Graduation Year
2022
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
ASD, breaks, disruptive behavior
Abstract
This report describes the results from a study that examined the use of the break pass intervention to increase engagement in play with siblings for children with autism spectrum disorder. Two male children with ASD aged 6-years old, who had difficulty engaging in play activities with siblings participated in the study. The intervention used break passes to teach mands for breaks by providing the children with breaks throughout the play activity and to provide reinforcement for engaging in play with siblings in the absence of problem behavior. The impact of the intervention on engagement in play with siblings and disruptive behavior was examined using a multiple baseline design across participants. The results showed that using the break pass with differential reinforcement resulted in increases in engagement in play with sibling and decreases in disruptive behavior for both children.
Scholar Commons Citation
Shafmaster, Shannon R., "Implementing the Break Pass Intervention with Differential Reinforcement to Improve Engagement in Play with Siblings for Children with Autism Spectrum Disorder" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9459
