Date of Award

8-1984

Degree Name

Specialist in Education

First Advisor

Dr. Howard Farris

Second Advisor

Dr. Paul Mountjoy

Third Advisor

Dr. David Keenan

Access Setting

Masters Thesis-Open Access

Abstract

This study assessed the effects of a do-say procedure and phase sequencing on the correspondence behaviors of seven preschoolers. Three subjects received correspondence-content (Group A) phase sequencing training and four subjects received content-correspondence (Group B) phase sequencing training. During the Content Phase, subjects received reinforcerrent (socials, stickers, snack, etc.) for verbalizations about engaging in a pre-determined non-preferred activity. During the Correspondence Phase, subjects received reinforcement for verbalizations about the non-preferred activity only when they had actually engaged in play with that specific non-preferred activity. The results indicated that in most instances, reinforcement of verbalizations alone results in increases in those verbalizations about a specific activity, with little or no increase in the corresponding behavior with that activity. Also, the effects of a correspondence-content sequence versus a content-correspondence one are not clear. The results obtained from this study showed little variation as indicated by Baseline2.

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