Defense Date

6-27-2018

Graduation Date

Summer 8-11-2018

Availability

Immediate Access

Submission Type

thesis

Degree Name

MS

Department

Speech-Language Pathology (SLP)

School

Rangos School of Health Sciences

Committee Chair

Katherine Belardi

Committee Member

Lori Marra

Committee Member

Heather Rusiewicz

Keywords

autism, ASD, autism spectrum disorder, inferencing, emotional inferencing, Movie Time Social Learning

Abstract

Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning(Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disneyand Pixarmovie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learningwere used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).

Language

English

Available for download on Saturday, August 11, 2018

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