSTEMATIC REPLICATION OF STANDARD MAND TRAINING WITH ADULTS WITH INTELLECTUAL DISABILITIES: ACQUISITION, GENERALIZATION, AND MAINTENANCEen_US


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    Theses written by graduate students at the University of Central Missouri.

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