Submissions to Scholars Junction will be closed starting Monday, December 21, as we begin migrating to a new platform.

    • Login
    View Item  
    •   Scholars Junction
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Scholars Junction
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Search

    My Account

    Login Register

    About

    About This Repository Deposit Your Work Policies and Terms of Use Contact Us More Scholarly Communication Services

    Browse

    Entire Repository Communities & Collections Issue Date Authors Titles Subjects This Collection Issue Date Authors Titles Subjects

    Facilitating the emergence of convergent intraverbals with children with ASD using various sequences of prerequisite skills training

    View/ Open
    Alexander_Clarke_Dissertation.pdf (3.740 Mb )
    Author
    Clarke, Alexander
    Item Type
    Dissertation
    Advisor
    Gadke, Daniel L.
    Committee
    Stratton-Gadke, Kasee K.
    McCleon, Tawny E.
    Armstrong, Kevin J.
    Metrics
    
    Abstract
    The purpose of this study was to examine the emergence of convergent intraverbals through prerequisite skills training identified by Sundberg and Sundberg (2011) and assessed by DeSouza and colleagues (2019). Further, the study explored the emergence of convergent intraverbals amongst individuals with Autism Spectrum Disorder (ASD) through several variations of prerequisite skills training and to determine if fewer than all four prerequisite skills could facilitate the emergence of convergent intraverbals. Two children, ages 13 to 15 years old, participated in the study, which took place at a university-based school psychology services clinic in the Southeastern United States. Results suggest the sequence of prerequisite skills training identified by previous literature can facilitate the emergence of convergent intraverbals in individuals diagnosed with ASD. However, based on the results of the study, there is little evidence to support the notion that training these prerequisite skills in a varying sequence can facilitate the emergence of convergent intraverbals. Overall, the findings of this study revealed several implications about facilitating the emergence of convergent intraverbals with individuals with ASD. Limitations to this study as well as recommendations for future research in this area are discussed.
    Degree
    Doctor of Philosophy
    Major
    Educational Psychology (School Psychology Focus)
    College
    College of Education
    Department
    Department of Counseling, Educational Psychology, and Foundations
    URI
    https://hdl.handle.net/11668/18014
    Collections
    • Theses and Dissertations
    Show full item record
    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal
     

     

    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal