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| BACB University Approved Course Sequence Contact Faculty |
| Tuesday, June 1, 2004 |
| 8:00 AM–8:50 AM |
| Hampton |
| Chair: Gerald A. Shook (Behavior Analyst Certification Board) |
| Presenting Authors: |
| Meeting of contact faculty from universities with BACB approved course sequences. Discussion of new developments and requirements for BACB approval including new requirements for Fall 2005 examinations. Professional experience approval also will be discussed. |
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| Behavioral Gerontology SIG |
| Tuesday, June 1, 2004 |
| 8:00 AM–8:50 AM |
| Dalton |
| Chair: Linda A. LeBlanc (Western Michigan University) |
| Presenting Authors: |
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| 2004 Tutorial: Acceptance-Based Behavior Therapy for Anxiety Disorders |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Grand Ballroom |
| Area: CBM; Domain: Applied Research |
| None CE Offered. CE Instructor: Laura Ely, Ph.D. |
| Chair: Laura Ely (University of Mississippi) |
| Presenting Authors: : GEORG H. EIFERT (Chapman University) |
| Abstract: This tutorial will explore ways to integrate the successful components of traditional CBT within an Acceptance-Based Behavior Therapy (ABBT) framework. Converging research evidence shows that active suppression of anxiety-related responding is counterproductive. Anxious individuals do best under conditions in which they make no attempt to escape from or otherwise reduce the effects of fear experienced during exposure. Recent research confirms that creating an acceptance context, rather than a context emphasizing symptom control, leads to less behavioural avoidance and greater willingness to participate in interoceptive and other exposure exercises. Paradoxically, it also leads to less subjective anxiety. Introducing acceptance strategies may be particularly helpful for clients that have been reluctant to comply with commonly used cognitive-behavioral treatments (CBT) for anxiety disorders. Unlike traditional CBT, ABBT is not primarily directed at controlling or reducing the presenting problem (anxiety). Instead, ABBT: teaches clients that controlling anxiety is the problem, not a solution; introduces acceptance as an alternative agenda for dealing with the problem; teaches mindfulness and acceptance-based techniques to deal with aversive bodily sensations, thoughts, and feelings during anxiety states and interoceptive exposure exercises; and redirects client concern for overcoming anxiety toward identifying valued life directions and putting values into committed action. |
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| GEORG H. EIFERT (Chapman University) |
 Dr. Georg Eifert obtained his PhD at the University of Frankfurt in Germany, where he was also born. He came to Chapman University in 2002 after serving for nine years as the Eberly Distinguished Professor of Clinical Psychology at West Virginia University in Morgantown. Previously, he was Chief of Psychology at the University of Mississippi Medical Center and Head of Psychology at James Cook University of North Queensland, Australia. Dr. Eifert’s primary goal has been to develop integrative behavioral models and treatments of anxiety disorders, particularly panic, specific phobias, and illness anxiety. Together with his students, he has developed new methods to study anxiety and emotional distress in the laboratory and translated those findings into new clinical applications for dealing with emotional distress. His most recent research has focused on how new behavioral psychotherapy approaches such as Acceptance and Commitment Therapy can be integrated with existing empirically supported behavioral interventions for anxiety, depression, and eating disorders such as anorexia. In addition, Dr. Eifert has published widely on conceptual advances and their relation to technique innovations in behavior therapy. Dr. Eifert regularly gives workshops in the US and Europe on acceptance-based behavior therapy and empirically supported behavioral treatments of anxiety disorders. |
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| Chart Shares by Our Clients: Letting them Own Their Success |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Berkeley |
| Area: EDC; Domain: Applied Research |
| Chair: Ian O. Spence (The Learning Incentive Inc.) |
| MATTHEW L. ISRAEL (Judge Rotenberg Educational Center) |
| Abstract: When client-centered programs develop behavioral measurement systems that accurately track progress, what is the most efficient way to put these tools in the hands of the clients so they can own, modify, and enhance the goals that were set for them? At Ben Bronz Academy and Judge Rotenberg Center, the Standard Celeration Chart has been the most versatile visual construct for displaying our data, and Chart Shares have been instrumental in building student awareness of, and enthusiasm about their own contribution to the outcomes. In this presentation, twenty students from the two centers, ages 11 through adult, will present and discuss their own charts. |
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| Equivalence 1 |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Beacon D |
| Area: EAB |
| Chair: Danna M. Challies (Victoria University of Wellington) |
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| Using Stimulus Equivalence to Teach Generic and Proprietary Drug Names |
| Domain: Applied Research |
| TRACY E. ZINN (Auburn University), M. Christopher Newland (Auburn University) |
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| Abstract: In the current studies, we investigated the relative effectiveness of a stimulus equivalence training paradigm over a traditional “flashcard” type study method when applied to generic and proprietary drug names in both audio and visual form. Results of study 1 suggest that a stimulus equivalence method to teach drug names is as effective as and more efficient than training all components. The second study analyzed the differential effectiveness of the three stimulus equivalence components found to be effective in study 1. The results suggest that one training component may be sufficient for the emergence of cross-modal stimulus equivalence relationships if that one training component involves both audio and visual stimuli. Taken together, the results of these two studies provide information regarding the development of an efficient and effective computer-based study aide for students in a Drugs and Behavior course. Implications and future research are discussed. |
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| Creating False Memories Using Stimulus Equivalence Tasks |
| Domain: Applied Research |
| DANNA M. CHALLIES (Victoria University of Wellington), Maree J. Hunt (Victoria University of Wellington), Maryanne Garry (Victoria University of Wellington) |
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| Abstract: Stimulus equivalence appears to be involved in the formation of beliefs and attitudes; expanding both the post-event information and stimulus equivalence paradigms; human memory may be influenced by equivalence relations. In an earlier series of experiments, learning equivalence classes as a means of inferring misleading information resulted in false memory reports for abstract patterns. In the present study, the research is extended to memory for photographic images. Sixty undergraduate students memorized photographs in which each scene comprised of three critical objects. The participants were then exposed to a stimulus equivalence task; learning sets in this task comprised of either sets of photographic images or words. Compared to the control group, the experimental group were significantly more likely to report a false memory for photos containing an object pictured or named in the stimulus equivalence task. The effects of the equivalence task cannot be accounted for by familiarity and partial stimulus control. These data indicate that stimulus equivalence may be one mechanism involved in the formation of false memories. |
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| Programming for Effective Instruction |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Gardner |
| Area: EDC |
| Chair: Belinda Davis Lazarus (University of Michigan, Dearborn) |
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| Online K-12 Schools and Principles of Effective Instruction |
| Domain: Applied Research |
| BELINDA DAVIS LAZARUS (University of Michigan, Dearborn) |
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| Abstract: Increasingly, K - 12 schools are offering their entire curriculum via the Internet. The online schools involve home-based teachers who deliver instruction to students in their homes via Internet lessons and email. Two programs in 2 states were reviewed to determine the extent to which the courses included the following principles of effective instruction: modeling, guided practice, corrective and reinforcing feedback, and independent practice. Modeling and guided practice with immediate feedback were used in less than 10% of the lessons. Ninety percent of the lessons were based on independent practice with corrective and reinforcing feedback provided via email from 12 - 72 hours later. Although these data must be viewed as preliminary, the data show that online course design may neglect important instructional approaches that promote skill gains. The implications of these findings will be discussed and ways to incorporate principles of effective instruction into online courses will be described. |
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| Using Programmed Instruction to Teach Auditory Discrimination |
| Domain: Applied Research |
| GUDMUNDUR T. HEIMISSON (University of South Florida), Michael A. Cohen (University of South Florida), Darrel R. Davis (University of South Florida), Darrel E. Bostow (University of South Florida) |
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| Abstract: Three computer-based methods of teaching music discrimination were experimentally compared, using instructional text of music history and samples of classical music as stimuli. The teaching methods were: 1) A programmed instruction tutorial in which textual instructional material and sound samples were presented simultaneously, allowing the learner to progress only by responding discriminatively to the material. 2) A tutorial in which textual instructional material and sound samples were presented simultaneously, allowing progress at the learner’s discretion. 3) An instructional web site on which the learner had immediate access to all the textual material, but had to click on links to hear the music samples.
Data from the experimental comparison of these three approaches will be presented. |
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| Analysis of the Effects of Noncontingent Reinforcement on Rates of Behaviors Maintained by Automatic Reinforcement |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay C |
| Area: AUT/EAB; Domain: Applied Research |
| Chair: Kelly A. Young (Crossroads Center for Children) |
| Discussant: Kelly A. Young (Crossroads Center for Children) |
| Abstract: Learning Objectives
Define noncontingent reinforcement and its advantages;
Describe how a schedule of thinning NCR can be defined;
Describe the results of three studies using NCR to eliminate self-stimulatory behaviors; |
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| The Effect of Noncontingent Reinforcement on Behaviors Maintained by Automatic Reinforcement |
| KAREN M. ATKINSON (Crossroads Center for Children), Carolyn Giaquinto (Crossroads Center for Children), Thomas L. Zane (The Sage Colleges), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Noncontingent Reinforcement (NCR) procedures have been shown to decrease behaviors maintained by a variety of motivational factors. Self-stimulatory behaviors, maintained by automatic sensory input, are very difficult to eliminate. The purpose of this study was to investigate the extent to which NCR could decrease self-stimulation in a young child with autism. Using a reversal design, baseline data was first gathered, after which NCR procedures were implemented. Results will be discussed in terms of the effectiveness of NCR on this response class. |
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| A Comparison of Noncontingent Reinforcement Procedures using One or Multiple Reinforcing Stimuli |
| CAROLYN GIAQUINTO (Crossroads Center for Children), Thomas L. Zane (The Sage Colleges), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Noncontingent Reinforcement (NCR) has been shown to decrease a variety of excessive behaviors. However, could its effectiveness be enhanced by providing multiple stimuli as opposed to just one, as traditionally occurs. The purpose of this study was to assess the impact of providing two or more reinforcing stimuli on a noncontingent schedule. The comparison condition involved presenting only one NCR stimulus. The subject was a young child with autism and severe self-stimulatory behaviors maintained by automatic reinforcement. Results were explained in terms of the differential effectiveness of the two procedures. |
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| A Component Analysis of Noncontingent Reinforcement Procedures Used with Young Children with Autism |
| KARI ANNE DUNLOP (Crossroads Center for Children), Carolyn Giaquinto (Crossroads Center for Children), Thomas L. Zane (The Sage Colleges), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Noncontingent reinforcement (NCR) is an alternative to punitive procedures to decrease problematic behaviors. However, limited studies have been published concerning a component analysis of the myriad procedures associated with NCR. This study presents data on the effectiveness of different procedural components, including the use of stimuli related and unrelated to the maintaining motivational stimulus, rules for thinning the schedule or reinforcement, and the duration of presentation of the NCR stimulus. |
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| Animal Models of Human Behavioral Disorders |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Independence East |
| Area: TPC/DDA; Domain: Applied Research |
| Chair: Gene S. Fisch (NS; LIJ Research Institute) |
| Discussant: Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: . |
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| The Nature and Utility of Animal Models |
| DIANA M. DELGADO (University of Nevada), Linda J. Parrott Hayes (University of Nevada) |
| Abstract: When a subject of inquiry is too complex to be studied directly, or when such is prohibited on ethical grounds, a simpler model of this phenomenon may be constructed for purposes of its investigation. It is assumed in such cases that an understanding of the more complex phenomenon will emerge as facts pertaining to the simpler one are accumulated. Murine models of human psychiatric disorders exemplify this circumstance. In this paper we argue that animal performances do not share sufficient similarities to human psychopathologies in either form or function to constitute meaningful representations of latter. We further argue that an adequate understanding of complex events cannot be achieved by an additive procedure with respect to facts gleaned from the study of simpler phenomena. Finally, while we agree that a modeling strategy may prove valuable in this context, we believe that this value will be realized in disciplines other than psychology. |
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| Mouse Models of Mood and Anxiety Disorders |
| ANDREW HOLMES (Section on Behavioral Science and Genetics, NIAAA) |
| Abstract: Genetically-modified mice provide novel insights into the neural basis of behavior. Mouse models are used to assess the roles of specific molecules in cases where other research tools are unavailable. Studies that engineer mouse mutations in candidate genes for psychiatric diseases, e.g., anxiety disorders, are unusual, partly because it is difficult to identify strong gene candidates. A portion of the regulatory region of the serotonin transporter (5-HTT) gene is believed to regulate brain 5-HT function and is associated with individual differences in trait anxiety and depression. To study how genetically-driven variation in 5-HTT function affects anxiety, mice were generated with a deletion in part of the 5-HTT (htt) gene. Loss of serotonin reuptake in these mutant mice causes increased extracellular serotonin, and alterations in serotonin neuronal firing and receptor function. These mutant mice show abnormal behaviors related to the symptomatology of mood and anxiety disorders. These mutant mice show exaggerated neuroendocrine and adrenomedullary responses to stress, increased paradoxical sleep, reduced aggression, increased anxiety-like behavior and reduced exploratory locomotion. These behavioral abnormalities are consistent with the hypothesis that genetically-driven 5-HTT hypofunction is a risk factor for mood and anxiety disorders. Engineering mice with mutations in candidate genes cannot model the full complexity of human disease. However, this approach is of potential utility for understanding gene-gene, gene-environment and gene-drug interactions of mood and anxiety disorders. |
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| The Fragile X Knockout Mouse: A Model of Mental Retardation? |
| GENE S. FISCH (NS; LIJ Research Institute) |
| Abstract: A mutation in the fragile X (fmr1) gene is the most common single cause of mental retardation (MR). The fragile X syndrome (FXS) produced by the mutation is characterized by MR, craniofacial abnormalities, attention deficits and hyperactivity. A consortium of researchers produced a potential knockout mouse model (fmr1 ko) for FXS, however their behavioral studies using the Morris maze were inconclusive. We examined the behavior of the fmr1 ko compared to controls, using several operant procedures involving visual and auditory discrimination, complex negative discrimination, and delayed-matching-to-sample tasks. In the set of discrimination tasks, fmr1 ko mice performed better than normal controls. In the delayed matching to sample procedure, knockouts performed only slightly better than normal littermates. Post-mortem genetic and protein analyses showed that some mice that were identified as knockouts were actually producing protein. These findings suggest caution regarding the use of genetically produced animal models for behavioral disorders. |
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| Applications of Behavior Analysis to Math Education |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Clarendon |
| Area: EDC/VBC; Domain: Applied Research |
| Chair: Philip N. Chase (West Virginia University) |
| Discussant: T. V. Joe Layng (Headsprout) |
| Abstract: Learning Objectives
Important instructional procedures to consider when working with college students on math algebra skills.
Identify, name and describe the relation between fluency outcomes and resistance to change as applied to basic algebra skills.
Evaluate the effects of review procedures, peer-tutoring procedures, and the mastery of component skills on the emergence of novel mathematics skills. |
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| Cumulative Review: Effects of Random Alternation of Review Items on Mathematics Problem Solving |
| CHRISTINE KIM-WALTON (University of Hawaii), Philip N. Chase (West Virginia University) |
| Abstract: The present study evaluated the differences between three methods of reviewing basic algebra skills. Five component rules were trained: the use of four laws of exponents and a combination rule that included simplifying mathematical expressions (i.e., “order of operations”) and perfect squares. All methods used the same procedures to teach the rules and included review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the review sessions. The simple review group (n=12) received extra questions on each rule learned. The nonrandom cumulative review group (n=12) received questions covering all rules learned prior to a review session, but questions for each rule were separated across worksheets. The cumulative review group (n=12) received questions covering a random mix of all rules learned prior to each review session. Three training outcomes were measured: application, problem solving, and retention. Results indicated that both cumulative review procedures produce problem solving. Further, the data suggest that extra practice alone has minimal impact on problem solving. In addition, the results for the lowest performing students on the problem-solving items of the retention test suggest that random mix of items within the cumulative review may be important for students with poor mathematics skills. The average interobserver agreement scores for the worksheets and tests were between 98-100%. |
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| Using Behavioral Instruction to Produce Novel Mathematics Behavior |
| KRISTIN MAYFIELD (University of Florida), Irene M. Glenn (University of Florida) |
| Abstract: Two studies were conducted to evaluate the emergence of novel mathematics behavior following training on related skills. In Study 1, the experimenter taught a 9-year-old female (i.e., the tutor) four math skills using a multiple-baseline-across-behaviors design. After each session, the tutor was asked to teach the skills to a 13-year-old female (i.e., the tutee). The tutor was not trained how to teach the skills and was not provided with answer sheets to the materials used during the teaching sessions. Performance of the tutor’s novel behavior (i.e. teaching the skills) was measured by the tutee’s accuracy and rate of correct responses on tests administered after each session. Results showed that the tutee’s test performance was comparable to that of the tutor (instructed by the experimenter) on 3 out of 4 skills. In Study 2, a 9-year-old female and a 14-year old male were taught 7 algebra skills, including combining variables with exponents and solving equations, in a multiple-baseline-across-behaviors design. Participants were tested on novel combinations of the trained skills. Results showed that mastery of the trained skills was insufficient to produce high levels of accuracy on the novel skills without further instructional interventions. Mean interobserver agreement was 99% for both studies. |
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| The Effect of Behavioral Momentum on Fluency |
| VENNESSA L. WALKER (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: Proponents of precision teaching argue that training component skills to high rates will result in fluency, a series of behavioral outcomes often identified as retention, endurance, application, problem solving, and stability, or REAPS (Binder, 1996). These outcomes represent important educational outcomes and a detailed analysis might be helpful in identifying procedures that may produce them. A behavioral analysis of the outcomes suggests that it may be possible to describe them as examples of resistance to change that rely on the behavior persisting under a variety of temporal or environmental changes. The current paper will examine how each fluency outcome relates to resistance to change as well as offer suggestions for research on mathematics education to explore this relation. |
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| Assessment of Treatment Efficiency in Autism |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay B |
| Area: AUT |
| Chair: Christina Birkin (RCITL, University of Auckland) |
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| Using Functional Assessment to Design Interventions Aimed at Reducing Stereotypy in Children with Autism |
| Domain: Applied Research |
| CHRISTINA BIRKIN (University of Auckland), Rebecca Godfrey (University of Auckland), Dennis W. Moore (University of Auckland) |
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| Abstract: The antecedents and consequences of stereotypic behaviours of four children with severe autism were investigated using functional assessment of video recordings. Bouts of stereotypical behaviour were timed from the occurrence of repetitive behaviour two or more times within 5 s and ended when no stereotypical behaviour had occurred for 30 s or greater. The data were categorized into antecedents (demand, interruption, on-task behaviour, solitary play, unoccupied behaviour), behaviours (individual child stereotypes), and consequences (desist, distract, positive social attention, none). Minimum inter-observer reliability was 89% across all subjects. The results were used to examine the elements which might influence stereotypy in children with autism and how, given the evidence to suggest that learning and stereotypic behaviour are not compatible activities in children with severe symptoms of autism, classroom influences can be controlled to maximize the child’s opportunity to learn. The results revealed differing patterns of antecedents for stereotypic behaviour across the four subjects suggesting that the behaviour itself differs in function for each child. Recommendations are made on the management of stereotypic behaviour in educational settings with particular note to individually prescribed interventions. |
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| Evaluating A MSWO Replacement Preference Assessment in Identifying Effective Reinforcers |
| Domain: Applied Research |
| LEANNE LEMMINGS (TreeHouse School) |
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| Abstract: The ability to assess, efficiently and practicably, effective reinforcing stimuli for an individual child is a primary concern for educators and has a direct impact upon acquisition and maintenance of skills and adaptive behaviours. The dual purpose of this study was first, to discover whether top-ranked stimuli from an extended multiple-stimulus without replacement procedure (MSWO) were also identified if the number of sessions and trials were decreased thus providing educators with an efficient and practicable assessment method. Second, to conduct reinforcer assessments involving a simple free operant posting task to identify which of three conditions maximally increased rate of responding per minute on a 5-minute posting session: (i) the use of the of the top-ranked stimulus only as the consequent stimuli, (ii) the use of a selection of the top three ranked items delivered randomly, or (iii) random delivery of three novel items (not previously identified by staff when constructing the original preference lists for each child). |
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| Comparison of Different Treatments for Elopement for a Child with Autism |
| Domain: Applied Research |
| MARIA T. STEVENSON (Florida State University, Panama City), Colin Peeler (Florida State University, Panama City) |
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| Abstract: The purpose of this study was to compare the relative effectiveness of interventions for elopement with a boy diagnosed with autism. Two treatment packages were developed for the participant’s elopement behavior and were compared using an alternating treatments design. Elopement was defined as being outside of the home (front yard, backyard, or public areas) and being more than six feet away from an adult. For the participant, sessions involved taking a walk around the neighborhood or an outdoor play area. The interventions assessed were treatment package 1 (verbal reprimand + blocking + DRO – FI 30 seconds) and treatment package 2 (instruction + DRA + blocking + DRO – FI 30 seconds). Results indicated that the more positive technique (treatment package 2) was more effective than the punishment technique (treatment package 1) in decreasing elopement. After desired results were obtained, the participant’s parent was trained in the implementation of treatment package 2 until criteria was achieved. |
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| Basic and Applied Research on Assessment and Treatment with Elders |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Hampton |
| Area: DEV/CBM; Domain: Applied Research |
| Chair: Linda A. LeBlanc (Western Michigan University) |
| Discussant: Linda A. LeBlanc (Western Michigan University) |
| Abstract: . |
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| An Evaluation of the Utility of Four Preference Assessments in Increasing Activity Engagement in addition to Indices of Happiness in Elders With Dementia |
| LINDA A. LEBLANC (Western Michigan University), Stacey M. Cherup (Western Michigan University), Leilani F. DiLiberto (Western Michigan University), Tina Sidener (Western Michigan University) |
| Abstract: Much research has been done in the area of preference assessments and individuals with developmental disabilities, but the benefits of extending this research to individuals with dementia has not been examined. Adults with dementia often have difficulty choosing/identifying preferred activities when asked vocally about preferences. The purpose of this study was to compare the effectiveness of four different methods of paired stimulus presentation (Tangible, Vocal, Pictorial, Textual) in assessing preferences of three elders with dementia and one elder with aphasia in an adult day services program. The Pictoral method produced the best agreement with the Tangible method but different top-ranked stimuli were identified for each participant. These top-ranked stimuli were then included in an analogue analysis of enriched environment to determine which items produced the highest levels of activity engagement and affect. The modality that identified items producing the highest levels of engagement was then incorporated into an intervention involving offered activities throughout the day. Results indicate that several modalities may be equally effective in offering choices but that vocal presentation is often an inappropriate modality for elders with cognitive impairments. |
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| Match-to-Sample as a Screening Tool and Research Measure for Dementia |
| ROBERT T. PEYTON (University of Kansas), David G. Born (University of Kansas), Dean C. Williams (University of Kansas) |
| Abstract: A group of people with dementia were given a computerized delayed match-to-sample test, similar to those used in pharmaceutical testing of memory impairment. Each participant took the test 5 times, as well as the Mini-Mental Status Exam and Mattis Dementia Rating Scale. Test-retest reliability, practice effects, and sources of variability were examined. Comparisons between performance on delayed match-to-sample, the Mini-Mental Status Exam, and Mattis Dementia Rating Scale were examined for the participants with dementia and age-matched participants with no diagnosed impairments. Other issues surrounding the feasibility of delayed match-to-sample as a screening tool and research measure for dementia are discussed. |
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| A Behavioral Model for Assessment and Management of Dehydration in Older Adults |
| LEILANI F. DILIBERTO (Western Michigan University), Linda A. LeBlanc (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: Dehydration is a serious health concern in the elderly constituting one of the ten causes for hospitalization in this population (Sanservo, 1997). Dehydration can cause or contribute to many physical problems including delirium, urinary tract infections, mental and functional decline, and increased morbidity and mortality (Chidester & Spangler, 1997; Weinberg & Minaker, 1995). Previous research on dehydration has typically been conducted within nursing home settings without specific attention to the variables maintaining dehydration for any given individual. A functional behavioral approach to assessment and prevention/intervention may prove beneficial in addressing dehydration. This project describes the development of a functional assessment interview tool and function based interventions for dehydration for three elders at risk for dehydration. The experiment incorporated both reversal and multiple baseline designs. Results indicate that function-based interventions may prove promising for increasing hydration levels for community dwelling elders. |
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| Challenges and Opportunities in Community-Based Research: When Unforeseen Practical Issues Threaten Research Progress |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Beacon H |
| Area: CSE; Domain: Applied Research |
| Chair: Chris S. Dula (University of Memphis) |
| Abstract: . |
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| When the Going Gets “Ruff” Pitfalls of Applied Research on the Human-Animal Bond |
| ANGELA K. FOURNIER (Virginia Tech), Elizabeth E. Van Voorhees (Virginia Tech), Rachael E. Budowle (Virginia Tech) |
| Abstract: This paper will present practical issues confronted when implementing pet-facilitated interventions and studying the human-animal bond in applied settings. The paper will review challenges from three specific empirical studies evaluating the impact of dog-training programs on residents in institutional settings. The studies all aimed to investigate whether interacting with animals beneficially impacted the behavior of institutional residents. Settings included two prisons and an adolescent treatment facility. In addition to the challenges of research design and methodology, which are typical of applied research, the studies summarized here were faced with additional, unforeseen practical issues that threatened the studies’ successful completion. These practical issues included setting mutually agreed-upon goals for intervention and maintaining access to the applied research setting. |
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| If You Manage to Build It, They Won’t Come: Lessons Learned in Child Passenger Safety Research |
| KELLI ENGLAND WILL (Center for Pediatric Research), E. Scott Geller (Virginia Tech) |
| Abstract: Unintentional injury is the leading cause of death for ages 1 to 44, and motor vehicle crashes are the leading killer of children ages 0 to 14. Although child safety seats are quite effective in preventing childhood death and disability in crashes, at least four out of five child safety seats are unintentionally misused. Certainly, then, large-scale child passenger safety interventions are needed and justified, yet, researchers and safety advocates encounter great barriers to effective program implementation when working in the community. This presentation will chronicle the difficulties encountered when conducting community-based child passenger safety programs, and will offer lessons learned and anticipatory solutions for future research. Lessons learned in child safety research will be drawn from a multi-component point-of-purchase intervention at a retail store, safety-seat checkups conducted at community day-care centers, and focus groups of parents. Barriers to be discussed will include (a) poor participation among parents; (b) low perception of risk; (c) difficulties working with large corporations as partners; (d) low or fluctuating program commitment at partnering agencies; and (e) high worker turnover within a collaborating agency. Advice for avoiding or minimizing such problems will be offered and suggestions for future research will be discussed. |
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| Unanticipated Difficulties Encountered in Implementing a Community-Wide Intervention to Increase Positive Driving Behaviors |
| SARA R. RAYNE (University of Memphis), Shane'a Thomas (Virginia Tech), Eric Raymond (Virginia Tech), Takashi Hirota (Virginia Tech), E. Scott Geller (Virginia Tech) |
| Abstract: Some of the most neglected aspects of community intervention are difficulties encountered by researchers beyond conceptualizing methodology. In other words, once a project is designed and implemented, what unforeseen barriers challenge the design and what changes are made as a result? This paper focuses on these issues with regard to a community-wide intervention designed to increase positive driving behaviors. A Courtesy Code was developed to enable communication between drivers in a manner that was positive by definition. The effectiveness of the code was tested using three groups of drivers and comparing their experiences across a 10-week period. Barriers that arose included problems with participant recruitment and retention, official community support issues, weather-related delays, and media saturation issues. Systematic elucidation of these matters will inform researchers of potential problems and make them better able to anticipate and thus ameliorate them in the design stage. This type of analysis also has implications for suggesting how to address additional unanticipated problems. |
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| Promoting Responsible Actions Through Intervention and School-Wide Education (Project PRAISE): Challenges and Lesson Learned |
| KORRIE ALLEN (Center for Pediatric Research), Gretchen Bremer LeFever (Center for Pediatric Research) |
| Abstract: Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed mental health condition among children in the United States. ADHD accounts for a large portion of referrals to primary care physicians, mental health centers, and special education than any other disorder. School-wide interventions aimed at reducing the adverse impact of ADHD on the educational and social functioning of students and to prevent the emergence of disruptive behavior disorders among children are greatly needed. However, during the pilot year of an innovative behavioral treatment and preventive study of ADHD conducted in a region with a high prevalence of ADHD researchers experienced numerous challenges. This presentation will include projected challenges and lessons learned while conducting school-wide demonstration projects and formative research. Specifically, challenges encountered when implementing school-based behavioral management systems included difficulty with school selection, teacher resistance, and establishing lead teachers. Lesson learned include the (1) necessity for a strong partnership between school leaders and researchers; (2) establishment of a long-term laboratory school; and (3) development of transportable and sustainable intervention strategies. |
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| Classroom Instruction and Management with DD Students |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Constitution B |
| Area: DDA |
| Chair: Karen B. Patterson (University of North Florida) |
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| The Effects of A Group-Oriented Contingency on Children With Developmental Disabilities |
| Domain: Applied Research |
| KAREN B. PATTERSON (University of North Florida) |
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| Abstract: This paper examined the effects of an interdependent group-oriented contingency, the Good Behavior Game on the out-of-seat, talking-out, and disruptive behaviors of students in a self-contained special education setting during reading and mathematics. The intervention was extended to a general education art inclusion class to determine if the effects would remain consistent under varying conditions. An elementary school in northeastern Ohio was selected for the site of the study. Twelve students participated with 6 as primary participants due to their high levels of disruptive classroom behaviors, fights, office referrals, and school suspensions. A multiple-baseline design across academic subjects was used to assess the overall effects of the intervention. Results indicated reduced frequencies of target behaviors that remained consistent during the intervention phases of the study. Reliability was assessed by having a second observer record behavioral frequencies during all phases of the study. Mean agreements were 92% (out-of-seat), 92% (talking-out) and 93% (disruptive). |
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| Using Simultaneous Prompting for Teaching Various Discrete Tasks to Students with Mental Retardation |
| Domain: Applied Research |
| BUNYAMIN BIRKAN (Assistant Professor) |
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| Abstract: Simultaneous prompting is a systematic form of the antecedent prompt and test procedure because all trials are conducted with zero second delays between the discriminative stimulus and the teacher’s prompt. Since simultaneous prompting has been experimentally evaluated in only a limited number of investigations, the lack of research where subjects are taught various tasks, and absence of response prompting research with students with mental retardation, additional research is warranted.This study was conducted to extend the current literature on simultaneous prompting procedure. Three research question were posed: (a) Will simultaneous prompting be effective in teaching different discrete tasks to three students with mental retardation for reading sight words, receptively identifying digit numbers, and telling time in hours, halfs, and quarters? (b) Will the students maintain the acquired tasks overtime? (c) Will the students generalize the acquired tasks across people, materials, and settings? Participants included three students whose functioning levels ranged from typically developing to mild and moderate mental disabilities at different levels of schools (preschool, primary and secondary grades). The effectiveness of a simultaneous prompting procedure was evaluated through the use of a multiple probe design across behaviors and replicated across students. Results indicated that the procedure was successful in teaching the targeted behaviors to all three students. These students maintained the target behaviors at high rates up to 7, 18, and 25 weeks after training and generalized the responses across people, materials, and settings. Limitations of the study and future research implications will be discussed with the audience during the oral presentation. |
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| Effectiveness of Pictorial and Visual Prompting in Teaching First Aid Telephone Numbers to Individuals with Developmental Disabilities |
| Domain: Applied Research |
| ARZU OZEN (Assistant Professor) |
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| Abstract: The purpose of the present study was to examine the effectiveness of pictorial and visual prompting in teaching first aid telephone numbers to individuals with developmental disabilities. Three participants took part in the study. The prerequisite skills for the students to be participants of this study were to follow the directions, to be able to use basic sentences in order to communicate with others, to be able to use pen or pencil independently, to be able to recognize numbers 1 to 10 and being able to write them with pen or pencil. The study was conducted by using multiple probe design across behaviors and will be replicated with three participants. The dependent variable of the study was the teaching model using pictorial and visual prompting with five steps. The independent variables of the study were telling and writing the telephone numbers of police, fire department and hospital. The telephone numbers of the above mentioned places are all three digit numbers such as 155, 112, etc. The determined performance for the students to acquire is to tell and write the telephone numbers independently. Maintenance and generalization data will be collected after the training sessions are completed. During the training sessions continuous reinforcement is being used at the beginning and after the participants started to acquire the target behaviors fixed ratio reinforcement is going to be used. This is an ongoing study. Now the first target behaviors of all the participants are being taught and the probe data are being collected. The results, graphical analysis and some suggestions for the teachers will be shared with the participants during the oral presentation. |
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| Ensuring Treatment Integrity Using Behavior Analytic Methodologies |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Susan Ainsleigh (Simmons College) |
| Discussant: Susan Ainsleigh (Simmons College) |
| Abstract: Learning Objectives
The participant will be able to state the significance of treatment integrity in providing home-based services to children with autism.
The participant will be able to identify effective components of a training package used in inclusive educational settings for ensuring implementation of educational procedures.
The participant will be able to state effective procedures for increasing adherence to administrative overnight check-in policies in residential facilities. |
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| Treatment Integrity in Home-Based Services: An Initial Exploration |
| MICHELE D. MAYER (HMEA), Janice R. Bolton (HMEA) |
| Abstract: In recent years there has been an increased demand for services for children with autism. In particular, the prevalence of home-based services for young children with autism has grown appreciably. Unfortunately, the availability of trained staff has not kept pace with the increased need for services. As a result, agencies providing these educational services look towards inservice training programs to help prepare staff. Successful services for children with autism, however, are dependent upon the degree to which the interventions are implemented consistently and precisely – with treatment fidelity. Ensuring treatment integrity in home-based services presents particular challenges as staff is not easily observable nor are they available for regular performance feedback – methods that have been cited in previous studies as critical variables for improving treatment integrity. This study evaluated the effectiveness of a training program in teaching home-based staff to implement discrete trial teaching procedures. Results indicate that inservice training consisting of both didactic and direct training procedures, as well as consistent performance feedback were effective in improving treatment integrity. Frequency of feedback was also examined with respect to maintenance of high levels of integrity. |
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| Consultation in Inclusive Settings: A Component Analysis of Training Interventions |
| LORI J. PINIARSKI (HMEA), Susan Ainsleigh (Simmons College) |
| Abstract: Consultation is a common model used for training teachers in inclusive settings. Each year, school systems invest money to ensure quality of service for students on Individualized Education Plans. To date, there are many qualitative studies highlighting consultation strategies. Such studies highlight the empowerment of teacher choice and the impact of the consultant-consultee relationship. In addition, some techniques, such as performance feedback and self-monitoring, have shown increased rates of teacher performance under isolated circumstances. Many of these methods have been used as a part of training and inservice packages. In this study, a consultation training model was used to increase goal oriented verbal interactions between a preschool teacher and three children with autism in an inclusive preschool setting. Elements of the treatment package included teacher choice, performance feedback, and self-monitoring, implemented using a multiple baseline design across subjects. Results demonstrated an increase in the goal directed verbal behavior of one preschool teacher with multiple subjects. A component analysis was conducted in order to isolate key variables and their impact on goal directed interactions. |
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| The Effect of Self-Monitoring and Performance Feedback on Check-in Calls in a Residential Setting |
| CHARLES C. WILLS (Protestant Guild for Human Services), Susan Ainsleigh (Simmons College) |
| Abstract: The need for alertness among personnel is critical for a program providing residential services. Direct support staff is key in ensuring student safety, general welfare, service delivery, and security. During overnight hours, maintaining alertness is difficult for many direct support staff, and check-in calls to a central location are one strategy used by agencies for increasing the likelihood of alertness among support providers. This study examines compliance to performing check-in calls at pre-determined times in seven residential programs serving children with developmental disabilities. Baseline rates of compliance were substandard, with 26% of check-in calls missed and 32% of received check-in calls significantly early or late. Using a multiple baseline design across settings, the effects of self-monitoring and performance feedback in the form of written correspondence, verbal feedback, and public postings were evaluated on the compliance rate of successful check-in calls. A component analysis was completed to evaluate to most effective form of performance feedback in maintaining compliance. |
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| Generative Verbal Behavior |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Beacon B |
| Area: EDC; Domain: Applied Research |
| Chair: Dolleen-Day Keohane (Teachers College, Columbia University) |
| Abstract: . |
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| Kids Say the"Darn(d)’est" Things |
| LYNN YUAN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The experiment tested the effects of certain instructional histories on students’ novel responses to irregular verbs. Two participants with developmental disabilities participated in this study. Prior to the experiment, probe sessions were conducted to assess the students’ correct responses to regular verbs and irregular verbs. None of the students had the regular and irregular verbs in their repertoire prior to the instruction. The instructional package in the treatment phase consisted of learning the contingency between “today” and pictures that showed daytime, and the contingency between “last night” and pictures that showed nighttime. As the students met criterion on the regular verbs, probe sessions were conducted to assess the emergence of novel responding for the irregular verbs. Results showed that the students generalized the acquired regular verbs to irregular verbs responses; however, none of the students emitted any correct response with the irregular verbs. Interobserver agreement was between 90% and 100% across sessions. |
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| The Effect of Multiple Exemplar Instruction Across Match, Point, Tact, and Intraverbal Responses in Naming |
| LAUREN M. STOLFI (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Mapy Chavez Brown (Teachers College, Columbia University) |
| Abstract: This study tested the effect of multiple exemplar instruction on the transfer of stimulus function from matching to pointing, tact and intraverbal responses. The participants in this study were four students with developmental disabilities who attended CABAS® preschool classrooms. Three sets of stimuli, not in the participant’s repertoires, were selected for instruction. The dependent variable was the number of correct responses in the point to, tact and intraverbal repertoires when not directly taught. The independent variable was multiple exemplar instruction. Each participant was first taught the matching repertoire for the first set of stimuli. After each participant met criterion, the untaught repertoires for that same set were probed. Following these multiple exemplar instruction was conducted for the second set of stimuli. Once criterion was met, the participants were probed again on the untaught repertoires for Set 1 stimuli. In the final phase, the match repertoire was taught for Set 3 stimuli and participants were then probed on the untaught repertoires. The results showed that stimulus function transferred to untaught repertoires after multiple exemplar instruction; however, the number of untaught repertoires that emerged differed among participants. The results are discussed in terms of generative behavior, and the role of multiple exemplar instruction in the transfer of stimulus function. Interobserver agreement was between 90% and 100% across observed sessions. |
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| Novel Use of Words as a Function of a Multiple Exemplar Instructional History |
| KATHERINE MEINCKE (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: Often words are used in everyday language that originates from an individual’s unique experiences. For example, individuals that say, “Pain is sharp” have a history of experiences with the private event of “pain” and the outside experience of “sharpness”. To examine this further, this study tested whether the novel use of words could be produced through a multiple exemplar instructional history. Participants were taught metaphoric extensions contextually and then tested on whether they could emit similar behaviors with untaught word sets. A multiple probe design was used to test whether multiple exemplar instruction across specific vocabulary words presented in intraverbal sentences in sets of similes would produce generative verbal behavior to untaught functions. The participants were middle school students with emotional disabilities and deficits in the generative use of language. Results will be discussed in terms of multiple exemplar histories and generative verbal behavior. |
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| Multiple Exemplar Instruction and Transformation of Stimulus Function of Autoclitic Fames |
| JEANNE MARIE SPECKMAN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The present study was conducted to test the effects of multiple exemplar instruction on the transformation of stimulus function of autoclitic frames for 3 preschool students with disabilities. The students ranged in age from 3 to 5 years old and all attended a center-based special education preschool program. The study was conducted in a CABAS school outside a major metropolitan area. Students were taught to tact pictures exemplifying qualifying autoclitics in the form of descriptive adjectives. Included with these pictures were four created pictures which were provided with nonsense names. They were then tested for their responses to the comparative forms of the adjectives (e.g. rainy- rainier). One regular comparative form was then taught for the single exemplar instruction condition (a form that forms the comparative via the addition of the –er autoclitic frame.) Students were then probed for responses to all other comparative forms across four sets of stimuli which each contained four forms (2 sets of regular comparatives, 1 set of irregular comparatives, 1 set of nonsense comparatives). Multiple exemplar instruction was then presented for one set of stimuli. Sets were counterbalanced across students and treatment was delivered in a multiple baseline design with multiple probes. Probes were conducted following multiple exemplar instruction to test for transformation of the autoclitic frame -er to the three other sets of stimuli (1 set of regular comparatives, 1 set of irregular comparatives, 1 set of nonsense comparatives). No teacher feedback was given during the probe trials and learn units (Albers and Greer, 1991) were delivered during the instructional phases. Data were collected on all student responses to instruction and probes. Results will follow. |
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| Innovative Behavioral Applications in Mental Health Services: Continuing Challenges to the Biomedical Model |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Conference Room 3 |
| Area: CBM/CSE; Domain: Applied Research |
| Chair: Stephen E. Wong (Florida International University) |
| Abstract: Learning Objectives
Identify political and economic (non-scientific) factors affecting prevailing information about mental disorders and the most suitable treatment for these disorders.
Describe observational measures of two or more traditional "mental health" disorders, and offer tentative operant behavior analyses of these disorders.
Based on an operant analysis of these mental health problems, suggest social or environmentally based interventions for these disorders. |
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| Why Behavior Analysts Should Stick by Their Principles: Ideology and Pseudo-Science Underlying Mental Health Services |
| STEPHEN E. WONG (Florida International University) |
| Abstract: This presentation will give a brief overview of fallacies in medical and pharmacological models that are currently applied within prevailing mental health systems. Fallacies include: unreliable and invalid psychiatric diagnoses; overemphasis on clients’ pathological symptoms and failure to examine their adaptive functioning; the limited effectiveness, unknown therapeutic mechanisms, and serious side effects of psychotropic medication. Enormous shortcomings of the biomedical model of mental disorders have been shut out of public awareness by a vast network of information conveyed through mass media, professional groups, governmental regulatory agencies, client advocacy groups, and clinical trials evaluating drug efficacy -- all which have been demonstrably influenced by economic incentives and political pressure applied by highly profitable pharmaceutical companies. Recognition of these fallacies and this built-in bias of existing mental health systems should keep behavior analysts from deferring to medical and pharmaceutical industry propaganda and encourage them to continue research and practice according to their own scientific principles and methodology. |
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| A Comparison of Verbal Forced Choice and Duration-Based Stimulus Preference Assessment Procedures Among Adults with Schizophrenia |
| DAVID A. WILDER (Florida Institute of Technology), K. Paige Wilson (University of the Pacific), Holly Ayn White (University of the Pacific), Nicole E. Gravina (University of the Pacific), Paige Maxwell (University of the Pacific), Hiroaki Blake Wemura (University of the Pacific), Gary Howells (University of the Pacific), Adrienne F. Granadosin-Deanes (University of the Pacific) |
| Abstract: We compared two methods of stimulus preference assessment, a verbal forced choice procedure and a duration-based measure, to determine their utility in identifying preferred items among three verbally competent adults with schizophrenia. A subsequent reinforcer assessment was conducted to determine which items actually functioned as a reinforcer for each participant. Comparisons between the preference assessment methods were then made based on the results of the reinforcer assessment. Results showed that the verbal forced-choice method more accurately identified items as reinforcers than did the duration-based method. Results are discussed in terms of the correspondence between saying and doing among adults with schizophrenia. |
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| Escape Behaviors in Mentally Disordered Persons |
| CRIS T. CLAY (University of the Pacific), Holly Ayn White (University of the Pacific) |
| Abstract: Identifying the function of a behavior is essential in developing an effective treatment plan. The literature now supports the idea that bizarre speech in individuals diagnosed with a mental illness can be maintained by attention. Anecdotal information from clinical services suggests that other aberrant behaviors exhibited within this population are often maintained by attention as well. There is less information and research available regarding behaviors maintained by escape contingencies. Using clinical case studies derived from single subject behavioral interventions serving individuals diagnosed with a major mental illness, this presentation will demonstrate that behaviors are also maintained by escape. Specific behaviors where escape contingencies have been observed as well as a discussion on why this function may be difficult to prove using an experimental functional analysis will be included. |
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| Using Behavioral Skills Training to Promote Abstinence of Substance Use for Individuals with Mental Retardation |
| JENNY HARDEN (University of South Florida), Pamela G. Osnes (The Ohio State University) |
| Abstract: This presentation will present the results of an investigation of the use of the self-instructions component of behavioral skills training (BST) was investigated as an intervention strategy to promote abstinence of substance use for three individuals with mental retardation. BST consisted of self-instructions, modeling, rehearsal, and feedback. The self-instructions procedure was taught and practiced in an analogue setting and in vivo probes were conducted to assess whether or not participants returned placebo substances when they found them in non-training settings. A multiple baseline design across three participants was used to manipulate the self-instruction procedure. Results were varied across the three participants, but in general, it was shown that these individuals are capable of learning BST and demonstrating these procedures in a natural setting. |
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| Innovative Strategies for Training in Behavior Analysis |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Beacon A |
| Area: TBA |
| Chair: Darrel E. Bostow (University of South Florida) |
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| What Should a Graph Look Like? Experimental Evaluation of WEB Tutorial Interactivity |
| Domain: Applied Research |
| DARREL E. BOSTOW (University of South Florida), Reinaldo L. Canton (University of South Florida), Darrel R. Davis (University of South Florida), Michael A. Cohen (University of South Florida), Gudmundur T. Heimisson (University of South Florida) |
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| Abstract: Teaching the effective display of data in the form of graphs is complex. This presentation includes the experimental comparison of several methods of WEB-site tutorial delivery of instruction about appropriate dimensions of graphs. It is not about using computer graphic programs, it is about what they are used to do. It evaluates the benefits-- weighed against the costs--of delivering via programmed instruction rather than "passive" WEB pages. |
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| Teaching Applied Behavior Analysis Using Digital Video Tutorials |
| Domain: Applied Research |
| PAUL D. LUYBEN (State University of New York College at Cortland) |
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| Abstract: This presentation will demonstrate the use of digital video clips in on-line, Web-based tutorials designed to provide "real world" applications of concepts from applied behavior analysis. |
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| Developing an ABA Program Using Existing Resources |
| Domain: Applied Research |
| CRISS WILHITE (California State University, Fresno) |
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| Abstract: In 1998, an undergraduate ABA program was developed in the Department of Psychology at CSU, Fresno with little cost and no new faculty. An ABA intervention model was used to accomplish this task: data were collected on the need for trained behavior analysts in the area; a program that met BACB requirements, used only one new course, and took department strengths and needs into consideration was proposed; faculty were shown how the new program would benefit their work. The program used the community placements for practica. Currently, the program has over 100 students and a new MA track. |
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| Intrinsic Program Coherence: An Integral Component of Curriculum Analysis and Development In Autism Intervention |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay D |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Lillian V. Pelios (Elwyn, Inc.) |
| Discussant: John C. Barnard (Burlington County Special Services) |
| Abstract: . |
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| The Concept of Intrinsic Program Coherence |
| STEIN LUND (Contigency Analysis/Perspective Corporation) |
| Abstract: Early intensive behavioral intervention (EIBI) for children with autism is a comprehensive and sophisticated endeavor in which complex and dynamic behavioral repertoires are constructed gradually by integrating smaller, less versatile behavioral units (e.g., programs). An important consideration is to develop curricula so that each individual program is extended and incorporated into an evolving program nexus. This constructional process warrants considerable attention to the internal structure and dynamics of the curriculum. A curriculum must entail descriptions of the structure and order of individual programs (i.e., hierarchy) and the contingencies that engender integration and formation of increasingly more dynamic behavior. The term “intrinsic program coherence” has been suggested as a general term pertaining to the many considerations involved in systematic curriculum development. This paper offers a discussion of some dimensions of intrinsic program coherence. |
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| Say/Do Discrimination: A Structural Analysis of Responses and their Relationship to Complex Conditional Discrimination |
| JEFFERY D. BEVAN (Bancroft NeuroHealth), Kimberly M. Ring (Bancroft NeuroHealth) |
| Abstract: This presentation will evaluate the effectiveness of an alternate strategy for teaching Say/Do discrimination to a five-year-old boy with autism. A consideration of pre-requisite skills will be provided, as well as a detailed deconstruction of the components of the relevant responses. The concept of Intrinsic Program Coherence, as introduced by Lund (2001), will be offered as an analytical framework for understanding the relationships among a variety of behavioral repertoires. In addition, Say/Do discrimination itself will be discussed as a “tool” skill in the development of more complex forms of conditional discrimination. |
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| Joint Attention and its Relational Dependency to Adjunct Behaviors in Curriculum Development |
| BOBBI KAEPPLER (Bancroft NeuroHealth), John Gardiner (Bancroft NeuroHealth), Megan DePalma-Riley (Elwyn Inc.) |
| Abstract: This presentation examines the nature of joint attention and its relational dependency to adjunct behaviors in curriculum development for three children with Autism. Joint attention will be discussed at a basic behavioral level (i.e., mutual eye gaze toward a referent object) and elaborated upon as a continuum of behavioral components that are essential for the formation of more complex behavioral repertoires (i.e., social behavior/conversation). Consequently, a framework of analysis will be provided in curricular network models that adhere to principles of intrinsic program coherence (IPC). Finally, the timing and sequencing for teaching joint attention using the concept of IPC will be evaluated. |
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| Int'l Symposium - Local Effects of Reinforcers: Reinforcer Sequences, Conditional Reinforcers, and Magnitude |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Commonwealth |
| Area: EAB; Domain: Applied Research |
| Chair: William M. Baum (University of California, Davis) |
| Discussant: M. Jackson Marr (Georgia Tech) |
| Abstract: . |
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| Choice, Reinforcement Magnitude, and Variable Reinforcing Environments |
| CARLOS F. APARICIO (University of Guadalajara, Mexico), William M. Baum (University of California, Davis) |
| Abstract: The study of choice in variable reinforcing environments has shown regularity in the local effects of individual reinforcers on response and time allocation. In this study we manipulated the magnitude reinforcement to assess its effects on choice in a variable environment with rats as subjects. Seven unsignaled components were arranged to occur for two levers, each component presenting a one of seven different reinforcer ratios, lasting until 10 reinforcers were delivered and terminating with a 1-min blackout. According to an A-B-A experimental design, we manipulated the reinforcement magnitude across phases. In phase A, independent of the variation in reinforcer ratio, the reinforcer for the left lever was four times larger than the reinforcer for the right lever. In phase B we reversed these conditions; the reinforcer for the right lever was four times larger than for the left lever. At an extended level of analysis, choice was described well by the generalized matching law, sensitivity increasing as more reinforcers were delivered in components. Local analyses showed that the most recently obtained reinforcers had substantially larger effect on choice than less recently obtained reinforcers. That larger reinforcers produced larger and longer lasting preferences is consistent with the idea that the variables controlling choice have both short- and long-term effects. |
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| The Effects of Runs of Reinforcers on Local Preference |
| CHRISTIAN ULRICH KRAGELOH (University of Auckland, New Zealand), Michael C. Davison (University of Auckland, New Zealand), Douglas Elliffe (University of Auckland, New Zealand) |
| Abstract: This experiment investigated the effects of differential run lengths of same-key reinforcers on local preference. Five pigeons were trained on a concurrent VI VI procedure that arranged an overall reinforcer rate of 2.2 rpm and scheduled reinforcers between the two alternatives dependently. Across experimental conditions, the average number of same-key reinforcers was varied by manipulating conditional probabilities that a reinforcer will be arranged on one alternative given that the animal had received a reinforcer immediately prior on the same alternative. To what extent can a reinforcer adopt the function of a discriminative stimulus for the likely location of the following reinforcer? |
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| Every Reinforcer Counts, But Do Conditional Reinforcers Count? |
| MICHAEL C. DAVISON (University of Auckland, New Zealand), William M. Baum (University of California, Davis) |
| Abstract: Using a within-sessions reinforcer-ratio variation procedure, pigeons obtained 10 food reinforcers in each of 7 components. Maintaining 10 food reinforcers per component, we added over conditions increasing numbers of magazine-light-only presentations, which we take as conditional reinforcers. Preference pulses following conditional reinforcers were consistently less extreme, and pecks per visit were fewer, than those after food reinforcers. As the proportion of magazine-light reinforcers was increased, preference pulses after food reinforcers fell significantly, but by only a vanishingly-small amount. In this procedure, magazine-light presentations act as signals for higher rates of food reinforcers. In a second procedure, we maintained an equal number of reinforcing events of both types between alternatives in all components, but varied the proportion of events that were food reinforcers between components. Under these conditions, magazine-light presentations tend to signal the lower reinforcer-rate alternative, and preference pulses following magazine-light presentations did not occur. Our tentative conclusion is that so-called conditional reinforcers are simply signals for the availability of primary reinforcers. |
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| Professional Development Series: Graduate Training in Behavior Analysis Part V |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Dalton |
| Area: PRA; Domain: Applied Research |
| Chair: Sharlet Butterfield (University of Nevada, Reno) |
| GREGORY P. HANLEY (University of Kansas) |
| THOMAS S. HIGBEE (Utah State University) |
| MARY JANE WEISS (Rutgers University) |
| Abstract: The field of Behavior Analysis has been experiencing tremendous growth in recent years. While there were once only a few graduate programs in Behavior Analysis to choose from there are now many programs in existence, with more being established each year. With so many programs to choose from it can be a daunting task for potential students to discern differences between programs and determine which program is best for them. Graduate Training in Behavior Analysis Parts I - V will have directors and representatives from 20 graduate programs that will provide information about their programs and answer questions to facilitate this process. Some of the topics to be discussed include: Master’s versus Doctorate; student funding; time to complete program; practical experiences available; unique aspects of each program; and job placement of recent graduates. This will be an excellent opportunity for potential students to talk with faculty from various programs, ask specific questions about the programs while simultaneously comparing them, decide which one best meets their needs, and find out what they can do to improve their chances of getting accepted. This is a student committee sponsored event. |
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| Relating Descriptive Analysis and Indirect Assessments to Functional Analysis Outcomes |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Constitution A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Timothy R. Vollmer (University of Florida) |
| Abstract: Learning Objectives
Distinguish between a descriptive analysis, indirect (anecdotal) assessment, and a functional analysis.
What is meant by a "structured" descriptive analysis?
How can a lag sequential analysis be used to identify possible contingencies of reinforcement? |
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| Clarifying Variables Associated with Problem Behaviors Using Structured Descriptive Assessment |
| AMANDA J. MCALLISTER (University of North Texas), Richard G. Smith (University of North Texas), Lloyd Buckner (University of North Texas), Kimberly N. Smith (University of North Texas), Anney R. Fahrenholz (University of North Texas), Lana L. Kliethermes (University of North Texas) |
| Abstract: This study evaluated the utility of a structured descriptive assessment (SDA) as an alternative method of functional assessment. Initially, an analogue functional analysis, conducted to assess the self-biting of an adult with developmental disabilities, produced inconclusive results. Subsequently, an SDA was conducted in the individual’s natural environment with the direct care staff acting as therapists. This assessment manipulated antecedent variables similarly to the analogue functional analysis but allowed for consequences to occur naturally. The results from the SDA suggested that biting was occasioned by removal of personal items and maintained by their return. Treatment based on the results of the SDA were implemented in a reversal design and resulted in a notable reduction in the occurrences of biting. These outcomes suggest that SDA procedures may be useful when results from the analogue functional analysis are inconclusive. |
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| Evaluation of the Treatment Utility of the Analog Functional Analysis and the Structured Descriptive Assessment |
| CARIE L. ENGLISH (West Virginia University), Cynthia M. Anderson (West Virginia University) |
| Abstract: Various methods of functional assessment exist for developing hypotheses about environment-behavior relations. Presumably, the analog functional analysis has good treatment utility; however, this has not been well evaluated. The treatment utility of the analog might be enhanced by including caregivers in the assessment. An alternative is to conduct the assessment in the natural environment. The structured descriptive assessment (SDA) is conducted in the natural environment by caregivers, which likely enhances treatment utility. The purpose of this study was to examine the treatment utility of the analog functional analysis and the SDA by comparing results of the analog when conducted by experimenters versus caregivers to results obtained from the SDA. In addition, interventions based on the results of each assessment were implemented to determine which assessment resulted in more efficacious interventions. |
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| Using LAG-Sequential Analyses to Describe Response-Stimulus Relations in the Natural Environment |
| ANDREW SAMAHA (University of Florida), Timothy R. Vollmer (University of Florida), Carrie S. W. Borrero (University of Florida), Kimberly Kahl (University of Florida), Claire C. St. Peter (University of Florida), Jason C. Bourret (University of Florida) |
| Abstract: We combined descriptive and functional analyses to examine potential reinforcing relations for two individuals who engaged in self-injurious and disruptive behavior. Descriptive observations were conducted in a school and an inpatient setting on interactions between participants and their caregivers. Contingency strength was examined by comparing three measures of probability: probability of reinforcement given a response, probability of reinforcement given no response, and overall (unconditional) probability of reinforcement. The conditional probability of potential reinforcers was calculated for each second before and after occurrences of target behavior or a second during which no response was recorded. Results showed that the event identified as a reinforcer in the functional analysis was likely to occur following problem behavior in the natural environment. Combining descriptive and functional analyses may prove useful in studying how reinforcement contingencies operate in the natural environment. |
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| Using Multiple Respondents to Assess Agreement and Validity of Anecdotal Assessments |
| ANNEY R. FAHRENHOLZ (University of North Texas), Richard G. Smith (University of North Texas), Lloyd Buckner (University of North Texas), Kimberly N. Smith (University of North Texas), Amanda J. McAllister (University of North Texas), Jashmina N. Patel (University of North Texas) |
| Abstract: An assessment of agreement and validity of outcomes of anecdotal assessments was completed for twenty-seven adults with mental retardation and problem behaviors. Part 1 of the experiment included administering two anecdotal assessments, the Motivational Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST) to five respondents (direct-care staff) for each ratee. Results of the questionnaires indicated that respondents agreed on the maintaining variables of the individual’s problem behavior for only 9 of the 27 individuals. Part 2 of the experiment examined whether, for selected cases in which 4 out of 5 respondents agreed on the function of the problem behavior, results from a functional analysis were consistent with those from the anecdotal assessments. Results indicated that, when multiple respondents agreed on the primary consequence maintaining problem behaviors, that variable also was identified in the functional analysis. |
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| Research Methodology in the Management of Dog Behavior |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Fairfax B |
| Area: EAB/TPC; Domain: Applied Research |
| Chair: Eduardo J. Fernandez (Indiana University) |
| Discussant: Karen W. Pryor (Sunshine Books, Inc.) |
| Abstract: . |
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| Response Blocking Facilitated by Use of the Gentle Leader® Collar in Treatment of Elicited Lunging in Dogs |
| JENNIFER L. SOBIE (Western Michigan University) |
| Abstract: Lunging by pet dogs toward passing dogs, children or animals is a problem commonly presented to dog obedience instructors and dog behavior counselors. This behavior is often seen in large, boisterous dogs, although it is not restricted to such a population. Irrespective of agonistic display or actual danger to those around the dog, lunging is distracting, stressful, and often intimidating for those in close proximity. In an evaluation by comparison of traditional collar corrections intended as punishment, and of response blocking combined with negative reinforcement as facilitated by the Gentle Leader® Collar, response blocking with negative reinforcement was more effective in ameliorating on-going lunging as well as prevention of future lunging episodes in dogs identified as incorrigible lungers. This presentation discusses the outcome of this study and its implication for treatment of lunging in dogs. |
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| "Poisoning the Cue": The Effects of Combining Positive and Negative Reinforcement during Training |
| NICOLE BRYD (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: “Poisoning the cue” is a reported phenomenon that occurs frequently in the animal training world. Karen Pryor suggests that a cue, or SD, established with a combination of negative and positive reinforcement leads to the breakdown of the behavior both preceding and following the cue due to an increase in avoidance behaviors and the uncertainty that exists in terms of the consequence that will follow. The purpose of this presentation is to compare the effects of combining negative reinforcement and positive reinforcement during training with the effects of using positive reinforcement alone. Two dogs served as subjects. Each dog learned the same behavior under two different stimulus conditions associated with two different training methods. One method involved the presentation of the cue “ven”, and the reinforcement of successive approximations to the target behavior. The other method involved the presentation of the cue “punir,” the physical prompting of the target behavior by pulling the leash, and the delivery of a reinforcer. Differences in the behavior between the two conditions are documented, as well as, differences in the stimulus functions of “ven” and “punir.” Data collection in progress. |
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| Relative Victim/Aggressor Size As a Variable Affecting Efficacy of Response Cost as a Treatment in Inter-Dog Aggression in a Multi-Dog Family |
| JENNIFER L. SOBIE (Western Michigan University) |
| Abstract: Though not inevitable, multi-dog families are sometimes affected by dog-to-dog aggression that appears to be controlled by socially mediated establishing operations. Response cost in the form of time-out has been seen to be effective in ameliorating these attacks. However, further evaluation indicates that the relative size of victim to aggressor is a variable affecting the outcome of time-out as a successful treatment. When dogs are of similar size, although time-out provides an initial reduction in the attack behavior, this reduction often is not stable even with continued response-cost treatment. This presentation discusses these results as well as the use of the concept of response class mediation in addition to response-cost in long-term treatment. |
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| Int'l Symposium - Some Empirical Advances in Transformation of Function Research |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Fairfax A |
| Area: EAB; Domain: Applied Research |
| Chair: Jose Ortega (University of Almeria, Spain) |
| Abstract: . |
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| Auditory-Visual and Visual-Visual Equivalence Relations in Children |
| SARAH CRAIG (National University of Ireland, Maynooth), Paul M. Smeets (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Previous research has shown that persons with mental retardation more readily evidence equivalence after being trained on auditory-visual than on visual-visual match-to-sample tasks. The present study examined if this discrepancy is also apparent in normally capable preschoolers and whether the derived class-consistent test performances could have resulted from applying the same verbal label to all stimuli of a class or from intra-verbal naming. Sixteen 5-year-old children received training on auditory-visual and visual-visual match-to-sample tasks. Then they were tested for equivalence, requested to name each stimulus, and given the opportunity to sort the stimuli according to equivalence-class membership. Unsolicited naming responses were recorded during all arbitrary matching tasks. All 16 children passed the auditory-visual equivalence test, 12 of whom also passed the sorting test. The performances during the equivalence and sorting tests appeared not to be related to the names given during the presentation or after the presentation of the matching tasks. |
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| Transfer of Contextual Control with Non-Arbitrary Relations via the Emergence of Compound Stimuli |
| JOSE ORTEGA (University of Almeria, Spain), Carmen Luciano Soriano (University of Almeria, Spain), Olga Gutierrez-Martinez (University of Almeria, Spain) |
| Abstract: The purpose of this study was to demonstrate whether a stimulus function established for a single-element stimulus would transfer to related compound stimuli. Previous data show that transfer of functions may be a result of establishing equivalence relations. In Phase 1 of this study participants were given non-arbitrary relational pretraining that brought their responses under the control of two unitary contextual stimuli: SAME (A1) and DIFFERENT (A2). In Phase 2, they were taught nine conditional relations between single and compound stimuli (A1B1-C1; A1B2-C3; A1B3-C2; A2B1-C3; A2B2-C2; A2B3-C1; A3B1-C2; A3B2-C2 and A3B3-C3). Once AB-C relations were established, Phase 3 tested for nine AC-B and BC-A relations. In Phase 4, subjects were presented with new compound stimuli that served as contextual cues for relations for sameness (B1C1; B2C3 and B3C2) and difference (B2C2; B1C3 and B3C1), then with a new set of non-arbitrarily related stimuli and, finally, with a new set of arbitrarily related stimuli. Results are discussed in terms of substitutability as a kind of functional equivalence, as well as in regard to their applied implications. |
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| Comparing Associative and Relational-Frame Accounts of Transitive Inference: An Empirical Demonstration |
| SARAH CRAIG (National University of Ireland, Maynooth), Robert Whelan (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: If A is deemed to be more than B, and B is deemed to be more than C, it follows logically that A is more than C. This type of logical reasoning provides an example of what has been called transitive inference (TI) in the literature, and it has been the focus of many empirical studies. Despite this work, however, debate still surrounds the possible processes that give rise to TI performances. Some researchers claim that "value transfer" mechanisms can explain TI behavior; others maintain that relational frames of comparison must be involved. In order to subject these accounts to an empirical analysis, 10 subjects were exposed to the following procedure. Subjects’ responses to nonarbitrary stimulus relations of More-than and Less-than were first brought under contextual control. Subjects were then presented with four conditional discriminations; A < B, C > B, C < D, E > D; with the contextual cues as sample stimuli, and two nonsense words as comparison stimuli. In a subsequent phase, subjects were tested on the untaught relations; for example, B < C and D > C. In accordance with the relational-frame prediction, and contrary to many associative accounts, subjects reliably chose B over C, and reliably chose C over D. |
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| Transformation of Respondent Elicitation: Aversive Conditioning |
| OLGA GUTIERREZ-MARTINEZ (University of Almeria, Spain), Miguel A Rodriguez (National University of Ireland), Carmen Luciano Soriano (University of Almeria, Spain), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: This study examines the transformation of respondent elicitation in accordance with equivalence relations. Dougher et al., 1994 obtained such an effect with a differential aversive conditioning procedure. However, the Dougher et al. study had several features that can be argued to constrain the validity of its results: (1) conditioning effects were not assessed during acquisition trials, but on the basis of a single probe trial after the transfer test; (2) transfer tests of a derived CS- were always presented prior to any tests of a derived CS+, in order to avoid a shift-in-contingencies effect. The current study replicates Dougher et al’s (1994), but also attempts to extend it by controlling the above-mentioned concerns. Participants in Condition 1 were taught two 4-member equivalence classes, and then went through differential conditioning with B1 as the CS+ and B2 as the CS-. Subsequently they were tested for the transfer of conditioned elicitation to C1 and D1. Participants in Condition 2 went through the same procedure, with the exception that in the transfer test they were presented with novel stimuli. The order of presentation of the stimuli in transfer tests was counterbalanced in both conditions. Additionally, conditioning effects were assessed during the acquisition process. |
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| Int'l Symposium - Strategies for Staying Present: A Rationale for an Experimental Analysis of Acceptance and Commitment Therapy |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Conference Room 2 |
| Area: CBM/VBC; Domain: Applied Research |
| Chair: Jonathan Weinstein (University of Mississippi) |
| Abstract: . |
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| Strategies for Staying Present: A Rationale for an Experimental Analysis of Several Techniques Employed in Acceptance and Commitment Therapy |
| JONATHAN WEINSTEIN (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Many of the new behavior therapies are employing a number of techniques which result in enabling the client to remain in contact with emotionally difficult thoughts, feelings, and memories. Acceptance and Commitment Therapy in particular employs a variety of strategies that train "here and now" repertoires of behaving. It is believed that this training acts to reduce the dominance of verbal relations connected to a client's psychological past or future, and, as a result acts as a generalized operant by improving the client's sensitivity to all the contingencies present in her or his environment. It is believed that this approach improves the workability and flexibility of the client's change agenda. Components to be discussed may include the identification and clarification of client’s values, acceptance, cognitive defusion, mindfulness as well as others. A rationale for an experimental analysis of several of these techniques will be presented and discussed. |
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| Going Beyond Exposure: The Unique Contribution of Acceptance and Commitment Therapy in the Treatment of Anxiety Disorders |
| MARIA KAREKLA (University at Albany, SUNY), Jeffrey D. White (University of Mississippi Medical Center), Tiffany K. Fuse (University at Albany, SUNY) |
| Abstract: Exposure techniques have long been used to treat various psychopathologic conditions, especially disorders of avoidance (e.g. anxiety disorders). By their very nature, anxiety disorders are characterized by significant conditioned avoidance to internal and external stimuli and are treated most commonly via cognitive-behavioral treatments (CBT) using interoceptive and exteroceptive exposure components. Although such interventions result in satisfactory outcomes, these approaches frequently suffer from high attrition and relapse rates. Acceptance and commitment therapy (ACT) is a relatively novel treatment for disorders of avoidance that utilizes exposure techniques to improve valued areas in patients’ lives rather than simply decreasing the aversiveness of conditioned stimuli. In this way, it is hypothesized that ACT will result in lower attrition and relapse rates, higher patient satisfaction, and similar effectiveness compared with other CBT-based interventions. This paper will discuss the clinical implications of using ACT to treat anxiety, propose a rationale for exposure, and present results from a modest clinical trial (N = 22; 17 female; ages 18-65) with individuals suffering from panic disorder. Further, this paper will focus on the hypothesized mechanisms of action within ACT and the implications for providers using this treatment for anxiety disorders. |
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| Self-as-Context in Behavioral Change |
| KARA BUNTING (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: The derived stimulus relation and transformation of stimulus function properties of language can lead to human beings experiencing language about their experience as their experience. Practices which enable discrimination of self-as-context as opposed to self-as-content being used by new wave behavior therapies, including defusion and mindfulness exercises, target this property of language, aiming to change the context of the stimulus functions that occur through relational learning. This session will present an analysis of these practices in Acceptance and Commitment Therapy and a rationale for the importance of self-as-context in behavioral change. |
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| Implementing Metaphor in Acceptance and Commitment Therapy |
| CHAD E. DRAKE (University of Mississippi), Laura Ely (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Presenters will discuss a theoretical and philosophical rationale for the use of metaphor in Acceptance and Commitment Therapy (ACT). Examples will be offered as to how to apply the use of different metaphors in a way that is both consistent with ACT and appropriate to the client's unique experience. |
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| Technology in Applied Behavior Analysis |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Republic B |
| Area: TPC/DDA; Domain: Applied Research |
| Chair: Michael J. Cameron (Simmons College) |
| Discussant: Raymond G. Romanczyk (Binghamton University) |
| Abstract: Learning Objectives
Participants will lean about the interface between MATLAB and task analysis research
Participants will learn about the variables that both hinder and facilitate the completion of a task analyzed progam
Participants will learn about the value of data sonification and the production of soundgraphs |
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| The MATLAB Profiler: A Model for Task Analysis Research |
| NED GULLEY (MathWorks) |
| Abstract: There is a great deal of similarity between writing computer code and developing a task analysis for instruction. Both require a line-by-line display of information and both must be designed for optimal performance. One difference, however, is that computer code can be easily analyzed. The MATLAB Profiler shows computer programmers where code is slow and offers specific suggestions about how to facilitate the speed of a program. The Profiler evaluates computer code against a wide array of variables and on an a priori basis, flags specific lines that will hinder overall performance. The Profiler serves as an excellent model for evaluating task analyzed programs. |
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| Technology and Task Analysis Research |
| MICHAEL J. CAMERON (Simmons College) |
| Abstract: Teaching skills by way of a task analyzed program is standard practice in the field of applied behavior analysis. Despite the fact that behavior analyst have clear guidelines on how to develop a task analysis, there is a lack of literature on how to evaluate the quality of a task analyzed program. The MATLAB Profiler provides behavior analysts with a conceptual model for program evaluation. Within this presentation, the effect of an a priori analysis of a wide variety of variables will be demonstrated. Specifically, task analyzed programs, evaluated pre and post analysis will be displayed to demonstrate the need for an a priori program evaluation. |
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| I Can Identify That Data Path in Four Notes |
| ROBERT L. SHAPIRO (Simmons College) |
| Abstract: In addition to recognizing data patterns in a visual format, it has been shown that with minimal training subjects are able to recognize data patterns presented aurally by a computer. Similarly, data have occasionally been used to create musical pieces. This is a natural leap, as musical pitches and sounds are based upon a logarithmic scale, taking into account such variables as topography (instrumentation), frequency (expressed in Hertz), magnitude (volume), duration (length of notes), and latency (onset of notes). However, existing musical pieces based on data center around the eight-note major scale, omitting the other five notes in the thirteen-note chromatic scale (as well as countless microtonal notes prevalent in the music of other cultures) and therefore not accurately representing data. This study used data gleaned from a variety of behavior analytic research projects and converted these data into soundgraphs, talking into account all thirteen notes of the chromatic scale. A comparison of visual versus technology generated aural data will be presented, along with implications for extending the use of soundgraphs to interpret numerical data. |
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| Verbal Networks in Behavioral Systems Analysis |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Liberty B |
| Area: OBM; Domain: Applied Research |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| Discussant: Mark P. Alavosius (Western Michigan University) |
| Abstract: . |
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| Using Behavioral Systems Analysis to Develop a Job Placement Service |
| LORI MILLER (Applied Behavioral Consultants, Inc.), Maria E. Malott (Malott & Associates) |
| Abstract: This presentation will illustrate the application of behavioral systems analysis tools to develop a useful placement service in a non-profit organization. The systems approach provided a comprehensive perspective that helped to identify the appropriate variables to analyze, design, implement, evaluate, and recycle the system. This approach also helped identify the necessary behaviors required to manage the service in order to ensure that it was maintained while appropriately adapting to the changes occurring within the rest of the organization in which it was a part. |
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| “The Client is Always Right” But Do We Know What S/He Wants? |
| JEFFERY PETER WELLS (Division of Youth Corrections), Horacio Ricardo Roman (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: Operating under the premise that “the client is always right”, it is proposed that consumer suggestions can be of great value to retail and service oriented organizations. Furthermore, it is argued that a systematic arrangement to promote written suggestions, a suggestion system, is a sub-component of larger and more generally known feedback systems. In this study, an intervention package consisting of making suggestion forms available to consumers, providing individualized responses to each suggestion and during group discussion was compared to baseline, where no group responses were provided. Consistent with Quiltich’s (1978) findings, the rate of consumer suggestions was greater when staff provided a response. Whereas Quiltich (1978) successfully reinforced employee suggestions, this study extended his procedure to the consumer population. This data based presentation includes a discussion on the conditions under which suggestion systems are best suitable, the potential benefits to an organization, alternative arrangements as well as the limitations of the study. |
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| An Analog Study of the Impact of Rule Accuracy on Rumor in Organizational Settings |
| MELANY DENNY (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: This study examines the effects of accurate and inaccurate rules on frequency of rumor, duration of rumor, inter-response time and response accuracy in a simulated workplace. An alternating treatment design was used. Participants were presented with a rule regarding the number of points they would earn for a correct response. This rule, as presented, was either accurate or inaccurate. During the one, two hour, experimental session, conditions alternated randomly between accurate and inaccurate rules. Participants completed a questionnaire evaluating the procedure and reporting their self generation of rules. This presentation will include a data based demonstration and discussion of the experimental results. |
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| Tour New England Center for Children |
| Tuesday, June 1, 2004 |
| 9:00 AM–12:00 PM |
| Off-Site |
| Chair: Katherine E. Foster (New England Center for Children) |
| New England Center for Children, an applied educational organization serving children with autism for close to thirty years, is offering tours of it's central school facility.
Come see applied behavior analysis in action across all our programs, from the intensive preschool to the day school to the residential school to the specialized unit for children with extreme challenging behaviors. NECC is top to bottom one of the most complete behavioral programs in the US with all 600 employees sharing a strong commitment to behavior analysis. An overview of our active research program and graduate education programs will also be presented.
Located 20 miles from the convention, NECC will provide round-trip transportation. To see this exceptional applied setting contact Mary Ellen Parzych at (508) 481-1015 ext. 3076 or via e-mail at mparzych@necc.org. Visit our website at www.necc.org to learn more about New England Center for Children. |
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| Effects of Motivational Speakers on Parent/Adolescent Dialogue |
| Tuesday, June 1, 2004 |
| 10:00 AM–10:20 AM |
| Berkeley |
| Area: EDC |
| Chair: Tina Vazin (Alabama State University) |
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| Effects of Motivational Speakers on Parent/Adolescent Dialogue |
| Domain: Applied Research |
| TINA VAZIN (Alabama State University) |
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| Abstract: Many parents report feeling uncomfortable talking with their adolescent children about matters regarding sexuality. They avoid initiating conversations related to sex or when their children ask direct questions, their responses are brief and to the point. The purpose of this study was to determine the effects of motivational speakers on parents’ frequency of engaging in dialogue with their adolescent’s about sexual behavior. A baseline measure of the frequency of dialogue about sex between parent/adolescent dyads was determined. Half of the parents attended an event featuring a motivational speaker who lectured on the negative health, academic and economic consequences of adolescent’s engaging in early sexual activity. Following the event, all adolescents and parents were provided a diary to record occurrences of parent/adolescent dialogue about sex. The results showed that initially following the event, parents initiated a higher rate of dialogue about sex as well as attempted to sustain adolescent-initiated dialogue about sex. A three-week follow up showed that frequency of dialogue had returned to baseline levels. |
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| Equivalence 2 |
| Tuesday, June 1, 2004 |
| 10:00 AM–10:50 AM |
| Gardner |
| Area: EAB |
| Chair: Harold E. Lobo (West Virginia University) |
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| Emergence of Equivalence Relations under Requirements of Low Response Latencies |
| Domain: Applied Research |
| GERSON YUKIO TOMANARI (University of Sao Paulo), Murray Sidman (University of Sao Paulo), Adriana Rubio (University of Sao Paulo), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School) |
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| Abstract: In a matching-to-sample task, baseline conditional discriminations between two sets of four stimuli were taught to five human adults who were later tested for the emergence of new conditional discriminations consistent with symmetry and equivalence (combined symmetry and transitivity). During training, the required sample and comparison latencies were gradually decreased, given the maintenance of accuracy (90% correct). The final maximum latencies were 0.4-0.5s to samples and 1.2-1.3s to comparisons. Intertrial intervals were reduced to 0.4s. Under these fast-responding requirements, 72 unreinforced test trials were interspersed among 72 unreinforced baseline trials. Accuracies in the first equivalence and symmetry tests were respectively around 57%-81% (Participant PLRA), 74%-61% (Participant ALE), 76%-80% (Participant CA), and 85%-92% (Participants EMM and SU). The lack of accuracy in the test trials was mostly due to failures to respond within the required latencies, not to incorrect choices. When participants did respond in time, their accuracies were normally higher and around 71%-79% (Participant PLRA), 85%-68% (Participant ALE), 87%-87% (Participant CA), and 96%-97% (Participants EMM and SU). Results show that the emergence of new conditional discriminations and equivalence class formation occurred with requirements for very brief response latencies, a condition in which the possibility of verbal mediation was highly restricted. |
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| Studying Problem Solving through Stimulus Equivalence: Solutions as Emergent Blends of Previous Behavior |
| Domain: Applied Research |
| HAROLD E. LOBO (West Virginia University), Philip N. Chase (West Virginia University) |
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| Abstract: This paper discusses methodological issues involved in adopting stimulus equivalence procedures for conducting research on problem solving. Problem solving is behavior that produces a change in the environment such that it becomes discriminative for further responding that produces the solution, which was established as a reinforcer for the individual’s behavior. Studies on stimulus equivalence have employed matching-to-sample tasks to train baseline conditional discriminations and to test for reflexivity, symmetry, transitivity, and combined symmetry and transitivity. Changes in the conditional discrimination for each test can be said to arrange a problem, the solution of which is demonstrated by the emergence of untrained conditional relations. Furthermore, the combined symmetry and transitivity tests represent problem solving where independent emergent repertoires are blended as a solution. Stimulus equivalence procedures might be particularly useful for studying problem solving because manipulations of the modality and complexity of the stimuli, the individual’s familiarity with the stimuli, the number of stimuli per class, the training structure, and the total number of classes will render various levels of complexity for the problem-solving arrangement. These procedures also allow repeated presentations of the same problem-solving task. This multiplicity of options may prove fruitful to study the influence of other variables, such as instructions, on problem solving. |
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| Taking Advantage of Opportunities to Improve Learning |
| Tuesday, June 1, 2004 |
| 10:00 AM–10:50 AM |
| Gardner |
| Area: EDC |
| Chair: Travis G. McNeal (University of Nevada, Reno) |
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| Analysis of Retakes as a Component for Mastery in a Personalized System of Instruction |
| Domain: Applied Research |
| TRAVIS G. MCNEAL (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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| Abstract: Two groups of students in an introductory to psychology course were selected for participation in this study. One served as the control group and the other, as the experimental group. The introductory to psychology course is organized as a Personalized System of Instruction (PSI) in which students are allowed more flexibility to learn in the manner which suits their learning style. In this study, the retake component of the PSI system was manipulated for the experimental group, by awarding bonus points to participants who utilized the retake component to where higher scores were earned on quizzes, in an effort to increase participants overall performance in the course. A Hotelling’s T-square test was performed on the data. Results of the Hotelling’s t-square test revealed statistical significance between the experimental group and the control group. Subsequently, a higher proportion of participants in the experimental group earned a B grade than a C grade, whereas a higher proportion of participants in the control group earned a C grade than a B grade. |
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| Differential Availability of Extra Credit has no Impact on Final Course Grade Distributions in Large Introductory Psychology Courses |
| Domain: Applied Research |
| JOHN E. DENCOFF (University of New Mexico), Gordon Hodge (University of New Mexico) |
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| Abstract: Different amounts of total extra credit (up to 30, 60, or 90 points added toward a maximum of 500 total points for the course) were offered to students enrolled in different semesters of an introductory psychology course at the University of New Mexico. Although the courses were offered in different semesters, they were taught by the same instructor, from the same textbook, and using the same lecture material and exams. Extra credit opportunities were graded, brief short-answer assignments no longer than one page each. As expected, “A” and “B” students completed the most extra credit assignments and received the most points, regardless of semester. Students in C, D, and F ranges completed very few extra credit assignments. Of interest, the total amount of extra credit offered did not change overall course distributions, or the average percentage of available extra credit completed and earned by students at different grade levels. |
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| Generalization and Maintenance of Training Effects |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:20 AM |
| Beacon A |
| Area: TBA |
| Chair: Jan S. Weiner (California State University, Fullerton) |
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| Generalization and Maintenance of Positive Behavior Support: Training Effects After Graduation |
| Domain: Applied Research |
| JAN S. WEINER (California State University, Fullerton), Doreen J. Ferko (California State University, Fullerton) |
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| Abstract: The necessity for outcome data from graduates of professional personnel preparation programs is required to determine the efficacy of training. This session will present outcome pilot data collected on 4 teacher/masters candidates one to three years after completing a course in Positive Behavior Support grounded in Applied Behavior Analysis at California State University, Fullerton. The course focuses on preparation of personnel in the field of special education with emphasis on mild to severe disabilities as well as early childhood. The class objectives include basic concepts of applied behavior analysis and the application of those concepts in the public school setting. Preliminary data suggest that candidates who successfully completed the class (SPED 522, indicated by a grade of B or better) were able to generalize and maintain course content during their first years of employment as a teacher. Candidates were asked to collect frequency data on the application of course objectives such as antecedent modifications, use of shaping and fading to generate behavior, use of functional communication training in developing functional equivalents, etc. Candidates were also given a survey reflecting their application of the course material before taking the course and after completing the course. |
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| A Systematic Approach to Generalization: Training and Data Collection |
| Domain: Applied Research |
| MARIELA VARGAS-IRWIN (Children's Evaluation Center) |
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| Abstract: Over thirty tears of research in the application of behavioral principles to the education of individuals with developmental disabilities have produced a technology that guides the design of programs to help students acquire important language, social, and adaptive skills. Despite our success in teaching children with autism in tight stimulus control conditions, a comparable technology to generalize skills to the natural environment is yet to be developed. The present case study proposes a systematic, data-based approach to generalization that examines the transfer of stimulus control of language and social skills from discrete trial training to the natural environment. The subject, a 7-year old student with autism, has participated in intensive instruction based on the principles of applied behavior analysis since she was three years old. Despite having acquired important social, language, and adaptive skills, inclusion in a regular education classroom is hindered by limited generalization of skills acquired through discrete trial training to natural environments. A detailed training protocol for behavioral tutors, parents, paraprofessionals, and non-ABA trained specialists (speech pathologists, teachers, and occupational therapists) is presented, along with a model generalization data collection system. Finally, a comparison between generalization/maintenance data collected before and after the training is presented. |
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| Improving Behavioral Intervention in Community Settings |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:20 AM |
| Beacon B |
| Area: CSE |
| Chair: David A. Coleman, Jr. (ML Services) |
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| Getting Consent to Behavioral Intervention: What Every Clinician Should Know |
| Domain: Applied Research |
| ENNIO C. CIPANI (Alliant International University) |
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| Abstract: Consent to treatment is a necessary requisite for intervention. This paper will cover areas of consent that behavioral clinicians should attend to when serving families in clinics or home based services. A form will be used as a guideline for reviewing several important areas. |
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| Delinquency Prevention and Treatment: Fertile Ground for Applied Behavior Analysis |
| Domain: Applied Research |
| DAVID A. COLEMAN, JR. (ML Services) |
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| Abstract: Behavior analysts have noted a continued gap between applied research and clinical practice (e.g. Allen & Poloha, 2003). One possible reason for this impression is that applied behavior analysis journals predominantly publish studies conducted in institutional environments rather than in clinician's offices, family homes, etc. (Coleman, et al., 2002). One area of practice where this "disconnect" has become increasingly apparent is in the prevention and treatment of delinquency-related behaviors (truancy, vandalism, substance abuse, vandalism, violence, etc.). For example, a keyword search of the contents of the Journal of Applied Behavior Analysis identified only one article in the history of the journal that specifically addressed delinquency (Kirigin, et al., 1982). By contrast, non-behavioral journals have a much richer history of publishing research studies on delinquency interventions (e.g. Hinton, et al., 2003). A review of these latter articles suggests that promising interventions, including those identified as effective by state and federal agencies, are largely based on applied behavior analytic principles. The present paper addresses the behavioral constructs inherent in successful delinquency interventions, and discusses the means and benefits of mainstream applied behavior analysis taking a more prominent role in the area of delinquency intervention and treatment. |
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| Professional Development Series: Understanding the Publication Process |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:20 AM |
| Dalton |
| Area: PRA; Domain: Applied Research |
| Chair: Rachel S. F. Tarbox (University of Nevada, Reno) |
| MICHELE D. WALLACE (University of Nevada, Reno) |
| Abstract: This event has been organized for individuals interested in learning more about how to publish their work. Attendees will be given an overview of the publication process including a description of the editorial/peer review process and tips for creating and submitting a manuscript. This is a student committee sponsored event. |
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| Int'l Symposium - Acceptance and Commitment Therapy: Core Principles and Measures |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Conference Room 2 |
| Area: CBM; Domain: Applied Research |
| Chair: Sinead Smyth (National University of Ireland, Maynooth) |
| Abstract: . |
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| Experiential Avoidance and ACT Measurement and Change through Different Clinical and Sub Clinical Cases |
| CARMEN LUCIANO SORIANO (University of Almeria, Spain), Olga Gutierrez Martinez (University of Almeria, Spain), Marisa Páez Blarrina (University of Almeria, Spain), Maria Sonsoles Valdivia Salas (University of New Mexico), Miguel Rodriguez-Valverde (University of Almeria, Spain) |
| Abstract: Different studies with clinical and sub-clinical populations have provided evidence of the usefulness of several innovative process and outcome measures for detecting: 1) the ineffective verbal regulation among different topographical disorders that can be conceptualized as experiential avoidance disorders (e.g., substance abuse, anxiety, OCD); 2) the functional changes occurred after ACT applications. These measures include different process questionnaires, records of direct occurrences of clinically relevant behaviors and self-observation methods addressed to evaluate: i) highly aversive private experiences; ii) unhealthy efforts to escape and avoid emotions, thoughts, memories or other private experiences and iii) values-oriented actions and results. These measures constitute a clear support for the idea that ACT produces a rapid decrease in the believability (but not necessarily the frequency) of different psychological aversive contents. This paper presents a detailed description of these functional measures through their application to different psychological problems. Conceptual and clinical implications relevant to clarify the core ACT processes are discussed. |
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| Verbal Processes in ACT Defusion Strategies |
| OLGA GUTIERREZ MARTINEZ (University of Almeria, Spain), Carmen Luciano Soriano (University of Almeria, Spain), Michael J. Dougher (University of New Mexico), Brandi C. Fink (University of New Mexico), Derek A. Hamilton (University of New Mexico), Francisco J. Molina-Cobos (University of Almeria, Spain), Sonsoles Valdivia-Salas (University of New Mexico), Miguel Rodriguez-Valverde (University of Almeria, Spain) |
| Abstract: Interest in the mechanisms or processes that might be responsible for altering the functions of private events is increasing due to the strong impact of some ACT methods. These methods intend to break down fusion with the aversive functions of private contents (Hayes et al., 1999; Wilson & Luciano, 2002). This paper presents an experimental preparation that is thought to be an analogue of some of the processes responsible for the derived effects of acceptance-based procedures. In particular, the interest is focused in analyzing the derived effect of changing the context of aversive contents, according to the relational frames of coordination and opposition. 20 subjects participated in two experimental conditions, one for each relational frame, and 10 subjects participated in a control condition. Results are discussed in terms of the verbal processes involved in defusion-based clinical methods. |
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| Excessive Rule-Following and Depressive Symptomology |
| DAVID MCAULIFFE (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Some researchers have argued that one of the functional-analytic components of depressive symptomolgy is excessive rule-following. The current paper reviews a series of experiments that were designed to test this suggestion. The first experiments in the series employed multiple FR-DRL schedules of reinforcement and involved providing either accurate or inaccurate instructions to adolescent participants who were divided into two groups based on their scores on standard depression scales (i.e., high and low scoring groups). The initial experiments indicated that high-depressed groups followed the inaccurate instructions more persistently than the low-depressed groups, thus providing evidence to support that argument that depressive symptomolgy is characterized by excessive-rule following. Further experiments demonstrated that excessive-rule following among high depressed participants appeared to be restricted to socially-mediated rules (i.e., pliance) rather than rules mediated by direct contact with the non-arbitrary environment (tracks). These data support and extend previous research in the cognitive therapy literature. |
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| Behavioral Processes Underlying ACT Defusion Methods. A Clinical-Experimental Preparation |
| CARMEN LUCIANO SORIANO (University of Almeria, Spain), Francisco J. Molina-Cobos (University of Almeria, Spain), Sonsoles Valdivia-Salas (University of Almeria, Spain), Olga Gutierrez Martinez (University of Almeria, Spain), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Miguel Rodriguez-Valverde (University of Almeria, Spain) |
| Abstract: Comprehensive distancing, perspective-taking, cognitive defusion and the self as context are common issues that have been regarded as relevant in the clinical methods employed by Acceptance and Commitment Therapy (ACT). ACT uses several defusion strategies in a valued context in order to treat harmful experiential avoidance with successful results. However, the underlying processes need parsimonious analysis. The current paper is focused in analyzing the conditions under which the aversive functions of certain cognitive content can be altered by changing the verbal context in which this content is produced. More specifically, it is assumed that moving the content from the HERE and NOW to THERE and THEN will make a significant change given the sufficient psychological space for the person to act in a chosen direction. Acting in a valued direction was evaluated pre and post application of a clinical-experimental preparation which contained several interactions to move the aversive content from the HERE to THERE context. Thirty subjects took part in the study. Fifteen of them participated in an experimental condition, and another fifteen served as control condition. Results are discussed in terms of an understanding of these methods always in regard to a valued context for the subject. |
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| Int'l Symposium - Basic Processes Involved in Acquiring Language |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Back Bay D |
| Area: CBM; Domain: Applied Research |
| Chair: Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo) |
| Discussant: Joseph E. Spradlin (University of Kansas) |
| Abstract: . |
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| Teaching Color Selection to Children with Autism |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Anna Beatriz Queiroz (Applied Behavioral Consultant Services) |
| Abstract: Some children with learning disabilities do not learn receptive color discrimination with standard procedures. We used the combined blocking procedure, derived from basic research, to teach a child with autism to select two colors, black and white. First, we maintained two color cards on fixed locations on the table and named the same color across trials. After 10 consecutive correct selections, we requested the other color. We kept switching names every 10 correct selections until the child made 60 consecutive correct responses. Then, we reduced the criterion to switch colors names to every 5 correct responses, and then reduced it to 2 or 3 consecutive correct responses. Finally, we presented the names randomly. In the last step, we presented the cards at random locations on the table. The child learned to select appropriately the cards. Thus, this procedure serves to teach receptive color discrimination to children with autism. |
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| Generalized Skill of Tacts, Selection of Pictures and Intraverbals in Normal-Developing Children and Children with Autism |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Carlota Belloso-Diaz (University of Oviedo, Spain), Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Jose Julio Carnerero (Centro Al-Mudaris, Cordoba), Lorena Garcia-Asenjo Asenjo (University of Oviedo, Spain) |
| Abstract: We conducted three studies with 6-year-old children and children with autism of several ages to explore emergent relations between pictures, names of the pictures and one characteristic of the picture. This resulted in one pair of tacts (name the picture), two pairs of relations that consisted of picture selection in response to names (selection of the picture in response to its name or in response to its characteristic, and two pairs of intraverbals (saying the name in response to the characteristic or saying the characteristic in the presence of the name). In Study 1, we taught two pairs of relations and probed the emergence of the other three pairs, on several conditions. Some children showed the emergence of all relations. Other children did not; specially, they did not often demonstrate the emergence of the intraverbals. In Study 2, we modified the stimuli of the relations and included the six pairs of relations. All children showed the emergence of all relations. In Study 3, we extended the procedure of Study 2 to 3 children with autism. All children with autism demonstrated the emergence of the novel relations. This research may be applied to promote novel verbal behavior in children with autism. |
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| Verbal Behavior Acquisition and Habilitation in a Girl with Autism |
| GLADYS WILLIAMS (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Jennie Kelly (Applied Behavioral Consultant Services), Luis Antonio Perez-Gonzalez (University of Oviedo, Spain) |
| Abstract: The purpose of this presentation is to show an analysis of the acquisition of basic verbal behavior and the development of social skills in a nonverbal two-year old girl with autism. She received intensive behavioral treatment in the home, fifty hours per week, during four years. When she reached six years of age, she entered first grade unassisted. Her teacher, who was not aware of her previous condition, did not distinguish her from the other students. Her entire teaching curriculum was based on Skinner’s analysis of language, Verbal Behavior. The data were collected systematically during the four years of training and it shows the progression of her language and social skills. We will show acquisition of an echoic repertoire, mands, tacts, intraverbals, and more complex behavior, and the emergence of novel verbal behavior. In this analysis we will draw the relationship among verbal operants and how they were related to the production of new and complex verbal behavior. |
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| Behavioral Research at the Zoo: How Behavioral and Environmental Manipulations Can Be Used to Promote Captive Animal Welfare |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Fairfax B |
| Area: EAB; Domain: Applied Research |
| Chair: Nicole R. Dorey (University of North Texas) |
| Discussant: Karen W. Pryor (Indiana University) |
| Abstract: . |
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| Training Penguins to Interact with Enrichment Items for Lasting Effects |
| EDUARDO J. FERNANDEZ (Indiana University), William D. Timberlake (Indiana University) |
| Abstract: Over the past several decades, zoos have begun to focus more on the use of environmental enrichment to promote the “well-being” of their animals, (Markowitz and Aday, 1998). The past few decades have also seen a dramatic increase in the application of behavioral training techniques with captive animals in zoos. However, while training itself has been talked about as an effective enrichment strategy (Laule & Desmond, 1998), little has been done to manipulate the effectiveness of specific enrichment items through training. In many cases, whether or not an animal interacts with some item is all that is observed or documented. If an item is not interacted with, multiple items or other procedures might be continually tried until some item or other procedure is found that works. The following study examined the possibility of combining training and enrichment to produce continued interactions with an enrichment item. 2 species of penguin, magellanic (Spheniscus magellanicus) and rockhoppers (Eudyptes crestata) were used in the study. 2 measures were taken: whether a penguin was swimming or not swimming, and the continuous number of hits by a beak to each enrichment item. 2 different colored hamster balls were introduced as the enrichment items, and could be manipulated by placing smelt (a small fish) within and hanging out of each ball. During baseline sessions, no hits to either item were observed. During training sessions with and without smelt in the balls, several hits were recorded when smelt were in the balls, and overall swimming time increased during the training times. When baseline was reintroduced without smelt in the balls, little interaction with the enrichment items was observed, and swimming time for most of the penguins decreased. When the balls were re-introduced with smelt but without training, the highest number of interactions and largest percentage of time spent swimming were observed for the rockhoppers. The effects of training to encourage naturalistic behavior with enrichment items in captive animals will be discussed. |
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| The Effects of Environmental Arrangements and Reinforcement on the Stereotypic Behavior of Bears |
| NICOLE R. DOREY (University of North Texas), Andrea P. Gamble (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: There is much debate about the causes of stereotypic pacing in captive bears. Most researchers agree that the majority of this behavior is a result of an abnormal animal-environment interaction (Bashaw, Tarou, Maki, and Maple, 2001). The purpose of this presentation is to show the effects of introducing new stimuli to the existing bear’s environment and the effects of various reinforcement contingencies on the stereotypic behavior of bears. The subjects were a black and brown bear (Ursus americanus; Ursus arctos). During baseline the occurrence of 8 behaviors were recorded. The first intervention consisted of introducing a beehive and some toy items. The second intervention consisted of shaping the occurrence of typical bear behavior with respect to the new stimuli introduced to the environment. The typical bear behaviors included shaking a wooden beehive, rearing up on its hind legs, scratching a post, and playing with a toy item in or out of the pool. The occurrence of any of these behaviors was scheduled for reinforcement. The last intervention was to change the schedule of reinforcement to increase the variability of responding. The experimental design consisted of a multiple baseline across subjects. The results will be discussed in terms of procedures to increase the variety and frequency of the bear’s behavior. |
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| Fixed-Time Food Schedules and their Effects on Activity Patterns in Two Adult Polar Bears (Ursus Maritimus) |
| EDUARDO J. FERNANDEZ (Indiana University), William D. Timberlake (Indiana University) |
| Abstract: Stereotypies have been described as repetitive, invariant behavior patterns with no obvious goal or function. While specific conditions or contexts are highly correlated with such stereotypies, in many cases little has been done to systematically examine the function of those behavior patterns. One such setting has been captive environments for numerous species of animals. The following study examined the effects of several fixed-time (FT) food delivery schedules with two polar bears at the Indianapolis Zoo. Two stereotypic responses, pacing and repetitive swimming patterns, were recorded, along with several other non-stereotypic responses. All behaviors were recorded in baseline, non-food conditions, and several FT schedules, while reversals were run across the study. The project attempted to answer two questions: can we use certain timed food delivery schedules to better understand the relation between food searching/getting and stereotypic behavior, and can we effectively reduce those stereotypes and other aberrant responses while increasing species-typical foraging patterns with some of the schedules. Polar bears have been documented to exhibit an extremely high number of stereotypies in captivity, which have been correlated in several species with lower breeding success and higher health risks. A simple, easy to use behavioral treatment for reducing stereotypic behaviors could have valuable applied benefits for numerous endangered species breeding programs, as well as maintaining the health and longevity of captive species in general. |
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| Clinical Behavior Analysis Interventions |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Conference Room 3 |
| Area: CBM |
| Chair: John M. Roll (University of California, Los Angeles) |
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| Behavioral Family Therapy for Trichotillomania: A Case Study. |
| Domain: Applied Research |
| WILLIAM DISCIPIO (Southampton College) |
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| Abstract: A 14 year old girl was seen with her parents for evalulation and treatment of tricotillomania. She had removed all her eyelashes. An exceptionally good student, she exhibited no other co-morbid clinical conditions. Her relationship with both parents was stressed, mostly relating to her hair pulling. A contract was established with the adolescent to keep a baseline ABA record of hair pulling which she agreed to share with her parents during family therapy meetings. Behavioral interventions based upon enviornmental triggers and anxiety reduction were implemented with parental assistance. The family relationship system is described as interacting with the behavioral interventions resulting in rapid symptom abatement. |
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| Acceptance and Commitment Therapy (ACT): A Treatment for Burnout in Palliative Caregivers |
| Domain: Applied Research |
| CRISTINA ORTEGA RIZ (University of Almeria, Spain), Francisca Lopez Rios (University of Almeria, Spain) |
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| Abstract: Caregivers of patients in palliative care units have to confront a complex work with a high emotional impact and implies the development of psychological and physical problems derived in burnout. In this study we present data that show that these problems may be conceptualized like emotional avoidance problems, and we applied ACT in a three session group format with a follow-up of 6 months. |
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| Contingency Management for Treating Adolescent Cigarette Smoking |
| Domain: Applied Research |
| JOHN M. ROLL (University of California, Los Angeles), Sharlyn Prakash (University of California, Los Angeles), Joy Elizabeth Chudzynski (University of California, Los Angeles) |
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| Abstract: Cigarette smoking by adolescents represents a public health problem of immense magnitude. Unfortunately, nicotine replacement therapies do not appear to be as effective in treating adolescent cigarette smokers as they are for adults. We undertook a small-scale clinical trial to assess the potential utility of using contingency management to treat the cigarette smoking of adolescents. The study is nearly complete and will have between 35 - 40 participants. Results, to date, are quite encouraging with adolescents receiving the contingency management intervention having approximately 5 times lower measures of cigarette smoking than those in a control condition. |
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| Current Research in OBM |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Liberty B |
| Area: OBM; Domain: Applied Research |
| Chair: Joseph R. Sasson (Western Michigan University) |
| Abstract: . |
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| The Comparative and Contributive Effects of Process and Human Performance Improvement Strategies |
| JOSEPH R. SASSON (Western Michigan University), John Austin (Western Michigan University) |
| Abstract: Constantly improving organizational and human performance is critical to gaining a competitive edge in today’s economy. Organizational leaders know that the success of their organization depends on the organization’s ability to either produce better products, or produce equally good products at a lower cost to consumers. Interventions aimed at improving organization performance stem from two primary perspectives. One perspective is to change system factors (i.e., equipment and processes) and the other perspective is to change human performance factors (i.e., performance specifications and behavioral consequences). The study that will be presented sought to evaluate the comparative and contributive effects of process improvement techniques and human performance improvement techniques using a simulated work task and college undergraduates as participants. |
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| Signing In as a Function of Odds of Winning a Daily Raffle |
| NICOLE E. GRAVINA (Western Michigan University), David A. Wilder (Florida Institute of Technology), Holly Ayn White (University of the Pacific), Todd Fabien (University of the Pacific) |
| Abstract: The purpose of the current study was to examine the relationship between signing in and the odds of winning a daily raffle in a socialization center for adults diagnosed with mental illness. An ABACADABACAD reversal design was used to evaluate signing in at three levels of odds (25%, 50%, 75%) of winning. Results indicated that signing in increased over baseline when the raffle was in place. However, no difference between the odds conditions was evident. |
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| Utilizing Self-Monitoring to Increase Relevant Food Preparation Behaviors |
| RHIANNON M. FANTE (Western Michigan University), John Austin (Western Michigan University) |
| Abstract: An ABCA reversal design was employed to evaluate the effects of information and self-monitoring on low frequency food preparation behaviors for persons who worked in a nation-wide restaurant chain. An informal functional assessment was conducted prior to intervention to identify variables responsible for maintaining the low frequency of behaviors. An intervention consisting of an information phase and a self-monitoring phase was then implemented. When the information phase was implemented a result of only a 3% increase in performance was found. Introduction of the self-monitoring phase produced an average increase of 64%. The results suggest that information alone is not sufficient in effectively increasing performance and that self-monitoring is a viable approach to increase low frequency behaviors. |
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| Using Task Clarification, Graphic Feedback, and Verbal Feedback to Increase Closing Task Completion in a Privately Owned Restaurant |
| NICHOLAS L. WEATHERLY (Western Michigan University), Nicole E. Gravina (Western Michigan University), John Austin (Western Michigan University) |
| Abstract: An informant functional assessment was used to evaluate cleaning task completion by servers and dishwashers at a restaurant. In compliance with the results of the functional assessment, an intervention consisting of an operationalized checklist, graphic feedback posted for the employees, and direct managerial feedback was implemented and evaluated with a multiple baseline design across 2 groups of employees. Results showed an increase of 14.6% and 38% in task completion for the two groups. |
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| Examining Variables that Influence Choice and Relative Reinforcer Value in Applied Settings |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Clarendon |
| Area: EDC/DDA; Domain: Applied Research |
| Chair: Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Learning Objectives
Participants will gain knowledge regarding the influence of several variables (e.g., open vs. closed economy, reinforcer choice, discrepant schedule requirements) on response allocation for asymmetrical reinforcers in children and individuals with developmental disabilities.
Participants will learn how to incorporate the results of preference assessments into educational programs for the benefit of individuals in applied settings.
Participants will learn how to systematically arrange reinforcement contingencies to maximize training effects for individuals in applied settings. |
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| The Effects of Open Versus Closed Economies on Response Rate |
| KELLY K. COLLINS (New England Center for Children), Richard B. Graff (New England Center for Children), Robert Haupt (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: Four participants with developmental disabilities, ages 15 to 18, participated in a study to examine the effects of open and closed economies on response rates. Paired-stimulus preference assessments with 8 edible stimuli were conducted with each participant. The highest preference item for each participant was then used in 5-min reinforcer assessments, which involved simple vocational tasks. Interobserver agreement for both preference and reinforcer assessments were collected in 50% of sessions, and was 100%. Two participants received the reinforcer assessments in an ABCBC design; the order for the other participants was ACBCB. During Baseline (A), no programmed consequences were provided for responding on the task. In the closed economy (B), the participant did not have any access to the high-preference item for one week prior to reinforcer assessments. In the open economy (C), the participant received access to the high-preference item 3 times per day for one week prior to the reinforcer assessments. Responding increased in B and C phases for all participants. For 2 of 4 participants, clinically significant increases in response rate were noted when the economy was closed. |
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| Assessing Reinforcer Potency of High-Preference and Low-Preference Reinforcers under Increasing Schedule Requirements |
| BECKY PENROD (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Edwin J. Dyer (University of Nevada, Reno) |
| Abstract: Paired stimulus (PS) preference assessments (Fisher, Piazza, Bowman, Hagopian, Owens, & Slevin, 1992) have been demonstrated to yield stronger differentiation among stimuli than single stimulus (SS) preference assessments (Pace, Ivancic, Edwards, Iwata, & Page, 1985), thus, allowing high-preference (HP) and low-preference (LP) stimuli to be more easily seen. However, Roscoe, Iwata, and Kahng (1999) argued that HP stimuli might mask the absolute reinforcement effects associated with LP stimuli. They examined this possibility by comparing the reinforcing efficacy of HP and LP stimuli and found that they were both equally effective reinforcers. However, one possible limitation of their study was that they evaluated the reinforcing efficacy of HP and LP stimuli using a simple fixed-ratio (FR) 1 schedule. Hence, this study compared HP and LP reinforcers to determine if one would maintain more effortful responding than the other, with increasing schedule requirements. Results indicate that as the schedule requirement increases, responses drop in the LP condition, while responses in the HP condition remain at high levels. |
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| Assessment of Preference for Constant High-Quality Reinforcers Versus Varied Low-Quality Reinforcers |
| LEAH KOEHLER (University of Florida), Brian A. Iwata (University of Florida), Eileen M. Roscoe (New England Center for Children), Natalie Rolider (University of Florida), Laura E. O'Steen (University of Florida) |
| Abstract: The present study is a replication and extension of research by Bowman, Piazza, Fisher, Hagopian, and Kogan (1997), in which equivocal results were obtained when preference for a constant high-quality (HQ) reinforcer versus varied low-quality (LQ) reinforcers was assessed. In that study, initial preference rankings for the individual HQ and LQ stimuli often were similar and sometimes were identical. In the present study, we selected HQ and LQ stimuli whose preference rankings showed a greater degree of disparity. Participants with developmental disabilities were taught a repetitive, vocational response. A paired-stimulus preference assessment was conducted with each participant to identify one HQ reinforcer (selected on at least 80% of the trials) and three LQ reinforcers (each selected on 20% or fewer trials). Following initial training of the target response with a reinforcer not used during subsequent conditions, two comparisons were conducted under concurrent-reinforcement conditions. In the first comparison, preference for the HQ stimulus was established by comparing it with each of the LQ stimuli individually. In the second and main comparison, preference for the constant HQ stimulus versus varied LQ stimuli was assessed, and results showed a general pattern of preference for the HQ stimulus. Reliability assessment was conducted for all dependent measures using typical recording and calculation techniques. |
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| A Further Evaluation of the Reinforcing Value of Choice |
| JEFFREY H. TIGER (University of Kansas), Gregory P. Hanley (University of Kansas), Emma Hernandez (University of Kansas), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: We extended previous research examining children’s preference for choice versus no choice conditions in a concurrent-chains arrangement. Study 1: Initial-link responding resulted in access to terminal links in which correct academic responses resulted in (a) 5 identical edibles from which the child could choose 1 (Choice), (b) one of the same edible (no choice), or (c) no edible. Varied patterns were observed across 6 children. Study 2: Correct responses in the terminal links resulted in a choice among a relatively greater quantity of identical edibles (GQ), a choice among a relatively smaller quantity of edibles (SQ), or no edibles. The number of edibles in GQ was then systematically increased. Although the same type and amount of reinforcement was delivered in the GQ and SQ conditions, responding towards the GQ condition was positively correlated with the increasing number of items. Study 3: Progressively increasing work requirements were programmed during Choice terminal links (fixed ratio [FR] 1 to FR 32) relative to No Choice terminal links (FR 1). Responding towards Choice maintained under relatively higher work requirements (e.g., FR 16); however, responding eventually switched to the No Choice condition. IOA was assessed in at least 20% of sessions and averaged 99%. |
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| Experimental Analysis Procedures: Second Generation Issues Across Natural and Analogue Settings |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Fairfax B |
| Area: EAB/DDA; Domain: Applied Research |
| Chair: Jennifer M. Asmus (University of Florida) |
| Abstract: . |
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| Comparison of Functional Analysis Findings Across Home and School Settings |
| JENNIFER A. SELLERS (University of Florida), Jennifer M. Asmus (University of Florida), Maureen Conroy (University of Florida) |
| Abstract: It has been hypothesized that aberrant behavior serves the same function across diverse settings, including home and school (Cooper et al., 1990). The purpose of this presentation will be to share the functional analysis findings of 8 participants from The Autism Inclusion Project, a directed research grant funded by the U.S. Department of Education. Functional analyses were conducted across home and school settings to develop interventions to decrease the aberrant behaviors of children with ASD. Analyses indicated that the function of the children's aberrant behavior averaged 80% (range: 50 to 100%) agreement across settings. Interobserver agreement was obtained for an average of 32% of sessions and averaged 89%. Results will be discussed in relation to the generalization of assessment findings across settings. |
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| Application of Functional Analysis and Functional Communication Training in a Classroom Setting |
| K. MARK DERBY (Gonzaga University), Jennifer Neyman (Gonzaga University), Abigal Clinton Ferguson (Gonzaga University), Anjali Barretto (Gonzaga University), Kathleen Rice (Gonzaga University) |
| Abstract: In this study we conducted a functional analysis and implemented function communication training (FCT) with three 4-year-old boys. All assessment and treatment sessions were conducted by the classroom teacher in a pre-kindergarten room. Functional analysis and FCT session were blended into the classroom schedule. All assessment and treatment sessions were videotaped and scored using a 6-second partial interval recording system. Two independent observers achieved 90% agreement on over 33% of the sessions. All three participants showed clear social functions during the functional analysis. FCT was based on the functional analysis outcomes and was successfully implemented in the classroom. Results will be discussed in terms of community-based assessment and treatment. |
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| Antecedent Effects on Accuracy and Compliance in Young Children |
| ERIC BOELTER (University of Iowa), David P. Wacker (University of Iowa), Nathan Call (University of Iowa), Todd G. Kopelman (University of Iowa) |
| Abstract: An experiment investigation was conducted using brief experimental analyses to assess the affects of antecedent manipulations (e.g., task dimensions) on accurate responding and noncompliant behaviors. Three typically developing children, ages 6-7 years, who were referred to an outpatient clinic for noncompliance participated in the investigation. In Experiment One, task dimensions (e.g., complexity) were manipulated while consequences were held constant. The results of this experiment showed that as task complexity and difficulty increased, a decrease in response accuracy was observed. In Experiment Two, task dimensions were also manipulated. Results of this experiment showed that the complexity of task directives affected correct responding and that task preference affected noncompliant behavior. In Experiment Three, the participant was evaluated in an outpatient and inpatient clinic. During the inpatient assessment, an antecedent-based treatment procedure providing verbal cues and choices of positive reinforcement was implemented. The results of this assessment indicated that this treatment procedure was effective at increasing compliance across both easy and difficult tasks. Overall, we interpreted these findings as showing that antecedents can function as both discriminative stimuli for accurate responding and as establishing operations for negative reinforcement. Mean IOA for participants was, 100%, 91% (range 80-100%), and 98% (range 78-100%), respectively. |
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| Functional Analysis of Socially Withdrawn Behavior in Children with Autism |
| JENNIFER M. ASMUS (University of Florida), Maureen Conroy (University of Florida), Jennifer A. Sellers (University of Florida), Brian A. Boyd (University of Florida), Elizabeth Weeks (University of Florida), A. Katherine Matzen (University of Florida), Crystal N. Ladwig (University of Florida) |
| Abstract: The number of students identified with Autism Spectrum Disorders (ASD) is increasing, but the majority of these students have little or no access to the general education classroom and curriculum. One of the primary reasons students with ASD are served in placements other than the general education classroom is that they frequently exhibit problem social behavior and significant social deficits that interfere with their ability to be successful in the general education setting. Functional analysis (Iwata et al., 1982/1994) has been utilized repeatedly to identify the functions of problem behaviors in order to identify and match treatments for problem behavior. However, the social skills literature for students with ASD has largely focused on the use of specific intervention strategies with very limited research that has experimentally assessed social skills difficulties. This purpose of this presentation will be to present a model for modifying functional analysis procedures (Iwata et al., 1982/1994) to identify the function of socially withdrawn behavior in children with autism. A case example will be presented where 80% interobserver agreement was obtained across all functional analysis sessions. Results will be discussed in terms of implications for expanding the types of behaviors assessed using functional analysis procedures. |
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| Generalized Visual Antecedents and Dynamic Visual Feedback Mechanisms in Parent and Staff Training |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Berkeley |
| Area: EDC/AUT; Domain: Applied Research |
| Chair: Eric V. Larsson (LIFE Midwest) |
| Abstract: . |
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| Training Parents to Generalize Skills from Highly Structured Learning Environments to the Natural Home and Community Environments |
| CHARRYSE FOQUETTE (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric V. Larsson (LIFE Midwest) |
| Abstract: This presentation is a review of recent results of staff and parent training research. Efficient staff and parent training are needed within the realm of intensive early behavioral intervention for children with autism. There are only a few studies in which the parents of children with autism were trained to generalize behavioral procedures from a highly structured training environment to the everyday natural home and community environment. Interventions have included treatment packages containing direct instruction, role - play, modeling, video-modeling, written quizzes, classroom-based didactic instruction, prompting and performance-based feedback. In addition, there are few studies in which maintenance of such generalized gains were measured over time. Various designs have been employed to demonstrate generalization and maintenance, and this presentation will include recommendations for experimental design. Generalization to the community has been problematic due to overly structured parenting goals. The most effective techniques will be highlighted through a review of recent findings. |
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| Visual Antecedents and Visual Feedback Mechanisms for Dynamic Parent Training |
| KARA L. RIEDESEL (LIFE Midwest), Eric V. Larsson (LIFE Midwest) |
| Abstract: This presentation reviews recent research in parent training establishing the effectiveness of two visual procedures for parent training in intensive early intervention for young children with autism. The effectiveness of such interventions may well rely upon the effectiveness of parent training. However, parents typically require significant resources in order to master natural maintenance of behavioral skill with their children with autism. Therefore the present review examines visual mechanisms for increasing the speed of acquisition and establishing maintenance of gains. In one method, the use of picture scheduling for the parents (rather than for the child) has been used to establish and maintain effective structure in the home. The impact on the parents’ behavior is validated through the increase in measures of target child behavior. In another method, the use of video-taped self-feedback has resulted in dynamic active learning by the parents of previously challenging skills, and has resulted in generalization and maintenance in natural environments, when parent trainers are not present. In this case, the indirect impact on child acquisition rates can be documented. In this method, the parents’ skills are found to result in growth in quality and quantity in the absence of direct parent training interventions. |
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| Evaluation of Procedures for Generating Greeting Responses of Preschool Teachers |
| EINAR T. INGVARSSON (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: Baseline measures revealed that 11 preschool teachers never (5 participants) or rarely (6 participants) greeted parents by name during the morning check-in of children. The effects of a computerized (fully automated) programmed instruction (CPI) intervention were evaluated in a multiple baseline design. The CPI intervention involved an assessment and training of relations among 4 sets of stimuli: parents' pictures, parents' names, children's pictures, and childrens' names, and produced rapid learning of parents' names while allowing for the detection of emergent (untrained) relations among pictures and names. The CPI intervention resulted in improvements in the use of parents' names for seven participants. However, the classroom performance of 4 teachers did not reach acceptable levels until additional training consisting of instructions, differential reinforcement, and error correction was arranged. For 7 teachers, measures of conversations with parents during check-in were collected and suggest that increased use of parent names did not lead to systematic increases in the number of conversational turns between teachers and parents. Interobserver agreement (IOA) data for the naming response were collected during 35% of observations and averaged 88.7%, and IOA for conversations was obtained for 29% of sessions and averaged 72.6%. |
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| An Evaluation of the Effectiveness of Parent Training Using Recommendations, Graphic Feedback and Data Collection on Parent and Child Behavior |
| MELISSA J. GARD (LIFE Midwest), Glen W. White (University of Kansas), Eric V. Larsson (LIFE Midwest) |
| Abstract: Parents of children with autism are often responsible for creating or maintaining the behavior changes of their children. Parent training is commonly used to help parents become more effective in this role using applied behavior analysis. The purpose of the current study was to determine (a) the effect of the parents' behavior on their child's behavior (b) the effect of the treatment package which included recommendations, and graphic feedback based upon data collection on parent behavior and (c) how the complexity of the response affected parent behavior. The participants were the mother, father, and 6-year-old child with autism. A reversal design was used concurrently across 3 behaviors. The behaviors targeted were increasing catching and throwing skills, increasing appropriate and varied leisure activities, and reducing chair tipping. Results varied depending on the behavior. Both ball play and appropriate play increased and chair tipping decreased from baseline levels. The effects of recommendations were less clear than the effects of feedback. The reliability of measurement was based upon interobserver agreement on a combination of whole-interval and partial interval observations. |
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| Matching |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Commonwealth |
| Area: EAB |
| Chair: Kelly M. Banna (Auburn University) |
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| Rapid Acquisition in Concurrent Chains and the Provenance of Matching |
| Domain: Applied Research |
| RANDOLPH C. GRACE (University of Canterbury), Darren R. Christensen (University of Canterbury), Mark E. Berg (University of Canterbury) |
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| Abstract: One of the recurring controversies in choice research is the origin of matching. Over four decades of research using concurrent-schedules procedures has failed to resolve this question. We suggest that recent studies on acquisition in concurrent chains using rapid-alternation procedures might help to resolve this issue. This talk will review evidence that pigeons’ response allocation in concurrent chains can adjust to rapidly-changing contingences; that sensitivity to current- and prior-session contingencies depends on whether or not there is a predictive relationship between those contingencies; and most importantly, that response allocation conforming to both generalized matching and categorical discrimination can be obtained in some cases. All of these results can be explained by a decision model which assumes that preference for an alternative increases after a relatively short delay to reinforcement, and decreases after a relatively long delay to reinforcement. According to the model, generalized matching and temporal discounting are derived phenomena, resulting as the aggregate of a ‘winner take all’ decision process. |
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| Bias in the Generalized Matching Law is Not Independent of Reinforcement |
| Domain: Applied Research |
| JAMES S. MACDONALL (Fordham University) |
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| Abstract: The generalized matching law says that behavior allocation is a function of reinforcer allocation, plus a constant bias. The bias accounts for preferences that are not related to reinforcement, such as, color, and response preferences. The generalized matching law is based on ratios of reinforcer rates at the alternatives consequently differences in overall rates of reinforcers cancel out in the reinforcer ratio. Recently, MacDonall (1999, 2000) showed that concurrent performances could be constructed from two pairs of schedules; one member of each pair arranges reinforcers for staying at the alternative and the other member arranges reinforcers for changing over. This procedure allows rates of reinforcement to be varied independently at the alternatives. Rats were exposed to two pairs of stay and switch schedules, which comprise a concurrent schedule, while the rates of reinforcement at each alternative and the reinforcer allocation varied. The generalized matching law described the results of both arrangements, but a bias was consistently obtained when rates of reinforcement were different at the alternatives. These results indicate that, contrary to the original interpretation, bias is also a function of reinforcement. |
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| Application of the Matching Relation to Choice Behavior in the Bluegill Sunfish (Lepomis macrochirus) |
| Domain: Applied Research |
| KELLY M. BANNA (Auburn University), Ashley Akins (Auburn University), James Cardwell (Auburn University), Chauncey Holder (Auburn University), M. Christopher Newland (Auburn University) |
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| Abstract: Bluegill Sunfish (Lepomis macrochirus) were trained to lever press on concurrent schedules for food reinforcement. Overall rate of reinforcement was held constant, while the ratio of scheduled reinforcement rates varied among 1:8, 1:4, 1:1, 4:1, and 8:1. Response and time ratios varied as a function of scheduled reinforcer ratio and matching functions generated using both time and reinforcer ratios showed undermatching. These results have been replicated both within and across individual fish and are consistent with those seen in other species (e.g., non-human primates, pigeons, rats). Furthermore, the temporal pattern of behavior change during transitions between reinforcement schedules is similar to that seen in rats and squirrel monkeys. Taken together, these data suggest a high degree of continuity in concurrent schedule behavior along the phylogenetic scale. |
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| Positive Program Evaluation Outcomes at the National, State, and Local Level |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Back Bay A |
| Area: DDA/CSE; Domain: Applied Research |
| Chair: Jennifer R. Zarcone (University of Kansas) |
| Discussant: Alan E. Harchik (May Institute) |
| Abstract: Learning Objectives
To evaluate the effects of trainers taught through a nationwide or statewide training program in Positive Behavior Support.
To understand how a hypothesis regarding behavioral function developed using direct observation and indirect measures compares to an analog functional analysis.
To understand how improving training behavior has subsequent positive effects on consumer behavior. |
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| Normative- and Competency-Based Means of Evaluating Staff Training in Positive Behavior Support |
| MARSHA B. PARSONS (Carolina Behavior Analysis and Support Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center), Carolyn W. Green (Carolina Behavior Analysis and Support Center), David A. Rotholz (University of South Carolina) |
| Abstract: Two examples of how staff training in positive behavior support can be evaluated using normative- and competency-based measures are provided. In the first example, normative measures of functional activity involvement of adults with severe disabilities in day-treatment settings were used to provide evaluative standards for training staff in two adult education classrooms to improve the activity involvement of their students. The normative standards were based on observations in 100 day-treatment sites around the United States. Baseline observations indicated student activity involvement was below the normative average in both classrooms. Following staff training, activity involvement increased in both classrooms to above the normative average. In the second example, competency standards for proficiency in teaching individuals with severe disabilities were established that demonstrated a proficiency level of 80% correct teaching as sufficient to allow for student learning. Subsequently, those standards were used to evaluate training of over 700 staff how to teach people with severe disabilities. Results of the two examples are discussed regarding the advantages of using normative- and competency-based standards to evaluate staff training programs relative to more traditional training endeavors. |
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| Program Evaluation of a Statewide Training Program for Individuals with Disabilities using Positive Behavior Support |
| RACHEL L. FREEMAN (University of Kansas), Katie Hine (Parsons State Hospital and Training Center), Jennifer R. Zarcone (University of Kansas), Christopher Smith (University of Kansas), Donna Wickham (University of Kansas), Pat Kidwell (University of Kansas) |
| Abstract: Evaluation research will be presented from the Kansas Institute for Positive Behavior Support state-wide training project. Data were collected from thirteen professionals in the field of developmental disabilities over a one year training period. Professionals participated in online instruction, onsite classes, and completed portfolios containing: person-centered plans (PCP), positive behavior support (PBS) plans, and systems change demonstrations. The following pre and post training outcome measures were collected: fidelity measures of PBS and PCP plans, baseline/intervention data on individual subjects, and team contextual fit and satisfaction surveys. Hierarchical linear analyses were used to evaluate the critical features of the training related to portfolio outcomes, online assessments and two exams. Each professional submitted three case studies involving functional assessment, baseline, and intervention data in order to complete the course. Of the 39 possible PBS plans, 25% cases were randomly selected and functional analyses conducted to confirm professionals’ hypotheses. |
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| Evaluating Program Satisfaction of People with Severe Disabilities With Direct Observation Technology |
| MARTIN THOMAS IVANCIC (Western Carolina Center) |
| Abstract: Data are shared for 32 individuals with profound, multiple handicaps living in a state residential facility who were observed for responses individually defined for happiness/ unhappiness across specified intervals across the day, every day, for the last 3 years. Data reveal program evaluation opportunities where preferred events can be incorporated into the program and disliked events can be removed. This measure is used as a standard way to represent concepts known as enriched environment, time-in, or life-quality. Further, on-going new treatments or placements showing changes from stable baselines help evaluate the propriety of the intervention directly from the individual involved. |
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| Real-time Data Collection: Impact of Context and Data Collection Methods on the Measurement and Analysis of Behavior |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Constitution A |
| Area: DDA/EDC; Domain: Applied Research |
| Chair: A. Katherine Matzen (University of Florida) |
| Discussant: Benjamin W. Smith (University of Texas at Austin) |
| Abstract: . |
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| How Much is Enough? An Examination of Behavioral Sampling |
| MAUREEN CONROY (University of Florida), Jennifer M. Asmus (University of Florida), Crystal Ladwig (University of Florida), William H. Brown (University of South Carolina at Columbia) |
| Abstract: Precise and accurate measurement of behavior is a critical aspect of ABA. Collecting a representative sample of behaviors during is essential to provide an accurate description of behaviors (Moore, 1998). A limitation of many current observational procedures is the potential for inaccurate or insufficient sampling of behavior (Freeman, Anderson, & Scotti, 2000). Currently, there is no consensus in the literature regarding the length of observation time needed to obtain a representative sample of behavior. As a result, many decisions regarding behavioral observations are based on the judgment of researchers (Foster & Cone, 1986). The purpose of this study was to examine the differences in rates of behavior across 9 hours of direct observation. The stability of three behaviors (i.e., stereotypy, disruption, and engagement) was compared across 5 different observation lengths (i.e., 1, 3, 5, 7, and 9 hours). Twelve behavior samples were collected across seven settings. Real time data was collected using laptop computers and analyzed using MOOSES (Tapp, 2002). IOA was obtained across 25% of sessions and averaged 85%. Preliminary results indicate that although rate of behavior appears to influence the stability of the behavior across lengths of observation, behaviors remained relatively stable after three hours of observation. |
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| Contextual Influences on Sequential Relations in the Study of Classroom Interactions |
| JOSEPH H. WEHBY (Peabody College of Vanderbilt University) |
| Abstract: Over the last several years, there has been increasing use of sequential analysis techniques for identifying relevant antecedents and consequents of both teacher and student behavior in classrooms (e.g., Sutherland, Wehby, & Yoder, 2002; Wehby, Symons, Shores, 1995). Unfortunately, less information is available on the impact of contextual variables, such as type of activity or group size, on these significant relations. This limitation may result in inaccurate assumptions regarding the relation between specific types of teacher and student behavior within different classroom situations. The purpose of this study was to identify differences in sequential relations, as measured by Yules Q, between teachers’ instructional behavior and acts of student aggression and disruption. Observational data from 20 classrooms for students with emotional and behavioral disorders were analyzed using the Multiple Option Observation System (MOOSES: Tapp & Wehby, 2002). Agreement checks were collected on 20% of the observation sessions with an average kappa coefficient greater that .80. Results showed significant differences in Yules Q when significant teacher-student relations were compared under different contextual conditions. Implications for future research in this area will be discussed. |
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| Observational Research Methodology, Sequential Analysis |
| JOHN D HOCH (University of Minnesota), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: The results of sequential analyses based on real-time data collection may not be comparable across research groups because coding rules and methods for performing sequential analyses appear to be idiosyncratic. This study examines how various methods of data collection and sequential analysis may influence the obtained results. Using an extant database comprised of direct observational data collected in real time from both live and archived videotape and from a variety of real world contexts, the data were (a) evaluated for reliability using the a/a+d formula, a 5-second window between observers, as well as Cohen’s Kappa and (b) reanalyzed to determine the effects of manipulating time- versus event-based lags. Additionally, for several participants, the proportional matching equation was used to evaluate the results of the different sequential analysis options. The effects of coding behaviors such as self injury as single frequencies for each occurrence or durations of bouts will also be compared within each subject. Interobserver agreement ranged from .74 to .99 on at least 25% of sessions for all participant data used. Cohen’s kappas ranged from .67 to 1.0 on all duration codes. The implications for research and clinical applications will be discussed. |
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| Self-Management and Data Collection of Fitness-Related Behaviors |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Beacon H |
| Area: CSE/TBA; Domain: Applied Research |
| Chair: Ralph N. Pampino (Quality Behavioral Outcomes) |
| Discussant: Amanda N. Adams (Fitness Evolution) |
| Abstract: Learning Objectives
Describe how exercise science principles can be applied to thedevelopment of training programs in sports that demand a combination ofstrength, power, endurance and flexibility.
Identify and organize sport-specific and cross-training exercises toimprove performance in these types of sports.
Select measures and combine them into a measurement system to supporteffective, data-driven self management. |
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| QBO Self-Management Data Collection: Practicing What We Preach |
| RALPH N. PAMPINO (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Jennifer MacDonald (Quality Behavioral Outcomes) |
| Abstract: Quality Behavioral Outcomes (QBO) is a behavioral educational consulting firm that has utilized in-house group contingencies to facilitate personal fitness related data collection and goal achievement. Three self-management strategies will be presented that include the measurement of cholesterol levels, caloric intake and expenditure, body weight, body fat, and exercise frequency and intensity. |
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| Shaping a Triathlete via Self-Monitoring |
| JEANNE M. BROWER (Northern Illinois University) |
| Abstract: Self-monitoring can be an effective tool in changing a variety of behaviors. Ten years ago, the presenting author began using a simple calendar to monitor her frequency of exercise, which included walking and aerobics. Over time, the frequency, duration and intensity of exercise increased through the use of self-monitoring and intrinsic reinforcement of exercise. Exercise now consists of swimming, biking, running, resistance training and yoga in preparation for triathlon competitions. Self-monitoring data, including frequency and duration of exercise, distance and speed, heart rate and body weight, is recorded using a PDA and a triathlete training diary. |
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| Self-Managed Performance Improvement in Elite-Level Sport Climbing |
| RICHARD KEVIN FLEMING (University of Massachusetts Medical School) |
| Abstract: Sport climbing is a highly technical and strenuous form of rock climbing. To achieve the “elite” level in this sport, most athletes will need to follow a systematic, sport-specific training regimen, supplemented with cross-training exercises, proper diet and sufficient rest. Fortunately, the physiological demands of sport climbing are such that athletes can continue to improve and achieve the elite level into their 50’s and beyond. The proposed paper will present the author’s personal data-based program for improving his sport climbing performance. Emphasis will be placed on the potential utility to others that share similar characteristics and may be seeking to improve their performance in sports. The paper will present: 1) a scientific foundation for designing performance improvement plans based on principles of exercise physiology and behavior analysis; 2) sport-specific and cross-training exercises; 3) nutrition and rest aspects; 4) behavioral self-management methods to occasion sufficiently consistent training; and 5) personal data and data systems to accommodate measurement challenges. |
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| The Future of Online Journals: The Behavior Analyst Today and Journal of Early Intensive Behavior Intervention |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Republic B |
| Area: TPC/EDC; Domain: Applied Research |
| Chair: Joseph D. Cautilli (Children's Crisis Treatment Center) |
| Abstract: Learning Objectives
Attendees will learn the publication and submission policies of BAT and JEIBI
Attendees will learn basics of publishing and standards of developing online behavior analysis journals
Attendees will learn about editorial practices and issues for online behavior analysis journals, specific to BAT and JEIBI |
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| Submission Guidelines for the Journal of Early Intensive Behavior Intervention |
| JOSEPH D. CAUTILLI (Children's Crisis Treatment Center) |
| Abstract: The submission guidelines for this new online journal will be presented and discussed with attendees. |
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| The Five Year Plan for the Journal of Early Intensive Behavior Intervention |
| DAVID REITMAN (Nova Southeastern University) |
| Abstract: The five year plan for JEIBI will be presented and discussed by an editor of the journal |
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| The Future of the Behavior Analyst Today |
| MICHAEL WEINBERG (Devereux Florida) |
| Abstract: The new editors of the Behavior Analyst Today will be introduced, and will then present the future plans for the journal including submission policies and editorial practices. |
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| The Behavior Analyst Today: Future Directions and Trends of an Online Behavior Analysis Journal |
| MARGARET A. HANCOCK (Delaware County Intermediate Unit) |
| Abstract: The new co-editor of BAT will discuss future directions and trends of the journal as well as aspects of running an online behavior analysis journal. |
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| Training Issues in Applied Behavior Analysis |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Back Bay C |
| Area: AUT; Domain: Applied Research |
| Chair: Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Learning Objectives
Effective training techniques for ABA therapists
Effective training techniques for parents of children with autism
Effective training techniques for siblings of children with autism |
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| Acquisition of ABA Treatment Skills: In-vivo versus Video Modeling |
| TREA DRAKE (Texas Young Autism Project), Catriona Borg-Hansen (Texas Young Autism Project), Geri Maria Harris (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: There is a paucity of research concerning the training of ABA professionals. The increasing prevalence of autism demands heightened effort in the development of training procedures to teach ABA professionals the specialized skills and techniques necessary to properly treat individuals in the spectrum. Early intervention programs bear much of the responsibility in this area. The purpose of this study was to examine the effects of different types of modeling techniques on the acquisition of treatment skills by ABA professionals. Specifically, the current study focused on teaching discrete trial and error-correction procedures through a combination of direct instruction and either in-vivo or video modeling. All participants received individual instruction on each treatment technique followed by the presentation of a live or video model. Participants received feedback regarding their performance subsequent to each session. Although there was considerable individual variation, both modeling techniques resulted in rapid acquisition of the targeted skills. Mastery of discrete trial was achieved in an average of 2.2 sessions and error-correction procedures in an average of 4.7 sessions. Results indicate that video modeling is marginally more efficient although participants in both conditions achieved mastery. All sessions were video-taped and scored by independent observers, with inter-observer agreement of .98. |
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| Generalization of Parent Training: A Comparison Study |
| ALLISON SERRA TETREAULT (Texas Young Autism Project), Alexis Hyde-Washmon (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Generalization of learned parenting behaviors to the natural environment and parental stress levels have received little research attention. The present study examines the relationship between training methods, skill generalization to the natural environment, and parenting stress. Three training systems were used to teach discrete trial procedures to three mothers of children with autism: 1) tabletop training in the child’s treatment environment, 2) training only in the natural environment, and 3) training alternating a tabletop setting and the natural environment.
The Parenting Stress Inventory (PSI) and parent-child interaction data were collected before and after the training program, and at one-month follow-up for the three mothers and one additional mother who received no training. Interobserver agreement for the observational measure was 85%. At baseline, 28% of instructions issued by parents were followed by an appropriate consequence, 25% of child responses were correct, and three of the four parents were experiencing clinically significant levels of parental stress. Post training, in the natural environment parents were more likely to use three term contingency procedures (58%), received more correct responses from their children (49%), and reported less parenting stress. The greatest gains were seen from the combination of tabletop and natural environment training. |
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| Training and Generalizing Interaction Skills with Siblings of Children with Autism |
| WENDY J. NEELY (Texas Young Autism Project), Candice Floyd (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The relationship between children with autism and their siblings is often impaired due to failure of the child with autism to respond to sibling social initiations. The present study examined a systematic procedure for training a target child’s sibling to successfully elicit an appropriate response. Study participants were three children with autism and their typically developing siblings. The training procedure involved providing prompts to the typically developing sibling to give instructions, rather than to the child with autism to respond. Generalization of the learned skill by the sibling was then monitored (interobserver agreement = .83) from the training room to two natural settings (play area and yard). A multiple-baseline across settings design was used to examine the data. For all three participant pairs (target child and sibling) the training procedure was effective in increasing the overall frequency of instructions from the sibling to the target child (0/minute to 8/minute), and responses by the target child (0% to 87.5%). Generalization to the yard was quite good (5/minute instructions and 80% responses). Surprisingly, generalization to the inside play area was less good (3/minute instructions and 33% responses). Clinical and applied implications are discussed. |
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| Transitive Repertories, Linked Perceptual Classes and Generalized Equivalence Classes |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Fairfax A |
| Area: EAB; Domain: Applied Research |
| Chair: Antonios Varelas (Queens College/SUNY) |
| Abstract: . |
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| Transitivity-indicative Performances During and After Two Transitivity Induction Procedures |
| ANTONIOS VARELAS (Queens College/SUNY), Lanny Fields (Queens College/SUNY) |
| Abstract: Twenty-four college students failed to demonstrate transitivity-indicative performances in an INITIAL TEST that included six stimulus sets drawn from three visual domains all of which were presented in a randomized order in a single block of trials. Thereafter, half of the participants were given SERIALIZED RE-EXPOSURE to the same stimuli that were presented in the initial test, but in a series of test blocks, and in the absence of feedback. The other participants were given TRANSITIVITY TRAINING with 20 new stimulus sets. When given SERIALIZED RE-EXPOSURE resulted, 83% of the participants showed a substantial increase in transitivity-indicative performances WHICH was maintained when presented with a replication of the initial test. During TRANSITIVITY TRAINING, although only 35% of the participants showed the emergence of transitivity-indicative performances, 83% of all subjects then showed transitivity-indicative performances during the final test final test which was a replication of the initial test. The bases for such behaviorally silent learning in the absence of differential reinforcement will be discussed. |
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| Relational Strength Among Stimuli in Linked Perceptual Classes: A Chronometric Analysis |
| KIMBERLY SHAMOUN (Queens College/CUNY), Danielle Tittelbach (Queens College/CUNY), Lanny Fields (Queens College/CUNY) |
| Abstract: A linked perceptual class consists of two disparate perceptual classes, the members of which come to occasioned the mutual selection of each other. This occurs are the establishment of at least one conditional discrimination among single members of each of the classes. First, we identified three key stimuli in each of four distinct perceptual class. One endpoint of a class, called the anchor, was the clearest member of that class. The other endpoint of the class, called the boundary, was the most perceptually distant from the anchor that still functioned as a class member. The third, called the midpoint, was the stimulus perceptually equidistant from the anchor and boundary stimuli. The anchors, midpoints, and boundaries for were designated for four classes: A1a, A1m, and A1b for class A1`, A2a, A1m, and A2b for class A2`, B1a, A1m, and B1b for class B1` along with B1a, A1m, and B2b for class B2`. The A` and B` classes were linked in one of six training conditions. Aa-Ba and Ab-Bb, Aa-Bb and Ab-Ba, Aa-Ba only, Ab-Bb only, Aa-Bb only, and Ab-Ba only. The emergence of a linked perceptual class was documented when all novel combinations of anchor, midpoint and boundary stimuli from two linked classes occasioned the selection of each other. With five of the six training conditions, the reaction times were invariant across all of test combinations used to demonstrate the formation of the linked perceptual classes. After Aa-Ba training, however, reaction times varied systematically with the anchor, midpoint and boundary values of the stimuli used in the tests. These data, then, show that all of the stimuli in a linked perceptual class are not functionally interchangeable. That interchangeability depends on the way in which the two perceptual classes are linked by training. |
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| The Expansion of Linked Perceptual Classes to a Generalized Equivalence Class |
| PATRICIA A. MOSS-LOURENCO (Queens College/CUNY), Adrienne Fitzer (Queens College/CUNY), Lanny Fields (Queens College/CUNY) |
| Abstract: A fully elaborated generalized equivalence class consists of at least three perceptually disparate stimuli that function as members of an equivalence class, A-B-C, along with the dimensional variants of each member of the basal equivalence class, A`, B`, and C`, all of which occasion the mutual selection of each other, A`-B`, B`-A`, A`-C`-C`-A`, B`-C` and C`-B`, in the absence of direct training. To date, fully elaborated generalized equivalence classes have not be established in laboratory conditions. In the current experiment, we approximated the formation of fully elaborated generalized equivalence classes in the following manner. First we determined the endpoints of four perceptual classes A1`, A2`, B1`, and B2`. The endpoints of which were called the anchors (Xa) and boundaries (Xb). After training conditional discriminations between the anchor stimuli of an A and B class and the boundary stimuli of the same A and B classes, all of the stimuli in the linked classes occasioned the mutual selection of each other thereby documenting the emergence of two linked perceptual classes, A1`-B1` and A2`-B2`. Then, C1 and C2 stimuli, which were perceptually distinct from each other and from the stimuli in the A1`, A2`, B1` and B2` classes, were linked to single members of one linked perceptual class through B1a-C1 and B2a-C2 training. Finally, new tests showed that all member of the A1` and B1 classes occasioned selection of the C1 stimulus and vice versa. Likewise for the class 2 stimuli. These results demonstrated the formation of a partially elaborated generalized equivalence class, A`-B`-C, which approximate fully elaborated generalized equivalence classes. The formation of these classes was interfered with by delaying the tests for expansion of class size, and was enhanced by documenting the intactness of the linked perceptual class before measuring expansion of class size. |
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| Int'l Symposium - Using Empirically-based Developmental Research to Guide EIBI Intervention Outcomes and Techniques |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Back Bay B |
| Area: AUT; Domain: Applied Research |
| Chair: Douglas S. Lee (Behavioral Solutions, Inc.) |
| Discussant: Douglas S. Lee (Behavioral Solutions, Inc.) |
| Abstract: . |
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| Comparing and Contrasting the Effect of Compliance and Comprehension Training in Non-compliant Children with PDD |
| LAURA PELLETIER (EIBI Program, Lethbridge), Gary D. Unser (EIBI Program, Lethbridge), Ray M. Hoffarth (EIBI Program, Lethbridge), Douglas S. Lee (Behavioral Solutions, Inc.) |
| Abstract: The purpose of this study was to determine and implement an effective intervention to resolve noncompliant behavior. Children included in the treatment group were identified either by a parent or EIBI therapist for behavioral difficulties attributed at least in part to compliance. Research by Kaler and Kopp (1990) showed that in a normal developing population of children compliance and comprehension are positively related. In our study, each child was required to perform a number of simple motor actions in which they had previously demonstrated competence. The behavioral repertoires included objects (nouns), prepositions, and actions (verbs) that they had previously mastered. Children who met criteria on the compliance test (Brumfield & Roberts, 1998) were dropped from the study at this point. Children remaining were randomly divided into 2 training groups. Group 1 returned to work on increasing the proficiency of the individual task sets involving comprehension. Group 2 worked on the parallel compliance training. Once children met criteria in their respective training groups, they were returned to the testing phase in which they were subjected once again to a compliance test. |
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| Teaching Autistic Children to Understand the Role that Looking Plays in Revealing Another’s Desired Goal |
| GARY D. UNSER (EIBI Program, Lethbridge), Laura Pelletier (EIBI Program, Lethbridge), Ray M. Hoffarth (EIBI Program, Lethbridge), Douglas S. Lee (Behavioral Solutions, Inc.) |
| Abstract: The purpose of this study was to investigate the effects of eye-gaze training to teach children to correctly infer goal-directed behavior. Autistic children as opposed to normally developing children demonstrate difficulty inferring goal-directed behavior in other persons (Baron-Cohen, Campbell, Karmiloff-Smith, Grant, and Walker, 1995). For the study five children with autism were provided with intensive behavioral intervention in the child’s home by trained therapists. Therapy was based on using differential reinforcement to train children to correctly infer goal-directed behavior based on eye-gaze (Montgomery, Bach and Moran, 1998). This method of training may be useful in teaching children with PDD to make decisions and to act upon them based on appropriate social cues and information. The implications and results of training and subsequent child responses to eye-gaze will be discussed as well as the ease of implementation. |
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| Using Multiple Exemplars to Teach Children with PDD to Use Appropriate Descriptors |
| DOUGLAS S. LEE (Behavioral Solutions, Inc.), Laura Pelletier (EIBI Program, Lethbridge), Gary D. Unser (EIBI Program, Lethbridge), Ray M. Hoffarth (EIBI Program, Lethbridge) |
| Abstract: Children in the EIBI Program who demonstrated no or little use of appropriate descriptive language were trained to use appropriate descriptors in a sentence. Children were required to demonstrate a question about 2 objects that differed primarily by size or color. Using an apparatus that let us present pictures of objects in each of the 4 quadrants (common-ground condition) and to block the experimenter’s view (privileged-ground condition) by a door we trained using multiple exemplars children to use appropriate descriptors to disambiguate correct responses (Nadig and Sedivy, 2002). It also tests the ability of children to consider and respond appropriate to an alternative perspective. In the common-ground condition providing appropriate information required each child to produce a distinct descriptor to disambiguate the correct response. In the privileged-ground and baseline conditions the use of descriptors is redundant. Results indicate that the procedure can be useful to increase the use of descriptors in speech for children with PDD. We discuss the implementation and the use of descriptors in children across conditions to make a correct inference and respond accordingly; and their production of so-called redundant terms as compared to those reported in the general population. |
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| Matching to Sample 1 |
| Tuesday, June 1, 2004 |
| 11:00 AM–11:50 AM |
| Beacon D |
| Area: EAB |
| Chair: Erik Arntzen (Akershus University College) |
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| Re-conceptualising the Contingencies of Reinforcement in Matching-to-Sample Tasks |
| Domain: Applied Research |
| MAX JONES (University of Auckland) |
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| Abstract: This paper describes, discusses, and extends the conceptual model of matching-to-sample (MTS) performance that was proposed by Jones (2003). Unlike the models proposed by Davison and Tustin (1978), Alsop (1991), Davison (1991), and Davison and Nevin (1999), this new approach involves a distinction between signal-detection-type tasks where two topographically different responses are required to two samples, and MTS tasks where discriminations between samples and discriminations between comparisons are required. I argue that the former tasks involve three-term contingencies of reinforcement whereas the latter involve four-term contingencies, that reinforcement frequency operates differently in the two tasks, and that there is converging evidence for these conceptualizations. The implications of this approach for quantitative models of stimulus discriminability and response bias in MTS and delayed MTS tasks will also be discussed. |
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| "Rehearsal" in Delayed Matching to Sample and Stimulus Equivalence |
| Domain: Applied Research |
| ERIK ARNTZEN (Akershus University College) |
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| Abstract: In an earlier study which included a series of four experiments with delayed matching to sample and equivalence showed that the participants even after long delays responded in accord with equivalence, while participants that were engaged in distracting tasks during the retention intervals did not have success on equivalence tests. It could be that engaging in distracting tasks could prevent such mediating behavior or rehearsal (Arntzen, submitted). Therefore, an important experimental manipulation was to give the participants a possibility to engage in overt rehearsal during the retention intervals. The purpose of the present experiment was first to replicate the findings with distracting tasks, and second to control rehearsal of stimuli, if any, by having the participants to use a memorandum during the retention intervals. The experiment showed that coding responses during the retention interval were flexible rather than fixed. |
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| Student Behavior Problems: OCD with Tourette’s; Brain Injury; Highschool SAC Class: Interventions and Metacontingencies |
| Tuesday, June 1, 2004 |
| 11:00 AM–12:20 PM |
| Gardner |
| Area: EDC/CBM; Domain: Applied Research |
| Chair: Janet Ellis (University of North Texas) |
| Abstract: Learning Objectives
To present applied data in a variety of settings
To describe effective intervention with difficult populations (children and adolescents with problematic behavior)
To present a coherent picture of the relevance of concept of the metacontingency as it applies to educational practices. |
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| Effects of Fluency vs. Accuracy-Only Training on Retention in Children with Brain Injury |
| CHRISTOPHER B. EWING (Timber Ridge Ranch) |
| Abstract: The effects of fluency training on retention were compared to the effects of accuracy-only training on retention in children with traumatic brain injuries. This study consists of two parts: in one effects of practice were not controlled and in the second effects of practice were controlled. Few studies have compared fluency training to accuracy-only training controlled for the effects of practice. Experimental design was an ABCA1A2A3 multiple baseline across subjects. The 3 participants in the study ranged from 13 to 16 years old. Two of the 3 participants averaged (mean average) 100% correct for fluency-trained letters during weekly retention checks compared to 68% correct for accuracy-only trained letters. The third participant averaged 90% correct for the fluency-trained letters during weekly retention checks compared to 85% correct for the accuracy-only trained letters. The mean average for duration of weekly retention checks for fluency-trained letters was 15 seconds (range 6 –32 seconds). Mean average duration for weekly retention checks for accuracy-only trained letters was 29 seconds (range 14 - 48 seconds). Reliability data was collected for 40% of sessions. Reliability averaged 98% IOA. Results suggest that fluency training promotes greater retention of material learned over time. |
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| School Avoidance Problem Behavior in A Student Diagnosed with OCD and Tourette’s Syndrome |
| VERONICA DELGADO (University of North Texas) |
| Abstract: BATSS was asked to work with a high school student, diagnosed as obscssive compulsive disorder (OCD) with Tourette’s Syndrome. She was on a polypharmaceutical regimen (7 medications) for anxiety and psychosis. Problem behavior was arriving late to school/missing entire school days. Not only was her mother facing legal charges (truancy), but also, the student was missing academic work and peer social interactions. Intervention consisted of baseline, intervention, fading out/parent training. BATSS trained the participant to self-monitor her own behavior using a time-based checklist. During baseline student arose 30 minutes after awakening, was late 100% of the mornings she attended school and missed school on 25% of baseline days. During intervention and fade-out, the student left the house punctually 53% and 73% of the time, respectively. During intervention, she arose within 0-25 minutes of awakening for 95% of the days and during the therapist’s fade-out, she was out of bed in 0-21 minutes on 96% of the mornings. IOA was 100% . Data suggest diagnoses of OCD and Tourette’s were not causes of, not related to her tardy behavior. |
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| Effects of Motivational Variables on Student Behavior in a High School Social Adjustment Classroom |
| MEDEA RAWLS (University of North Texas), Brook B. Wheetley (University of North Texas) |
| Abstract: BATSS, a consulting group working in the classrooms, implemented a motivational system in a high school Social Adjustment Classroom (SAC). This system included a token system whereby points were earned for on-task behavior, completed assignments, punctuality and accuracy of assignments. The points could be exchanged for free-time and other classroom privileges. Students could also earn “Free-Friday”, access to snack drawer, and a fishing trip by earning points and completing assignments. With the addition of “Free-Friday”, 1 student showed a 50% increase in percent of intervals scored on-task, 4 showed a decrease (ranging from 10-40%), and one maintained a rate of 98%. Addition of the snack drawer increased the percent of on-task intervals for 4 students (ranging from 10-55%), 1 showed a 10% decrease, and 1 maintained a rate of 98%. The fishing trip increased percent of intervals scored on-task for 4 students (ranging from 5-50%) and maintained a rate of 70% and 95% for 2 students. IOA for point delivery was 100%. All students increased number of assignments completed from the first 6 weeks of fall semester to the first 6 weeks of the spring semester (increase ranged from 13-60 assignments). |
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| Metacontingencies in Current Educational Practices: No Child Left Behind? |
| JANET ELLIS (University of North Texas) |
| Abstract: Metacontingencies, contingent relations between cultural practices and outcomes of those practices, account maintenance of cultural units called permaclonic systems, evolving behavioral environments by which humans are enculturated. Educational practices emerge from permaclonic systems. The mandates of federal agencies affect local educational practices. The data herein has been reported in local and national news and reflect impact of new rules generated by government agencies/permaclonic systems. The data describe local contingencies resulting from federal educational rulings. Contingencies generated by federal rules include: By 2005-06 teachers in middle and high school must be “highly qualified”—i.e., have college major in each subject they teach. But low salaries, layoffs and long hours have resulted in teacher shortages—sample outcome: a PhD in Animal Nutrition teaching a social adjustment class in a middle school. For funding reauthorization, Head Start must administer a 15-20 minute standardized test to 912,342 children assessing their basic literacy and math skills. Low scoring locations will result in lowered federal funding. Texas reported school dropout rates at 3173; whereas, federal rates indicated 9180. Local data are being generated to avoid losing current state/federal funding. |
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| Int'l Symposium - Derived Stimulus Relations Across Applied Settings |
| Tuesday, June 1, 2004 |
| 11:30 AM–12:50 PM |
| Beacon B |
| Area: EDC/AUT; Domain: Applied Research |
| Chair: Geraldine Leader (National University of Ireland, Galway) |
| Discussant: Olive Healy (Cork CABAS School) |
| Abstract: . |
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| Stimulus Equivalence and Non-Arbitrary Relational Responding in Children |
| GERALDINE LEADER (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: The provision of competing formal (color) relational response options during equivalence testing has been shown to interfere with the emergence of equivalence responding. Previous studies in this area have employed adults as subjects. The purpose of the present study was to attempt to examine this effect in normally developing children. Three groups of school-age children were exposed to three blocks each of training and testing for the formation of three 3-member equivalence relations. All three groups were trained using black and white stimuli. Group 1 were then immediately exposed to a color interference equivalence test in which the sample was always differently colored from the experimenter-designated equivalent comparison, but was the same color as one of the non-equivalent comparisons, thus producing a conflict between arbitrary and non-arbitrary relational control. Group 2 received black and white symmetry testing before receiving this color interference test, while Group 3 received black and white symmetry and equivalence testing before receiving the color interference test. As in previous studies conducted with adults, results revealed differences in levels of equivalence responding during the final color interference test based on (i) levels of prior derived relational testing and (ii) number of blocks of training / testing received. |
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| Derived Relational Responding in Accordance with the Relations of Better and Worse by Children with Autism Spectrum Disorder |
| MARCIA WARD (Drogheda CABAS School), Olive Healy (Cork CABAS School), John Tanner Blackledge (University of Nevada, Reno), Cynthia R. Blackledge (University of Nevada, Reno), Geraldine Leader (National University of Ireland, Galway) |
| Abstract: A stimulus preference assessment was first conducted rank ordering the reinforcement value of 6 stimuli for each subject. Based on this ordering subjects were directly trained as to which of the stimuli were better and worse. A minimal number of direct relations were trained before mutual-like and combinatorial-like entailment responses were tested for. New stimulus sets were introduced until the subject could reliably demonstrate mutual and combinatorial-like entailment given the minimal necessary direct training. The next phase would demonstrate that the subject could respond mutually and combinatorially to relations between stimuli that are not formally related on a dimension of preference. Values were randomly assigned to stimuli labeled A,B,C. Training was given using matching-to-sample to train better and worse based on the random assignment A > B, C < B. This was followed by a test for mutual and combinatorial entailment in which the stimuli were placed in front of the subject and the following questions were asked, which is better?, which is worse? Once the subject makes the correct discriminations a test for transformation of reinforcement function was conducted in a novel context and by a novel experimenter. The next phase involved a test for transformation of reinforcement function. Using 3 new arbitrary stimuli the subject is told that stimulus A is better than stimulus B and stimulus B is better than stimulus C. With all 3 stimuli on the table the subjects is asked which one he/she would like to receive as reinforcement for performing a task. After one is picked it is removed and the remaining two stimuli are given as choices for reinforcement. Following this phase is a test for transformation of self-response and reinforcement functions in which 3 new arbitrary stimuli are identified by the student in rank order from best to worst no reinforcement is given. The subject is again asked which of the stimuli he/she would like to earn. Following this is a transformation of self-response function in which the subject rank orders three novel stimuli no reinforcement is given. The following relations are tested: A > B, C < A, B < A, C < B by placing two of the stimuli at a time on the table and asking which is better?/ which is worse? The results demonstrate that students with autism diagnoses demonstrate the relational responses of better and worse and also demonstrate transformation of stimulus function in accordance with those relations. |
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| Teaching Money Skills Through Stimulus Class Formation |
| SUSAN WALLACE (Cork CABAS School), Geraldine Leader (National University of Ireland, Galway), Olive Healy (Cork CABAS School), Harry A. Mackay (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: This experiment involved investigating the utility of the matching-to-sample training procedure in establishing monetary equivalence. The stimuli consisted of real Irish Coins, corresponding printed words and symbols. In the first stage of this experiment the matching-to-sample training procedure was used to establish two three-member equivalence classes (A1B1C1 and A2B2C2). In this instance A1 denoted the symbol1, B1 the printed word euro, and C1, the euro coin. Similarly A2 denoted the symbol 10C, B2 the printed words ten cent and C3, the ten cent coin. In subsequent stages of this experiment the matching-to-sample training procedure was used to gradually increase class size to include D1(two fifty cent coins), D2 (two five cent coins), E1(ten, ten cent coins), E2 (ten, one cent coins), F1(twenty 5 cent coins) and F2 (five, two cent coins). Equivalence tests were followed by tests for generalisation. Generalisation tests involved simple requests "give me a euro coin". Participants were successful of all tests for equivalence and generalization. Following the successful use of the matching-to-sample procedure to produce momentary equivalence the procedure was replicated with other coin combinations. |
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| Teaching Pre-service and In-service Teachers to Conduct Functional Behavior Assessment (FBA) and FBA-Based Interventions |
| Tuesday, June 1, 2004 |
| 11:30 AM–12:50 PM |
| Beacon A |
| Area: TBA/TPC; Domain: Applied Research |
| Chair: Robert L. Morgan (Utah State University) |
| Discussant: Stephanie M. Peterson (The Ohio State University) |
| Abstract: . |
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| Teaching Pre-Service Post-graduate Special Education Personnel to Develop Functional Intervention Plans |
| JO A. WEBBER (Texas State University, San Marcos) |
| Abstract: Historically, instructing pre-service personnel to conduct Functional Behavioral Assessments (FBA) and develop functional intervention plans has not resulted in generalized applications in the schools. In order to promote generalized uses of contextual assessments for behavior management purposes, it seems prudent to simplify the process and provide actual practice in the schools. Three strategies for teaching students to base behavior intervention plans on FBAs and generalize their knowledge will be presented: 1) simplified procedures and forms, 2) using summary statements as a bridge between assessment and planning, 3) actual application of the assessment and planning procedures in the schools. The speaker will present specific information about course structure, assessment and planning forms, sample student projects, and student perception data about the probability of using the procedures in generalized settings. |
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| Using a Flowchart to Help Teachers Link Behavioral Function to Intervention Strategies |
| HEATHER J. HUBER (University of South Florida), Jennifer L. Austin (University of South Florida) |
| Abstract: Educators recognize that managing inappropriate behavior is vital to the success of all students in the class. However, deficits in behavior management skills are prevalent and problematic for both new and experienced teachers. This study examined the effects of using a functional assessment flowchart as a performance aide to help teachers identify classroom factors affecting student behavior and subsequently develop functional interventions. Three participants (regular education elementary school teachers) attended a functional assessment training workshop. Following training, teachers were provided with a flowchart that guided them though the steps of functional assessment and intervention. Effects of the flowchart were discerned by presenting teachers with case studies to solve, as well as by examining their interactions with target children in their classrooms. Results were assessed using a multiple baseline design across participants combined with social validity measures. All participants showed an increase over baseline measures in their case study scores after the introduction of the flowchart. Effects on overt classroom behavior were less dramatic. Results will be discussed with regard to potential reasons for response differentiation, applicability of the procedures as an intervention tool for teachers, and directions for future research. |
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| Pre-service Teachers as Functional Behavior Assessment (FBA) Practitioners: Assessing Outcomes and Fidelity of Procedures |
| ROBERT L. MORGAN (Utah State University), Bryan J. Davey (Utah State University) |
| Abstract: Teachers are charged with the formidable responsibilities of conducting functional behavior assessment (FBA) and FBA-based interventions in public school settings. In practice, these tasks involve competency in direct observation, analysis of contextual variables, hypothesis generation and testing regarding the function of the behavior, identification of alternative behaviors aligned with function, and programming of antecedent events and reinforcement consequences. At a pre-service level, special education trainees from Utah State University conducted reinforcement-based interventions, FBA, and FBA-based interventions in a two-semester sequence of school-based experiences. University courses provided information to students who then carried out assignments in schools. This presentation will describe the courses, school-based assignments, and intervention outcomes. Examples of FBA-based interventions will be described. University supervisors conducted preliminary testing of a checklist instrument to assist pre-service teachers in monitoring fidelity of FBA steps (e.g., hypothesis generation, identification of alternative skills aligned with behavior function) and implementation of intervention in school-based experiences. This presentation will describe the instrument and summarize pilot data on fidelity of FBA and intervention activities. |
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| JABA Data |
| Tuesday, June 1, 2004 |
| 12:00 PM–12:50 PM |
| Fairfax B |
| Area: EAB |
| Chair: Margaret L. Cowles (Minnesota State University) |
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| Generality in the Journal of Applied Behavior Analysis from 1968-2003 |
| Domain: Applied Research |
| MARGARET L. COWLES (Minnesota State University), Daniel D. Houlihan (Minnesota State University), Jeremy Husfeldt (Minnesota State University), Tonya Diesen (Minnesota State University) |
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| Abstract: A successful intervention in the research driven field of applied behavior analysis (ABA) is one that has empirical evidence to show not only an initial acquisition of behavior change, but that this behavior change is extended to other non-training settings and related behaviors, that the intervention is effective for different individuals, and that it may be implemented across several behavior change agents. Furthermore, the behavior change must be maintained after treatment is terminated. In other words, successful behavioral treatments must demonstrate generality. The current study evaluated ABA’s leading journal, the Journal of Applied Behavior Analysis, from 1968-2003, in terms of its assessment of applied behaviors, participants, and settings; generality across time, behaviors, settings, participants, and behavior change agents; and the experimental design assessing these components. Procedural integrity was assessed; exact agreement = .93. Results indicate that these components were most adequately addressed between 1970 and 1985 and have steadily declined since then. The largest decline was seen in the use of applied settings and assessment of generality across time: in the 1970’s both applied settings and generality across time were assessed in 75.2% of its articles; in 1990-2003 both were assessed 35.8% of the time. Implications of findings are discussed. |
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| Trends of Single Subject Research Designs in Journal of Applied Behavior Analysis from 1968-2003 |
| Domain: Applied Research |
| MARGARET L. COWLES (Minnesota State University), Daniel D. Houlihan (Minnesota State University), James Snyder (Minnesota State University), Jeremy Husfeldt (Minnesota State University), Tonya Diesen (Minnesota State University), Amy Ornat (Minnesota State University) |
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| Abstract: The Journal of Applied Behavior Analysis (JABA) is arguably the leading journal in the field of applied behavior analysis. The current study evaluated articles in this journal from 1968-2003; kappa = .93. Data indicated that 85.5% of the experiments published in JABA during this time frame are small n designs. Since the purpose of small n designs is to apply refined experimentation with an elevated degree of experimental control; we evaluated the experimental dependability of the single subject research designs based on the type of design used, the type of interrater reliability utilized to judge the integrity of the data gathered, the type of statistical trend analysis employed (if any), and the manner in which the data were displayed. Data indicated that the most widely used single subject research design used is multiple baseline across subjects (20.5%), that functional analysis have made a steady increase since 1991, over 89% of the interrater reliability strategies employed do not take into account chance agreement, that trend analyses are conducted less than 1% of the time, and the most popular data display method is the data polygon (94.6%). Trends across time and implications for the future are discussed. |
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| Matching to Sample 2 |
| Tuesday, June 1, 2004 |
| 12:00 PM–12:50 PM |
| Beacon D |
| Area: EAB |
| Chair: Joseph L. Cermak (University of North Texas) |
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| The Effects of Discriminability of Sample and Comparison Stimuli on the Acquisition of Conditional Discriminations in Adult Humans |
| Domain: Applied Research |
| YUSUKE HAYASHI (University of North Texas), Manish Vaidya (University of North Texas) |
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| Abstract: This study attempted to investigate the effects of the discriminability of sample and comparison stimuli on the acquisition of conditional discriminations in adult humans. The task involved learning four different types of conditional relations based on combinations of simple and complex stimuli serving as samples and comparisons. Simple stimuli consisted of one Japanese character and complex stimuli consisted of two Japanese characters. Four university students learned four instances of simple-simple, simple-complex, complex-simple and complex-complex conditional relations (where the first term describes the type of sample (simple or complex) and the second term describes the type of comparison stimuli used). The steepness of the learning curve in the four different conditional discrimination tasks was compared within individual subjects. Other measures included the latencies to observe sample stimuli and select comparison stimuli. Preliminary results suggest that stimulus discriminability plays a functional role in conditional discriminations and that discrimination of sample stimuli (successive discrimination) may be more important than discrimination of comparison stimuli (simultaneous discrimination) in the acquisition of conditional relations in adult humans with the matching-to-sample procedure. Future studies will attempt to relate these findings to the likelihood of stimulus-function interchangeability characteristic of outcomes in stimulus equivalence. |
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| Pigeons’ and Children’s Performance on an Identity Match-to-Sample Task under Fixed Ratio Schedules |
| Domain: Applied Research |
| JOSEPH L. CERMAK (University of North Texas), Manish Vaidya (University of North Texas) |
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| Abstract: Prior research on the effects of intermittent reinforcement on identity matching tasks has shown that accuracy is a linear, increasing function of ordinal position in fixed ratio schedules (Ferster, 1960; Nevin, Cumming & Berryman, 1963; Mintz, Mourer & Weinberg, 1966). Nevin (1967), using a simple discrimination procedure, intermittent reinforcement, and a limited hold, found that accuracy remained constant throughout the ratio. Instead, the probability of responding was shown to be a linearly increasing function of ordinal position in the fixed ratio. The current experiment sought to systematically replicate Nevin’s (1967) study with a conditional discrimination procedure. Four naïve pigeons were first exposed to an ascending series of schedule requirements (FR1, 2, 4, and 8). In the second phase, an x-second limited hold was placed on the selection of comparison stimulus. Results suggest that the addition of the limited hold contingency substantially attenuated the relation between likelihood of error and ordinal position in the programmed schedule. These data, together with the results of earlier studies, suggest that the decreases in accuracy seen under intermittent reinforcement is a schedule-typical effect. They also suggest that “incorrect” responses in these procedures may be likened to the pauses seen with intermittent reinforcement of simple keypecking. |
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| Int'l Symposium - Applying Sequential and Matching Analysis |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Constitution A |
| Area: DDA/TPC; Domain: Applied Research |
| Chair: Frank J. Symons (University of Minnesota) |
| Abstract: . |
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| Sequential and Matching Analysis of Destructive and Pro-social Verbal Behavior |
| JENNIFER J. MCCOMAS (University of Minnesota), John D Hoch (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: We examined the occurrence of destructive and pro-social verbal behavior of a 12 year old girl diagnosed with adjustment disorder with depressive and behavioral features and ADHD. Direct observation data were collected using hand-held computers daily for 5 days in the girl’s foster home during the 90 minutes before school. Sequential analyses were conducted of the occurrence of the girl’s destructive behavior and her foster mother’s negative verbalizations as well as the girl’s pro-social verbal behavior and her mother’s positive verbalizations. The data were analyzed using the proportion-based matching equation to examine whether the girl was allocating her behavior according to her foster mother’s attention. Results suggest that 94% of the variance in the girl’s behavior was accounted for by her foster mother’s attention. Inter-observer agreement was collected in-situ on 20% of the sessions and averaged 77% for the dependent variables and 82% for the independent variables. Findings are discussed in terms of the utility of collecting real time data on complex social behavior in natural settings and basing interventions directly on descriptive data analytic techniques. |
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| Applying Lag Sequential Analysis to Predict Student Troubling Behavior and Escalations by Teacher Instructional and Behavior Support Practices |
| BENJAMIN W. SMITH (University of Texas at Austin) |
| Abstract: The results of several studies that used real time data collection methodology and lag sequential analysis procedures to investigate the relationship between teacher behavior (both academic and behavioral support practices) and student behavior are presented. Specifically, the relationship between teacher instructional (directions, questions, prompts) and behavioral support (redirection, threats, physical contact, and assigning punishment) behavior, and student use of appropriate and inappropriate behaviors (with varying levels of intensity) were documented. Teacher use of ‘best practice’ was related to student appropriate behavior, while teacher use of coercive and negative behaviors were related to student escalations and longer duration episodes of troubling behavior. |
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| Behaviour Disorder and Acquired Brain Injury: An Applied Behaviour Analytic Approach Using Lag Sequential Analysis |
| BARZAN RAHMAN (University of Birmingham), Christopher Oliver (University of Birmingham), Nick Alderman (University of Birmingham) |
| Abstract: Victims of acquired brain injured may present with severe behavioral difficulties, which can hinder effective rehabilitation. The notion that challenging behaviors may serve a functional purpose has been clearly articulated within the field of intellectually disabilities. Given the similarities in behavioral disorders exhibited by some with developmental disabilities and brain injury, it was proposed that methods of descriptive functional analysis would be applicable in the field of acquired brain injury. The aims of the study were to decipher the behavioral functions of verbal and physical aggression of three severely brain-injured patients during post-acute rehabilitative treatment. Staff members completed questionnaires and were interviewed to provide preliminary analyses of participants' behavioral repertoires. Eight hours of live observational data were collected for each participant using a handheld computer, which facilitated the recording of continuous behavior streams in real time. Time-based lag sequential analysis was conducted on the behaviors. For each participant behavioral function was evident and the streams of behavior evidenced a high degree of organization. Implications for future research and the clinical utility of the approach to inform and individualize intervention strategies are discussed. |
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| A Molar Interpretation of the Allocation of Teacher Instruction Toward Students with Emotional and Behavioral Disorders |
| JOSEPH H. WEHBY (Peabody College of Vanderbilt University) |
| Abstract: Descriptive observational studies in classrooms have documented the relationship between measures of teacher attention and student inappropriate behavior. In this study, two hours of direct observation data were collected on 40 students identified with emotional and behavioral disorders and sequential analysis was used to document the allocation of teacher instructional behavior toward students whose aggressive actions functioned as either escape or attention motivated behavior. Inter-observer agreement checks were conducted for approximately 15% of observations sessions and the percentage of agreement scores averaged above 80% for both teacher and student behavior. Results showed that students whose aggressive were the recipients of lower levels of instructional behavior as compared to students whose behavior was maintained by teacher attention. However, there were fewer differences in the allocation of teacher management behavior. Results are discussed in terms of a molar rather than molecular view of behavior and implications for future research in this area are presented. |
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| Behavioral-Cognitive Approaches to Promote Social Interaction |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay C |
| Area: AUT |
| Chair: Emily A. Jones (Southampton College) |
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| Joint Attention Intervention for Children with Autism |
| Domain: Applied Research |
| EMILY A. JONES (Southampton College), Edward Carr (SUNY, Stony Brook), Kathleen Feeley (Southampton College) |
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| Abstract: Joint attention is an early developing social-communicative behavior that is specifically impaired in children with autism. It involves two people using their gaze direction and conventional gestures to interact about interesting objects or events in their environment. Joint attention plays an important role in social and language development as well as in understanding the fundamental pathology of autism. This study was conducted (1) to evaluate the efficacy of an intervention program teaching joint attention to young children with autism, (2) to extend joint attention skills within the context of the child's family and other natural settings, and (3) to examine collateral changes associated with joint attention instruction. A multiple baseline design across two joint attention skills was used to examine the use of discrete trial instruction and specific behavioral strategies to teach the forms of joint attention as well as establish the social function of joint attention. Five children with autism acquired two joint attention skills. Response reliabilities ranged from 81-99% and procedural reliabilities ranged from 94-100%. Two of those five children also participated in the extension of joint attention to interactions with their parents in natural settings. After intervention, children showed collateral improvements in social-communicative characteristics, increases in the frequency and variety of spontaneous language, and were judged to look more like their typically developing peers. |
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| The Effects of Theory-of-Mind and Social Skills Training Program on Social Interaction for 5th-grade Students with Autism |
| Domain: Applied Research |
| HUA FENG (B.F. Skinner Foundation for Taiwan), Shu-ling Tsai (B.F. Skinner Foundation for Taiwan) |
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| Abstract: The study was to investigate the social interactive behaviors as well as the changes of theory-of-mind test on a high-functioning child with autism. The subject was an eleven-year old high-functioning child with autism in a regular classroom with resource programs in an elementary school in Taipei City. The study proceeded in the way of taking multiple probe design across behaviors & settings of single-subject experimental design. The independent variable of this study was theory-of-mind and social-skill teaching program. The dependent variables were the percentage of learning outcomes, changes in social interactive behaviors, scores gains in the ability of theory-of-mind test, and the questionnaires and interview for social validity. The consequences of the study were as follows:
1. Theory-of-mind and social-skill teaching program had made great improvements on the target behaviors for the high-functioning child with autism across individual and small-group teaching settings. The target behaviors included: first-order stage of theory-of-mind, emotional expressive skills, second-order stage of theory-of-mind, and conversational skills.
2. With the qualitative analysis, the frequency of three major positive social behaviors (e.g., emotional expression skills, talking interaction skills, and predicting for other people’s thoughts) was improved after applying the theory-of-mind and social-skill teaching program. The frequency of negative social behaviors obviously decreased, too.
3. The results of Theory-of-Mind test have showed great improvement from the pre-test of 22 to the pos-test of 36.
4. The results of the interview showed that the teachers, mother, and his peers made positive evaluation on the objectives, teaching process, and the outcomes of theory-of-mind and social-skill teaching program. |
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| Teaching Adolescent Students to Respect Social Boundaries |
| Domain: Applied Research |
| ELIZABETH MARTINEAU (Nashoba Learning Group), Alysun Stephens (Nashoba Learning Group) |
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| Abstract: Verbal adolescents with Autism frequently engage in physical and verbal behavior that alienates their typical peers. These behaviors, such as: making remarks that peers consider offensive; touching others; standing too close; and gazing at others inappropriately, can create a barrier to successful inclusion activities. Systematically training students to understand and respect verbal, physical and eye gaze boundaries can increase opportunities for successful inclusion and enhance the student's quality of life. A multi-component intervention consisting of: teaching rules, identifying examples of appropriate and inappropriate behavior, practicing appropriate behavior, video modelling, role play, and linkage to the student's reinforcement system has been effective in teaching students at Nashoba Learning Group to respect social boundaries and engage appropriately with peers. The components of the intervention and data demonstrating baseline and the impact of the intervention on the behavior of several students will be presented and discussed. |
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| Changeover |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Commonwealth |
| Area: EAB |
| Chair: Angel Jimenez (University of Guadalajara, Mexico) |
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| Stay and Switch Reinforcers When Using a COD: Within-Subjects Comparisons |
| Domain: Applied Research |
| JAMES S. MACDONALL (Fordham University) |
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| Abstract: A recent approach to understanding performance in concurrent choice considers the performance and contingencies at each alternative as independent of the other alternative (MacDonall 1998, 1999, 2000). At each alternative of a concurrent VI schedule one contingency arranges reinforcers for staying at that alternative as the other contingency arranges reinforcers for switching to the other alternative (Houston & McNamara, 1981). Previous research showed that performances at the alternatives, run lengths and visit durations, were power functions of the ratio of the rates of reinforcers for staying divided by the rates of reinforces for switching. Between-subjects comparisons showed that a COD reduced the switching rate, as it does in concurrent procedures, while producing good fit by the power function. The purpose of the present experiment was to make within-subjects comparisons of the effect of a COD by using a two-component multiple schedule. Results indicate that the effects of a COD are similar, whether using one pair of stay and switch schedules or two pairs of stay and switch schedules, that is, a concurrent procedure. These results support the view that concurrent performances consist of two independent performances joined by the changeover response. |
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| Haloperidol, Choice Behavior, and Dynamic Fixed-Ratio Changeover Requirements |
| Domain: Applied Research |
| CARLOS F. APARICIO (University of Guadalajara, Mexico), Francisco Velasco (University of Guadalajara, Mexico), Jorge Arturo Balderrama Trapaga (University of Guadalajara, Mexico) |
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| Abstract: In choice situations that simulate a variable reinforcing environment, haloperidol does not affect the rat’s discrimination between rich and lean alternatives. But, residence and travel times increase, and response distribution changes. These results suggest that haloperidol impairs the motor system affecting the behavior of traveling from one site to another. We tested the generality of these findings in a choice situation with two main levers, and one changeover-lever. Every ten reinforcers, a different number of responses (1, 4, 8, 16, or 32) were required to switch from one lever to the other. Across conditions, the ratio of reinforcement changed seven times in random and without signaling. After 148 days that the rats gained enough experience, two doses of haloperidol (0.04 & 0.16 mg/kg) were assessed (ip) over a period of 48 days. Results showed that haloperidol did not extinguish the behavior of pressing on the levers for food, but response allocation varied across components. As it was indicated by the parameters, s and b of the generalized matching law, haloperidol affects the organism’s preference and increases its sensitivity to reinforcement. We will discuss the implications of these results for a general model of anhedonia. |
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| Varying the Changeover Requirement in Dynamic Reinforcing Environments |
| Domain: Applied Research |
| ANGEL JIMENEZ (University of Guadalajara, Mexico), Carlos F. Aparicio (University of Guadalajara, Mexico) |
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| Abstract: The study of choice in steady state has shown that sensitivity to reinforcement increases with increasing changeover requirements. We tested the generality of this finding with rats responding for food in two different dynamic environments. Two random interval components dependently scheduled provided food in two levers according to seven reinforcement ratios (27:1, 9:1, 3:1, 1:1, 1:3, 1:9 and 1:27). An ABA experimental design was used to vary a fixed-ratio (1, 2, 4, 8, 16 and 32 responses) changeover requirement. In phase A, each changeover requirement was assessed in ascendant and descendent order. Phase B scheduled all changeover requirements to occur within the same session, 12 days for each of the seven reinforcement ratios. Results showed that response and time allocation adjusted rapidly to dynamic changes in reinforcement ratios. Interchangeover times and sensitivity to reinforcement increased with increasing changeover requirement, but changeover rate decreased. The roles of experience in the reinforcing environment and that of imposing a cost to the behavior of switching from one lever to the other will be discussed in light of an integration between molar and molecular approaches of choice. |
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| Empirically Supported Strategies to Get to Meaningful Outcomes for Children with Autism |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay B |
| Area: AUT/VBC; Domain: Applied Research |
| Chair: Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Discussant: Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: . |
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| The Effects of Deprivation/Satiation and Preferences on Manding for Children with Autism |
| ELLIE MAUEL (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: The effects of deprivation/satiation and preferences on manding for children with autism. One of the core deficits of autism is a pronounced delay in communication skills. Approximately half of children diagnosed with autism do not acquire verbal skills. Perhaps, then, the most important skill to teach children with autism is functional language. One type of functional language is manding, that is, using language to request an item or activity. Different environmental events may effect how quickly a child learns to mand. Whether a child is deprived (has little access to an item) or satiated (has a lot of access to an item) may affect learning to mand. Furthermore, whether an item is high preferred or low preferred may also affect learning to mand. This study assesses how both deprivation/satiation and preferences effect learning to mand for a child with autism. Results show that deprivation and preference affect learning to mand, depending on the individual child. |
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| Utilizing Functional Assessment and Behavior Support to Decrease Challenging Behaviors in a Young Child with Autism |
| AMANDA TYRELL (Community Living Opportunities, Inc.), Nanette L. Perrin (Community Living Opportunities, Inc.), Katie L. Zerr (Community Living Opportunities, Inc.), Jamie D. Price (Community Living Opportunities, Inc.), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: This study examines the effects of implementation of a behavior support plan on the occurrence of non-compliance and aggression during group preschool time and one-on-one teaching sessions. This study was conducted with a 4 year-old boy who has been diagnosed with autism. This child has received 2 years of intervention thus far that includes one-on-one teaching as well as group preschool participation. Baseline data included episodes of aggression and non-compliance ranging from 4-10 episodes per day. The functional behavior assessment indicates that the behavior was maintained by escape and teacher attention. The behavior support plan included manipulation of consequences and antecedent interventions including increased opportunities for choice and a visual schedule. Results indicated that the child met criterion of one or fewer daily occurrence on both non-compliance and aggression. Aggression and non-compliance in the group setting was reduced to 0 episodes per day for 20 days. Reliability was collected on less than 10% of intervals, but interobserver agreement was 90%. |
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| Helping Families Evaluate Fad Treatments for Children with Autism |
| SHANNON KAY (May Institute) |
| Abstract: An applied behavior analyst assigned to a new case of a child with autism will often find the child’s parents have already adopted a treatment strategy that is not supported by scientific evidence. Practitioners’ efforts to help parents cast off ineffective treatments are substantially aided by two factors. First, most parents are highly motivated to see their children improve, and if presented with clear evidence that a program is working, will often quickly abandon an ineffective approach in favor of an effective one. Second, the same empirical tools that have built the knowledge base of applied behavior analysis—in particular, single case experimental designs—can be employed to help parents discover which treatments will help their children and which will not. In this paper, a simple strategy to help parents compare the effectiveness of two therapies on the behavior of their children will be presented. Three cases will be presented that include reliable data within an alternating treatments experimental design. In each case, so called “fad” treatments were abandoned following data that showed lack of effect. Instead, demonstrably effective behavior analytic procedures were selected as the treatment of choice. |
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| Establishing Quality Outcomes for Individuals with Severe Challenging Behaviors |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Beacon H |
| Area: CSE/DDA; Domain: Applied Research |
| Chair: Stephen R. Anderson (Summit Educational Resources) |
| Discussant: Paul A. Dores (Private Practice) |
| Abstract: Learning Objectives
The significance of ongoing need for functional analysis
The importance of antecedent management strategies to reduce challenging behaviors
The significance of ecological validity and balancing with experimental vigor |
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| Periodic Use of Brief Functional Analysis to Manage Behavior Maintained by Changing Environmental Variables |
| JOHN STOKES (Vinfen Corporation), Patricia A. Finney (Vinfen Corporation), Michael F. Dorsey (Simmons College) |
| Abstract: A brief functional assessment was conducted on an adult with moderate developmental disabilities within a community-based residential setting. In order to identify the maintaining controlling variables within the residence, the subject was exposed to one of three conditions during a ten-minute session. Conditions rotated in the following order for all fifteen sessions; play, social disproval, demand. Procedures were set up according to research conducted on functional analysis (Iwata et al., 1982). Results indicated that the problem behavior was maintained by negative reinforcement. Treatment was delivered and the behavior decelerated yet experienced spontaneous recovery months later at home and during transitions. Two additional brief functional analysis indicated that the individual's aggressive behavior was now maintained by negative attention in the home and tangible variables during transitions. Based on the results of assessment, a treatment program was redesigned to be functionally appropriate across all settings. Results showed a decrease in aggression for the individual in all environments. Results are discussed indicating how the environmental variable controlling behavior can change and periodic assessment is imperative. |
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| A Multiple Treatment Approach to Address Challenging Behaviors in a Young Boy with Autism |
| FRANK L. BIRD (Melmark New England) |
| Abstract: This presentation examines the long-term outcome of a multi-component treatment approach based on positive behavior support for a young boy with severe behavior challenges. The focus of programming for this individual included:
1. Ongoing descriptive and functional analysis of challenging behaviors to identify the eliciting and maintaining variables;
2. Antecedent control strategies to facilitate positive behavior;
3. Interventions embedded in the contexts of everyday life;
4. Expanded community and family opportunities as self-regulation improved.
As a result of intervention, the young boy's challenging behaviors were reduced to near zero frequency as his participation in educational and social activities increased. Although reduction of challenging behaviors was a priority for this individual, the clinical approach was to assist him in achieving a lifestyle change by positively addressing many dimensions that define quality of life. Specific areas included establishing social relationships, re-establishing family bonds, improving choice-making skills, increasing community access and increasing recreation and leisure opportunities. Future programming will be discussed including the need to assist this individual with a support plan that is needs driven. The guiding principle that will be presented is that if an individual's needs are correctly assessed and met, then one's quality of life will continue to improve, and challenging behaviors will be reduced and perhaps eliminated. |
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| A Multidimensional Approach to Reducing Behavior Problems in a Young Child with Autism |
| MARCUS L. THOMEER (Summit Educational Resources), Douglas C. King (Summit Educational Resources), Christopher Nalbach (Summit Educational Resources), Gretchen Constantino (Summit Educational Resources), Stephen R. Anderson (Summit Educational Resources) |
| Abstract: This presentation will illustrate the analysis of a young boy's challenging behaviors and the implementation of a multi-treatment approach to address these deficiencies. Because early management of increasing behavior problems was poorly conceived by previous community vendors, this individual required intensive and long-term behavioral supports, including appropriate and safe housing, well-designed skills training offered by competent staff, and appropriate social, educational, and environmental supports. Everyday interactions and activities were designed to systematically promote independence in self-awareness, planning and decision-making, strategic thinking, and self-regulation of emotions. It was hypothesized from detailed descriptive analysis that the subject's challenging behaviors were associated with his inability to functionally communicate his needs of escape, attention and tangible items, thereby suggesting the importance of focusing on communication, behavior antecedents and setting events. The focus of programming included ongoing functional analysis within a community-based setting, the design of functional communication training and antecedent management strategies. Data will be presented showing a significant decrease in targeted behaviors, a simultaneous increase in communication and adaptive skills and the generalization of positive outcome across settings. |
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| Manipulating Response and Reinforcement Parameters in the Treatment of Problem Behavior |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Constitution B |
| Area: DDA/CBM; Domain: Applied Research |
| Chair: Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Learning Objectives
Participants will gain knowledge on linking functional assessment results to innovations in treatments that are individually tailored based on those results.
Participants will gain knowledge regarding variables that influence response allocation in multi-operant environments in applied settings.
Participants will learn how basic principles and tenets of behavior analysis (e.g., choice responding, schedule control, stimulus control, extinction) and their variants can be manipulated towards the enhancement of behavioral treatments for problem behavior. |
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| Treatment of Escape Maintained Behavior and Reinforcer Choice |
| TIFFANY KODAK (Louisiana State University), Dorothea C. Lerman (Louisiana State University), Mandy P. Pardon (Louisiana State University), Laura R. Addison (Louisiana State University), Nicole M. Trosclair-Lasserre (Louisiana State University), Valerie M. Volkert (Louisiana State University) |
| Abstract: Previous research has shown that preference for reinforcers may change as the schedule of reinforcement is thinned during treatment. In DeLeon, Neidert, Anders, and Rodriguez-Catter (2001), a child with escape-maintained behavior chose between an arbitrary reinforcer (i.e., food) and a functional reinforcer (i.e., break) for working on tasks. The arbitrary reinforcer was chosen consistently until the work requirement was increased to ten tasks, at which point treatment effects became inconsistent and choice became variable. To extend these findings, the current investigation examined the relationship between choice, reinforcement schedules, and other parameters of reinforcement with two children whose problem behavior was maintained by multiple social consequences (i.e., both positive and negative reinforcement). In the first phase, compliance with either a preferred or nonpreferred task led to a choice between a break or an edible across increasing ratios of reinforcement. Interobserver agreement, calculated for at least 25% of sessions, exceeded 85%. Results showed that reinforcer choice was relatively insensitive to reinforcement schedule. In subsequent phases, choice was evaluated while manipulating other parameters of reinforcement, including preference for the edible and the presence of positive reinforcers during the break. Results showed that manipulating aspects of the break led to changes in reinforcer choice. |
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| Examination of Reinforcement Parameters in the Assessment and Treatment of Attention Maintained SIB |
| CHRISTOPHER J. PERRIN (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth) |
| Abstract: This study examined reinforcement magnitude and quality during the assessment and treatment of a young girl’s SIB. Initial analyses indicated that SIB was maintained by positive reinforcement in the form of physical attention, rather than verbal attention. Next, the participant was taught two FCT responses (a vocalization and a picture card exchange), and when both responses were available, she showed a preference for vocalizing. The first FCT assessment examined the effects of reinforcement magnitude by providing a short duration of attention for one FCT response and a longer duration of attention for the other. Results showed that the delivery of a larger reinforcement magnitude did not produce a change in FCT response allocation. In the second FCT assessment, the effects of reinforcement quality were evaluated by providing low quality attention for one FCT response and high quality attention for the other. Results showed that she exhibited the FCT response that produced the higher quality reinforcer. SIB remained low across both FCT assessments. Interobserver agreement averaged at least 80% during sessions. Collectively, these results suggest that it may be important to examine reinforcement parameters when developing behavior interventions. |
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| Acquisition, Efficacy, and Relative Response Strength of Selection- and Topography-Based Mands During FCT |
| LISA M. TOOLE (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Cindy T. Terlonge (Kennedy Krieger Institute), Sherry L. Spencer (Kennedy Krieger Institute), Ingibjorg Sveinsdottir (University of Maryland, Baltimore County) |
| Abstract: Research has been conducted that compares selection-based (SB; e.g., picture exchange) and topography-based (TB; e.g., manual signs) verbal behavior in terms of ease of tact and intraverbal acquisition in individuals with developmental disabilities. However, findings on SB and TB responses have only rarely crossed over into the literature on functional communication training to reduce behavior problems. The purpose of the current investigation was to compare selection-based and topography-based mands in terms of ease of acquisition of mands for reinforcers that maintain problem behaviors; treatment effects (single-response FCT comparison) once both responses were trained; and relative response strength (i.e.., concurrent FCT) when both mand forms were concurrently functional. Five individuals with mental retardation and limited verbal skills participated. All five of the participants acquired the selection-based mand whereas only two acquired both SB and TB mands given a similar number of training sessions. For the two individuals who acquired both mand forms, both displaced problem behavior when only one response produced reinforcement. However, when both responses were concurrently functional, SB mands were emitted more consistently. Reliability data on communication were collected during all phases of the evaluation and averaged 80% or greater. |
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| Comparison of Maintaining Vs. Arbitrary Noncontingent Reinforcement Procedures Without Extinction |
| EILEEN M. ROSCOE (New England Center for Children), Nancy A. Perhot (New England Center for Children) |
| Abstract: Noncontingent escape has been found effective for decreasing problem behavior. However it is unclear whether this procedure is effective when implemented without extinction and whether it is as effective as NCR using the functional consequence. To this end, we compared the relative efficacy of NCR using the maintaining reinforcer with NCR using an arbitrary reinforcer for reducing the two participants’ problem behavior. After conducting a functional analysis indicating participants’ problem behavior was maintained by escape from tasks, we conducted an arbitrary reinforcer test to ensure that the arbitrary reinforcer did not maintain problem behavior. Following this, baseline and NCR phases were conducted using a reversal design. During the NCR phase, two conditions, NCR (using escape as a reinforcer) and NCR (using an edible as a reinforcer) were compared. Results for one participant indicated that extinction was necessary to reduce behavior to low levels and both types of NCR were equally effective. Results for the other participant indicated that NCR using the maintaining reinforcer reduced behavior to low levels in the absence of extinction, whereas NCR using an arbitrary reinforcer resulted in similar levels of problem behavior to that observed during baseline. |
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| Relational Frame Theory: Implications for Training and Treatment |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: David Rourke (Franciscan Children's Hospital) |
| Abstract: . |
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| The Role of Relational Frame Theory in Staff Training |
| ROBYN E. STEWART (Simmons College) |
| Abstract: With the demand for empirically validated instructional strategies increasing, the need for well-trained staff to deliver behavioral instruction becomes an issue of significant concern. Many staff may acquire basic skills during classroom-based training, however they have significant difficulty applying these skills within an instructional environment. The conceptual model of Relational Frame Theory suggests that organisms are able to learn to respond arbitrarily to one stimulus when it is presented with another stimulus, and the organism’s response will be determined by the history of reinforcement for that response. When this concept was applied to staff training procedures, staff members not only learned the basic functions of behavior, but were able to apply this information to the natural teaching environment. After learning about possible motivations of behavior, staff members were able to relate this previously acquired knowledge to novel situations and determine the appropriate response even when the students’ target behaviors and the required staff response were topographically dissimilar. |
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| Relational Frame Theory: Implications for Parent Training |
| HEATHER LYNN LEWIS (Simmons College) |
| Abstract: Eight parents of children between 24-36 months diagnosed with Autism Spectrum Disorders were administered pre and post-test questionnaires to assess the effect of Relational Frame Theory on a parent training protocol teaching a behavioral analytic approach. Results showed families who were formally taught specific concepts and terminology used in behavioral interventions were able to derive accurate descriptions of the intervention their child was receiving in comparison to pre-treatment surveys. The results of this study aid in further understanding of Relational Frame Theory in applied settings and also help assist in the development of successful parent training modules. |
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| Using Antecedent Based Strategies to Expand a Child’s Repertoire of Accepted Foods: The Application of Relational Frame Theory |
| KARA MUIRHEAD (Simmons College) |
| Abstract: Previous studies that address the issue of food selectivity have mainly taken place in clinical settings. Limited research exists where interventions to increase a child’s repertoire of accepted foods have occurred in the natural setting. Interventions such as escape extinction, physical redirection, negative reinforcement and fading have been successful in increasing food acceptance. This subject was chosen due to parental concern regarding his extremely limited food repertoire. Assessment results revealed less than 10 foods or condiments existed in the child’s food repertoire. In this study, a multi-component treatment package was designed that focused on antecedent based strategies and transfer of stimulus control in order to increase a child’s repertoire of foods across food groups. In order to prepare the child for mealtime events, a social story was one component that was implemented. The results demonstrate that antecedent based approaches are successful in increasing the selection of foods for this child. The results of this study are linked to the principles of Relational Frame Theory |
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| Relational Frame Theory for the Treatment of Asperger Syndrome |
| DAVID ROURKE (Franciscan Children's Hospital), Akari Hayashi (Franciscan Children's Hospital) |
| Abstract: Adolescents with a diagnosis of Asperger Syndrome often present with skill deficits that render them socially inappropriate. However, these same individuals often possess a wealth of knowledge and, from an academic standpoint, function at grade level. The purpose of this presentation is to demonstrate how the principles of Relational Frame Theroy was used to effectively address social skill deficits in four adolecent males with a diagnosis of Asperger Syndrome. |
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| Relations Among Stimuli in Equivalence Classes |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Fairfax A |
| Area: EAB; Domain: Applied Research |
| Chair: Lanny Fields (Queens College/SUNY) |
| Abstract: . |
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| The Nodal Structure of Equivalence Classes: Background |
| LANNY FIELDS (Queens College/CUNY), Mari Watanabe-Rose (Queens College/CUNY) |
| Abstract: The emergence of an equivalence class is defined by the mutual selection of stimuli in a set of N stimuli after the establishment of –1 relations by training. These test performances have been taken to mean that all of the stimuli in the class are functionally interchangeable and thus must be equally related to each other regardless of the number of nodes that separated the stimuli during training. A number of experiments have shown, however, that many test performances during delayed emergence, and during post class formation tests of various sorts are inverse functions of the number of nodes that separated the stimuli during training. These so called nodal distance effects are contrary the view that all of the stimuli in an equivalence class are equally related to each other. None of these studies, however, have attempted to use nodal distance as an independent variable that can precisely predict and control the bifurcation of a previously established equivalence class. Such a demonstration would strengthen the notion that the nodal structure of an equivalence class can be a strong determinant of the membership of stimuli in an equivalence class and would further the debate about the role played by nodal structure among the stimuli in equivalence classes. |
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| Effects of Nodal Structure on the Bifurcation of Equivalence Classes |
| MARI WATANABE-ROSE (Queens College/CUNY), Lanny Fields (Queens College/CUNY) |
| Abstract: Two 4-node 6-member equivalence classes emerged after training AB, BC, CD, DE, and EF. Then subjects were taught to make different responses to the C1 and C2 stimuli by discrimination training. A transfer test that involved the presentation of all 12 stimuli in the two classes showed immediate transfer of the C1 response two the other members of Class 1, and of the C2 response to the other members of Class 2. These data showed that the 4-node 6-member equivalence classes were also acting as 4-node 6-member functional classes. Thereafter, new responses were trained to the D1 and D2 stimuli by discrimination training. When the transfer test was repeated, the response trained to C stimulus in a class was evoked by the B and A stimuli from the same class, while the response trained to the D stimulus was evoked by the E and F stimuli from the same class. These data demonstrated that the 4-node 6-member equivalence/functional class was bifurcated into two 3-member functional classes in accordance to the nodal structure of the class. In addition, these data support the view that the relations among the stimuli in an equivalence class cannot be characterized in terms of interchangeability. Immediately after the C/D transfer test, subjects were re-exposed to the initial emergent relations test and responded in a manner that demonstrated the intactness of the original 4-node 6-member equivalence class. Thus, the bifurcation of the 6-member classes did not interfere with the integrity of the original 4-node 6-member classes. |
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| Stimulus Control During the Acquisition of Conditional Discriminations: A Kernel Analysis |
| MICHELLE C. GARRUTO (Queens College/CUNY), Lanny Fields (Queens College/CUNY), Mari Watanabe-Rose (Queens College/CUNY) |
| Abstract: When two-choice conditional discriminations are trained, there are 16 different forms of stimulus control that can govern behavior on a moment to moment basis. Each can be tracked by use of a kernel analysis of responding. When training was conducted to establish the five linked conditional discriminations AB, BC, CD, DE, and EF, responding was controlled by comparison position, comparison preferences, discriminative control of positional responding by the sample stimuli, inverse conditional relations between the sample and negative comparisons and eventually the conditional relation between the samples and positive comparisons. These data show that intermediate trial based percentage correct measured of stimulus control do not adequately characterize the processes involved in the formation of sets of linked conditional discriminations. Differ forms of preliminary training produced different patterns of stimulus control topographies that influenced performances during the acquisition of conditional discriminations. |
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| The Effects of Fluency-Based Training on Young Children with Autism |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay D |
| Area: AUT/EAB; Domain: Applied Research |
| Chair: Helen Bloomer (Crossroads Center for Children) |
| Discussant: Laura Lynch (Crossroads Center for Children) |
| Abstract: . |
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| Effects of Fluency on the Retention of Speech Goals in a Child with Autism |
| MEGAN L. DAIGLE (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Fluency training has been shown to facilitate endurance, application, and retention. The purpose of this study was to assess the effects of fluency on the retention of speech goals. A preschool child with autism served as a subject. Using a multiple baseline over behaviors design, fluency procedures were implemented. Once the rate of responding stabilized, the goal was terminated and not targeted for one month. Then, retention and fluency speed was reassessed. |
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| Increasing Retention of Speech and Language Goals Using Fluency Procedures |
| MICHELLE GOLDMAN (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Megan L. Daigle (Crossroads Center for Children) |
| Abstract: Fluency procedures have the potential of maximizing generalization and retention of learned skills. In this study, a preschool child with autism was taught speech goals using fluency procedures. Once the rate of responding in fluency stabilized, the goals were terminated and not taught again for a period of one month. Then, the researchers tested for speed of responding on the goals. Findings showed that the subject demonstrated equal or better responding during fluency, with strong retention. |
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| The Effects of Fluency Procedures on Social Skills of Children with Autism |
| KELLY A. YOUNG (Crossroads Center for Children), Jillian Dennick (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Fluency procedures result in increased accuracy and speed of performing the targeted task. Such procedures have been used across various learners and tasks. The current study investigated the effect of fluency on the latency of answering social questions. Using a multiple baseline across subjects design, preschoolers with autism were first assessed as to how long (in seconds) it took to answer questions. Fluency training was then conducted to determine if the latency decreased. Results will be analyzed in terms of the effect of fluency and considerations for future research. |
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| The Effects of Observational Learning on Textual and Speaker Repertoires of Verbal Behavior |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Clarendon |
| Area: EDC/VBC; Domain: Applied Research |
| Chair: Denise Ross (Teachers College, Columbia University) |
| Abstract: . |
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| Preschool Students with and without Observational Learning and Generative Verbal Behavior Repertoires |
| JEANNE MARIE SPECKMAN (Teachers College, Columbia University), Mapy Chavez Brown (Teachers College, Columbia University), Anjalee S. Nirgudkar (Teachers College, Columbia University), Lauren M. Stolfi (Teachers College, Columbia University) |
| Abstract: This study reports the generative behavior and observation learning repertoires for preschool students with disabilities. The PIRK (Preschool Inventory of Repertoires for Kindergarten), a criterion referenced assessment, was utilized to assess these repertoires. Ninety preschoolers with disabilities were assessed with high reliability three times during a nine-month period of the school year. Data were collected on observational learning and verbal behavior repertoires. The participants were enrolled in a CABAS (r) (Comprehensive Application of Behavior Analysis to Schooling) school located outside a major metropolitan area. The participants ranged in age from three to five years old and were of various levels of verbal behavior including listeners, speakers, speakers as own listeners, readers, writers, and self-editors. |
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| The Generalization and Collateral Effects of Verbally Governed Behavior in Mathematical Operations under Peer Tutoring Conditions |
| GRANT GAUTREAUX (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We used a peer tutoring model to compare the effects of teaching rules (say) and computation (do) of math operations on the tutor, tutee and observer and collateral effects associated with peer tutoring. The participants in this study were 8 male and 4 female middle school students. Instructional arrangements were designed to include a tutor, a tutee and an observer based on levels of verbal behavior. Instructional arrangements remained throughout the study. Targeted math operations involving specific rules were included. All students were probed on responses to tacting rules (say correspondence) as well as the computation (do correspondence) across three different sets of mathematical operations. Upon completion of the probes, Tutor A taught a specified set of rules to Tutee A in the presence of Observer A. Additional probes were then conducted to determine if the Tutor A and Observer A acquired the rules for set 1. Subsequently a final probe for set 1 was conducted to determine if Tutor A, Tutee A, or Observer A had acquired the computation correspondence. Probe data were highly reliable. Results were discussed in terms of the role of the student and accompanying level of verbal behavior regarding post-instructional probes of all participants. |
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| The Listener Role in Textual Responding |
| DANA VISALLI-GOLD (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: This study measured the effects of two types of textual instruction on the comprehension of middle-school students without fluent reader repertoires. During baseline, vocal responses to comprehension questions presented by the teacher were measured and responding was low and stable. Using an alternating treatments design, comparisons between textual passages that were read aloud by the teacher and textual passages that were read aloud by the student were made. Interobserver agreement data were high. Results showed that textual passages read by the teacher to the student resulted in a greater number of correct responses to comprehension questions. |
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| Observational Learning of Sequelics and Conversational Units as a Result of Verbal Emersion |
| JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University), Robin Nuzzolo (Teachers College, Columbia University) |
| Abstract: This experiment tested the effects of introducing a verbal emersion tactic for a five-year old male with autism (Student A) on the observational acquisition of sequelics and conversational units of a 5 year old (Student B) confederate peer. Baseline data showed that both students emitted zero sequelics and conversational units in a "free play" setting. A verbal emersion tactic was implemented for Student A, while Student B remained in baseline conditions. As a result, the number of sequelics and conversational units increased significantly not only for Student A who directly received the independent variable, but for Student B who observed his peer receiving the verbal emersion learn units. Interobserver agreement data were high. Results will be discussed in term of verbal behavior and observational learning. |
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| Using Behavior-Based Interventions with an Instructional Focus to Decrease Problem Behavior and Strengthen Academic Performance |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Berkeley |
| Area: EDC; Domain: Applied Research |
| Chair: Mack D. Burke (University of Georgia) |
| Discussant: Philip L. Gunter (Valdosta State University) |
| Abstract: . |
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| Making PAR: Using Effective Instructional Strategies to Promote Positive Academic Responding |
| SHANNA M. MILLEN (University of Oregon), Teri Lewis (University of Oregon), Robert H. Horner (University of Oregon) |
| Abstract: The objective of this project was to document and disseminate the link between effective instructional strategies and positive academic responding for students at-risk for being identified with EBD. Positive academic responding (PAR) is defined as high levels of academic engagement in the absence of disruptive behaviors. The use of effective instructional strategies is an efficient intervention for increasing positive academic responding. Two important features of effective instruction are (a) presentation of multiple opportunities to respond and (b) delivery of praise to students when they are exhibiting appropriate academic and social behaviors. The purpose of this study was to implement a training package for teachers to increase effective instructional strategies to offset disruptive behavior and increase correct academic responses and academic engagement for students with chronic problem behaviors in four general education classrooms. The training package included acquisition training, self-monitoring using videotaped instruction, and performance feedback. A multiple baseline across participants design was used to demonstrate a functional relationship between increased effective instruction rates and student behavior. Results from the project are included. |
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| Effects of Academic Interventions for Escape-Maintained Behaviors on the Task Engagement of an Elementary Student |
| MARIA F. WYNNE (University of Georgia), Shanna Hagan-Burke (University of Oregon), Mack D. Burke (University of Georgia) |
| Abstract: The present research tested the effectiveness of an academic based intervention for an elementary student with escape maintained problem behaviors. A functional behavioral assessment was first conducted to formulate a hypothesis of the maintaining function of the problem behaviors the student displayed during low preferred academic tasks. With an informal interview, the student, parents and teacher gave information on those academic tasks the student highly preferred, did not prefer, were high demands and low demands on the student. The researcher formulated her hypothesis that problem behaviors were maintained to escape the low preferred/high demand academic tasks. A functional analysis was conducted with a series of high preferred/low preferred and high demand/low demand task conditions in the classroom. Problem behaviors were observed in the low preferred/high demand academic task conditions. An antecedent-based intervention was implemented to test its effectiveness on reducing escape maintained problem behaviors. |
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| Effects of an Academic Self-Monitoring Strategy on the Escape-Maintained Behaviors of an Elementary Student |
| CLAY CROWDER (University of Georgia), Mack D. Burke (University of Georgia), Shanna Hagan-Burke (University of Oregon) |
| Abstract: This research examined the effectiveness of an academic self-monitoring strategy to increase task engagement of an elementary student with escape-maintained problem behaviors. A functional behavioral assessment was first conducted to formulate a hypothesis regarding the function of the problem behaviors. Informal interviews with the student, parents, and the teacher suggested that the problem behaviors were maintained by the student’s escaping from non-preferred/ high-demanding academic tasks. A subsequent functional analysis was conducted to confirm the hypothesis. Levels of problem behaviors were observed during academic sessions during which high-demand and low-demand tasks were alternated. Problem behaviors were observed at higher rates during the high-demand task sessions than during the low-demand task sessions. With a functional relationship established, an academic self-monitoring strategy was implemented to test its effectiveness on reducing rates of problem behaviors in the presence of high-demand academic tasks. |
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| Training and Supporting Teachers to Implement Effective Classroom Management Practices |
| Tuesday, June 1, 2004 |
| 12:30 PM–1:50 PM |
| Gardner |
| Area: EDC; Domain: Applied Research |
| Chair: Teri Lewis (University of Oregon) |
| Discussant: Ronnie Detrich (Spectrum Center) |
| Abstract: . |
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| The Use of Real-Time Observation Feedback on Pre-Service Teachers Instructional Behaviors in Elementary Special Education Classroom Settings |
| EMMA J. MARTIN (University of Oregon), Teri Lewis (University of Oregon), Kathy Jungjohann (University of Oregon), Shanna M. Millen (University of Oregon) |
| Abstract: Preservice training for teachers is critical to their development as educators. However, there is variability in the type of training provided and in the type of feedback to preservice teachers receive on their use of instructional practices. This study was designed to evaluate the effectiveness of providing observation, real-time analysis and feedback of specific observation data relevant to teacher-pupil interactions. The participants, graduate students in the special education teacher licensure program at the University of Oregon, were observed weekly by their supervisors and provided instantaneous (visual) and delayed (printed) performance feedback and follow-up recommendations on the variable used to measure specific program competencies. The content of feedback will be described and differences in student performance based on type of feedback will be presented. Results from this project have implications for teacher preparation programs attempting to ensure that pre-service teachers exit with effective instructional skills. Additionally, recommendations for additional research proposals will be discussed. |
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| The Classroom Check-up: a Brief Intervention to Reduce Student Problem Behaviors through Classroom Teaching Practices |
| WENDY REINKE (University of Oregon), Teri Lewis (University of Oregon) |
| Abstract: Classrooms play a pivotal role in the lives of children. Providing teachers with feedback and assistance to maintain and strengthen effective classroom environments is a necessary component to any school-wide system for student success. The purpose of the present study was to develop and implement a classroom assessment intervention, entitled the Classroom Check-up (CCU), that provides teachers with feedback and support. The CCU offers feedback to teachers on several domains, (a) presentation of curriculum and instruction, (b) proactive classroom management, (c) teacher-student interactions, and (d) classroom ecology. The feedback process consists of structured information sharing, culminating in a menu of options for creating positive classroom change. Using a multiple baseline design the following research questions were addressed: (1) Does a functional relationship exist between the implementation of the CCU and the fidelity of implementation of classroom management strategies (i.e., praise ratios, opportunities to respond, reprimands)? (2) Does the use of visual performance feedback enhance the relationship between the CCU and the fidelity of implementation of classroom management strategies? (3) Does a functional relationship exist between the CCU and a change in the occurrence of targeted student behaviors (i.e., number of disruptive behaviors, number of correct compliance responses, classroom academic engagement)? |
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| The Relation Between Problem Behavior, Achievement, and Teacher Distribution of Attention |
| KATHERINE FALK (Peabody College of Vanderbilt University), Joseph H. Wehby (Peabody College of Vanderbilt University) |
| Abstract: Recent evidence has begun to suggest that the distribution of teacher attention toward students may be influenced by the function of student problem behavior. However, previous research has been limited to utilizing only one measure of teacher behavior as well as omitting measures of achievement. The purpose of this study was to determine the relation between the identified function of problem behavior, student reading performance, and the distribution of different types of teacher behavior. Two classrooms for students with emotional and behavioral disorders (EBD) participated in the study. Students and teachers were observed during reading instruction, and a standardized reading test was administered. Interobserver agreement assessed in 15% of the sessions and averaged 85% (range 84% to 92%) across codes. Results were similar to previous research in that there were consistent patterns of teacher attention across the classrooms that seemed related to the function of student behavior. However, there appeared to be some differences when subtypes of teacher attention were analyzed. In addition, there were consistent patterns of teacher attention within classrooms with regard to reading achievement. Results are discussed in terms of functional assessments and teacher interaction patterns. |
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| Tour New England Center for Children |
| Tuesday, June 1, 2004 |
| 12:30 PM–3:30 PM |
| Off-Site |
| Chair: Katherine E. Foster (New England Center for Children) |
| New England Center for Children, an applied educational organization serving children with autism for close to thirty years, is offering tours of it's central school facility.
Come see applied behavior analysis in action across all our programs, from the intensive preschool to the day school to the residential school to the specialized unit for children with extreme challenging behaviors. NECC is top to bottom one of the most complete behavioral programs in the US with all 600 employees sharing a strong commitment to behavior analysis. An overview of our active research program and graduate education programs will also be presented.
Located 20 miles from the convention, NECC will provide round-trip transportation. To see this exceptional applied setting contact Mary Ellen Parzych at (508) 481-1015 ext. 3076 or via e-mail at mparzych@necc.org. Visit our website at www.necc.org to learn more about New England Center for Children. |
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| Professional standards in Behavior Analysis |
| Tuesday, June 1, 2004 |
| 1:00 PM–1:50 PM |
| Beacon A |
| Area: TBA |
| Chair: Jose A. Martinez-Diaz (Florida Institute of Technology) |
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| Raising the Bar: A Case for Raising Professional Standards |
| Domain: Applied Research |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology) |
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| Abstract: The paper provides a rationale for supporting behavior analysis certification and advocating for licensure of behavior analysts in their home states. The legal and professional status of behavior analysts as it relates to service provision and third-party billing is compared to that of other professions. A case is made for raising standards for entry into the profession. Standards and a plan for reaching them are proposed. |
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| Achieving Training That is Standard for the Field |
| Domain: Applied Research |
| LISA S. GURDIN (May Institute), Karen E. Gould (May Institute) |
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| Abstract: Two models for preparing students to take the associate level behavior analyst certification exam are described. In the first model, the curriculum is provided in the context of undergraduate education. Because it is coordinated with the requirements of a number of majors and the university cooperative education program, the curriculum allows students with diverse academic interests to sub-specialize in applied behavior analysis and to obtain the supervision hours required to be eligible to take the exam. In the second model, the curriculum is provided on a fee-for-service basis to students who have already obtained their undergraduate degrees. Standardization of the instructional materials and assignments allows the model to be implemented consistently by multiple instructors in multiple locales. In both models, learning objectives are derived from the Behavior Analyst Task List Third Edition. The models were developed to address the growing need for behavior specialists at the technician level. By adhering to the training standards inherent in the BACB task list, the models provide a way for school administrators, family members, and service agency administrators to determine whether individuals who they hire have received training that is standard for the field. |
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