Using high-p intervention to reduce difficulties in task transition for children with autism.
| dc.contributor.advisor | Davis, Tonya Nichole, 1979- | |
| dc.creator | Prawira, Christy, 1991- | |
| dc.date.accessioned | 2017-09-28T13:51:33Z | |
| dc.date.available | 2017-09-28T13:51:33Z | |
| dc.date.created | 2017-08 | |
| dc.date.issued | 2017-07-31 | |
| dc.date.submitted | August 2017 | |
| dc.date.updated | 2017-09-28T13:51:33Z | |
| dc.description.abstract | Difficulties with task transition is a problem that cannot be neglected as it interferes with instruction times. This study extended the use of high probability request sequence (high-p) intervention to reduce challenging behavior and latency to transition for children with autism. Using ABAB design, the efficacy of high-p intervention was evaluated. The intervention had some impact on the reduction of challenging behavior and latency to transition from a preferred to a non-preferred activity. However, the high degree of variability and overlap of the data indicated that high-p was ineffective in reducing difficulties in task transition overall. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2104/10132 | |
| dc.language.iso | en | |
| dc.rights.accessrights | Worldwide access. | |
| dc.rights.accessrights | Access changed 1/12/23. | |
| dc.subject | Autism. Task transition. | |
| dc.title | Using high-p intervention to reduce difficulties in task transition for children with autism. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2022-08-01 | |
| local.embargo.terms | 2022-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Educational Psychology. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | M.A. |
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