Teaching Preliminary Self Awareness Skills to a Child with ASD

Date of Award

8-1-2024

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Clare Liddon

Abstract

Existing literature has underscored concerns regarding perspective-taking deficits in individuals with ASD, with limited success in achieving long-term effects and skill generalization through evidence-based interventions. This study investigated the extent to which preliminary self-awareness and perspective-taking skills can be taught to individuals with autism spectrum disorder (ASD) and the generalizability of these skills. The research design was a single-subject approach, specifically a multiple-baseline across behaviors design. The dependent variable, self-awareness, was quantified through the measurement of verbal behaviors, including specific, reciprocal, and correct verbal responses to instructional questions. The independent variable was the teaching intervention, which involved stimulus prompting, prompt fading, and positive reinforcement. This study sought to contribute to the research on teaching preliminary self-awareness and perspective-taking skills to individuals with ASD and aims to bridge existing gaps in knowledge and improve intervention strategies for this population, ultimately enhancing the quality of life for individuals with ASD and their families. The implications for this study are also discussed.

Keywords

Autism, ABA, Intervention, Special Education, Generalization, Theory of Mind, Perspective, Intraverbal

Rights Statement

Copyright © 2024, author.

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