{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/90125"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/90125","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Component analysis of an observational learning procedure on social labeling in children with autism spectrum disorder","abstract":"MacDonald and Ahearn (2015) produced generalized performance of observational learning (OL) using multiple exemplars. The purpose of the present study was to teach labeling of emotion picture cards to children with ASD by conducting a component analysis of the OL procedure (MacDonald & Ahearn, 2015), which included attending, imitation, delayed imitation, and discriminated consequences. Researchers used a concurrent multiple baseline across participants design to evaluate a component analysis of the effects of each component of the OL procedure. The primary dependent variable was to demonstrate increases in percentage of independent correct responding to the OL responses and correct responding to task variation that occurs during the teaching phase. The results of the study showed that two of the three participants did not require specific teaching of all components from the OL procedure before engaging in OL.","abstract_html":"MacDonald and Ahearn (2015) produced generalized performance of observational learning (OL) using multiple exemplars. The purpose of the present study was to teach labeling of emotion picture cards to children with ASD by conducting a component analysis of the OL procedure (MacDonald & Ahearn, 2015), which included attending, imitation, delayed imitation, and discriminated consequences. Researchers used a concurrent multiple baseline across participants design to evaluate a component analysis of the effects of each component of the OL procedure. The primary dependent variable was to demonstrate increases in percentage of independent correct responding to the OL responses and correct responding to task variation that occurs during the teaching phase. The results of the study showed that two of the three participants did not require specific teaching of all components from the OL procedure before engaging in OL.","abstract_has_math":false,"creators":["Villmer, Courtney Elise"],"institution":"University of Missouri--Columbia","degree_name":"M.S.","degree_level":"Masters","degree_discipline":"Applied behavior analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Becerra, Lorraine A."],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T03:07:46Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/90125"],"render_values":[{"text":"https://doi.org/10.32469/10355/90125","href":"https://doi.org/10.32469/10355/90125","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/90125","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Becerra, Lorraine A."]},{"key":"dc:creator","label":"Author","values":["Villmer, Courtney Elise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-09T16:58:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-09T16:58:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Applied behavior analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/90125"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/90125"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["MacDonald and Ahearn (2015) produced generalized performance of observational learning (OL) using multiple exemplars. The purpose of the present study was to teach labeling of emotion picture cards to children with ASD by conducting a component analysis of the OL procedure (MacDonald & Ahearn, 2015), which included attending, imitation, delayed imitation, and discriminated consequences. Researchers used a concurrent multiple baseline across participants design to evaluate a component analysis of the effects of each component of the OL procedure. The primary dependent variable was to demonstrate increases in percentage of independent correct responding to the OL responses and correct responding to task variation that occurs during the teaching phase. The results of the study showed that two of the three participants did not require specific teaching of all components from the OL procedure before engaging in OL."]},{"key":"dc:title","label":"Title","values":["Component analysis of an observational learning procedure on social labeling in children with autism spectrum disorder"]}]}],"canonical_facts":{"dc:contributor.advisor":["Becerra, Lorraine A."],"dc:creator":["Villmer, Courtney Elise"],"dc:date.accessioned":["2022-05-09T16:58:32Z"],"dc:date.available":["2022-05-09T16:58:32Z"],"dc:date.issued":["2021"],"dc:description.abstract":["MacDonald and Ahearn (2015) produced generalized performance of observational learning (OL) using multiple exemplars. The purpose of the present study was to teach labeling of emotion picture cards to children with ASD by conducting a component analysis of the OL procedure (MacDonald & Ahearn, 2015), which included attending, imitation, delayed imitation, and discriminated consequences. Researchers used a concurrent multiple baseline across participants design to evaluate a component analysis of the effects of each component of the OL procedure. The primary dependent variable was to demonstrate increases in percentage of independent correct responding to the OL responses and correct responding to task variation that occurs during the teaching phase. The results of the study showed that two of the three participants did not require specific teaching of all components from the OL procedure before engaging in OL."],"dc:identifier.doi":["https://doi.org/10.32469/10355/90125"],"dc:identifier.uri":["https://hdl.handle.net/10355/90125"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Component analysis of an observational learning procedure on social labeling in children with autism spectrum disorder"],"dc:type":["Thesis"],"thesis:degree_discipline":["Applied behavior analysis (MU)"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:07:46Z"}