Doctor of Philosophy (PhD)
Medical Sciences Interdepartmental Area
Kevin Luczynski, Ph.D., BCBA-D
Teaching procedures that facilitate the emergence of novel responses allow for increased efficiency, which is critical when providing early-intervention services to children with autism spectrum disorder (ASD). Three children diagnosed with ASD between 5 and 6 years old participated. In Study 1, we demonstrated functional control over the effects of teaching echoic rehearsals on the emergence of completing novel two-step instructions via joint control. In Study 2, we conducted an experimental analysis of joint control by disrupting rehearsal of the instruction and tacts of the objects in the instruction, which served as the sources of joint control. Our results support the efficacy of the procedures for establishing first-trial performance with novel instructions and indicate joint control is the behavioral process responsible for the emergent responses produced by our teaching procedures.
Vosters, Megan, "Emergent Completion of Multistep Instructions via Joint Control" (2018). Theses & Dissertations. 303.