Graduation Year
2018
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Andrew Samaha, Ph.D.
Committee Member
Kimberly Crosland, Ph.D.
Committee Member
Kwang-Sun Blair, BCBA-D
Keywords
contingency maps, mixed schedule of reinforcement, multiple schedule of reinforcement, observing response
Abstract
Autism spectrum disorder is a developmental disorder characterized by social, behavioral, and communicative deficits. Although there is no known cure for autism, there are many research-based interventions that aid in strengthening such deficits, especially those associated with failures of stimulus control One way to address such failures is to provide additional stimuli that enhance or override information provided by naturally occurring stimuli. Contingency maps are one such example. This study uses an observing response (i.e., hand-raising) to allow the subjects to request contingency maps. The purpose of this study is to identify if contingency maps function as reinforcers and if requests for information can be acquired using an observing-response paradigm. Major findings of the present study indicate that requests for information can be acquired and maintained by access to CMs.
Scholar Commons Citation
Andrade-Plaza, Roberto, "Using Contingency Maps to Teach Requests for Information" (2018). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7259
