Graduation Year
2021
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Catia Cividini-Motta, Ph.D., BCBA-D
Co-Major Professor
Rachel Garcia, Ph.D., BCBA-D
Committee Member
Raymond Miltenberger, Ph.D., BCBA-D
Keywords
function, functional analysis, screening, social, vocal stereotypy
Abstract
Stereotypy is commonly observed in individuals with Autism Spectrum Disorder (ASD). (Bodfish et al., 2000; Koegel & Covert, 1972) and vocal stereotypy has been found to impede skill acquisition and be socially stigmatizing (Gibbs et al., 2018; Liu-Gitz, & Banda, 2010;). Although vocal stereotypy is often maintained by automatic reinforcement (Ahearn et al., 2007), until recent years it was common practice to conduct a functional analysis consisting of multiple test conditions and at least one control condition (e.g., Iwata et al., 1982/1994) to identify its function. However, research suggests that a screening assessment (Querim et al., 2013) may be an efficient alternative for responses hypothesized to have an automatic function such as stereotypy. The purpose of this study was to replicate Querim et al. (2013) by assessing the correspondence between results of the automatic screening assessment and a typical functional analysis while extending the previous study by solely assessing the function of vocal stereotypy in young children. Three children with ASD participated in this study. Results indicated the automatic screening can be an efficient tool for assessing the function of vocal stereotypy.
Scholar Commons Citation
Byerly, Taylin Rhey, "Assessing the Validity of the Automatic Reinforcement Screening Assessment" (2021). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/8740
