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You searched for subject:(Prompts AND fading procedures). Showing records 1 – 2 of 2 total matches.

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1. Liao, Yinchun. Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures.

Degree: M.M., Music, 2013, Arizona State University

The purpose of this research study provided observational techniques and Applied Behavior Analysis (ABA) prompts and fading procedures to analyze music therapist-child interaction for child with autism spectrum disorder. Impaired social interaction is the primary symptom of a child with autism spectrum disorder. However, social interaction exists everywhere and throughout human life. Therefore, to improve interaction is the primary and significant goal in music therapy treatment for a child with autism spectrum disorder. The music therapist designs a series of music therapy activity interventions in order to create a therapeutic environment, based on a child's interests and favorite activities. Additionally, the music therapist utilizes the music to build the quality of relationship and interaction with child and support child practicing interaction with the therapist. Then music therapist utilizes the process of interaction to improve child's social interaction. Once the child achieves at desired behavior, he/she has ability to apply the music therapy techniques independently in the real world situations, such as family and schools that the child has learned throughout the process of interaction with therapist. The participants were three children with autism spectrum disorder and two certified music therapists (MT-BC). The researcher calculated the number of prompts and cues which the therapists provided, and the number of appropriate responses by each child in each activity intervention. Then the researcher utilized Applied Behavior Analysis (ABA), prompt and fading procedure in order to analyze the progress of therapist-child interactions during the sessions. The result showed that the children had improvement in the interactions with their therapist.

Subjects/Keywords: Music; Psychology; Behavioral sciences; Applied behavior analysis; Autism Spectrum Disorder; Music therapist-child interaction; Music therapy observational techniques; Prompts and fading procedures; Social interaction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Liao, Y. (2013). Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/20833

Chicago Manual of Style (16th Edition):

Liao, Yinchun. “Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures.” 2013. Masters Thesis, Arizona State University. Accessed August 25, 2019. http://repository.asu.edu/items/20833.

MLA Handbook (7th Edition):

Liao, Yinchun. “Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures.” 2013. Web. 25 Aug 2019.

Vancouver:

Liao Y. Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures. [Internet] [Masters thesis]. Arizona State University; 2013. [cited 2019 Aug 25]. Available from: http://repository.asu.edu/items/20833.

Council of Science Editors:

Liao Y. Music Therapist-Child Interaction for a Child Diagnosed with Autism Spectrum Disorder with Applied Behavior Analysis Prompts and Fading Procedures. [Masters Thesis]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20833


The Ohio State University

2. Lopes-Rizzi, Gleides Alexsandra, Rizzi. The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension.

Degree: PhD, Educational Studies, 2016, The Ohio State University

The purpose of this study was to examine the effects of embedding and fading self-questioning prompts strategies on the reading comprehension of third graders who are atrisk for academic failure due to reading comprehension difficulties. The researcher used a single-subject multiple probe experimental design across participants. Participants were third graders from a large Midwest urban school district, who were at risk of academic failure. Six participants' reading comprehension of science expository text were measured through researcher-generated quizzes and standardized pre and posttests. Visual analysis was used to examine the effects of self-questioning strategies with prompt fading. This study's supports results previous research indicating that explicit instruction of comprehension strategies, such as self-questioning, can improve learners' comprehension skills. Prompt-fading techniques were used with self-questioning strategies to promote participants' autonomy. Advisors/Committee Members: Gardner III, Ralph (Committee Chair).

Subjects/Keywords: Teacher Education; Teaching; Special Education; Education; Reading Instruction; Literacy; at-risk, with reading risk, reading failure, urban settings, expository text, high incidence disabilities, mild disabilities, reading, comprehension, self-questioning, prompt-fading, prompts, common core state standards

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lopes-Rizzi, Gleides Alexsandra, R. (2016). The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011

Chicago Manual of Style (16th Edition):

Lopes-Rizzi, Gleides Alexsandra, Rizzi. “The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension.” 2016. Doctoral Dissertation, The Ohio State University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011.

MLA Handbook (7th Edition):

Lopes-Rizzi, Gleides Alexsandra, Rizzi. “The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension.” 2016. Web. 25 Aug 2019.

Vancouver:

Lopes-Rizzi, Gleides Alexsandra R. The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011.

Council of Science Editors:

Lopes-Rizzi, Gleides Alexsandra R. The Effects of Teaching Third Graders Self-Questioning Strategies Using Prompt Fading: A Pathway to Reading Comprehension. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467904011

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