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The Effects of Special Education Teacher-Implemented Chaining of Echoics on Increased Echoic Complexity in Students with Autism
Hjort, Rachel
Hjort, Rachel
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Abstract
Several interventions to increase echoic repertoires have previously been studied, including chaining. This investigation aimed to systematically replicate the chaining procedure designed by Tarbox and colleagues (2009) and assess the effectiveness of behavioral skills training to teach special education teachers how to implement an echoic chaining procedure. Two different types of pre-training baseline sessions were assessed: business-as-usual-like baselines and chaining baselines. Additionally, this research evaluated the effects of the special education teacher- implemented echoic chaining procedure on echoic acquisition and collateral changes in echoic complexity in students with autism. The current research provides evidence that the echoic chaining procedure was effectively and efficiently taught via BST and implemented by special education teachers with students diagnosed with ASD. Special education teachers achieved consistently high levels of implementation fidelity when applying the echoic chaining procedure with student participants. The accuracy of student echoic responding increased after further exposure to the echoic chaining procedure. Post-study assessments depicted slight improvements in echoic responding across increasingly complex syllable groups.
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2023-12-31
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University of Kansas
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This item contains archived web content.
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1040400_1.pdf
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Keywords
Behavioral sciences, Autism, Behavioral skills training, Chaining, Communication delays, Echoics, Vocal imitation