Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


Fourth International Conference; Australia, 2007

Event Details

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Paper Session #28
International Paper Session - Applied Behaviour Analysis Research on Choice and Compliance
Monday, August 13, 2007
2:30 PM–3:20 PM
L2 Room 6
Area: TBA
Chair: Renee Chong (Monash University)
Teaching Choice-Making to Young Children with Disabilities.
Domain: Applied Behavior Analysis
RENEE CHONG (Monash University)
Abstract: Results of past studies have shown that children with autism have long response latencies in choice tasks. These children need to be taught to have both short response latency to simple choice instructions and to maintain the choice that they have made. Children who are consistently resistant to changes in routines may find it difficult to adjust to society in their later lives. This was a pilot study and was conducted in a university-affiliated child study centre. Reinforcer and activity preference assessments were conducted for three participants. Baselines and two phases of intervention were also taken. Some interesting trends emerged from the study and limitations were noted. It is hoped that the results of this study would aid in the main data collection which will be carried out later in the year.
An Application of Errorless Compliance Training Procedures in Increasing Compliance Levels of Children with and without Disabilities.
Domain: Applied Behavior Analysis
SHILPA JOANNA WILSON (University of Auckland), Oliver C. Mudford (University of Auckland)
Abstract: This study was a systematic replication of Ducharme’s errorless compliance training procedures (e.g., Ducharme & Popynick, 1993). These procedures involve the principles of behavioural momentum and errorless learning. Participants were five children with and without disabilities, aged 3 to 8 years. Mothers served as intervention agents and were trained in data collection, the delivery of requests, and consequences for compliance and non-compliance. Positive reinforcement (praise and physical affection) was delivered contingent on compliance, while non-compliance was ignored. Results indicated improvements in compliance levels of all participants. Generalisation, maintenance and consumer satisfaction were also assessed.



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