Document Type

Thesis

Degree

Master of Science

Major

Applied Behavioral Analysis

Date of Defense

7-3-2025

Graduate Advisor

Andresa De Souza

Committee

Andresa De Souza

Sarah Kern

Sarah Frampton

Abstract

Neurotypical children normally acquire language skills in their natural environment. However, children with autism spectrum disorder (ASD) typically require specialized interventions to acquire language and communication skills (Yoon et al., 2023). A behavior repertoire that has been shown essential for the fast and incidental acquisition of language in children is bi-directional naming (BiN). Multiple exemplar instruction (MEI) has been used to facilitate the acquisition of BiN in children with ASD. In the present study, we replicated and extended previous research (e.g., Yoon et al., 2023) to evaluate the effect of MEI on the emergence of BiN repertoire in three elementary age children with ASD. A multiple-probe design across participants was implemented with probes of tact and listener responding conducted throughout the study. Two participants demonstrated BiN repertoire after receiving MEI with echoics, while one participant, who already demonstrated a BiN repertoire, acquired tact and listener responding after MTS only. Overall, MEI with echoic was effective in increasing BiN for two participants, while MTS was effective in increasing BiN for one participant, who had showed evidence of a BiN repertoire during pre-assessments

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