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Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism

Luu, Cuong (Ken) Thoi
http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604

Abstract Details

2009, Doctor of Philosophy, Ohio State University, ED Physical Activities and Educational Services.
The current investigation employed a multiple-baseline design to evaluate the effects of joint-control training as a method of phonics instruction. Three children with autism participated in this study, two males (ages 6 and 9) and a female (age 8). The participants were exposed to two types of instruction (i.e., tact training and joint-control training). In tact training, participants were presented with a sound card randomly until all four sound cards (Set 1) were presented 10 times in a given session (i.e., a total of 40 trials). In each trial, the experimenter presented a sound card to the participant and asked, “What sound?” If the participant emitted the correct sound, the experimenter delivered praise and a reinforcer. If the participant emitted the incorrect sound, the experimenter provided up to three additional prompts (i.e., “The sound is ____. What sound?”) before moving on to the subsequent trial. In joint-control training, participants were randomly presented a letter sound prior to being presented with a corresponding sound card randomly until all four sound cards (Set 2) were presented 10 times in a given session. The experimenter presented a letter sound and immediately after the participant imitated the sound, the experimenter presented the sound card to the participant and asked “What sound?” If the participant emitted the correct sound, the experimenter delivered praise and a reinforcer. Three additional prompts were provided if the participant did not imitate the sound after the experimenter presented a letter sound and/or if the participant did not emit the correct sound after the experimenter presented a sound card and asked “What sound?” A probe session was conducted immediately after each tact and joint-control training session. Probe sessions were identical to the training sessions except that no additional prompts were given. Results showed that both tact training and joint-control training were effective in producing letter-sound bi-directionality, indicating that both methods may be used for phonics instruction for children with autism. Furthermore, teachers who completed the social validity questionnaires reported that the goals, procedures, and outcomes were acceptable and important.
Moira Konrad, PhD (Advisor)
Diane Sainato, PhD (Committee Member)
Helen Cannella-Malone, PhD (Committee Member)
Sarah-Grace Heller, PhD (Other)
204 p.
Education
Joint-control; Tact; children with autism; phonics instruction; reading instruction; bi-directionality; letter-sound correspondences

Recommended Citations

Citations

  • Luu, C. T. (2009). Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604

    APA Style (7th edition)

  • Luu, Cuong (Ken). Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism. 2009. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604.

    MLA Style (8th edition)

  • Luu, Cuong (Ken). "Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism." Doctoral dissertation, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604

    Chicago Manual of Style (17th edition)

osu1249920604
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© 2009, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
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