2023 Research, Creativity & Community Involvement Conference

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/18074

The MSU Billings Research, Creativity & Community Involvement Conference (RCCIC) provides a great opportunity for undergraduate and graduate students of all majors to present their research and creative scholarship in a public forum. The conference is hosted every year on the MSUB campus, sponsored by the Office of Grants and Sponsored Programs, the University Honors Program, and Montana IDeA Networks of Biomedical Research (INBRE). The RCCIC is not a competition, but a celebration of the research and creative projects currently being carried out by MSUB students. All submissions are reviewed and approved by the sponsors prior to presentation or publication to ScholarWorks.

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Subject: search.filters.subject.autism

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    Comparing Effects of Active Student Response with and without Differential Reinforcement on Receptive Identification of Children with Autism During Discrete Trial Training
    (Montana State University Billings, 2022) Meyer, Abigail ; Tsai (Faculty Mentor), Shu-Chen; Shu-Chen Tsai
    Purpose of the Study and Research Questions: Previous research was evaluated to determine active student response (ASR) error correction procedures used during discrete trial training (DTT). Research specifically indicated teaching skill acquisition to individual learners with autism to shape potential benefits. Gaps will be taken into account regarding introducing differential reinforcement, individuals with less established vocal repertoires, and measures of social validity. In the current study, I will compare two teaching methods to identify which procedure leads to a higher percentage of correct responding, as well as fewer trials to mastery with three learners with less established vocal repertoires who are diagnosed with autism spectrum disorder using an alternating treatment design. Method: The first method is to give a child a reward with various levels of praise based on the child’s correct answers. The second method is to give a child a reward and the same praise regardless of correct or incorrect answers. Baseline data will be collected prior to intervention to determine skill deficits from a randomized list of animal objects, while also using an assessment to identify potentially rewarding snacks. During intervention, if the learner does not answer correctly, I will help them point to the correct answer. If they still do not answer correctly, the instructor will hold their hand to touch the object. With the help from the instructor, they will get only praise or a snack with praise depending on the teaching method used for that session. Expected Results: Data will be collected after IRB approval to form a conclusion of the results. Active student response without differential reinforcement is expected to result in a higher percentage of correct responding, require fewer trials to mastery, and result in a positive consumer opinion.
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