Shu-Chen TsaiMeyer, Abigail ; Tsai (Faculty Mentor), Shu-Chen2023-08-212023-08-212022https://scholarworks.montana.edu/handle/1/18081copyright Abigail Meyer 2023Purpose 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.enCopyright Abigail Meyer 2023student responsedifferential reinforcementreceptive identificationchildrenautismactive student responseSstudent responseReceptive identificationAutsimVideoCopyright 2022 by Abigail Meyer