Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
First Advisor
Stephanie Hood
Abstract
Delay and Denial Teaching is a prevalent prescribed intervention following successful implementation of Functional Communication Training (FCT). Although there is strong empirical evidence in support of delay and denial teaching as an intervention to reach socially acceptable outcomes, there has yet to be systematic assessments of this intervention’s susceptibility to treatment relapse. The goal of this evaluation is to arrange treatment challenges which mimic the conditions that threaten treatment outcomes in the natural environment, specifically transferring treatment to a new environment or treatment integrity omission errors. Researchers replicated recent iterations of delay and denial teaching procedures (Hanley et al., 2014; Rose & Beaulieu, 2019), and included treatment challenges based on procedures by Saini et al., (2018), and Fisher et al., (2019).