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ERIC Number: ED548789
Record Type: Non-Journal
Publication Date: 2012
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-6665-6
ISSN: N/A
The Application of an Animal Auditory Training Method as an Interchangeable Auditory Processing Learning Method for Children with Autism
Adams, Deborah L.
ProQuest LLC, Ph.D. Dissertation, Union Institute and University
While the prevalence of autism continues to increase, there is a growing need for techniques that facilitate teaching this challenging population. The use of visual systems and prompting has been prevalent as well as effective; however, the use of auditory systems has been lacking in investigation. Ten children between the chronological ages of 4 and 10 were monitored in learning a specific task. Borrowing an auditory training technique popularly and successfully used with animals, the children were monitored in responding to having their name called followed by a secondary auditory reinforcement. The auditory prompt was a concise click sound. The children's response was further monitored under three increasing levels of distraction. Those levels of distraction included minimal distraction in the same room, moderate distraction being in the next room, and maximum distraction being outside 20 feet away. An assessment of the auditory prompting and number of verbal cues was conducted for each child under each distraction level. It was anticipated that verbal cues would increase with increased distraction, but the differences between distraction settings failed to be determined as statistically significant. While the distraction level increased, the number of verbal cues did not. The number of verbal cues given between each level was not statistically significant. This may suggest that teaching with an auditory prompt may be beneficial in combating distraction. An assessment of the auditory prompt and response time to reach the teacher, who was also the researcher, was also conducted under each distraction level. Again, it was anticipated that the time to reach the teacher in response to verbal cueing would increase with increased distraction levels. A difference in time to reach the teacher between minimum and moderate distraction settings was not detected. As distraction level increased between minimum and moderate distraction settings, the time to reach the teacher did not increase. This finding may indicate that teaching does combat distraction in moderate settings. Knowing more about how person diagnosed with autism may learn is important and has implications for the successful management of this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A