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ETD Abstract Container

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The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism

Murphy, Corinne M.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1154454397

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
Research is needed to identify effective and efficient instructional methods for teaching receptive language skills to children with autism. Six preschoolers, ages 3-6 years, diagnosed with autism participated in two experiments on the effects of simple or complex instructional language on the children's acquisition and generalization of receptive language tasks. Each session in Experiment I consisted of 10 discrete discrimination training trials in which the teacher used either simplified instructional language (e.g., "pencil" for an object identification task) or complex language (e.g., "Remember, balls are fun to throw and play catch with. Can you find the one?") for each trial. The dependent variable was the number of sessions required to master an item (at least 90% correct responses for two consecutive sessions). Results of Experiment I showed all children learned receptive tasks in fewer sessions when their teachers used simple instructional language rather than complex language. In Experiment II, the teacher presented items with simple language that the child had mastered with complex language in Experiment I, and vice versa. Results of Experiment II showed that the youngest children (3 years old) were more accurate when responding to simple language for items that had been taught with complex language in Experiment I. The oldest children (6 years old) responded with 100% accuracy to complex and simple instructions. The children who were 4 years old showed no difference in responding between simple and complex instructions.
William Heward (Advisor)
155 p.
Education, Special
Autism; Language Intervention; Receptive Language; Applied Behavior Analysis; Special Education; Discrimination Training; Discrete Trial

Recommended Citations

Citations

  • Murphy, C. M. (2006). The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154454397

    APA Style (7th edition)

  • Murphy, Corinne. The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1154454397.

    MLA Style (8th edition)

  • Murphy, Corinne. "The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154454397

    Chicago Manual of Style (17th edition)

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© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.