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dc.contributor.advisorHarvey, A. Celeste
dc.contributor.authorTanz, Jeanine Rinda 2019
dc.descriptionThesis (Ph.D.) - Florida Institute of Technology, 2019.en_US
dc.description.abstractIndividuals diagnosed with Autism Spectrum Disorder (ASD) often have deficits with respect to generalization of skills. Procedures designed to induce stimulus equivalence have been shown to promote generalization. This study used a modified multiple probe design with an embedded multiple schedule to: (a) compare one-to-many (OTM) and many-to-one (MTO) training structures to determine which structure results in more positive equivalence outcomes when all variables are held constant, and (b) determine the extent to which children with ASD demonstrate stimulus equivalence and stimulus class mergers when using educationally relevant stimuli. Four children with ASD were taught two classes of stimuli (Class 1 and Class 2) comprised of pre-algebraic math skills across two different training structures. Results indicate that the OTM and MTO training structures are equally as effective at producing positive equivalence outcomes for individuals with ASD. Additionally, no participants in the current study demonstrated a class merger. Implications for teaching educationally relevant materials to children with ASD are discussed.en_US
dc.rightsCC BY 4.0en_US
dc.subjectConditional discriminationen_US
dc.subjectStimulus equivalenceen_US
dc.subjectTraining structuresen_US
dc.subjectMany-to-one (MTO)en_US
dc.subjectClass mergeren_US
dc.subjectDerived relationsen_US
dc.subjectMeaningful stimulien_US
dc.subjectEquivalence-based instructionen_US
dc.subjectOne-to-many (OTM)en_US
dc.titleDiscrimination Training to Produce Emergent Relations of Pre-Algebraic Math Skillsen_US
dc.typeDissertationen_US of Philosophy in Behavior Analysisen_US Analysisen_US Analysisen_US Institute of Technologyen_US

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