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dc.contributor.authorGiewercer, Lisa
dc.date.accessioned2010-10-26T19:26:49Z
dc.date.available2010-10-26T19:26:49Z
dc.date.issued2010-10-26
dc.identifier.urihttp://hdl.handle.net/10464/3061
dc.description.abstractStimulus equivalence involves teaching two conditional discriminations that share one stimulus in common and testing all possible conditional discriminations not taught (Saunders & Green, 1999). Despite considerable research in the laboratory, applied studies of stimulus equivalence have been limited (Vause, Martin, Marion, & Sakko, 2005). This study investigated the field-effectiveness of stimulus equivalence in teaching reading skills to children with Autism. Participants were four children with Autism receiving centre-based intensive behavioural intervention (lBI) treatment. Three of the participants, who already matched pictures to their dictated names, demonstrated six to eight more emergent performances after being taught only to match written words to the same names. One participant struggled with the demands of the study and his participation was discontinued. Results suggest that stimulus equivalence provided an effective and efficient teaching strategy for three of the four participants in this study.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectPattern perceptionen_US
dc.subjectAutistic children -- Educationen_US
dc.subjectReading -- Remedial teachingen_US
dc.titleField effectiveness of stimulus equivalence for teaching reading skills to children with autismen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Disability Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentCenter for Applied Disability Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US


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