Date of Award
6-2003
Degree Name
Master of Arts
Department
Psychology
First Advisor
Dr. James E. Carr
Second Advisor
Dr. Linda A. LeBlanc
Access Setting
Masters Thesis-Open Access
Abstract
This study sought to replicate findings by Charlop et al. (1992) in which presenting the same consequences for maintenance (previously learned tasks) and nonacquired tasks was found to stagnate learning on nonacquired tasks during task interspersal. Initially, we conducted a systematic replication (Study I). However, presenting the same consequences for maintenance and nonacquired tasks did not appear to stagnate learning for our participants. All participants reached mastery criterion for the nonacquired vocal task during baseline and two of three participants reached mastery criterion for the nonacquired motor task during baseline. Subsequently, we conducted a direct replication (Study 2). Again, all participants reached mastery criterion for the vocal task during baseline and one participant reached mastery criterion for the motor task during baseline. The results are discussed in the context of the differences between studies that might have contributed to the discrepant findings.
Recommended Citation
Chong, Ivy M., "Evaluating Task-Interspersal Outcomes with Children Diagnosed with Autism: Systematic and Direct Replications" (2003). Masters Theses. 4682.
https://scholarworks.wmich.edu/masters_theses/4682