Date of Award
Winter 12-13-2024
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
First Advisor
Dr. Paige Boydston
Second Advisor
Dr. Laura Covert Miller
Third Advisor
Dr. Robin Blair
Keywords
Autism Spectrum Disorder (ASD), Mastery Criteria, Maintenance, Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), Early Intensive Behavioral Intervention (EIBI)
Abstract
Autism Spectrum Disorder (ASD) is characterized as having at least two deficits in areas of functioning such as impaired language development, impaired social development, and the presence of excessive or stereotyped repetitive behaviors or interests (Granpeesheh et. al., 2009). Early and intensive behavioral intervention (EIBI) is an evidence-based practice for remediating deficits in individuals with ASD (Love et. al., 2008). One important component of intensive intervention is defining the mastery criterion, or the point at which a skill has been learned to a sufficient level that allows for maintenance. Mastery criterion is necessary to progress intervention targets on a rapid and consistent basis. Despite the importance of mastery criterion, there is very little research on the ideal criterion to use, or which mastery level leads to the quickest acquisition and most durable results. The present study focused comparing four mastery criterion levels of 50, 80, 90 and 100%, and the resultant maintenance of skill/target acquisition at four post-mastery intervals (e.g., three weeks following mastery of the skill/target). Four children with ASD between 5-6 years of age participated in the study. A multiple baseline across participants design was used to monitor both skill acquisition and maintenance across four randomly assigned sets of arbitrary stimuli across four skill categories (i.e., receptive labeling, expressive labeling, reading, spelling and matching to sample). Results, though mixed, indicate that higher levels of maintenance occur when higher mastery criterions are used during skill acquisition.
Recommended Citation
McFall, Sydney, "EFFECTS OF MASTERY CRITERION ON RESPONSE MAINTENANCE" (2024). Electronic Theses & Dissertations. 614.
https://digitalcommons.pittstate.edu/etd/614
