Doctor of Philosophy (PhD)
Early Childhood, Multilingual, and Higher Education
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Chyllis E. Scott
Number of Pages
For all students, the ability to communicate is the most fundamental educational outcome leading to academic success (Kearns et al., 2011). Students with autism (ASD), however, demonstrate particular difficulty with spontaneous communication and use of functional language throughout a variety of settings (CDC, 2018), including academic contexts. The framework of verbal behavior and training of tacting and intraverbal responses has been widely used to increase the language for students with autism (Sundberg & Michael, 2001), but these skills do not begin in or generalize to academic contexts, particularly during reading instruction. Embedded instruction (Jimenez & Kamei, 2015) and systematic prompting (Doyle et al.,1988) have widely been used as strategies to improve skill acquisition for students with developmental disabilities, including autism, but a majority of the skill acquisition relates to play, transition, functional skill development, and communicating within a social and behavioral context as opposed to within the contexts of access to academic content (Odom et al., 2010).
This study provides support to the existing literature by combining two previously evidence-based practices to increase the verbal behavior (tacting and intraverbal responses) of students with autism during reading instruction. A single subject multiple probe design across participants was used to analyze the outcomes of the use of embedded trials and systematic prompting on tacted and intraverbal responses, as well as the content and accuracy of the responses. Additionally, social validity was measured in this study through surveys administered to the student and teacher participants, as well as parents of the participants in the study. Delimitations, limitations, and future research considerations were discussed.
Autism; Instruction; Intraverbal; Prompting; Tacting; Verbal behavior
Special Education and Teaching
University of Nevada, Las Vegas
Katz, Sarah Ilana, "Effects of Embedded Tacting Trials and Systematic Prompting On Intraverbal Skill Acquisition" (2020). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4003.
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