FUNCTIONAL ANALYSIS OF VERBAL BEHAVIOR FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PARTIAL REPLICATION AND TREATMENT INVESTIGATION by AILA KATRINE DOMMESTRUP (Under the Direction of Jonathan M. Campbell) ABSTRACT Functional and social communication impairments are common symptoms of children diagnosed with autism spectrum disorder (ASD). Improving assessment of the functional use of language within this population of children is ongoing and the clinical utility of linking intervention to specific assessment results is growing. The purpose of the two studies presented in this dissertation was to investigate these lines of research for children with ASD. The first study sought to replicate and extend use of a functional analysis methodology of verbal behavior (Lerman et al., 2005). Results suggested that this methodology is applicable to implement with children with ASD, and can be successfully completed in non-clinic setting (e.g., the participant’s home). In the second study, the link between assessment results and subsequent intervention was investigated. Additionally, the sensitivity of the functional analysis of verbal behavior methodology was assessed by conducting a post-intervention assessment. Findings provided limited evidence supporting the use of assessment results to select more efficient intervention strategies. Post-intervention functional analysis results were also inconsistent but provided helpful information for future directions of this line of research. The limitations and implications of these studies are also discussed. INDEX WORDS: Autism Spectrum Disorders, verbal behavior, functional analysis FUNCTIONAL ANALYSIS OF VERBAL BEHAVIOR FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PARTIAL REPLICATION AND TREATMENT INVESTIGATION by AILA KATRINE DOMMESTRUP B.A., Syracuse University, 2006 M.A., University of Georgia, 2011 A Dissertation Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirement for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2013 © 2013 Aila Katrine Dommestrup All Rights Reserved FUNCTIONAL ANALYSIS OF VERBAL BEHAVIOR FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PARTIAL REPLICATION AND TREATMENT INVESTIGATION by AILA KATRINE DOMMESTRUP Major Professor: Jonathan M. Campbell Committee: Scott Ardoin Kevin Ayres A. Michele Lease Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia December 2013 iv ACKNOWLEDGEMENTS I wish to thank all of those individuals who have provided invaluable support and encouragement throughout the entire process of completing this research and manuscript. To my doctoral committee, Jonathan Campbell, Scott Ardoin, Michele Lease, and Kevin Ayres, thank you for your support, patience, encouragement, and feedback in pursuing this research. To my University of Georgia friends and colleagues, Courtney Glueck, Matt Segall, and Sarah Cavanagh, thank you for your unending moral support and friendship. Ashley Dubin, thank you for your assistance with so many aspects of this project, I could not have completed it without you. To my Kennedy Krieger Institute supervisors and colleagues, Cathy Small, Nancy Grace, Jen Crockett, and Karen Janowiak, thank you for your advice, mentorship, and encouragement over the past year. And my Baltimore friends, Lindsay Cummings and Greg and Shawna Young, your constant positive attitudes throughout this process were more helpful than I can put into words. To the families who participated in this research, thank you for welcoming me into your homes to work with your children and for your willingness to support student research. And to my parents, Julia Saunders and Ole Dommestrup, and grandparents, Bev and Alex Saunders, thank you for always supporting me in every possible way as I strived to reach this point in my education and career. I would not have reached this significant milestone without you any of you and for that I will be forever grateful. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ........................................................................................................... iv LIST OF TABLES ........................................................................................................................ vii LIST OF FIGURES ..................................................................................................................... viii CHAPTER 1 INTRODUCTION AND LITERATURE REVIEW ..............................................................1 References .......................................................................................................................8 2 ASSESSING THE FUNCTIONS OF EMERGING VERBAL BEHAVIOR IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PARTIAL REPLICATION ....................13 Abstract .........................................................................................................................14 Introduction ...................................................................................................................15 Methods.........................................................................................................................29 Results ...........................................................................................................................39 Discussion .....................................................................................................................44 References .....................................................................................................................55 3 INVESTIGATING VOCABULARY INTERVENTION RESULTS AND SENSITIVITY OF FUNCTIONAL ANALYSIS METHODOLOGY FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS ..................................................................................................72 Abstract .........................................................................................................................73 Introduction ...................................................................................................................74 vi Method ..........................................................................................................................88 Results ...........................................................................................................................98 Discussion ...................................................................................................................103 References ...................................................................................................................109 4 GENERAL DISCUSSION .................................................................................................135 References ...................................................................................................................141 APPENDICES A MAND TRAINING INSTRUCTIONAL PROCEDURES .............................................143 B TACT TRAINING INSTRUCTIONAL PROCEDURES ...............................................146 C FUNCTIONAL ANALYSIS DATA SHEETS ...............................................................149 D INTERVENTION DATA SHEETS ................................................................................157 vii LIST OF TABLES Page Table 2.1: Participant Demographic Information ..........................................................................61 Table 2.2: Functional Analysis Interrater Reliability and Procedural Integrity for Selena ...........62 Table 2.3: Functional Analysis Interrater Reliability and Procedural Integrity for Edward .........63 Table 2.4: Functional Analysis Interrater Reliability and Procedural Integrity for Jessica ...........64 Table 2.5: Functional Analysis Descriptive Data for Selena .........................................................68 Table 2.6: Functional Analysis Descriptive Data for Edward .......................................................69 Table 2.7: Functional Analysis Descriptive Data for Jessica ........................................................70 Table 2.8: Motivating Operation Assessment (MOA) Results ......................................................71 Table 3.1: Intervention Interrater Reliability and Procedural Integrity for Selena ......................120 Table 3.2: Intervention Interrater Reliability and Procedural Integrity for Edward ....................121 Table 3.3: Intervention Interrater Reliability and Procedural Integrity for Jessica .....................122 Table 3.4: Post-Functional Analysis Interrater Reliability and Procedural Integrity for Selena .126 Table 3.5: Post-Functional Analysis Interrater Reliability and Procedural Integrity for Edward127 Table 3.6: Post-Functional Analysis Interrater Reliability and Procedural Integrity for Jessica .128 Table 3.7: Post-Functional Analysis Descriptive Data for Selena ...............................................132 Table 3.8: Post-Functional Analysis Descriptive Data for Edward .............................................133 Table 3.9: Post-Functional Analysis Descriptive Data for Jessica ..............................................134 viii LIST OF FIGURES Page Figure 2.1: Functional analysis results for Selena .........................................................................65 Figure 2.2: Functional analysis results for Edward .......................................................................66 Figure 2.3: Functional analysis results for Jessica .........................................................................67 Figure