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| VRB Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 124. The Effect of Audience Control on the Frequency of Stereotypy Emitted by Students Diagnosed With Autism and Emotional Disorders |
| Area: VBC; Domain: Applied Behavior Analysis |
| VENETA B. DIMITROVA (Columbia University), Victoria Sterkin (Teachers College, Columbia University) |
| Abstract: We investigated the effects of different audiences on the frequency of stereotypical responses emitted by four participants with autism or emotional disorders who functioned at a listener, speaker, reader, writer, and emergent self-editor levels of verbal behavior. The dependent variable was the number of intervals in which the participants emitted stereotypy; the independent variable was the different audience control. An alternating treatment design was used to test for the functional relation between the presence of different audiences and the frequency of stereotypy. Collected data showed significant differences between the emitted stereotypic responses in the self-contained classroom setting in comparison with the regular education classroom setting. The results are discussed in terms of verbal development and audience control. |
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| 125. The Effects of Handwritten and Typed SAFMEDS on Performance and Retention of Sequelic Intraverbal Behavior |
| Area: VBC; Domain: Applied Behavior Analysis |
| SHANNON DUNCAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology) |
| Abstract: This study will show data collected on the use of handwritten versus typed “See-Say” SAFMEDS. SAFMEDS are a Precision Teaching (PT) learning tool named after their method of “say all fast a minute each day shuffled.” SAFMEDS are flashcards that facilitate learning new material through quick timings that lead to fluency. Each card is a visual stimulus for a paired associate response. Learners “See” a term on one side of a card and then should “Say” the term which is the paired associate. In the study, participants will train to fluency using one set in either handwritten or typed typography, then test out on the other set. The visual typography of the SAFMEDS will be compared to see the effects on performance and retention of sequelic intraverbal behavior. Graduate students at The Chicago School of Professional Psychology will serve as participants. Participants will be between the ages of 22 and 26 years old. Data will be collected. |
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| 126. Infant Sign Training and Functional Analysis |
| Area: VBC; Domain: Applied Behavior Analysis |
| MYCHAL MACHADO (University of the Pacific), Kristin M. Hustyi (University of the Pacific), Matthew P. Normand (University of the Pacific) |
| Abstract: Thompson et al. (2004, 2007) recently published a structured methodology for teaching sign language to infants. The current study attempted to teach signs to 5 typically developing infants (8 mos to 2 yrs 3 mos) utilizing Thompson et al.’s methodology in a non-concurrent multiple-baseline across participants design with reversals. Individual signs were selected for each participant based on reinforcers nominated by caregivers. During baseline, reinforcers were delivered on a time-based schedule. During intervention, individual signs were trained using a progressive prompting schedule. Following sign training, an experimenter will conduct a functional analysis to assess the function of the signs and assess the utility of the FA methodology for verbal behavior. Mean reliability for 43% of sessions is 97% (range: 75-100%). Results thus far suggest that age and reinforcer selection may be critical factors in determining sign acquisition. |
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| 127. Does Performance on the ABLA Test Predict Receptive Name Recognition in Children with Autism? |
| Area: VBC; Domain: Applied Behavior Analysis |
| GENEVIEVE N. ROY-WSIAKI (St. Amant Research Centre, University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba), Steven Duvenaud (University of Manitoba) |
| Abstract: Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. However, research has not yet investigated the specific relationship between performance on ABLA Level 6 (an auditory-visual discrimination), and the ability to discriminate the names of objects for children with autism. The purpose of this study is to investigate whether performance on ABLA Level 6 will predict performance on a receptive language task with children with autism. Six clients who have recently passed ABLA Level 6 and six clients who have passed ABLA Level 4 but failed ABLA Level 6 will be assessed to determine their ability to point to objects after hearing their names. I hypothesize that the ability to pass ABLA Level 6 will be significantly correlated with the ability to demonstrate receptive name recognition. |
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| 128. The Effects of Social Listener Reinforcement Games on the Social Vocal Operants Emitted Between Peers |
| Area: VBC; Domain: Applied Behavior Analysis |
| Joanne M. Hill (Teachers College, Columbia University), DEREK JACOB SHANMAN (Teachers College, Columbia University) |
| Abstract: We tested the effects of social listener reinforcement games with a peer yoked-contingency game board on the number of social vocal operants emitted between peers. A multiple probe across participants design was used. There were four participants, two 8-year old females, and two 8-year old males. The dependent variables in this experiment were the number of conversational units, sequelics, “wh” (who, what, when, where, and why) questions, approvals, disapprovals, mands, tacts, and intraverbals emitted by participants with peers in non-instructional settings totaling 15 minutes in duration before and after the intervention. The independent variable was the implementation of the social listener reinforcement games. These games involved a yoked-contingency in which participants needed to emit speaker-listener exchanges in order to contact specified reinforcers. Results show that a functional relation exists between the number of social vocal operants requiring a listener response (sequelics and conversational units) and the implementation of the social listener reinforcement games. |
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| 129. The Induction of Naming Using Multiple Exemplar Instruction Across Listener and Speaker Responses. |
| Area: VBC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), YIN PING CHAN (Teachers College, Columbia University) |
| Abstract: A multiple probe design across participants was used to test the effects of multiple exemplar instruction on the induction of Naming across both listener and speaker responses. Two participants, diagnosed with an emotional behavior disorder, were selected to participate. Participant A was missing both components of Naming and Participant B was only missing the speaker component of Naming. Criterion for probe sessions were 80% accuracy across one session, and the criterion for MEI training was 90% accuracy across two successive sessions or 100% accuracy across one session. Participant A met criterion with the MEI instructional set of stimuli but did not meet criterion for the probe stimuli. For Participant B, a functional relationship was shown between multiple exemplar instruction and the induction of naming across listener and speaker responses. |
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| 130. Assessment and Treatment of Inappropriate Social Vocalization |
| Area: VBC; Domain: Applied Behavior Analysis |
| LINH B. LY (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Function-based treatments for inappropriate vocalizations and bizarre speech have been successful in reducing these behaviors (Deleon, Arnold, Rodriquez-Carter, & Uy, 2003; Rehfeldt & Chambers, 2003; Falcomata, Roane, Hovanetz, Kettering, & Keenry, 2004). Further, individualized Levels Systems have also been effective in reducing inappropriate social behavior (Hagopian et al., 2002). In the current study, a functional analysis was conducted on the inappropriate vocalization (i.e., inappropriate verbal behavior and inappropriate social comments) of an 11-year-old boy diagnosed with disruptive behavior disorder. Inappropriate verbal behavior and social comments were observed at high rates during the social attention and demand conditions. Based on the functional analysis results, a 3-tiered Level s System was developed which consisted of differential reinforcement of other behaviors and response cost was implemented throughout the day. Additionally, during academic periods, a differential reinforcement of alternative behaviors component was used to increase compliance. This intervention resulted in a 99% reduction in his inappropriate vocalization. |
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| 131. Peer Tutoring |
| Area: VBC; Domain: Applied Behavior Analysis |
| JIWON KANG (Teachers College, Columbia University) |
| Abstract: The study investigated the effects of a peer tutoring procedure on the participant’s social approvals and social disapprovals. The participant was a 12-year old boy diagnosed with autism who functioned as a listener, speaker, reader, and writer level of verbal behavior. He attended a publicly funded middle school, but the study was conducted at his house due to high rates of social disapprovals he emitted towards his sibling. During peer tutoring procedure, his 10-year old brother acted as a tutee. The teacher recorded the frequency of the target behavior using event recording in two different settings: (1) during peer tutoring procedure in his room, and (2) during free play. A multiple baseline across settings design was used to demonstrate the data collected. Interobserver agreement was 96%. The results of this study showed a decrease in the number of social disapprovals emitted by the participant in both settings and a significant increase in the number of social approvals during peer tutoring procedure. |
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| 132. Prerequisite skills of the Simple Visual Perspective Taking |
| Area: VBC; Domain: Experimental Analysis |
| LORENA GARCIA ASENJO (University of Oviedo), Luis A. Perez-Gonzalez (Universidad de Oviedo) |
| Abstract: The goal of this study was to identify the prerequisite skills of the Simple Visual Perspective Taking (SVPT). The SVPT consists on making correct predictions about the visual perception of other person, when both are seeing different objects at the same time. We analyzed 5 possible prerequisite skills of the SVPT with 6 2-year-old children. First, none of the children met the criterion on SVPT and the prerequisites. Secondly, we probed if the skill of responding “yes” or “no” to the question about what oneself and other person can or cannot see was a prerequisite of the SVPT. We taught the participants to respond “yes” or “no” from their perspective. All the participants learned this skill and then showed the emergence of the SVPT. Therefore, the skill of responding “yes” or “no” to the question about what one can or cannot see is a prerequisite necessary for the acquisition of SVPT. |
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| 133. Verbal Behavior, Rule Construction and Rule Following Repertories in Children With Intellectual Disabilities |
| Area: VBC; Domain: Applied Behavior Analysis |
| JONAS FERNANDES GAMBA (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: Children with intellectual disabilities can exhibit language disturb which affects the development of listener and speaker repertories turning rule-governed behavior’s acquisition difficult. This study is an attempt to extend the findings of Ribeiro (2007) that tested the emergence of topography-based tacts and mands through selection-based tact teaching. Nonetheless, the rule following repertoire was not investigated. Therefore, the purpose of this study was to verify the emergence of topography-based tacts and mands and the rule following repertoire through selection-based tact teaching. Participant was one intellectually disabled child with 7 years old. The experimental stimuli were three six-stimuli sets, namely, A, B and C. Set A consisted of signs of Brazilian Sign Language (LIBRAS) for safe box, key, bottle, bottle opener, box, and straw, presented in digital video clips. Stimulus set B consisted of corresponding object pictures to the signs and stimulus set C, the real objects corresponding to the pictures of set B and set A signs. Initially, rule following was pre-tested in the presence of a stimulus from each matched pair of set C (key; bottle opener; straw). Rule following test consisted of presenting the signaled instruction “Give me the key [bottle opener or straw]”. Next, selection-based tacting relations (AB) were taught, through matching-to-sample tasks. After criterion was met in this condition, the emergence of topography-based tacting relations (BA’) and its generalization for objects (CA’ relations) were tested, being stimulus set A’ participants’ responses corresponding to the LIBRAS signs of set A. Then, testing for the emergence of manding relations was introduced. This test consisted of presenting only the first object of each matched pair (safe box; bottle; box) from set C, which held inside a preferred item. Contingent upon signing the missing object, the participant had access to the preferred item. Finally, rule following was re-introduced. Additional procedure was used to teach topography-based tacts. The results showed tact generalization for the objects and emergence of manding and rule following repertoires. Therefore, teaching listener and tact behavior was enough for the emergence of mand and rule following behavior. |
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| 134. Identifying the Missing Prerequisites for Students With Low Reading Comprehension Skills: The Effects of Acquisition of Tacts on the Correct Responses for Reading Comprehension Questions |
| Area: VBC; Domain: Applied Behavior Analysis |
| Lisa Gold (Teachers College, Columbia University), KIMIA TEHRANI (Teachers College, Columbia University), Victoria Sterkin (Teachers College, Columbia University), Veneta B. Dimitrova (Columbia University) |
| Abstract: A multiple baseline design across participants was used to identify the missing prerequisites, capabilities and cusps of students with low reading comprehension skills, and to test the effects of rate of textual responding and acquisition of tacts on the correct responses for reading comprehension questions. Participants were four 9 to 10 year old males diagnosed with autism spectrum disorder. They were selected from two self contained classrooms that employed the CABAS® system of education. Participants were selected because they emitted low number of correct responses to reading comprehension questions. In this experiment we followed parsimoniously the pyramid of reader capabilities (Greer & Ross, 2008) to identify the variables that might influence the participants’ reading comprehension skills. After identifying missing prerequisites capabilities we implemented interventions to increase participants’ reading comprehension and complete the gaps in the participants’ repertoires. We investigated rate of textual responding, acquisition of tacts, wh-questions, cloze sentence procedure and listening comprehension. Results demonstrated that participant A’s number of correct responses to reading comprehension questions increased significantly when he was taught unfamiliar tacts from the reading. Participant B, C, and D’s data are variable and did not show any changes after teaching tacts and increasing rate of responding. More probes were conducted for them to identify the missing prerequisites that led to low number of correct responses to comprehension reading questions. |
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| 135. The Effects of a Yoked Contingency Game Board on the Observational Learning Capability and Acquisition of Tacts |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University Graduate School), Derek Jacob Shanman (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to examine the effects of a yoked contingency game board on the observational learning repertoires of 4 third grade students using a delayed multiple probe design across participants. The dependent variable in the study was students’ observational learning responses following a peers direct instruction. Probes were conducted pre and post using the yoked contingency game board intervention. In the treatment, progression on the game board was contingent upon both participants emitting correct observational tact responses to stimuli previously presented to their peer through direct learn unit instruction. If both participants did not emit the correct response, the teacher advanced on the game board. As a result, the game board created an establishing operation for improving the participants’ observational learning by motivating participants to attend to the direct learn units presented to their peer. The results of the study show a functional relationship between the implementation of the yoked contingency game board and improved observational learning. The results of this study are educationally significant by providing insight on the greater efficiency of learning through observation in comparison to direct instruction and the effectiveness of the yoked contingency game boards as a tactic to teach observational learning. |
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| 136. The Effects of Intensive Tact Instruction on the Emission of Vocal Verbal Behavior by Two Students With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University), Derek Jacob Shanman (Teachers College, Columbia University), Mark P. Correia (Morris School District) |
| Abstract: The purpose of this study was to examine the effects of the Intensive Tact Instruction on the emission of mands, tacts, wh questions, and conversational units by two third grade students diagnosed with autism using a delayed multiple probe design across participants. The participants in this study emitted low numbers of vocal verbal behavior throughout the school day. The dependent variable in the study was the number of mands, tacts, wh questions, and conversational units emitted by participants. Probes were conducted pre, during, and post the implementation of Intensive Tact Instruction in instructional, non-instructional, and transitional settings. During the intervention, participants received tact instruction designed to teach participants a variety of novel tacts related to academic curriculum. The results of the study show a functional relationship between the implementation of Intensive Tact Instruction and the number of mands, tacts, and conversational units emitted by participants. The results of this study are educationally significant by providing insight on how to improve the speaker repertoire of students with limited verbal operants. |
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| 137. Taxonomy of Verbal Behavior |
| Area: VBC; Domain: Theory |
| SEBASTIEN BOSCH (California Unified Service Providers of California State University), Robin M. Kuhn (Central Michigan University), Michael D. Hixson (Central Michigan University) |
| Abstract: Since its publication in 1957, Skinner’s Verbal Behavior has inspired theorists, researchers, and practitioners to explore language from a functional perspective. Skinner’s verbal taxonomy has seen a number of additions and modifications. A visual and textual representation of Skinner’s verbal operants as well as further refinements (e.g., Kolenberg, 1991; Michael, 1982; Vargas, 1982; etc.) may be helpful for teaching and research purposes and to ensure that the taxonomy is complete. The verbal operants are organized by their controlling variables. Controlling variables include audience control, motivating operations, and verbal or nonverbal stimuli and their topographical features such as formal similarity. Further subtypes of verbal operants are identified and included in the taxonomy (e.g., Bosch’s stereotypic mimetic; Kolenberg’s obvious mand and subtle mand). In general, the arrangement is hierarchical such that verbal operants are organized by increasing complexity within each type. Comprehensive descriptions of each verbal operant, examples, and references are included. |
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| 138. Manipulating Motivating Operations to Facilitate Emergence of Mands |
| Area: VBC; Domain: Applied Behavior Analysis |
| BARBARA TOMLIAN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Jessica Becraft (Kennedy Krieger Institute), Molly Gemp (Kennedy Krieger Institute), Nicole Elizabeth Marchetto (Kennedy Krieger Institute) |
| Abstract: The form of a tact and mand may be identical; however, they involve separate functional relations, which can only be explained by separate controlling variables (Skinner, 1957). Research on functional independence of verbal operants has demonstrated inconsistent findings. One explanation may be that the majority of these studies have not manipulated the motivating operation (MO) to facilitate the emergence of mands (Hall & Sundberg, 1987; Lamarre & Holland, 1985). The current study evaluated the effect of MO manipulations on tact to mand transfer following tact training. One individual, diagnosed with autism, participated. He followed simple instructions to imitate caregivers when asked, “What is this?” He did not independently request for items. Experimental control was demonstrated using a combined multielement and reversal design. The individual was taught to tact preferred and nonpreferred leisure items, and acquisition of mands was tested under varying MO conditions. Results for this individual suggested that in a state of deprivation, transfer of stimulus control from discriminative to motivational conditions may occur without training. Additionally, these results suggest that that transfer will occur only with stimuli which are highly preferred. Interobserver agreement was calculated during at least 30% of sessions and averaged above 90%. |
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| 139. Some Effects of a Time Delay Procedure to Increase Spontaneous Mands in Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER GOUBEAUD (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), Kari L. Colwell (The Chicago School of Professional Psychology) |
| Abstract: Many procedures have been established to teach children with autism to acquire vocal mands to make requests for preferred items, but few children will spontaneously mand for items that are not present (e.g., Hall & Sundberg, 1985; Sweeney-Kerwin, Carbone, O’Brien, Zecchin, & Janecky, 2007). Researchers have demonstrated the effectiveness of time delay procedures to teach mands, but few studies have involved manipulation of an establishing operation (EO) during training (e.g., Charlop, Schreibman, & Garrison Thibodeau, 1985; Charlop & Trasowech, 1991). The current study evaluated the effectiveness of a rolling time delay procedure (Sweeney-Kerwin et al., 2007) to teach children with autism to mand for missing items. After presenting a reinforcing item to the participant, the item was removed during a 2 min time delay, to increase the likelihood of spontaneous mands. Results in the present study are discussed in terms of multiply controlled verbal operants, EO manipulations, and generalization to emitting mands for missing items to complete required tasks. |
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