{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4699"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4699","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Effects of Prompting and Fading Procedures to Establish Following the Line of Regard in A Child with Autism","abstract":"Children with autism show deficits in communication skills, including joint attention, a component of which is following the line of regard. Two experiments were conducted. The first experiment examined how prompting and fading procedures effected following the line of regard in a child with autism. The second experiment examined this effect on the child's learning the names of novel objects. One 10-year-old boy, with a primary diagnosis of autism, participated. A changing criterion design was used in Experiment I. Experiment II used a succession of interventions to assess incidental learning of novel object names. Results indicate that prompting and fading with reinforcement was an effective training procedure for teaching this child to follow the line of regard. However, this skill did not automatically lead to the child's learning the names of novel objects.","abstract_html":"Children with autism show deficits in communication skills, including joint attention, a component of which is following the line of regard. Two experiments were conducted. The first experiment examined how prompting and fading procedures effected following the line of regard in a child with autism. The second experiment examined this effect on the child's learning the names of novel objects. One 10-year-old boy, with a primary diagnosis of autism, participated. A changing criterion design was used in Experiment I. Experiment II used a succession of interventions to assess incidental learning of novel object names. Results indicate that prompting and fading with reinforcement was an effective training procedure for teaching this child to follow the line of regard. However, this skill did not automatically lead to the child's learning the names of novel objects.","abstract_has_math":false,"creators":["Horr, Amy C."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Glenn, Sigrid S., 1939-","Ellis, Janet","Rosales Ruíz, Jesús"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-12","date_published":"2004-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Autistic children -- Education.","autism","joint attention","following the line of regard","prompting","fading"],"languages":["English"],"rights":["Public","Copyright","Horr, Amy C.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 58751623","https://digital.library.unt.edu/ark:/67531/metadc4699/","ark: ark:/67531/metadc4699"],"render_values":[{"text":"oclc: 58751623","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4699/","href":"https://digital.library.unt.edu/ark:/67531/metadc4699/","code":true},{"text":"ark: ark:/67531/metadc4699","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4699","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Glenn, Sigrid S., 1939-","Ellis, Janet","Rosales Ruíz, Jesús"]},{"key":"dc:creator","label":"Author","values":["Horr, Amy C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic children -- Education.","autism","joint attention","following the line of regard","prompting","fading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Horr, Amy C.","Copyright is held by the author, unless otherwise noted. 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Experiment II used a succession of interventions to assess incidental learning of novel object names. Results indicate that prompting and fading with reinforcement was an effective training procedure for teaching this child to follow the line of regard. However, this skill did not automatically lead to the child's learning the names of novel objects."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Effects of Prompting and Fading Procedures to Establish Following the Line of Regard in A Child with Autism"]}]}],"canonical_facts":{"dc:contributor":["Glenn, Sigrid S., 1939-","Ellis, Janet","Rosales Ruíz, Jesús"],"dc:creator":["Horr, Amy C."],"dc:date":["2004-12"],"dc:description":["Children with autism show deficits in communication skills, including joint attention, a component of which is following the line of regard. Two experiments were conducted. The first experiment examined how prompting and fading procedures effected following the line of regard in a child with autism. The second experiment examined this effect on the child's learning the names of novel objects. One 10-year-old boy, with a primary diagnosis of autism, participated. A changing criterion design was used in Experiment I. Experiment II used a succession of interventions to assess incidental learning of novel object names. Results indicate that prompting and fading with reinforcement was an effective training procedure for teaching this child to follow the line of regard. However, this skill did not automatically lead to the child's learning the names of novel objects."],"dc:format":["Text"],"dc:identifier":["oclc: 58751623","doi: 10.12794/metadc4699","https://digital.library.unt.edu/ark:/67531/metadc4699/","ark: ark:/67531/metadc4699"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Horr, Amy C.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Autistic children -- Education.","autism","joint attention","following the line of regard","prompting","fading"],"dc:title":["Effects of Prompting and Fading Procedures to Establish Following the Line of Regard in A Child with Autism"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}