Document Type
Thesis
Degree
Master of Science
Major
Education
Date of Defense
7-15-2024
Graduate Advisor
Andresa DeSouza
Committee
Andresa DeSouza
Danielle Pizzella
Karl Schoenherr
Abstract
Previous studies have evaluated the effects of the high-p instructional procedure involving motor imitation on the levels of compliance with vocal imitation in children with autism spectrum disorder (ASD). The current study replicated Hansen et al. (2018) by demonstrating the effectiveness of high-probability (high-p) instructional sequence involving motor imitation to improve compliance with vocal imitation in three preschool age children with developmental delay. A multiple baseline across participants was implemented to show the procedure's effects on compliance with vocal imitation responses. The EESA subtest of the VBMAPP was administered before and after the intervention to determine the level of vocal imitation of each participant. Results demonstrated that high-p instructional sequence was effective in increasing levels of compliance with vocal imitation for all three participants. The current study further supports the use of high-p instructional sequence to address compliance to low-probability vocal imitation instructions.
Recommended Citation
Derque, Kimberly, "Using the High-Probability Instructional Sequence to Increase Compliance with Vocal Imitation in Children Diagnosed with Developmental Delays" (2024). Theses. 454.
https://irl.umsl.edu/thesis/454