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dc.contributor Heinicke, Megan en_US
dc.contributor Valentino, Amber en_US
dc.contributor.advisor Miguel, Caio en_US
dc.contributor.author Pyles, Megan Leigh
dc.date.accessioned 2018-09-20T15:34:45Z
dc.date.available 2018-09-20T15:34:45Z
dc.date.issued 2018-09-20
dc.date.submitted 2018-08-03
dc.identifier.uri http://hdl.handle.net/10211.3/206091
dc.description Thesis (M.A., Psychology (Applied Behavior Analysis))--California State University, Sacramento, 2018. en_US
dc.description.abstract Children with autism spectrum disorder (ASD) often have difficulty developing complex verbal behavior, including question-asking. The purpose of this study was to evaluate a procedure to teach two children with ASD to ask “Why?” Typically, Why-questions are followed by causal information that describes the reason an event occurs. For this reason, we established causal information as a reinforcer by denying access to items without providing a reason. Participants were prompted to ask “Why?” and were provided information that led to access of preferred items. To ensure that “Why?” only occurred when information was valuable, we included a condition where access to items was restricted, but a reason for denied access was provided. Both participants learned to ask “Why?” when information was needed and refrained from asking “Why?” when information was not needed. Results from this study suggest that this procedure was successful in teaching children with ASD to ask “Why?” en_US
dc.description.sponsorship Psychology (Applied Behavior Analysis) en_US
dc.language.iso en_US en_US
dc.subject Autism en_US
dc.subject Verbal behavior en_US
dc.subject Mands for information en_US
dc.subject Applied behavior analysis en_US
dc.title Teaching children with autism to mand for information using "why?" as a function of denied access en_US
dc.type Thesis en_US

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