The Effects of a Tactile Prompting Device on the Requesting Behavior of a Child with Autism

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In the present experiment, a remote control tactile prompting device (RCT) was utilized to prompt a child with autism to recruit teacher models and play suggestions. A multiple baseline and reversal was used to assess the effects of the RCT across three play contexts. The results showed increases in the number of requests for models and suggestions as well as increases in the duration of interactive play between the child and therapist, the number of contextual statements emitted by the child, and the topography and contexts of the play behaviors emitted by the child. Findings are discussed in terms of ... continued below

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Russo, Lori A. December 1999.

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  • Russo, Lori A.

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In the present experiment, a remote control tactile prompting device (RCT) was utilized to prompt a child with autism to recruit teacher models and play suggestions. A multiple baseline and reversal was used to assess the effects of the RCT across three play contexts. The results showed increases in the number of requests for models and suggestions as well as increases in the duration of interactive play between the child and therapist, the number of contextual statements emitted by the child, and the topography and contexts of the play behaviors emitted by the child. Findings are discussed in terms of the effectiveness and generality of the RCT and the issue of teaching a child to recruit versus teaching a child activity-specific behaviors.

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  • December 1999

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  • Sept. 24, 2007, 3:40 p.m.

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  • April 11, 2016, 3:53 p.m.

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Russo, Lori A. The Effects of a Tactile Prompting Device on the Requesting Behavior of a Child with Autism, thesis, December 1999; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc2433/: accessed July 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .