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A Closer Look at Reinforcement Contingencies within an Established Token Economy for the Treatment of Aberrant Behavior in Typically-Developing Adolescents in Residential Care |
Sunday, May 27, 2007 |
1:30 PM–2:50 PM |
Edward D |
Area: CBM; Domain: Applied Research |
Chair: Clint Field (Utah State University) |
Abstract: The analysis of reinforcement contingencies has a strong tradition in basic and experimental behavior analytic literature. This is not surprising given that such methodology focuses on the detection of variables that improve or influence the occurrence of behavior (desired or problematic). What is somewhat surprising is the relative paucity of applied research investigating some of these same factors in typically developing populations. Based on reviews of the literature, there appears to be a need for a closer look at reinforcement contingencies for typically developing individuals within naturalistic settings. The purpose of this symposium is to expose the audience to applied considerations of important variables influencing reinforcement contingencies that may contribute to the maintenance or treatment of problem behavior in typically developing adolescents. Several case studies investigating various component pieces of reinforcement contingencies will be presented. |
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When Points Don’t Matter: Bridging the Conditioned Reinforcer Gap with Typically Developing Adolescents. |
STEPHANIE SPEAR (University of Nevada, Reno), Sarah E. Graves (Mississippi State University) |
Abstract: Three experimental analyses were conducted for three typically developing adolescents placed in a family style, group home setting. Each adolescent exhibited significant ongoing oppositional and maladaptive behaviors. Direct care staff gathered information concerning the target behavior from multiple sources. Indirect assessments were carried out using methods such as interviews and review of records and reports. Descriptive analyses were conducted by examining a log of daily behavior recorded by direct care staff via each youth's behavioral record. Based on this information, modifications were made to the youth’s typical reinforcement plan and an individualized experimental analysis was designed to evaluate the effectiveness of these modifications. The purpose of this presentation will be to present the outcomes of three experimental analyses that manipulated reinforcement contingencies in terms of the timing and types of reinforcement delivered. |
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Not All Attention is Created Equal: Assessing the Reinforcing Value of Qualitatively Different Forms of Attention with Typically Developing Adolescents. |
REO NEWRING (University of Washington), Margaret Fitts (Girls and Boys Town) |
Abstract: Functional assessments were conducted for three typically developing adolescents placed in a family style, group home setting. Each adolescent exhibited significant ongoing oppositional and maladaptive behaviors. Direct care staff gathered information concerning the target behavior from multiple sources. Indirect assessments were carried out using methods such as interviews and review of records and reports. Descriptive analyses were conducted by examining a log of daily behavior recorded by direct care staff via each youth's behavioral record. Based on this information, a functional assessment team identified possible antecedents and functions of the adolescents' maladaptive behaviors and designed an individualized experimental analysis for each to determine the type of attention that was most reinforcing for each youth. The purpose of this presentation will be to present the outcomes of three experimental analyses that manipulated reinforcement contingencies in terms of the timing, type and quality of attention delivered following the target behavior. |
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“But You Like This, Don’t You?”: Evaluating Preference and Reinforcement Assessment with Typically Developing Adolescents. |
JENNIFER L. RESETAR (Girls and Boys Town), Kristin Anderson (Girls and Boys Town) |
Abstract: Preference assessment surveys provide a quick and easy way to identify potential reinforcers for use in behavioral interventions. In a setting in which it is necessary to create effective behavioral interventions quickly in order to initiate change, an efficient method of identifying items that act as reinforcers is crucial. Three typically developing adolescents in a residential treatment facility participated. Each adolescent was exhibiting maladaptive behavior that led to him or her being placed in a respite program. All three adolescents completed a preference assessment survey typically used by the respite program. Next, a reinforcer assessment was performed using an item or items identified as highly preferred via the preference assessment survey. Items were determined to be reinforcers if they initiated a significant increase in target behavior. The purpose of this presentation will be to present the effectiveness of a preference assessment survey in identifying actual reinforcers for use in behavioral interventions with typically developing adolescents. |
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When the Right Hand Doesn’t Know What the Left Hand is Doing: Investigating Behavioral Contrast and Behavioral Compensation with Typically Developing Adolescents. |
SEAN T. SMITHAM (Girls and Boys Town), Michael I. Axelrod (Girls and Boys Town) |
Abstract: Although contingency management is a necessary caregiver skill when treating disruptive behaviors, it is not always sufficient in meeting the challenges posed by the socialization demands of typically developing youth in naturalistic settings. Phenomena unrelated to direct reinforcement contingencies is a perplexing problem in addressing generalization of targeted behaviors. When behavior changes in opposite directions across two settings, this form of generalization is labeled behavioral contrast. There have been relatively few studies examining across-setting generalization and little is known about the phenomenon as it occurs in natural environments. Experimental analyses were conducted for three typically developing adolescents placed in a family style, group home setting. Each adolescent exhibited significant ongoing oppositional and maladaptive behaviors. Direct care staff gathered information concerning the target behavior from multiple sources. Direct and indirect assessments were conducted at home and school. The purpose of this presentation will be to present the outcomes of three experimental analyses that manipulated reinforcement contingencies in terms of setting - modifying the contingency in one but not the other setting. |
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