Incremental Rehearsal as an Instructional Technique for Young Children with Autism Spectrum Disorder
Date of Award
Spring 4-9-2025
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
First Advisor
Paige Boydston
Second Advisor
Julie Allison
Third Advisor
David Hurford
Keywords
Incremental Rehearsal, Autism, Skill acquisition, Applied behavior Analysis
Abstract
Repetition is said to be the most important factor in learning (Symonds & Chase, 1992). A common instructional technique that also incorporates repetition is incremental rehearsal (IR), which is often implemented due to its potential efficiency and effectiveness. Previous research has indicated a positive effect on reading fluency, math intervention, and sight word acquisitions using IR teaching procedures; however, there is a stark lack of application of IR to individuals with autism spectrum disorder (ASD). Therefore, the purpose of the study was to evaluate IR as an instructional technique for skill acquisition, specifically within an early intervention setting with young children with ASD. The study used a concurrent multiple baseline design across participants to evaluate rate of skill acquisition and trials to criterion for target mastery with the implementation of IR procedures. Three participants were taught to vocally identify varied stimuli (e.g., flags, safety signs) through a modified IR procedure that used repetition and interspersed trials. Results suggest that incremental rehearsal is an effective intervention strategy for promoting skill acquisition in children with ASD.
Recommended Citation
Cordova, Robert A., "Incremental Rehearsal as an Instructional Technique for Young Children with Autism Spectrum Disorder" (2025). Electronic Theses & Dissertations. 772.
https://digitalcommons.pittstate.edu/etd/772
