Date of Conferral

10-28-2024

Degree

Ph.D.

School

Psychology

Advisor

Steven Little

Abstract

The purpose of this quantitative study was to contribute to the literature for prompting interventions in the field of applied behavior analysis (ABA). This study examined the clinical utilization of prompting strategies with verbal operant programming across currently credentialed practitioners. Evidence-based practices are well known, but clinical guidance regarding prompting strategies is still emerging. This gap is potentially related to the lack of a prompting assessment to assist practitioners in creating clients' programming. To collect data a 52-question survey was used in this ethnographic study. Data was collected from 62 respondents, with 55 overall completed surveys. Errorless learning was reported to be the preferred response prompt method for teaching duplic, mand, tact, and intraverbal programming. Over one-third (37.1%) of respondents preferred implementing verbal operant programming through natural environment teaching. Programming was reported to be modified as often as necessary, and mastery criteria ranged from 80–100% across five to 10 trials. Generalization responses show that practitioners preferred training across multiple instructors for duplic, mand, and intraverbal programming. Positive intercorrelations were found between participants' self-reported quality of supervision hours, year of certification, and graduate program of study. This study may benefit individuals receiving ABA therapy, as well as providers and their families, across populations. ABA behavioral interventions can assist a wide array of individuals in achieving socially significant behaviors, reducing maladaptive behaviors, and improving overall quality of life.

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