Comparison of Mastery Criteria in Young Children with Autism

dc.contributor.advisor	Klatt, Kevin P.
dc.contributor.author	Hensel, Allie M.
dc.contributor.author	Wiskow, Katie M.
dc.contributor.author	Goldsmith, Trevor R.
dc.contributor.author	King, Andy D.
dc.contributor.author	Lobermeier, Adam J.
dc.contributor.author	Matz, Laura M.
dc.contributor.author	Zimmerman, Karl J.
dc.contributor.author	Scharrer, Nicole C.
dc.date.accessioned	2011-11-15T21:30:08Z
dc.date.available	2011-11-15T21:30:08Z
dc.date.issued	2011-05
dc.identifier.uri	http://digital.library.wisc.edu/1793/55149
dc.description	Color poster with text and graphs.	en
dc.description.abstract	Behavioral intervention for young children diagnosed with autism involves teaching new skills that address the characteristics of autism. When teaching new skills to children diagnosed with autism, skills are taught to a predetermined criterion. The current study investigated of the effect of teaching a skill to various criteria (i.e., varying number of days at 100%) on skill maintenance for children diagnosed with autism.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs	en
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Criterion-referenced tests	en
dc.subject	Posters	en
dc.subject	Autistic children--Education	en
dc.subject	Mastery learning	en
dc.title	Comparison of Mastery Criteria in Young Children with Autism	en
dc.type	Presentation	en