Graduation Year
2023
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Committee Member
Catia Cividini-Motta, Ph.D., BCBA-D
Committee Member
Kimberly Crosland, Ph.D., BCBA-D
Keywords
Contingency Mapping, Visual Strategies, Behavioral Contingencies
Abstract
Children with autism spectrum disorder (ASD) often exhibit problem behavior in schools, which negatively impacts their educational outcomes. Unfortunately, teachers continue to have difficulty addressing problem behavior in the classroom. Contingency mapping is a visual representation of the contingencies for engaging in a desired and undesired behaviors, which has been found to improve student behavior in the classroom setting. The current study examined the use of the contingency mapping intervention for young children with ASD. Specifically, the study examined the extent to which the contingency mapping intervention result in a decrease of off-task behavior during natural classroom activities. Three young children with ASD ages 6-8 years old served in a self-contained classroom and their corresponding two classroom teachers participated in the study. A nonconcurrent multiple baseline design across participants was used to evaluate the intervention outcomes. The results show that the contingency mapping intervention produced immediate reductions in off-task behavior for all participating students.
Scholar Commons Citation
Cenatus, Marqueline, "Teaching Behavioral Contingencies to Young Children with ASD using Contingency Mapping" (2023). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10427
