Date of Award
2025
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
First Advisor
Dr. Maria Helton
Abstract
The purpose of this research was to demonstrate the feasibility and efficacy of implementing the Interview-Informed Synthesized Contingency Analysis (IISCA) and Skill Based Treatment (SBT) in an alternative classroom setting with students diagnosed with autism spectrum disorder (ASD). There is much existing research that supports both in a clinical setting, however the school setting is lacking in research. The goal of this study was to teach three students with ASD who engage in challenging behaviors an appropriate way to communicate their needs, how to tolerate the removal of a preferred toy or activity, and to follow educational instructions instead of engaging in challenging behaviors (Hanley et al., 2014).
Results of the IISCA were used to determine the contingencies that were likely evoking the challenging behaviors with all three participants. SBT branches were then developed based on the contingencies. Student A had 14 sessions, student B had 12 sessions, and student C had 13 sessions. In every session, each participant’s percentage of precursor behaviors (R2) outweighed the percentage of dangerous behaviors (R1). This study shows the applicability of the IISCA and SBT when implemented within an alternative classroom setting.
Recommended Citation
Getz, Hayley, "Implementing Skill Based Treatment within a Classroom Setting for Students with Autism: A Systematic Replication in an Alternative School Based Setting" (2025). Masters Theses. 70.
https://collected.jcu.edu/masterstheses/70
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