Document Type
Thesis
Degree
Master of Science
Major
Applied Behavioral Analysis
Date of Defense
12-1-2025
Graduate Advisor
Andresa De Souza
Committee
Andresa De Souza
Danielle Pizzella
Sarah Kern
Abstract
Imitation training is commonly recommended in applied behavior analytic literature to address deficits in imitative skills. Few studies have directly compared imitative models to identify the most efficient and effective teaching arrangement to facilitate imitative skills (Deshai & Vollmer, 2019; Halbur et al., 2023). Previous results are inconclusive, and the authors recommended further research comparing the effect of fixed and repetitive models. Therefore, the present study was a replication of Halbur et al. (2023) and addressed limitations suggested by the authors. We examined whether components of imitative models affected the efficiency of the model type and reduced faulty stimulus control in three children with minimal imitative repertoires. Participants were taught using a conditional discrimination arrangement with two different imitative actions for each condition using the same objects within a set. During the fixed condition, the permanent product was removed from the sight of the participant to minimize the possibility of faulty stimulus control. Results indicated the fixed condition led to faster acquisition than the repetitive condition for participants. These findings will potentially contribute to behavior analytic literature by demonstrating fixed models may be more effective and efficient than repetitive models when teaching imitative skills.
Recommended Citation
Fletcher, Laci, "A Comparison of Fixed and Repetitive Models During Imitation Training in Children with Developmental Delays in a School Setting" (2025). Theses. 494.
https://irl.umsl.edu/thesis/494