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

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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