Graduation Year


Document Type




Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Sarah E. Bloom, Ph.D., BCBA-D

Committee Member

Catia Cividini-Motta, Ph.D., BCBA-D

Committee Member

Kimberly Crosland, Ph.D., BCBA-D


skill acquisition, intraverbal behavior, prompt dependency, language translation


Autism spectrum disorder (ASD) is characterized by restricted interests, repetitive behaviors, and deficits in social and communication skills. In order to help a person with ASD improve their communication skills, behavior analysts should place emphasis on teaching intraverbal skills. Each person has a unique learner history, meaning that different prompts and prompt-fading techniques will result in the most accurate and efficient mastery of intraverbal skills for different people. Assessments were used to identify each participant’s most efficient combination of prompt and prompt-fading procedures in order to maximize one’s potential for learning new skills. Participants’ most efficient prompt/prompt-fading combinations resulted in faster mastery of intraverbal skills compared to their least efficient combinations. These results highlighted the importance of individualized strategies for teaching novel behaviors.