Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Gadke, Daniel L.

Committee Member

Stratton-Gadke, Kasee K.

Committee Member

McCleon, Tawny E.

Committee Member

Armstrong, Kevin J.

Date of Degree

8-7-2020

Document Type

Dissertation - Open Access

Major

School Psychology

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Counseling, Educational Psychology and Foundations

Abstract

The purpose of this study was to examine the emergence of convergent intraverbals through prerequisite skills training identified by Sundberg and Sundberg (2011) and assessed by DeSouza and colleagues (2019). Further, the study explored the emergence of convergent intraverbals amongst individuals with Autism Spectrum Disorder (ASD) through several variations of prerequisite skills training and to determine if fewer than all four prerequisite skills could facilitate the emergence of convergent intraverbals. Two children, ages 13 to 15 years old, participated in the study, which took place at a university-based school psychology services clinic in the Southeastern United States. Results suggest the sequence of prerequisite skills training identified by previous literature can facilitate the emergence of convergent intraverbals in individuals diagnosed with ASD. However, based on the results of the study, there is little evidence to support the notion that training these prerequisite skills in a varying sequence can facilitate the emergence of convergent intraverbals. Overall, the findings of this study revealed several implications about facilitating the emergence of convergent intraverbals with individuals with ASD. Limitations to this study as well as recommendations for future research in this area are discussed.

URI

https://hdl.handle.net/11668/18014

Download

Share

COinS