Date of Award:

5-1996

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Department name when degree awarded

Special Education

Committee Chair(s)

Martin Agran

Committee

Martin Agran

Committee

Richard K. Young

Committee

Kenneth W. Merrell

Abstract

The present investigation examined the effects of a parent's intervention to teach students with autism self-management to decrease their stereotypic behaviors. A time-lagged ABA (A represents the first baseline, B does intervention, and A does the second baseline) design was used. Three mothers of children with autism were trained to reduce their children's stereotypic behaviors using a self-monitoring strategy. The training for the parent was conducted in two settings after the first baseline condition. A classroom was used for the first training session and the home was used for the second training session. The intervention by the parent was conducted in the child's natural home. The results of this study revealed the following. First, the intervention decreased the students' stereotypic behaviors. Second, two students maintained the decreased frequency of stereotypic behavior in a nonintervention condition, the second baseline, when the parent withdrew the intervention for a month. Third, the students showed slight behavior change on their interactive behaviors with their family members after the intervention was withdrawn.

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