Abstract
Bullying and its impact on mental health is a major concern in the United States (Arseneault, 2017). Multi-component bullying interventions have resulted in positive outcomes, such as teachers reporting better student behaviors (Crean & Johnson, 2013), increased teacher knowledge about bullying (Bell, Raczynski, & Horne, 2010), and increased student control of high-risk behaviors (Shure, 2001). Considering bullying behavior primarily as being a more complex behavior, one behavior intervention that has shown to be effective in teaching complex behaviors is the stimulus equivalence protocol. The purpose of the present study was to evaluate the effects of a stimulus equivalence protocol on teaching different bullying types to school-age children. A match-to-sample training protocol was utilized to teach relations between bullying type, examples of bullying, and an appropriate intervening response to a bullying type. In-situ generalization probes were additionally utilized to assess the participants ability to identify and respond to the various types of bullying. All participants demonstrated the ability to engage in derived relational responding to mastery criteria and reporting bullying to an adult during in-situ generalization probes.
Advisor
Angelica Aguirre
Committee Member
Jeffrey Buchanan
Committee Member
John O'Neill
Committee Member
Dawn O'Neill
Date of Degree
2019
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Sowle, C. (2019). Evaluating the effects of a stimulus equivalence protocol to teach bullying identification to school-aged children [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/935/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.