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dc.contributor Penrod, Becky en
dc.contributor Heinicke, Megan en
dc.contributor.advisor Miguel, Caio en
dc.contributor.author Lee, Gregory Paul en
dc.date.accessioned 2014-12-03T18:03:49Z en
dc.date.available 2014-12-03T18:03:49Z en
dc.date.issued 2014-12-03 en
dc.date.submitted 2014-12 en
dc.identifier.uri http://hdl.handle.net/10211.3/131373 en
dc.description Thesis (M.A., Psychology (Applied Behavior Analysis))--California State University, Sacramento, 2014. en
dc.description.abstract The purpose of the current study was to evaluate the effects of listener training on the development of categorization and tacts in four children diagnosed with autism ages three to six. We administered standardized assessments to evaluate participant’s language skills prior to the onset of the study and used a non-concurrent multiple-baseline design across participants to evaluate the effects of listener training. Two participants whose language assessment identified speaker and listener scores greater than 36 months, passed categorization and tact tests; while the two participants whose language assessment were below 30 months failed categorization and tact tests following listener training. These results support previous research suggesting that both speaker and listener behaviors (i.e., naming) may be required for the emergence of untrained categorization, and that participants whose language scores are below 30 months may not benefit from this type of training. en
dc.description.sponsorship Psychology (Applied Behavior Analysis) en
dc.language.iso en_US en
dc.subject Autism en
dc.subject Naming en
dc.subject Applied behavior analysis en
dc.title A further evaluation of the effects of listener training on the emergence of speaker behavior and categorization in children with autism en
dc.type Thesis en

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