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dc.contributor.authorSavona, Danielle.en_US
dc.description.abstractThe 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.publisherBrock Universityen_US
dc.subjectAutistic childrenen_US
dc.titleUsing stimulus equivalence to teach monetary skills to school-age children with autismen_US
dc.typeElectronic Thesis or Dissertationen_US Child and Youth Studiesen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US of Social Sciencesen_US

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