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Receptive language is the occurrence of an appropriate response to the spoken language of another individual. This is a key element of development, especially in regard to the acquisition of spoken language (Grow & LeBlanc, 2013). While this appropriate responding is a skill generally acquired by typically developing children via interactions with their caregivers, in most situations it must be explicitly taught to children with developmental delays (Charlotte L. Carp, Sean P. Peterson, Amber J. Arkel, & Anna I. Petursdottir, 2012). An absence or delay of this skill will result in a child missing many important learning opportunities, leading to further delays in overall development. The goal of the present study was to teach receptive identification, a key part of receptive language, to a 3-year-old female with developmental delays. An Alternating Treatments Design (ATD) with three conditions was used to teach this skill. These conditions included an Antecedent Picture Prompt (APP), a Consequence Picture Prompt (CPP), and a Least-to-Most Physical Prompt (LTM) which were rotated randomly each session. The participant was required to reach at least an 88% for correct identification for three of five consecutive sessions in order to meet mastery criterion. It was expected that this procedure would result in an acquisition of the receptive identification skill for the presented stimuli which would aid the participant in acquiring more advanced receptive skills later on.
Jungblut, Laurel, "Comparing Prompting Methods for Teaching Receptive Identification" (2019). Honors Theses. 3119.
Honors Thesis-Open Access