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dc.contributor.advisorTilka, Rachael
dc.contributor.authorWhipple, Ruth Beatrice 2019
dc.descriptionThesis (M.S.) - Florida Institute of Technology, 2019.en_US
dc.description.abstractResearch suggests that profession specific jargon can be perceived negatively by individuals outside of that profession perhaps due to a lack of understanding. Much of the current research has focused on the social validity of utilizing technical terminology with laypersons and has shown that overall there is a preference for nontechnical terminology according to public opinion. Yet, little research has been done in the area of parent training to assess the effects of jargon on more direct measures of performance such as a parent’s accuracy with implementing a treatment procedure. Therefore, the purpose of the present study was to evaluate the comparative effects of jargon and non-jargon on the percentage of steps implemented correctly during a multiple stimulus without replacement (MSWO) preference assessment. Specifically, the first condition contained instructions written in technical behavior analytic jargon, and the second condition included instructions written in nontechnical language. Participants included three parents of children with autism in a hospital-based clinic. The results indicated that performance was high when instructions were provided in technical jargon and did not increase further once instructions were provided in nontechnical language. The implications of these findings for the parent training literature were also discussed.en_US
dc.rightsCC BY 4.0en_US
dc.subjectTechnical terminologyen_US
dc.subjectPreference assessmenten_US
dc.subjectParent trainingen_US
dc.titleAn Evaluation of Behavior Analytic Jargon on Parents of Children with Autismen_US
dc.typeThesisen_US of Science in Applied Behavior Analysis and Organizational Behavior Managementen_US Behavior Analysis & Organizational Behavior Managementen_US Analysisen_US Institute of Technologyen_US

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Except where otherwise noted, this item's license is described as CC BY 4.0