Advisor(s)
Rebecca P. Fallows MacDonald
Contributor(s)
Susan Langer, William V. Dube
Date of Award
2009
Date Accepted
8-2009
Degree Grantor
Northeastern University
Degree Level
M.S.
Degree Name
Master of Science
Department or Academic Unit
Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.
Keywords
Behavior analysts, Affective expression, Joint attention, Social vs non social consequences, Psychology
Subject Categories
Joint attention - Case studies, Preschool children - Case studies
Disciplines
Behavior and Behavior Mechanisms
Abstract
The purpose of this study was to evaluate levels of affect in the context of joint attention using social and non social consequences. Participants were nine preschool children diagnosed with autism and typically developing children. Experiment 1 evaluated the level of affect in the context of joint attention during 3-minute play sessions across 4 different activities. Experiment 2 evaluated if teaching joint attention with social consequences increased the level of positive affect compared to teaching joint attention with non social consequences. Results showed that children diagnosed with autism showed lower levels of positive affect in the context of joint attention compared to typically developing children and teaching joint attention with social consequences increased the level of positive affect for all participants. The importance of social consequences in teaching children with autism are discussed.
Document Type
Master's Thesis
Rights Holder
Tessa Cordeiro Piantedosi
Permanent URL
Recommended Citation
Piantedosi, Tessa Cordeiro, "Teaching joint attention related behaviors in the context of social vs non social consequences: assessing affective expression" (2009). Applied Behavioral Analysis Master's Theses. Paper 9. http://hdl.handle.net/2047/d10019492
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