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CSE Poster Session 4 |
Monday, May 31, 2010 |
12:00 PM–1:30 PM |
Exhibit Hall A (CC) |
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80. Conditioning a Tactile Stimulus as a Reinforcer |
Area: CSE; Domain: Applied Behavior Analysis |
IRA RINN (Caldwell College), Tina Sidener (Caldwell College), Dawn Buffington Townsend B. Townsend (The Institute for Educational Achievement), Kenneth F. Reeve (Caldwell College) |
Abstract: Attending skills, which are often deficient in individuals with autism, are typically reinforced with visual stimuli (e.g., tokens). These stimuli, however, often require students to look away from task-related materials. Tactile stimuli might be an alternative to visual stimuli, as they do not interfere with the performance of the target response. The purpose of the current study was to establish a tactile stimulus as a reinforcer and then present it contingently to increase visual attending to a video. Three students diagnosed with autism, ages 12-15, participated in this study. A multiple-baseline-across-participants design was used to assess the effectiveness of the conditioning procedure in establishing a tactile stimulus as a conditioned reinforcer. During Baseline 1, no consequences were provided for attending. The tactile stimulus was provided contingent on visual attending in Baseline 2. During the conditioning phase, the tactile stimulus preceded the delivery of a token on a token board. A post-conditioning phase was conducted to assess the effectiveness of the tactile stimulus on increasing attending. Attending behavior increased substantially for two of the participants during post-conditioning. The results of this study suggest that tactile stimuli can be effectively conditioned as reinforcers and can be used to increase attending behavior. |
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81. Individualized Parent Training in the Home |
Area: CSE; Domain: Applied Behavior Analysis |
SARA R. MAJOR (Life Span Institute, University of Kansas), Kathleen M Hine (Life Span Institute, University of Kansas), Roger Stanley (University of Kansas) |
Abstract: In a single-subject study, caregiver adherence to child-specific behavior techniques was increased using in-home parent training. A Family Care Treatment (FCT) therapist collaborated with the mother of a 4-year-old boy with autism to develop a behavior support plan. The therapist broke the resulting support plan into small teachable units or skills and taught one skill at a time. Each skill was trained to mastery (3 sessions at 100%) using modeling, practice, immediate feedback, and a monetary incentive for accurate implementation. A total of 6 skills were addressed and training occurred during weekly meetings in the family home. A $50.00 gift card was awarded to the mother after every three sessions at 100% (not necessarily consecutive). Within 16 weeks direct instruction was completed for 3 of the 6 skills, and in the absence of direct instruction accurate implementation of the remaining 3 skills increased to 100%. These data support the use of direct instruction as an effective means of increasing the fidelity with which caregivers provide behavior support for their children. |
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82. Generalized Results of Behavior Support Training |
Area: CSE; Domain: Applied Behavior Analysis |
Roger Stanley (University of Kansas), KATHLEEN M HINE (Life Span Institute, University of Kansas), Sara R. Major (Life Span Institute, University of Kansas) |
Abstract: This study examined the effects of behavior support training on caregiver behavior toward each of two brothers, Joshua and Andy, both of whom exhibited challenging behavior in the foster home. In consultation with the caregiver a therapist for the Southeast Kansas Family Care Treatment Project (FCT) developed a support plan and a behavior-tracking sheet for each boy. FCT personnel called the caregiver everyday, Monday – Friday and completed the behavior-tracking sheet based on the caregiver’s report. During weekly meetings the therapist and caregiver reviewed graphs of the boys’ behaviors and discussed treatment. Six key skills were identified for each behavior support plan, five of which were the same for both boys. Each week the therapist collected data on the caregiver’s performance of each skill during 20 minutes of interaction with Andy and 20 minutes of interaction with Joshua. For Joshua’s plan the therapist provided the caregiver with a model, the opportunity to practice, and immediate performance feedback each week. The caregiver did not receive such instruction on the implementation of Andy’s plan. Results indicate an increase in the caregiver’s correct implementation of both support plans, including the skills not common to both, and a trend of increased pro-social behavior for both Andy and Joshua. |
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83. Chronic Fatigue Syndrome: Toward a Standardized Spanish Instrument. Preliminary Results of its Prevalence in Several Cities of Mexico |
Area: CSE; Domain: Applied Behavior Analysis |
NORMA COFFIN (Universidad Nacional Autonoma de Mexico), Monica Alvarez Zuñiga (Universidad Nacional Autonoma de Mexico), Leonard A. Jason (De Paul University), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Lourdes Jimenez Renteria (Universidad Nacional Autonoma de Mexico), Constanza Miralrio Medina (Universidad Nacional Autonoma de Mexico) |
Abstract: According to Jason, Fennell, & Taylor (2003), valid and reliable epidemiological data can be valuable tools in advancing scientific understanding of the etiology, natural history, diagnostic validity, and basic prevalence, incidence, and mortality of many poorly understood conditions. In Mexico, more and more patients are diagnosed with a CFS condition based on medical criteria, becoming more an assumption than an accurate diagnosis. However, there is not a Spanish valid instrument that evaluate in an accurate way the presence and/or development of this illness. Thus, the goal for this study is related to the need of standardizing for Mexican population, a CFS instrument developed form the Jason´s et al. version at the De Paul University. The translated version, under the international translation criteria, was applied to more than 200 students of the careers of Medicine and Psychology, in different cities of Mexico (North, South and Center zones); hence, preliminary results are presented in this study, showing first the prevalence found in Mexico; second, its relation with some other variables, as academic average; and third, the alpha obtained at this point, before the factorial analysis, as yet. There is a valid interest in this research from other Latin-Americans colleagues, in order to get the final version for further research in other Spanish language countries. |
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84. Unknown Versus Known Offenders |
Area: CSE; Domain: Service Delivery |
MELISSA NAYAR (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Amanda Valencia (California State University, Northridge), Gina Romano (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Sexual offenses are among the crimes that elicit the most public concern. As such, safety awareness programs or danger cautions may result in a wide spread notion of stranger danger. However, most behavior analytic safety programs (e.g., social skills or adaptive skills programs) teach that abuse may occur by a person known to the victim (e.g., friends, neighbors, etc.) or a stranger. It would be tremendously informative for behavior analysts teaching prevention or safety to know if there are in fact differences between such offenders so that they can better target prevention programs. The objective of this study was to focus on variables that enable us to discriminate between sexual offenders who have offended an individual known to them versus those who have offended an individual unknown to them. A total of 63(23 strangers and 37 familiar) adult men across the U.S. who have committed sexual offenses completed a series of self-report questionnaires. Our results indicate that certain variables (e.g., previous abuse and the age in which the offender was abused) may in fact provide descriptive differences. These findings will be discussed with respect to various continued limitations faced by researchers and practitioners. |
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85. The Effect of Feedback on Professional Communication With Women in Drug Treatment |
Area: CSE; Domain: Applied Behavior Analysis |
BRITTANY M. BISHOP (Temple University), Mary Louise E. Kerwin (Rowan University), Donald A. Hantula (Temple University) |
Abstract: This study examines the professional and unprofessional communication behaviors of women in a residential substance abuse treatment program, who were enrolled in a program that teaches entry-level office skills and professional demeanor behaviors during their rehabilitation. The study aimed to generalize professional communication behaviors and decrease unprofessional communication behaviors within the residential treatment center, following a feedback intervention. Within the category of professional communication, positive language and conflict management were examined. Within the category of unprofessional communication, hostile language and interruptions were examined. The intervention was successful in decreasing unprofessional communication in the Office condition and House Meeting condition, as well as generalizing professional communication to the House Meeting condition. The results showed that a more powerful reinforcement contingency may need to be carried over within the specific residential setting to maintain the professional communication behaviors. A positive reinforcement system coupled with feedback could develop and maintain the types of professional communication behaviors necessary for sustained work in an office environment, thereby strengthening the skill set of substance abusers re-entering the workforce. |
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86. Teaching Speed-Dating Social Skills to College Students Who Are Gay or Lesbian |
Area: CSE; Domain: Applied Behavior Analysis |
JAYE K. LUKE (Georgia State University), Laura D. Fredrick (Georgia State University), Franco Dispenza (Georgia State University) |
Abstract: Although speed dating is now quite popular, there have been no experimental studies published on the speed-dating behaviors of individuals who are gay or lesbian. Most published research regarding speed dating emphasizes mate preference, reports nonexperimental data, and focuses on individuals who are heterosexual. The only known experimental research on social skills during speed dating is what we reported at the ABAI conference (May 2009), and it was conducted with individuals who are heterosexual. This replication study is being conducted in the same way, but with individuals who are gay or lesbian. College students who are gay or lesbian volunteer to participate in a speed-dating event and based on the skills they demonstrate during that event, are invited to participate in an intervention to increase their social skills during speed dating. Social skills addressed in the intervention include dressing and grooming behaviors, introducing interesting and appropriate topics of conversation, and attending to nonverbal cues. A multiple baseline across participants design is being used to demonstrate a functional relation between the increase in social skills and the intervention. Data to be collected. |
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87. Use of Lottery Tokens to Increase Replacement Behaviors in Multiple Settings |
Area: CSE; Domain: Applied Behavior Analysis |
MARK NEESE (Applied Behavioral Advancements), Susan Reed (Florida Institute of Technology), Cynthia Powers (Spalding University), George Walter Throne (Cedar Lake Lodge), Joyce A Colwell (Spalding University), Carolyn Estep Book (Florida Institute of Technology) |
Abstract: Six brief clinical trials were conducted across six settings to determine the effectiveness of the use of Lottery Tokens to increase replacement behaviors. Trial I used Lottery Tokens to increase “scheduling medical appointments” versus going to the emergency room. Trial II was implemented to increase school attendance with a student that was having truancy issues. Trial III sought to increase “on time behavior” with a participant that was chronically late for his transportation to his workshop. Trial IV sought to increase “working/on-task behaviors” for an individual at a sheltered workshop. In Trial V, Lottery Tokens were utilized to increase “participation in ADT activities.” Trial VI was sought to increase “cigarette management behaviors” for an individual that ran out of cigarettes two days before her payday. Results showed that the lottery token was an effective procedure as measured by increase in replacement behaviors by trial participants. The lottery token was found to be an effective economical procedure that could be implemented by direct care staff. These results also indicate that the use of Lottery Tokens can generalize to multiple settings. |
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88. Interrelationship Between Welfare Worker and Client for Implementing Person-Centered Welfare Services |
Area: CSE; Domain: Applied Behavior Analysis |
NOBUHIRO WATANABE (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
Abstract: Person-centered welfare services are urgently needed in social welfare. However, considering the number of reports of inadequate services in welfare facilities, behavioral approach is necessary for implementing such practices. Thus, the present study aimed to clarify both workers’ and clients’ views on person-centered welfare services and then to investigate their behavioral problems. The first study asked 334 welfare workers and 153 clients to describe their views about person-centered welfare services. The results of the survey showed that both workers and clients considered the principle of person-centered welfare to be important in providing services. However, while the workers focused on the way of practices, the clients emphasized the interrelationships between them and their workers. From these results, a lot of inadequate services may be due to the conflict of their views. The second study investigated behavioral problems of workers and their clients related to the conflict via interviews for functional analysis. The results of the analyses showed that workers’ problem behaviors might be derived not only from their lack of care skills but from their clients’ problem behaviors. Thus, behavioral interventions are necessary not only for workers but also for clients to implement person-centered welfare services. |
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89. An Analysis of Reported Distal Data Collection Methods Utilized In Intervention Research Studies |
Area: CSE; Domain: Applied Behavior Analysis |
SHELLEY CLARKE (University of South Florida), Kimberly Crosland (University of South Florida), Glen Dunlap (University of South Florida), Bryon R. Neff (University of South Florida) |
Abstract: This presentation will share a preliminary assessment of methods reported in the intervention research literature that reflect various distal data collection methods reported in typical environments, and completed by those who are naturally present in those environments. A description of categories of different types of data collection will be presented as well as the results to date of a database developed to provide information about the current trends in distal data collection, the method of data collection utilized, definition of dependent variables, psychometric properties, and the utility and/or efficiency of measure as reported in the literature. Categories will be defined and include a description of methods used, the dependent variable observed, quantifiable dimensions of the behavioural measurement, the setting in which data was collected, as well as any reporting of measures of validity and reliability, and cost/resources incurred. The preliminary outcomes shared will inform and may assist researchers, teaching staff, and/or families who are attempting to collect efficient data in natural activities and routines that fit contextually and are nonintrusive in scope. The variety of technological strategies that have influenced the progress of distal data collection will also be described with corresponding references. |
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90. An Assessment of Value Orientation in Applied Behavior Analysis |
Area: CSE; Domain: Applied Behavior Analysis |
GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.
In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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91. Attention Values in the Journal of Applied Behavior Analysis and Other Clinical Journals |
Area: CSE; Domain: Applied Behavior Analysis |
GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.
In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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