Increasing turn-taking skill in children with Autism Spectrum Disorder.

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dc.contributor.advisorDavis, Tonya Nichole, 1979-
dc.creatorMin, Nandar.
dc.date.accessioned2016-09-01T14:36:50Z
dc.date.available2016-09-01T14:36:50Z
dc.date.created2016-08
dc.date.issued2016-07-13
dc.date.submittedAugust 2016
dc.date.updated2016-09-01T14:36:50Z
dc.description.abstractChildren with autism spectrum disorder (ASD) may have a deficit in social communication and be less likely to engage in social-based activities (APA, 2015). Turn-taking is a specific social skill and by improving turn-taking skill, children with ASD may increase in social interaction. The current study examines the improvement of object turn-taking skill of children with Autism Spectrum Disorder. Most-to-least physical prompting procedure was utilized to increase the participants’ turn-taking skill. Participants were taught how to wait for their turns to play with the object (i.e., trampoline). Therapists recorded the data using frequency count on the participants’ independent performance on turn-taking skill. This study applied the multiple baseline design across participants designed to evaluate the functional relationship between the intervention and turn-taking.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2104/9841
dc.language.isoen
dc.rights.accessrightsWorldwide access.
dc.rights.accessrightsAccess changed 12/15/21.
dc.subjectTurn-taking skill. Social skill. Most-to-least prompting. Multiple-baseline across individuals.
dc.titleIncreasing turn-taking skill in children with Autism Spectrum Disorder.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2021-08-01
local.embargo.terms2021-08-01
thesis.degree.departmentBaylor University. Dept. of Educational Psychology.
thesis.degree.grantorBaylor University
thesis.degree.levelMasters
thesis.degree.nameM.A.

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