Date of Award

8-16-2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Erik Drasgow

Abstract

The purpose of this study was to evaluate the effectiveness of equivalence-based instruction (EBI) on teaching time-telling skills to children with moderate developmental disabilities including autism spectrum disorder (ASD) and intellectual disability. Three children with ASD or intellectual disability participated in the study. The experiment was conducted using a concurrent multiple baseline design across subjects. During the acquisition training, each participant was taught 24 discrimination relations including matching 12 picture analog clock faces and 12 printed digital clocks to their dictated times. After the training, the participants were assessed to see whether their visual-visual responses (transitivity relations) and oral naming developed or improved without further instruction. To determine the generalization of the learned skills, actual analog clocks with and without a second hand, and digital clocks were involved. To determine the long-term stability of learned skills, 2-week follow-up assessments were conducted.

The results showed all three participants’ performance of visual-visual responses significantly improved after the acquisition training. Their performance of oral naming increased, but still needed teachers’ further assistance to achieve ideal learning results. All three participants had low visual-visual responding when analog clocks with a second-hand were used and their performance improved when analog clocks without a second hand were used. Two participants maintained their performance of visual-visual responses and oral naming while one participant increased his performance after a 2-week interval.

Rights

© 2024, Rongzhi Li

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