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Using stimulus equivalence to teach monetary skills to school-age children with autism

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dc.contributor.author Savona, Danielle. en_US
dc.date.accessioned 2009-05-21T13:54:41Z
dc.date.available 2009-05-21T13:54:41Z
dc.date.issued 2009-05-21T13:54:41Z
dc.identifier.uri http://hdl.handle.net/10464/1387
dc.description.abstract The present study evaluated the use of stimulus equivalence in teaching monetary skills to school aged children with autism. An AB within-subject design with periodic probes was used. At pretest, three participants demonstrated relation DA, an auditory-visual relation (matching dictated coin values to printed coin prices). Using a three-choice match-to-sample procedure, with a multi-component intervention package, these participants were taught two trained relations, BA (matching coins to printed prices) and CA (matching coin combinations to printed prices). Two participants achieved positive tests of equivalence, and the third participant demonstrated emergent performances with a symmetric and transitive relation. In addition, two participants were able to show generalization of learned skills with a parent, in a second naturalistic setting. The present research replicates and extends the results of previous studies by demonstrating that stimulus equivalence can be used to teach an adaptive skill to children with autism. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Autistic children en_US
dc.subject Counting. en_US
dc.title Using stimulus equivalence to teach monetary skills to school-age children with autism en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name M.A. Child and Youth Studies en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Child and Youth Studies en_US
dc.degree.discipline Faculty of Social Sciences en_US


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