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| AUT Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 1. Comparison of Traditional vs. Digital Flashcards for Receptive Language Instruction of Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| E. AMANDA BOUTOT (Texas State University) |
| Abstract: Learners with autism often need new information presented with few distractions, hence, when teaching receptive vocabulary a traditional white-background flashcard is often chosen as the stimulus to prevent competing stimuli and aid in focus on the salient qualities of the picture. However, this makes generalization difficult given that few things present themselves non-moving and on a white background in the natural environment. The purpose of this research was to compare digital flashcards and traditional flashcards on receptive vocabulary acquisition and generalization of learners with autism. The digital flashcards used for this study present items in increasingly naturally occurring modes within the same instructional session. Subjects were ages 4-8 with a diagnosis of autism. An alternating treatments design was used, with treatment counter-balanced daily. To measure acquisition, a discrimination probe was done immediately following intervention with frequency and level of prompt data collected for each vocabulary word. To measure generalization, generalization probes were introduced daily during naturally occurring opportunities for each vocabulary word; frequency of spontaneous vocalizations were also collected daily. Data is still being collected. This presentation will provide information on the potential efficacy of digital flashcards vs. traditional flashcards for receptive language instruction for students with autism. |
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| 2. Novel Matching-to-Sample Procedures for Teaching Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARIANA SIMOES (University of Massachusetts), Harry A. Mackay (Praxis Inc.; U Mass Medical School), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: We report findings from ongoing study of novel behavioral methods for teaching and evaluating children with neurodevelopmental disabilities. The project is based on the hypothesis that there may be teaching advantages in procedures that give choices of what to do during discrete-trial instruction. In typical matching-to-sample procedures, the series of trials presented is entirely determined by the teacher. The child has no control over which stimuli are presented for matching at a given moment. However, this is not typical of many real-world situations. Individuals often can choose the order of tasks and/or the manner of responding, thus allowing them to organize their own behavior in ways that may promote more rapid and/or more accurate performance.
We present data examining such choice behavior in constructed-response matching-to-sample (CRMTS) procedures. Instead of the single sample that typically appears on CRMTS trials, two are presented and either may be selected and then matched. We also investigate effects of using a “no more” option in the CRMTS procedure, contrasting this procedure with another that lacked this option. Of particular interest is stereotypical behavior that appeared in the context of highly accurate constructed matching and investigation of ways to discourage such behavior. |
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| 3. The Effects of Choice on Intrinsic Motivation for Academic Activities in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHANE L. LYNCH (University of Alberta), Judy Cameron (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Intrinsic motivation (IM) for academic activities is reduced in children with autism. Low IM limits children's task engagement during behavioral interventions and impedes maintenance and transfer of performance gains. Research has shown that when performance-based reinforcers are delivered in autonomous contexts (i.e., ones with choice), IM for academic activities increases, and these gains maintain and transfer to new settings. Eight children participated in a repeated measure, alternating-treatment design. Each child received performance-based reinforcers while engaging in academic tasks (i.e., math or language arts). Half the children did one activity in a choice setting and the second activity in a no-choice context. For the other children, the order of the settings was reversed (no choice followed by choice). Academic activities were counterbalanced over children. Preliminary results suggest that children prefer those activities associated with choice (high IM for task); analysis of the data for maintenance and transfer is ongoing. The findings will be discussed from both behavioral and cognitive perspectives. |
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| 4. A Comparison of Multiple-Response Error Correction Strategies for Discrete-Trials Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSAY MAUREEN ARNAL (University of Manitoba & St Amant Research Center), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre), Daniela Fazzio (St. Amant Research Centre), Carly E Thiessen (University of Manitoba/St. Amant Research Centre), Sandra Salem (University of Manitoba and St. Amant) |
| Abstract: Discrete-trials teaching is one of the main teaching procedures used for children with autism and developmental disabilities. A multiple-practice strategy has been shown to be more effective than a single-practice strategy during error correction, but previous studies have conducted multiple-practice in the presence of the same stimulus from the error trial. The purpose of this study was to evaluate whether multiple-practice would be more effective when conducted in the presence of varied stimuli. Each child was taught two different visual matching-to-sample tasks in each condition. Reinforcement for correct responses occurred in all conditions. During the Differential Reinforcement condition, incorrect responses were ignored. In the Static condition, errors received a multiple-response correction procedure in which the correct behavior was modeled and the child was prompted to emit that behavior 5 times in the presence of the same stimulus from the error trial. In the Varied condition, the correct response was modeled and the child was prompted to respond 5 times, but practice trials were varied in an attempt to narrow the stimulus control under which the child responded. Results showed that the rates of acquisition were similar across conditions and differential reinforcement was the most efficient among the three procedures. |
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| 5. Incorporating Technology In ABA; Social Validity Measures In A Computer Assisted Intervention For Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MANYA C. R. VAUPEL (Jigsaw Learning), Christina Whalen (Jigsaw Learning), Shannon Cernich (Jigsaw Learning) |
| Abstract: Many excellent interventions and programs are available for educating and treating children with Autism Spectrum Disorders. One particular intervention that is gaining in popularity in home programs and schools is the use of computer-assisted instructional programs. However, despite the large number of interventions for Autism Spectrum Disorders, there are only a few treatment approaches that focus on curriculum, materials, and resources for school age students. In this poster, several social validity measures were taken to address the importance of a CAI curriculum that targets the K-5th grade ASD population. Over 300 parents, teachers, and clinicians were involved in addressing the need for the program through surveys/questionnaires, presentations, and workshops, while 10 students, age 6-11 with ASD participated in using the curriculum and computer programs to measure effectiveness and motivation. Research findings will be discussed along with future directions for computer-assisted interventions, making treatment more available to older children with ASD, and making implementation more realistic for families and for over-burdened schools. Research studies include descriptive data collected automatically through computers, surveys, questionnaires, video tape, and student interviews. Studies were conducted remotely via the internet, in the community, and in clinical or school settings. |
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| 7. Evaluation of a Stimulus Fading Procedure to Treat Stimulus Overselectivity |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA STEARNS (UNMC), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, UNMC), Kelly J. Bouxsein (Munroe-Meyer Institute, UNMC) |
| Abstract: Children with autism may show problems attending to all characteristics or dimension of a stimulus. For example, with stimulus overselectivity, the individual attends to a restricted attribute of the stimulus and does not attend to the entire stimulus. Previous research has evaluated procedures for reducing stimulus overselectivity and promoting attention to relevant aspects of sample stimuli (e.g., Dube and McIlvane,1999; Wallace Walpole & Roscoe, 2007) Dube and colleagues (1991) found stimulus-fading procedures to be effective for promoting attention to relevant aspects of stimuli. The present study evaluated the effectiveness of using a within-stimulus fading procedure to promote attention to aspects of stimuli that were previously overlooked due to stimulus overselectivity. An evaluation of stimulus overselection showed that the participant attended to only the first two letters in a three-letter sample. In the fading procedure the third letter of the word was initially printed in a larger font size compared to the first two letters to promote attending. The size of the last letter was systematically reduced until the participant correctly matched the three-letter sample stimulus when all letters were uniform in size. This procedure proved effective for making discriminations between topographically dissimilar letters (e.g., top-tot) but was not as effective for fine discriminations (e.g., pan-pam). |
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| 8. Teaching spelling to children with autism via constructed response matching to sample and matrix training procedures. |
| Area: AUT; Domain: Applied Behavior Analysis |
| LACEY HEBERT (Praxis, Inc.), Harry A. Mackay (Praxis Inc.; Shriver Center), Karen L. Mahon (Praxis, Inc.), Elise A. Warecki (Praxis, Inc.) |
| Abstract: We present data from research with children with autism that extends the work of Dube, McDonald, McIlvane & Mackay (1991) who developed a computer-based version of a tabletop program (Mackay, 1985) to teach spelling to individuals with mental retardation. The program involved a form of constructed response matching. A response to the sample (e.g., dictated word; picture) produced a pool of letters with which the student could construct the corresponding word. Failure to construct the appropriate word resulted in a teaching module. Here, the printed word was displayed to guide the student’s letter selections. Across trials, letters of the model word were faded one at a time, last letter first. Acquired words were added to a cumulative baseline. The current research adds matrix training to program systematically the onset and rime components of words (e.g., /m/ and /an/ of the word man and /p/ and /at/ for the word pat) for use in the constructed matching. The training ensures that a student is taught all discriminations required for recombinative generalization, the spelling of words involving onset-rime combinations not directly trained (e.g., mat; pan). Phonic equivalents of the words (e.g., /p/, /a/, /t/) were also used in training and testing.
Supported by Grant # HD049221 |
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| 9. An Evaluation of Task Variation on Skill Acquisition and Aberrant Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA ZANGRILLO (University of Southern Maine and Providence's Achieve!), Blair Parker Hicks (The Marcus Institute), Laura D. Fredrick (Georgia State University), Michael E. Kelley (University of Southern Maine) |
| Abstract: Massed-trial and distributed-trial teaching methods were conducted with two participants. In the massed-trial condition, only one target skill was taught. In the distributed-trial condition, multiple targets were taught simultaneously. Sessions were conducted in an alternating-treatments design and target probes were conducted following mastery of each target in the massed-trial condition. Following completion of the teaching trials, maintenance probes were conducted at 1, 2, 3, and 4 weeks. Results were similar across both participants. Additionally, similar levels of problem behavior were observed across both participants. |
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| 10. A Comparison of Two Prompting Strategies in an Early Childhood Developmental Delay Public School Classroom |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN L. GAISFORD (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The design of the current case study was to compare two prompting strategies; most to least prompting (MTL) and least to most prompting (LMT). These two strategies were compared using a multi-element design, assessing the performance of three children, with ages ranging from 2 to 4 years of age. These children were selected from a classroom that provides services to children with Early Childhood Developmental Delays (ECDD). In order to compare the MTL and LTM strategies, children involved in this study were taught identical three-dimensional matching. The purpose of this study was to determine (1) which strategy resulted in fewer trials to acquisition (2) which strategy resulted in less emotional responding and (3) which strategy resulted in the least amount of time to acquisition. While it was not the focus of the study, generalized matching data are also presented. The study took place in the Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in southwest Michigan. |
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| 11. Using A Tactile Prompting Procedure to Teach "Quiet" Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kristin Rogener (Bronxville Schools), SHEILA M. JODLOWSKI (Bronxville Schools) |
| Abstract: A seven year old boy with constant inappropriate vocalizations was systematically taught to have a "quiet mouth". This was first introduced as a physical prompt (finger to instructor's and student's mouth). This initial intervention had a range of 40% correct responses to 100% correct responses with a mean of 70% correct responding. A fading procedure was used to decrease dependency on the physical prompt. This intervention had a range of 50% correct responses to 90% correct responses with a mean correct responding of 71%. Prompting was further faded to a tactile prompt (vibrating pager). A pairing procedure was used to ensure that the student knew that the vibration of the pager was the antecedent to have a "quiet mouth". This procedure then generalized to the mainstream environment and allowed the student to participate in group lessons where a quiet environment was a student expectation. |
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| 12. Do Replacement Behaviors Impact the Effectiveness of Functional Communication Training? Manual Signs Versus Graphic Symbols |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIRIAM CHACON BOESCH (Purdue University), Oliver Wendt (Purdue University) |
| Abstract: Given the relationship between communication and aberrant behaviors, there is a need for evidence-based practices that directly address the communicative and behavioral impairments of children with autism. Therefore, a single-subject study using a multi-element design was conducted to evaluate the effectiveness of functional communication training (FCT) in reducing aberrant behaviors.
Four elementary-age students with autism and limited functional speech who displayed self-injurious behaviors (SIB) were taught to use FCT to reduce their aberrant behavior. FCT is the teaching of alternative communicative responses to replace challenging behavior. SIB is referred to as behavior that is aggressive in nature and is self-inflicted such as self-pinching, self-hitting, and self-biting.
The two main goals of this study consisted of determining if FCT is an effective behavioral intervention to reduce SIB in individuals with autism and to determine whether the type of replacement behavior (manual signs or graphic symbols) used impacted the effectiveness of FCT. To date, there is a lack of empirical evidence to examine if different replacement behaviors impact the degree of FCT effectiveness. The data to be collected from this study will help practitioners select a more fine-grained FCT approach. Results will be discussed in light of their implications for evidence-based practice. |
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| 13. Perspectives Regarding Stereotyped Behaviors
And Vocational Implications |
| Area: AUT; Domain: Applied Behavior Analysis |
| JEANETTE JOHNSON (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: Employment is a key factor to an improved quality of life for individuals with autism and intellectual disabilities. However, little is known about the vocational implications of stereotypy despite its high prevalence and it’s role in the diagnosis of autism. The present study examined perspectives of key stakeholders regarding stereotypy in relation to employment, stress levels, and intervention needs. Results showed an overwhelming agreement that stereotypy could negatively impact quality of life and hinder successful employment. Over 97% of family members agreed that stereotypy could add to family stress, and 84.8% said that their personal stress levels were also impacted. Stress levels were markedly higher when the individual with a disability was younger. Teachers showed little value for intervention, despite agreeing that stereotypy could add to family stress and have detrimental life-long implications. Adult service providers reported that 55% of consumers who displayed stereotypy participated in a day program and were not working, and that many consumers would probably have a better job if not for their stereotyped behaviors. Over 85% of employers indicated that they might be open to hiring individuals who displayed stereotyped behaviors, however this decreased when given specific examples of stereotypy. Professional implications will be discussed. |
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| 14. Functional Analysis of Off-Task Behavior Exhibited by an Adolescent in a Work Context |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAGDA M. STROPNIK (The New England Center for Children), Gregory P. Hanley (Western New England College), Kevin C. Luczynski (Western New England College), Stacy E. Edinburg (New England Center for Children) |
| Abstract: Many individuals with autism engage in problem behavior that interferes with their ability to participate successfully in the workplace. Off-task behavior is one such problem behavior. Off-task behavior can be defined as the failure to persist at assigned tasks in the absence of constant supervision. This study extends functional analysis methodology to the assessment of off-task behavior in vocational contexts. By experimentally evaluating the conditions under which off-task behavior occurs, the function of off-task behavior can be identified and thus inform treatment. An adolescent with autism who engaged in off-task behavior participated in a multielement functional analysis. A clerical task (mass mailing) was presented across each of three test conditions (escape, attention and tangible) and one control condition. Consequences were delivered contingent upon off-task behavior during test conditions. During the control condition, escape and tangibles were delivered contingent upon task completion, while attention (ongoing supervision) was provided noncontingently. Observers using hand-held computers collected data on the duration of off-task behavior exhibited during 5-min functional analysis sessions. Inter-observer agreement was collected during 33% of sessions. Results showed elevated levels of off-task behavior in both escape and tangible conditions. |
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| 15. An Evaluation Comparing a Single versus Varied Punisher for decreasing pinching of an individual with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHARIS LYNN FARRELL (Munroe-Meyer Institute, UNMC), Andrea Stearns (UNMC), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (UNMC), Wayne Fisher (Munroe-Meyer Institute, UNMC) |
| Abstract: Previous research has evaluated the effectiveness of using varied punishers as compared to a single punisher for reducing maladaptive behaviors (Charlop et al., 1988). Results showed that the varied use of punishers was slightly more effective for reducing problem behavior than a single more intrusive punisher. The purpose of the current investigation was to replicate the study by Charlop and colleagues with a six-year-old male diagnosed with autism who engaged in severe pinching. In addition, a stimulus avoidance assessment was conducted to identify the most effective punishers as compared to the Charlop et al., study in which punishers were identified based on procedures already implemented in the natural environment. The results showed that the varied punisher was as effective if not more effective then the single punisher for reducing the participant’s problem behaviors. This procedure may be easier to implement and have better social validity as compared to the use of a single, more intrusive punisher. |
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| 16. Academic self-management: Effects on the noncompliant and oppositional behaviors of a young student with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Valerie R. Rogers (University of Nevada, Reno), CHRISTINE M. COFFMAN (University of Nevada Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure examined the effects of discrimination training on a young child with autism’s behavior in a home setting. Prior to implementation, the young learner engaged in oppositional and noncompliant behavior including crying, whining, elopement, aggression, and property destruction in instructional settings. First a functional analysis was conducted which determined that this problem behavior was multiply maintained by attention, assess to physical prompts, and escape. In addition, these behaviors occurred when presented with difficult tasks and upon the emission of an incorrect response. An intervention was then implemented which taught the eight year old girl to correctly label problems on worksheets as either easy or difficult to complete. She was then instructed to complete the easy problems without assistance and would subsequently be provided help for the more difficult problems. A multiple baseline across programs was implemented. Once this academic self-management skill was mastered, problem behavior decreased and appropriate behaviors increased. |
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| 17. Offering Choice to Reduce Problem Behavior in a Student with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY R. MONN (University of Minnesota), Joe Reichle (University of Minnesota), LeAnne Denise Johnson (University of Minnesota) |
| Abstract: Choice as an intervention has been shown to reduce problem behavior in a variety of populations and settings. In this study, choice and no choice conditions were compared for an elementary student with autism throughout the school day. All phases of the experiment were implemented by the student’s teacher and paraprofessional and occurred within the natural context of the school day. A multielement design with experimental conditions counterbalanced across activities was used to determine the effects of choice on escape and avoidance maintained protest behavior. Results indicated that choice was effective in reducing protest behavior across a variety of activities. Generalization and maintenance data supported the use of choice as an intervention. |
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| 18. The Use of a Self-Management Strategy on the Reduction of Problem Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| DEBORAH A. NAPOLITANO (University of Rochester) |
| Abstract: Problem behavior can interfere with a child’s success and inclusion in the least-restrictive educational setting. Despite the use of function-based interventions, for some individuals there may be unidentified variables affecting their success in reducing problem behavior. The purpose of this evaluation was to demonstrate the efficacy of a self-management procedure in reducing problem behavior for three elementary school aged children with an Autism Spectrum Disorder. Each participant’s problem behavior was initially assessed with an analogue-functional analysis, a paired-choice assessment, or both. All three participant’s problem behavior was identified as maintained by negative reinforcement. After interventions based on function were only partially successful in reducing problem behavior, a self-management strategy, in which the child rated their own behavior, was implemented. The child rated their own behavior by circling a smile or frown face based on their assessment and the classroom staff’s feedback. Initially, a child might only need to earn more smiles than frowns in a day to earn the designated reinforcer. As the child’s rate of problem behavior decreased, the criteria was systematically increased. Results demonstrated that this type of self-management strategy was successful in further reducing problem behavior for all three children. |
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| 19. Functional Analysis and Treatment of Elopement across Two School Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| Russell Lang (University of Texas at Austin), Mandy J. Rispoli (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), Christina Fragale (University of Texas, Meadows Center), PAMELA WHITE (University of Texas at Austin, meadows center) |
| Abstract: Because elopement involves running away from a particular environment, functional assessment of elopement is complicated and may be particularly influenced by the assessment setting. In this study, a series of functional analyses were conducted in two school settings (classroom and resource room) with a child with Asperger’s Syndrome who engaged in elopement. Functional analysis results indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. To test these findings, two interventions (an attention-based intervention and a tangible-based intervention) were implemented in the two school settings using an alternating treatments design. Results of the intervention comparison validated the findings of the functional analyses. Implications regarding the assessment and treatment of elopement are discussed. |
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| 20. Decreasing Stimulatory Behavior Using a Self Monitoring and Sensory Reinforcement Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEVEN RIVERS (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism engage in behavior often described as “self-stimulatory”. These behaviors can interfere with adaptive functioning and the development of positive peer relationships. Prior to the start of the intervention, data collected suggested that the target behavior (finger smelling) functioned to access olfactory sensory consequences. The current study used a procedure where a variety of olfactory sensory consequences were provided for the absence of the stimulatory behavior (finger smelling). The student was first taught to identify the occurrence or non-occurrence of the target behavior. He was then taught to record the occurrence or non-occurrence of the behavior following the passage of a progressively increasing time interval. The interval was signaled by a vibrating buzzer that the student kept on his belt. The results show that both the frequency of finger smelling decreased and that the student was able to learn to accurately self-monitor the target behavior. |
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| 21. An analysis of the treatment of vocal stereotypy in children with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Jennifer L. Marshall (Pathways Strategic Teaching Center), Mackenzie J. Milner (Pathways Strategic Teaching Center), Erin Boylan (Pathways Strategic Teaching Center), Roberta N Ryan (Trudeau Center), Kara Paolella (Psychological Centers), Sheila Quinn (Salve Regina University) |
| Abstract: Children with autism often engage in vocal stereotypy which may interfere with their educational and social functioning. Vocal stereotypy includes noncontextual or nonfunctional speech and/or sound to include repetitive scripting. Limited studies have focused on interventions for vocal stereotypy. Ahearn, Clark, MacDonald, and Chung (2007) used response interruption and redirection to successfully reduce the vocal stereotypy of four children with autism. The purpose of this study was to replicate the use of that intervention to reduce vocal stereotypy and expand the treatment implementation to the entire school day. A functional behavioral assessment was conducted on three students with autism who engage in high rates of vocal stereotypy throughout the school day. Results of the functional behavioral assessment indicated vocal stereotypy was maintained by automatic reinforcement. Treatment included interrupting and redirecting students to engage in appropriate vocalizations each time they engaged in vocal stereotypy. A multiple baseline design across subjects was used to evaluate treatment. Data was collected using 5-minute partial interval recording. The results are discussed along with implications for research and practice. |
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| 23. School preparation program-Transition between EIBI and Kindergarten |
| Area: AUT; Domain: Experimental Analysis |
| MARTINE BEAURIVAGE (C.R. Lisette-Dupras and West Montreal), Katherine Moxness (Centre de réadaptation de l'Ouest de Montréal) |
| Abstract: The goal of the program is to teach the children the necessary skills required for integration into regular classrooms. The program is offered to children who have been diagnosed with an autism spectrum disorder. Typically developing school aged children will also participate in the program activities to demonstrate appropriate social interactions normally found in school settings.
The specific objectives of the program are largely found to derive from the preschool teaching program from the Ministry of Education of Quebec. Individual objectives are equally determined with the help of an evaluation grid which is part of a developmental inventory and kindergarten pedagogical objectives (MELS).
The school preparation program is offered during the summer months, three days a week, for 8 weeks. The groups are composed of 8 to 10 children, a teacher and two specialized educators.
A report indicating the mastered skills and recommendations for the school year is given to the parents at the end of the program. |
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| 24. Improving Outcomes for Children with Autism Spectrum Disorders through Data-Driven Decision-Making One Family at a Time |
| Area: AUT; Domain: Service Delivery |
| KELLY L HYDE (Accountability Solutions, LLC), Kathy L Gould (Illinois Autism Training and Technical Assistance) |
| Abstract: Illinois Autism/Pervasive Developmental Disorders Training and Technical Assistance Project (IATTAP) is a technical assistance project of the Illinois State Board of Education focusing on educating and supporting children with autism spectrum disorders (ASD) and their families.
In the 2007-2008 school year, IATTAP provided supports and services to 49 families with children with ASD in Illinois through its FFSASD process, a combination of positive behavior supports and family-centered planning. Families were enrolled in the SIMEO (Systematic Information Management of Educational Outcomes) online evaluation system for extensive tracking of demographic, educational and behavioral outcomes.
The poster session will present findings from repeated measures applied evaluation process and will present information on how these data are used by the Family Focus Facilitators to drive decision making and change in team meetings with families of children with ASD.
FY 2008 IATTAP evaluation findings include:
>Decrease in loss of placement risk
>Increase in general and specifically targeted behavioral functioning (internalizing, externalizing, expressive and physical)
>Increase in classroom behavioral functioning
>Increase in training of autism related topic areas in home, school and community
>Decrease in individual family stressors
>Increase in family satisfaction with school programming and relationships with school personnel |
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| 25. The Implementation of Applied Behavior Analysis in the evaluation of preschoolers with Autism Spectrum Disorders |
| Area: AUT; Domain: Service Delivery |
| ADAM DEAN KEHRER (Summit Educational Resources), Nicole Cafarella (Summit Educational Resources), Jessica Ann Conlon (Summit Educational Resources), Stacy N. Powell (Summit Educational Resources), Kathleen B. Honer (Summit Educational Resources) |
| Abstract: Evaluators often experience challenges when attempting to obtain standardized cognitive scores from children with a diagnosis of an Autism Spectrum Disorder (ASDs). This is due to the nature of the impairment evident in ASDs; such as language processing difficulties and selective attention. This presents as a problem when obtaining eligibility for services and a longitudinal record of cognitive functioning for child outcome and program evaluation. The proposed poster seeks to explore these issues and to discuss modifications to the administration procedures based on methods of applied behavior analysis to obtain standard scores while maintaining the integrity of the standard procedures of administration. The primary modification employed has been manipulation of positive reinforcement schedules during the evaluation session itself. The goal of this poster is to encourage proper administrative methods to obtain scores from children who were once deemed un-testable, given inaccurate score, and/or to avoid inappropriate standardized administrative practices. |
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| 26. Evaluation of Early Social Contingency Behavior in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAREN CHIN (Hofstra University), Kurt Salzinger (Hofstra University), S. Stavros Valenti (Hofstra University) |
| Abstract: This study retrospectively examined the early social-behavioral contingencies acting on infants before diagnosed with autism. Investigating behavioral differences would help in determining whether infants later diagnosed with autism experience different contingencies than typically developing infants that may contribute to the pre-diagnosed infants’ risk to autism. Home videos of preschool to school-aged children from six months to 24-months of age were collected and coded across early, middle, and late infancy periods. Coding of home videos occurred in a Stimulus Approach (Sd). . . Infant Response (R) ? Stimulus Consequence (C) format. Behaviors coded included stimulus object, social, and physical approaches, infant approach and withdrawal responses, and stimulus approach and withdrawal consequences. Overall, the autism group approached less and withdrew more to stimulus approaches than the typical group across all infancy periods. In particular, infants in the autism group withdrew more when approached socially during late infancy than infants in the typical group. Moreover, infants in the typical group responded more than infants in the autism group to low level stimulus approaches in mid- and late infancy. Implications of early identification of children at risk for autism and limitations of the study are discussed. |
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| 27. The Stability of Preferences for Tangible Items with Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA LYNN VERRIDEN (University of Wisconsin- Eau Claire), Kathryn R Glodowski (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (UW-Eau Claire), Elizabeth T Kooistra (University of Wisconsin- Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Results of previous literature suggest that stability of preferences for tangible items varies across individuals. These results suggest that preferences need to be continuously tracked in order to develop skill acquisition programs for individuals with developmental disabilities. Few studies have examined preference stability for young children diagnosed with autism. Additionally, few studies have conducted repeated preference assessments with children diagnosed with autism. We extended the literature by conducting frequent MSWO preference assessments for tangible items with young children diagnosed with autism to determine the stability of preferred items over time. |
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| 28. A Comparison of the Use of Preferred Stimuli and Novel Stimuli to Increase Play Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY LOOKNER (BEACON Services), Amy Muehlberger (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Children with autism often display significant delays and deficits in the area of play skills. Providing access to some toys can be an effective reinforcer for some children with autism. However, the play skills demonstrated with those toys may be stereotypic and lacking in functionality or flexibility. The present study attempted to determine if toys that functioned as reinforcers could be used to teach a play routine more rapidly than toys with no previous learning history. Specifically, the use of preferred toys was compared with the use novel toys, when teaching an 8-step play skill sequence to three-year-old twins with autism. The procedures were compared in an alternating treatments design. The two conditions were: Preferred stimuli sessions, where toys that had previously functioned as reinforcers were used,and Novel stimuli sessions, where teacher-selected toys with no previous learning history. The number of trials to mastery criterion in each condition was compared. Results suggest that previous learning histories may interfere with acquisition of play skill routines for some children with autism and that consideration of an individuals learning history should occur when selecting stimuli for teaching of play skills. |
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| 29. Examination of Scheduling as a Variable in Preference for Positive Versus Negative Reinforcement |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMIN LOTFIZADEH (CSULA), Hank Schlinger (California State University, Los Angeles) |
| Abstract: Many variables effect different aspects of behavior, such as topography, duration, magnitude, etc…The interaction between variables in the environment and their combined effects cause unique changes in behavior. As a result preference for various stimuli in the environment changes, depending on the variables functioning at the moment. Some variables that have previously been investigated to assess preference for positive versus negative reinforcement have been scheduling effects, reinforcer magnitudes, and task preference. It has been demonstrated that by increasing FR schedule requirements a shift in preference for negative versus positive reinforcement occurs, regardless of the function of the behavior, task preference, and reinforcer magnitude. However, results have been inconsistent as to under what FR schedule requirements the shift occurs. DeLeon et al. (2001) demonstrated that under FR 10 schedules a shift in preference occurs from positive to negative reinforcement. However, Kodak et al. (2007) showed that FR schedules could be thinned to FR 40 before a shift in preference starts emerging. Regardless, there is increased variability in choice as a function of increased schedule requirements and it is hypothesized that under VR schedules the shift will occur at thinner reinforcement schedules than FR due to shorter post-reinforcement pauses and higher response rates. The present study will investigate preference for positive versus negative reinforcement as a function of increasing ratio requirements using a combination of a reversal-changing criteria design to assess shifts in preference for positive versus negative reinforcement across thinning FR and VR schedules. Two male participants diagnosed with Autism Spectrum Disorders receiving an average of nine hours of in home intensive behavioral services will participate in the study as part of their ongoing treatment program. |
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| 30. Teaching a child to answer yes/no-questions about actions |
| Area: AUT; Domain: Service Delivery |
| KAZUNARI HASHIMOTO (None) |
| Abstract: A young child who has a possibility of pervasive developmental disability was taught to answer yes/no questions about actions using multiple baseline design across actions. A session consisted of ten trials. For each trial the child was requested to perform a simple action (e.g. tapping a table) and asked either yes or no-question. A yes-question for tapping the table, for instance, was “Did you tap the table just now?” while a no-question was “Did you pretend to be a lion (or any other actions) just now?” Depending on the condition, either ten yes-questions, ten no-questions, or both questions (five questions for each type in predetermined random order) were presented. A correct answer followed verbal praise by a researcher while a wrong answer followed modeling of the correct answer. The results show that the child met the mastery criterion for the first action after 26 sessions and for the second action after 15 sessions. The generalization of the skill was assessed with two other actions that had not been trained. The limitations and suggestions for future research were discussed. |
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| 31. Using Activity Schedules and the Script Fading Method to Teach Cooperative Play to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNA BUDZINSKA (Institute for Child Development in Gdansk, Poland), Marta Wojcik (Institute for Child Development in Gdansk, Poland) |
| Abstract: Cooperative play is an important part of a typical child’s development and contributes to the acquisition of language and social interaction skills. Children with autism often do not develop play skills on their own. The study shows the effectiveness of activity schedules and the script fading method in teaching cooperative play to children with autism.
Two four-year old boys with autism participated in the study. They receive four and a half hours of therapy daily at the Institute for Child Development (IWRD) in Gdansk, Poland. During data collection for baseline measurements, no activity schedules, scripts, or manual prompts were used. The teacher gave an instruction “Play together” and explained who will play the role of “teacher” and who will be “student”. During baseline measurements, the participating students were unable to play together. While teaching cooperative play, the therapist used activity schedules, scripts, the script fading method, and graduated manual prompts. Teaching was completed when the boys correctly pretended to be “teacher” and “student”, when instructed “Play together”, without activity schedules, scripts, or manual prompts. After the study ended, the “teacher-student” game became reinforcement for both boys. During the maintenance period, the “teacher” began to give the “student” new instructions, which were never taught before. |
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| 32. “Who’s the Boss?”: Application of Multiple Schedules with Students with ASD to Increase Instructional Compliance |
| Area: AUT; Domain: Service Delivery |
| SUE HEATTER (Sue Heater & Associates), D. Reed Bechtel (Bechtel Behavioral Services) |
| Abstract: A focus of some training programs for children on the Autism Spectrum is to increase engagement by use of child led activities (i.e. floor time, incidental teaching). However, many environments that include neurotypical peers are teacher/adult directed. The poster presents a procedure that can help bridge the transition between the two types of instructional methods. The poster presents examples of the application of a procedure based on a multiple schedule approach (Fisher, 2004; Hanley, et. al, 2001; Hagopian, et. al. 2007). Data are presented on compliance with adult instructions during academic tasks as a function of using a 2 ply multiple schedule with an increasingly attenuated schedule of reinforcement in one component (“student the boss”) to increased amount of time in the other component (“teacher/trainer the boss”). The data are discussed in terms of utilizing the approach as a means of facilitating transition from self directed/child lead activities to external parent/teacher directed activities. The poster also discusses the effects of the procedure with students who may display “obsessive” interests or difficulty in transitions from one activity to another. |
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| 33. The Use of an iPod as a Modern Means of Communication |
| Area: AUT; Domain: Applied Behavior Analysis |
| JUDITH A CRUIKSHANK (Florida Institute of Technology), Lesley Parker (Parent), Josh Pritchard (University of Nevada, Reno) |
| Abstract: Communication is vital in everyday life, and none more so than for Autistic Spectrum Disorder (ASD) individuals. Currently used communication (AAC) devices have proven both costly as well as detrimental to peer acceptance for its users. As a potential AAC device and modern version of the Picture Exchange Communication System (PECS) an iPod was introduced. The study was undertaken with a 15 year old boy with autism who had been on a home-based Applied Behavior Analysis (ABA) programme for 10 years. The iPod was set up with 126 pictures split between three sub-categories under the main category of Photos. Using the principles of ABA the participant was taught how to operate and manoeuvre through the iPod to locate specific pictures and indicate those to a communicative partner. The results indicate that an iPod can be taught easily and quickly as the individual mastered 126 pictures in only 20 sessions. The utilization of an iPod in this capacity can help overcome some of the problems associated with PECS such as bulk and storage space requirements, as well as combating the negative image of AAC devices within peer groups thus promoting positive attitudes towards AAC users within today’s modern society. |
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| 34. Increasing Safety Skills in Children with Autism: A Comparison of Two Intervention Packages |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER SKADDEN (Northwest Behavioral Associates), Mary Tinsley (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: There has been little research conducted on the various methods used to teach safety skills to learners with autism. Safety is an area of vital concern to the many parents and professionals responsible for learners on the autism spectrum. This study evaluated the efficiency of two intervention packages for teaching children with autism to consume only those solids and liquids for which they had permission. The first intervention consisted of delivering a reprimand (stern voice for consumption) plus praise (for not consuming); presumably both punishment and reinforcement conditions. The second intervention consisted of a reprimand alone condition, representing a hypothesized punishment only condition. After the termination of the acquisition phase, one month maintenance probes were conducted as a means of assessing the durability of the intervention packages and to support the authors' hypothesis that the intervention package consisting of both punishment and reinforcement conditions would produce the more durable desired behavior. |
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| 35. The effects of social attention in teaching self-control to children with autism |
| Area: AUT; Domain: Experimental Analysis |
| REBECCA S. RAAS (California State University, Sacramento), Melinda Sandoval (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Research suggests that children with autism tend to display self-control by choosing a larger, delayed reinforcer over a smaller, immediate reinforcer when a response requirement is available. Intervening stimulation, other than a response requirement may also facilitate self-control training. The purpose of the current study was to evaluate whether self-control could be taught using a progressive delay procedure with (Experiment 1) and without (Experiment 2) a response requirement. During Experiment 2 social attention was delivered during the wait interval. Participants were 4 children diagnosed with autism (ages 3-6). A multiple baseline across participants design was used. Experimental conditions included a choice baseline, self-control training with and without a response requirement, and follow-up probes. Results suggested that both progressive-delay procedures (with a response requirement or social attention) established self-control in children with autism. Some participants generated self-rules which may have partially controlled their choice behavior. |
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| 36. Promoting independent performance of individuals with disabilities: A review on activity schedules |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAKANORI KOYAMA (University of Washington), Hui-Ting Wang (University of Washington) |
| Abstract: Independent engagement and performance of individuals with disabilities is an important measure of educational success. Unfortunately, many individuals with autism are prone to depend on caregivers, teachers, or supervising adults for initiating activities, staying on-task, and transitioning between activities.
One effective strategy to promote independent performance and avoid prompt dependency is the use of activity schedules. An activity schedule consists of a series of objects, photographs, pictures, or words that cue an individual to engage in an activity/task and promote learner independence. The current study examined existing empirical studies on activity schedules and analyzed the extent of effectiveness.
A total of 14 studies were identified from the PsycINFO and by manual search. Results indicated that a wide variety of individuals could learn to use activity schedules independently, including people with severe mental retardation. Activities in the schedule included academic tasks, personal care, housekeeping, and recreational activities. Participants increased engagement and on-task behavior and decreased self-injurious and aberrant behavior. Social behavior could also be elicited by incorporating socially interactive activities into the schedule. Furthermore, maintenance and generalization to novel activities have been demonstrated. Taken together, the existing literature demonstrates the efficacy of activity schedules for a broad range of individuals. |
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| 37. An Assessment of Prompting Tactics to Establish Intraverbals in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| EINAR INGVARSSON (University of North Texas), Tatia Hollobaugh (Youngstown State University) |
| Abstract: At least three prompting tactics may be employed to establish intraverbal responding: Echoic prompts (i.e., spoken word), tact prompts (i.e., picture), and textual prompts (i.e., typed word). We implemented a three-step assessment procedure to determine the most effective tactic on an individual basis. The participants were three four-year-old boys with autism. First, we carried out a pretest to identify common questions the children could not yet answer (e.g., “what animal says moo?”). Second, we implemented a topography-strength assessment, in which the target answers (e.g., “cow”) were assessed as echoics, tacts, and textuals. Finally, we used a combination of multielement and multiple baseline designs to evaluate the efficiency of each prompting tactic to establish intraverbal responding. The results showed that for the three participants, echoic and tacting repertoires were relatively strong, while textual repertoire was limited. Tact prompts were most effective in establishing intraverbal responding with these participants, followed closely by echoic prompts. More importantly, the study suggests a brief and convenient assessment procedure that may be used to evaluate which prompting tactics are likely to be most useful with individual children. |
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| 38. Using Precision Teaching to teach a 5 year old with ASD to interpret figures of speech |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNA RUDO-STERN (FEAT of WA), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington), Brandi Michelle Allred (FEAT of Washington) |
| Abstract: This data-based poster will use a standard celeration chart to demonstrate interventions used to teach a five year old with ASD how to interpret figures of speech. It will also present incidental data showing generalization of the skill to wider classroom use. |
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| 39. Using the Standard Celeration Chart to Teach Young Children with Autism Dramatic Play Skills in a School Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| BRANDI MICHELLE ALLRED (FEAT of Washington), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington) |
| Abstract: This data-based poster will demonstrate how dramatic play skills were taught to 3 preschoolers (2 on the autism spectrum and 1 typical peer model) in a school setting. Data will show the generalization of taught dramatic play skills to the classroom including initiations, reciprocations, and number of new ways played. |
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| 40. Using the Standard Celeration Chart to Track the Self-advocacy Statements of a Young child with ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA GOLDSTEIN (FEAT of Washington), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington), Brandi Michelle Allred (FEAT of Washington) |
| Abstract: This data-based poster will show data on the number of appropriate self advocacy statements the student made throughout the school year, as well as breaks requested and misbehaviors . It will also show the effects that teaching self-advocacy statements had on the number of misbehaviors the student engaged in and the number of breaks breaks he requested on a daily basis. |
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| 41. Establishing a Generalized Manipulative Imitation Repertoire in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| BREANNE HARTLEY (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: A generalized manipulative imitation repertoire is a fundamental collection of skills for all children to acquire because it leads to the acquisition of new behaviors, such as social behavior and appropriate play behavior. The current study was designed to evaluate the necessary training required to establish a generalized manipulative imitation repertoire in two children diagnosed with autism. The study took place in an Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in Southwest Michigan. The intention was to: a). determine whether or not training two manipulations with the same object would facilitate the acquisition of a generalized manipulative imitation repertoire, and b). to identify the essential components of manipulative imitation training required to obtain responding under imitative stimulus control of the model rather than stimulus control of the object. The data from this study demonstrated that, for some children, training two manipulations per object may not be enough to establish a generalized manipulative imitation repertoire. In addition, teaching two manipulations per object resulted in more responding under imitative stimulus control than in responding under stimulus control of the object. Additional data must be collected in order to expand on the findings in this study. |
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| 42. Acquisition of matching words to pictures in a child with autism: A comparison of prompting procedures. |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kathryn E. Sutter (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), ARIANNA SCATTONE (Alpine learning group) |
| Abstract: This study used an alternating treatment design to compare the effects of two interventions on the acquisition of matching words to pictures in a child with autism. One set of words were taught using manual prompts. The other set of words were taught using an intraverbal prompting procedure where the participant was provided with an echoic prompt to fill in the last word, when provided with a carrier phrase (e.g., B-a-l-l spells “ball”). All Intraverbal prompts were eventually faded until the participant matched the words to the pictures without the intraverbal prompt. The participant was a child with autism, age 9, with a history of slow acquisition of matching words to pictures with standard prompting procedures. Results indicated that the participant acquired new word-to-picture correspondence using the intraverbal prompting procedure. |
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| 43. Using a Communication Box to Increase Social Conversation Skills: A Replication |
| Area: AUT; Domain: Applied Behavior Analysis |
| Karen Nault (BEACON Services), Robert K. Ross (BEACON Services), PRISCILLA LESCARBEAU (BEACON Services) |
| Abstract: One of the core deficits in children with autism is social communication. A number of authors have found that prior to specific instruction social interactions are often quite limited (e.g., Hendrickson, et al. 1982, Krantz & McClannahan 1993) among others. In a previous study conducted with two preschoolers with Pervasive Developmental Disorder, a communication box was used successfully to increase independent social conversation skills, including asking and answering questions and making statements (Hahn, Filer and Ross, 2008) in two preschoolers with Pervasive Developmental Disorder. The present study replicates the previous study, examining the use of a conversation box to teach initiation and maintenance of a topical conversation in three 5-year-olds with ASD. All three participants were in an inclusion program and participated in an after school social group. Each had programs targeting social conversation, but were dependent on verbal cues and modeling to initiate and maintain social conversations with peers. The use of the conversation box successfully decreased their dependence on teacher prompts, and increased the participants’ independence in beginning conversations, responding to questions, asking questions and waiting for the response. Collateral increases in appropriate eye contact, staying on topic, maintaining conversation and switching topics were also seen. |
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| 44. Using a Visual Organizer to Increase Social Conversation Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| Karen Nault (BEACON Services), Robert K. Ross (BEACON Services), PRISCILLA LESCARBEAU (BEACON Services) |
| Abstract: Social communication deficits are common in individuals with Pervasive Developmental Disabilities, often interfering with their ability to appropriately engage in social conversations with their peers. The present study examines the use of written cues in the form of a visual organizer, to increase independence in initiating and maintaining social conversation. This was done in the context of a social group with the four middle-school boys aged 10-12. Skills targeted included appropriate greetings, turn-taking and social conversations. A visual organizer displaying written cues in four sections was provided; ask a peer, make a statement, ask a question, attend to the speaker and answer the question. Separate cues to initiate the conversation at the beginning of each participant’s turn and give a friend a turn at the end of each turn, were presented to each participant, in order to promote appropriate conversation. The visual organizer was effective in reducing teacher prompts for conversation initiation, staying on topic and responding, asking related questions, and waiting for their peers’ responses. Further, the presentation of topics through a random draw increased the number and variety of conversation topics in which each participant initiated and engaged. |
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| 45. Teaching Joint Attention to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NATALIE A. PARKS (Marcus Autism Center) |
| Abstract: Joint attention is thought to be a core deficit of autism (Landa, 2007; Sigman, Dijamco, Gratier, & Rozga, 2004) and researchers have turned their focus to identifying effective interventions to teach this skill (Charman, et al., 1997; Kasari, Freeman, & Paperella, 2006; Whalen & Schreibman, 2003; Whalen, Schreibman, & Ingersoll, 2006). While several researchers have effectively taught joint attention skills to children with autism, none have investigated whether these skills have generalized to their peers. The current study examines a joint attention intervention that combines discrete trial teaching with Milieu instruction to teach children to respond to joint attention bids of others. Once skills were mastered, researchers assessed whether taught skills generalized to natural settings with typically developing peers. Four preschool children diagnosed with autism spectrum disorders participated in the study. Two participants generalized learned skills to a classroom setting with typically developing peers. One participant also began initiating joint attention with both peers and adults in natural settings. |
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| 46. Combining PECS with a Prompt Delay Procedure to Increase Vocalizations in Young Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SUE HOULE RAPOZA (BEACON Services), Amy Muehlberger (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Children with autism who demonstrate very few vocalizations are often introduced to functional communication strategies such as the Picture Exchange Communication System. While PECS was initially intended to function only as an alternative communication strategy, it has been shown to increase vocal/ verbal behavior in children with autism (Bondy and Frost 2001, Carr and Felce, 2006). Other studies have indicated that implementing a time delay or prompt delay procedure following the presentation of a vocal model, has increased the frequency of vocal sounds and vocal spontaneity (Matson, Sevin, Box and Francis 1993). A poster presented at the 34th Annual Conference of Applied Behavior Analysis combined Phase 1 of PECS with a vocal prompt delay and differential reinforcement procedures, increased sound production in 3 young children with autism (Rapoza-Houle, Muehlberger, and Ross 2008). While the frequency and variety of vocalizations did increase immediately following the implementation of procedural modifications to Phase 1 of PECS, the study did have several limitations. These included the limited number of participants, insufficient procedural integrity and inter-observer agreement data. The current study extended previous research by confirming those findings with additional students, more stringent procedural integrity and reliability measures. |
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| 47. Teaching a Student with Autism to Mand for Attention During a Picture Activity Schedule |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA VALENCIA-ZIEBA (BEACON Services), David Robert Dilley (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Picture activity schedules are widely used in educating children with Autism Spectrum Disorders. The most frequent applications of this approach have been to teach children to play with a variety of items and extend overall duration of leisure time or task engagement (Alberto & Fredrick, 2000; Bondy & Frost, 2002; Kamps, Kravits, & Ross, 2002; McClannahan & Krantz, 1999; Quill, 2000; Savner & Myles, 2000). Less research has been focused on teaching more socially mediated behaviors, such as manding, in the context of activity schedules (Krantz et al., 1993; Krantz & McClannahan, 1998; Stevenson, Krantz, & McClannahan, 2000). The current study assessed the effectiveness mand training within the context of a picture activity schedule. Specifically a two-year-old girl with autism was taught to mand for attention from adults after completing preferred activities within an activity schedule. These results demonstrate that the student was able to acquire, and expand and generalize targeted skills to various settings, materials and individuals. |
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| 48. Use of a Conversation Box to Increase Social and Verbal Interactions in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA D'ANTONA (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The spontaneous production of social language is a challenge for many children with Autism Spectrum Disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor & Poulson, 2001). The purpose of the current study was to assess the effects of visually cued social interactions for several children with autism. Specifically, a conversation box comprised of visual scripts was used to support production of social language during snack and centers in a reversed integrated preschool. The scripts facilitated initiation of an interaction and topic maintenance of the conversation. Once criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated successful acquisition of targeted social interaction skills and generalization to untrained conditions. |
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| 49. Effects of Video Modeling on Peer Advocacy by Child with Autism |
| Area: AUT; Domain: Experimental Analysis |
| KELSEY URGO (FACES) |
| Abstract: We examined the effectiveness of video modeling (based on methods from Nikopoulos & Keenan, 2004) as a teaching tool to increase advocacy and assertiveness toward peers in natural social initiations and play; the subject of which is a five-year-old autistic male. Using typical peers as models in videos, areas of assertiveness targeted include an increase in frequency of eye contact, volume of speech, and requests (targets developed from Bornstein, Bellack, & Hersen, 1977). Each target's videos is scaffolded according to level of difficulty and complexity. Videos average 30-s in length and immediately following the video the child was presented with an opportunity to imitate what was viewed. In this procedure videos were presented according to degree of difficulty, beginning with the most basic presentation of the given skill. Video modeling training was generalized into natural settings (playground, classroom, etc...), aided by the use of common stimuli in the training video. A baseline was taken across one week and was examined at a two week follow-up probe session after cessation of intervention. |
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| CBM Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 50. The Acquisition of Chewing in a Typically Developing Child |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders), Jennifer Purcell (Center for Autism and Related Disorders, Inc.) |
| Abstract: Differential reinforcement has been demonstrated to increase numeerous different behaviors, including that of chewing (Shore, LeBlanc & Simmons, 1999). Using that basic protocol with the addition of vocal counting,a typically developing child was taught to chew using non-edible and edible objects. The purpose of the current treatment was to teach the discrete behavior of chewing, increase the number of chews per bite, and generalize this skill to food in a child with a pediatric feeding disorder. Data were collected on the number of chews per bite during all sessions. Results demonstrated that the child was able to increase independent chews per bite to an acceptable level with one food when the food was presented alone and with the non-edible object. The child’s higher level of chewing was also able to be maintained when other foods were introduced. |
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| 51. Temporal Discounting in Obese and Overweight Children |
| Area: CBM; Domain: Experimental Analysis |
| ALYSSA FISHER (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute) |
| Abstract: Temporal discounting procedures are commonly used to assess the extent to which individuals make impulsive choices (i.e., choose the smaller, sooner reward over the larger, later reward). Individuals who are impulsive are more likely to discount the value of delayed rewards (Madden, Petry, Badger, & Bickel, 1997). Certain individuals, such as substance abusers, smokers, or gamblers have been shown to engage in greater discounting of delayed rewards (Dixon, Marley, & Jacobs, 2003; Madden, Petry, Badger, & Bickel, 1997). Given the recent increase in the prevalence of childhood obesity, research on impulsive choice in this population may aid in the development of more efficacious behavioral interventions. Children who are overweight/obese may be at risk to make impulsive decisions that result in weight increases. The purpose of the current study is to compare the discounting rates of overweight/obese to healthy weight children. Overweight/obese children, with a Body Mass Index (BMI) greater than the 85th percentile, and healthy weight children, with a BMI between the 5th – 84th percentile served as participants. A computer-based task presenting hypothetical scenarios is used to assess choices between and immediate or a delayed food reward. Overweight/obese children are hypothesized to discount at a higher rate than non-overweight children. |
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| 52. Impact of Food Type and Texture on Emesis |
| Area: CBM; Domain: Applied Behavior Analysis |
| DIANA A. SHIF (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Vomiting is a problematic behavior commonly exhibited by children with feeding disorders. Vomiting (emesis) during meals is often associated with decreased food consumption, longer meal durations, and negative interactions between caregiver and child. Variables associated with vomiting include medical conditions, physiological dysfunctions, oral-motor delay or dysfunction, and reinforcement of inappropriate behavior during feeding. Research on feeding problems has demonstrated that the characteristics of food (e.g., type and texture) influence various feeding topographies (e.g., expulsion, packing, grams consumed). However there is limited research examining the environmental variables associated with the onset and maintenance of vomiting during mealtimes. The current study systematically evaluated the impact of specific food groups (i.e., protein, starch, fruit, vegetable) and textures (i.e., puree, junior) on the frequency and volume of emesis for a child diagnosed with a pediatric feeding disorder.
The results demonstrate that specific food groups may be associated with increased episodes of emesis. The implications for identifying food types or textures associated with emesis on the treatment of food refusal will be discussed. |
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| 53. A Preliminary Evaluation of Generalization of Acceptance from Solids to Liquids |
| Area: CBM; Domain: Applied Behavior Analysis |
| REGINA MEREDITH ELKINS (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute) |
| Abstract: Previous research has shown that escape extinction procedures are often the critical component to increase acceptance in children with feeding disorders. From a clinical perspective, separate applications of escape extinction are typically required for solids and liquids. However in some cases, following escape extinction for solid foods, acceptance may generalize to drinks without the use of escape extinction. The purpose of the current study was twofold: (a) to evaluate whether generalization of acceptance occurred for liquids following escape extinction with solid foods in two children, and (b) to summarize if generalization of acceptance occurred for 20 patients admitted to the Pediatric Feeding Disorders Unit for low levels of acceptance. A multiple baseline design was used to evaluate whether acceptance generalized to liquids following escape extinction for solid foods for two participants. Results indicated that both participants’ liquid acceptance increased during baseline conditions following escape extinction procedures for solid foods. With regard to the second purpose, the percentage of patients who demonstrated similar results is discussed, as well as relevant demographics. |
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| 54. Long-term Outcome Measures of an Intensive Home-Based Pediatric Feeding Disorders Program: What Happens After the Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz) |
| Abstract: Pediatric feeding disorders are common in children with autism and other disabilities and may also be evident in typically developing children. Feeding problems are generally treated by a single disciple or a team of professionals that include pediatric gasteroenterology, occupational/speech therapy, nutrition, and/or behavioral psychology. Treatments may involve services that are delivered in a clinic/hospital or in the home. The purpose of this presentation is to give the audience an overview of how intensive treatment can be initiated for children with pediatric feeding disorders in the home environment using an interdisciplinary model. The outcome measures from the initial treatment and follow-up will be presented. Results indicate that home-based programs using applied behavior analytic techniques to treat feeding problems are effective in a relatively short period of time (i.e., 5 days). Follow-up data also indicate that treatment gains are sustained long-term. The advantages and disadvantages of a home-based feeding program will be discussed. This presentation should further the knowledge of BCBA’s or BCABA’s in the use of data-based practices for treating children with feeding problems and the importance of collecting outcome measure data. |
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| 55. Does Consumer Satisfaction Matter: An Analysis of Satisfaction Data
from a Home-Based Pediatric Feeding Disorders Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: In applied behavior analysis treatment integrity is critical to the long-term success and lasting behavior change. In most cases treatments must be implemented by caregivers or other individuals in the community; therefore, it is critical to understand what motivates caregivers to implement treatment programs. It may be easy for caregivers to implement these treatments in a controlled environment like a clinic but this may be more difficult in the natural environment when there are many other environmental variables in place. In order to understand how treatment programs can be implemented by caregivers it may be important to analyze their satisfaction of the program. The purpose of this study was to analyze consumer satisfaction data from a home-based pediatric feeding disorders program. Data from various questions will be presented. The data indicate that majority of the caregivers who participated in the treatment program were very satisfied with the program and observed long lasting change in their children’s feeding problems. Majority of the consumers also noted that they would continue to follow the treatment plan in the absence of trained therapist. |
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| 56. What’s in a Name?: Modified Spaced-Retrieval Training for Improving Recognition of Family Caregivers in Persons with Alzheimer’s disease |
| Area: CBM; Domain: Applied Behavior Analysis |
| MERRY SYLVESTER (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno) |
| Abstract: Persons with dementia often experience a decline in recognition behaviors. Though persons with dementia may be able to generate veritable historical information associated with their family caregivers, the caregivers’ current stimulus properties may fail to elicit these verbal descriptors. These behaviors are associated with increased caregiver distress and risk of institutionalization of persons with dementia. The spaced-retrieval method utilizes shaping procedures in which acquisition and retention of information is achieved through successive recall tasks administered over increasing time intervals. The present study examined a modified spaced-retrieval procedure for training an individual (WW) diagnosed with dementia puglistica to recall the name and identification of his caregiving wife. On each trial, WW was instructed to match a temporally-remote photograph to a current photograph of his wife presented amongst distractors while stating his wife’s name. The caregiver recorded the daily frequency of correct and incorrect naming and identification prior, during, and post-intervention in the natural environment. WW demonstrated improved recall within training sessions and an increase in correct naming and identification of his wife in the natural environment. These data provide preliminary evidence that modified spaced-retrieval training may aid persons with dementia in naming and identification of familiar persons in the natural environment. |
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| 57. Assessment of a Child Management Skills Questionnaire based on Raising Hypothetical Situations. |
| Area: CBM; Domain: Applied Behavior Analysis |
| SILVIA MORALES CHAINE (National Autonomous University of Mexico) |
| Abstract: The effectiveness evaluation of a parent training program includes the confident assessment of child management skills on Health Professionals. The goal of this paper is to evaluate the validity of the Child Management Skills Questionnaire based on Raising Hypothetical Situations about children with behavioral problems and their parents. It was designed an instrument of 17 hypothetical Situations related with skills based on behavioral principles that adults could use to solve child problems situations. The Questionnaire includes a scoring sheet for each answer of the professionals. 130 health professionals from Ministry of México answered the questionnaire, by pre-experimental design pre-post evaluations around of a parent training program. We obtained a liability index from the answer sheet codification, the Cronbach reliability index, and the construct and concurrent validity of the instrument. The results showed that the questionnaire has validity and that is a confidence tool for evaluate the effectiveness of the parent training program. Further research will indicate the process of the acquisition of the skills throughout observation techniques of these hypothetical situations. |
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| 58. An analysis of treatment failure with the high-p instruction sequence |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHRYN M KESTNER (Western Michigan University), Matthew P. Normand (University of the Pacific), Joshua Jessel (University of the Pacific) |
| Abstract: The high-p instruction sequence is an intervention used to increase compliance by presenting a series of several instructions with which a child is likely to comply (high-p) immediately prior to the delivery of an instruction with which the child is unlikely to comply (low-p). For the two typically developing preschoolers who participated in this study, compliance with the high-p instructions decreased following repeated presentations of the sequence immediately preceding the low-p instruction. The purpose of this study was to determine whether this decrease was caused by the introduction of stimuli associated with the low-p instructions (e.g., having the toy box present) during the implementation of the high-p sequence. The high-p instructions were delivered without the low-p instruction either in the presence or in the absence of stimuli previously associated with the low-p instruction, with these conditions arranged according to an ABAB design with one participant and AB design with the other. Compliance with the high-p instructions was low when the instructions were presented in presence of stimuli associated with the delivery of the low-p instruction. Compliance was high when the high-p instructions were presented without these stimuli. |
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| 59. The Wall o’ Data: Self-Management Projects at The Chicago School of Professional Psychology |
| Area: CBM; Domain: Applied Behavior Analysis |
| KYOSUKE KAZAOKA (The Chicago School of Professional Psychology), Jennifer Klapatch (The Chicago School of Professional Psychology), Kerin Ann Weingarten (The Chicago School of Professional Psychology), Tamry L Juntunen (The Chicago School of Professional Psychology), Marissa J Tybor (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Students and faculty of The Chicago School of Professional Psychology’s Applied Behavior Analysis Department participated in self-monitoring and/or behavior-change projects. Participants collected data on the relevant dimensions of behavior they wanted to track or change (e.g., frequency or duration of working out, frequency of smoking). They were encouraged to create their own intervention plans and implement them and to evaluate the effects on their behavior. Data were publicly posted, and input from other students and faculty was encouraged. This input took the form of social consequences and/or suggestions for intervention. Data and interventions will be presented. |
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| 60. Telephone and Written Prompts to Increase Attendance at Domestic Violence Groups |
| Area: CBM; Domain: Applied Behavior Analysis |
| Katherine K. Martinez (Florida International University), STEPHEN E. WONG (Florida International University) |
| Abstract: This study investigated the effects of telephone calls and written reminders on attendance at group support meetings by 15 Hispanic women in a long-term residential facility for survivors of domestic violence. The women were informed of the group support meetings at the time of intake and then the prompts were introduced, removed, and reintroduced within an ABAB reversal design. Results showed that prompting procedures at least doubled attendance at the support meetings. Data analysis indicated that in addition to increasing overall attendance the combination of prompts also raised the number of new attendees. The potential benefits to survivors of domestic violence from participating in support groups and possible means of maintaining attendance at such meetings will be briefly discussed. |
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| 61. The Moderational Role of Child Gender following the 9/11/2001 WTC Attacks |
| Area: CBM; Domain: Experimental Analysis |
| KELLY DUGAN BURNS (Virginia Tech), Russell T. Jones (Virginia Tech), Claude M. Chemtob (Mount Sinai School of Medicine), Robert Abramovitz (Jewish Board of Family & Children's Services, Inc.) |
| Abstract: Many young children were directly affected by the September 11th, 2001 WTC attacks. Several studies found that not only did children experience posttraumatic stress reactions, they also experienced elevated rates from a variety of disorders, including depression, anxiety, panic, and agoraphobia, suggesting a wide range of possible psychopathology in children following a trauma. Other studies have implicated child gender as a potential moderator for psychological distress following a traumatic event. The general consensus is that girls are more likely to develop subsequent psychopathology after experiencing a traumatic event compared to same aged boys. Similarly, studies of the WTC attacks also found girls to be at an increased risk for developing negative post-trauma symptomatology compared to boys. The current study attempted to address the impact of child gender of the development of subsequent symptomatology following the WTC attacks. It was hypothesized that: 1) girls would experience higher rates of overall symptomatology; 2) girls would experience greater internalizing symptoms; and 3) boys would experience greater externalizing symptoms. Data was collected as part of a larger study assessing the effects of the September 11th, 2001 WTC attacks on directly affected families with young children. Child symptomatology was obtained via parent report (ITSEA). |
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| DDA Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 62. A Comparison of Continuous and Intermittent Data Collection: Effects on Skill Acquisition and Maintenance |
| Area: DDA; Domain: Applied Behavior Analysis |
| BETHANY L. CONDO (May Institute), Mary Elisabeth Hannah (May Institute), Jennifer Dawn Magnuson (Kennedy Krieger), Susan Wilczynski (National Autism Center) |
| Abstract: Continuous data collection during discrete trial instruction can be a tedious and time consuming practice for teachers who educate students with developmental disabilities. Currently there are few studies examining the need to take data continuously versus intermittently. Cummings and Carr (manuscript in preparation) investigated the effects of intermittent data collection (i.e., first trial only) as an alternative to continuous data collection, but found that maintenance of skills differed across data collection systems. This study expands on Cummings and Carr, using a simultaneous treatment design to compare continuous and intermittent (i.e., first 3 trials only) data collection systems during discrete trial instruction. One 17 year old student diagnosed with Pervasive Developmental Disorder was taught within her usual classroom environment to receptively identify 2 sets of pictures of U.S. Presidents, each paired with a data collection system. The effects of each system will be examined through the maintenance of skill acquisition in follow up sessions where additional data will be collected. Given the lack of current research on intermittent data collection and the importance of data collection on discrete trial instruction, the results of this study have practical significance for teachers who educate students with developmental disabilities. |
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| 63. Functionally-Based Versus Nonfunctionally-Based Treatments: Effects On Noncompliant Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| DANA SWARTZWELDER (The University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi) |
| Abstract: The present study investigated the effectiveness of functionally-based versus nonfunctionally-based treatments addressing noncompliant behavior. The participants were 4 preschool-aged children from a preschool classroom. Brief functional analysis conditions were conducted in order to determine the function of the children’s noncompliance. The two conditions included in the study were the attention and escape conditions. Two children had noncompliance maintained by escape from task demands, and 2 children had noncompliance maintained by access to attention. Physical guidance and time-out treatment effects were assessed using an alternating treatments design. It was hypothesized that physical guidance would reduce noncompliance in children with noncompliant behavior maintained by escape from task demands, while time-out would reduce noncompliance in children with noncompliant behavior maintained by access to attention. Results indicated that the functionally-based and nonfuntionally-based treatments were both effective in reducing noncompliant behavior. Future research directions for functional analysis research and treatments for noncompliant behavior are discussed. |
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| 64. The Effects of Sensory Materials on the Rate of Head Directed SIB |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAWRENCE L. LOCKWOOD (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Self-injurious behavior (SIB) may present health risks to individuals with developmental disabilities. Head-directed SIB may require the use of protective equipment, like helmets, which can be stigmatizing in public. This study evaluated the effects of different sensory materials on the rate of head-directed SIB in an adolescent developmentally delayed autistic girl. Initially, a functional behavior analysis was conducted with and without a protective helmet for head-directed SIB and produced little differentiation between traditional FBA conditions. An alternating treatment design was used to assess the rate of attempted head-directed SIB with different sensory materials. A weighted baseball cap, a protective helmet, hand- held vibrating toy, and physical massage were compared for rates of attempted SIB. The results showed some decreases in response rates between sensory materials. Since SIB attempts continued, however, with all sensory material, the protective helmet had the greatest safety effect and could be worn throughout the day without the need for constant supervision. Fading of the size of the helmet was accomplished by gradually removing small 1 inch pieces with reduced rates of attempted SIB. |
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| 65. Training Early Childhood Special Education Teachers to Embed Instruction during Recess for Students With Severe Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| Christian Atlas Martin (University of South Carolina), Erik Drasgow (University of South Carolina), JAMES W. HALLE (University of Illinois) |
| Abstract: Like students, teachers anticipate recess periods as a break from the rigors of teaching. However, for many students with significant disabilities, recess does not offer opportunities for play and recreation because they lack functional skills that permit independent engagement. Recess is an ideal setting for the display of such skills and, therefore, an ideal setting to target their acquisition. Whereas embedded instruction serves as an effective method for enhancing student performance, teachers are likely to abandon such practices when they are not a part of their existing routine. The purpose of our study was to extend the existing research on teacher training by assessing the direct and indirect effects of a training package to increase and maintain teachers’ use of embedded instruction during recess. Results of the study revealed immediate increases in four teachers’ instructional interactions following an initial 20-minute training session (i.e., instructions, modeling, and rehearsal), the introduction of self-monitoring interaction cards, and brief daily performance feedback. After the trainer systematically faded delivery of interaction cards and performance feedback, all four teachers maintained their levels of interaction. Collateral increases in student engagement were associated with the intervention. Implications for future research and practice are suggested. |
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| 66. USING FUNCTIONAL COMMUNICATION TRAINING AND INTERRUPTIVE DEMAND FADING TO TREAT AGGRESSION IN A CHILD WITH AUTISM. |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE ALIYA RAHIM (Brock University; Surrey Place Centre), Carobeth Zorzos (Surrey Place Centre) |
| Abstract: Functional communication training (FCT) is an effective procedure in reducing problem behaviours presenting in individuals with developmental disabilities (Hagopian., Fisher., Sullivan., Acquisto., & LeBlanc, 1998). During the initial use of FCT, attempts to provide continuous reinforcement are used to strengthen the contingency between language and the reinforcer. Using FCT in community based settings present challenges, in that reinforcement is not always available (Hagopian, Contrucci Kuhn, Long, & Rush, 2005). Introducing delays to the schedule of reinforcement during FCT is imperative to the success of the FCT procedure in natural settings. Interruptive demand fading is a procedure used by Hagopian, Bruzek, Bowman, and Jennett, (2007) as a means of thinning the schedules of reinforcement produced by FCT.
The current study uses descriptive analyses and a functional analogue to determine the function of aggression in a 12 year old boy with autism in a community based treatment center. Analyses yield that the function of behaviour was maintained by access to task completion (positive reinforcement).
Results and clinical implications of using FCT and interruptive demand fading in the natural environment will be discussed. |
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| 67. Treatment of Severe Feeding Problems; Outcome Measures of an Outpatient, Behavioral-Based, Feeding Clinic |
| Area: DDA; Domain: Service Delivery |
| JENNIFER E. DAWSON (SPARC), Sarah Wood (SPARC), Cherie Ann Fishbaugh (Southeastern Pennsylvania Autism Resource Center), Corinne M. Murphy (West Chester University), Phillip K. Duncan (West Chester University) |
| Abstract: One factor that limits the acquisition and maintenance of appropriate feeding behaviors by individuals who exhibit severe feeding problems is inadequate generalization to home settings. Treatment in a structured, clinical setting is the norm for treating severe feeding problems. However treatment can only be viewed as successful when the individual is able to perform the new feeding skills in settings alternate to the teaching environment. This poster will provide outcome data for approximately 20 children who have completed an outpatient feeding program. The program consists of one to two intensive weeks of once daily sessions conducted at the clinic. At the conclusion of the intensive training, caregivers are trained and treatment is moved to the home. Once to twice weekly appointments in the home are continued until therapists can fade to a consultative basis. Results indicate that all children who participated in the intensive feeding program made significant gains while in the program and that for the majority of clients, gains were generalized and maintained at home. Follow up data will be provided. Results suggest that an outpatient approach to treat severe feeding problems is a viable option and can result in successful generalization to the home. |
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| 68. Decreasing Packing and Negative Vocalizations Using a Flipped Spoon in Combination with a Pacifier |
| Area: DDA; Domain: Applied Behavior Analysis |
| HEATHER KADEY (Munroe-Meyer Institute, University of Nebraska Med), Cathleen C. Piazza (Munroe-Meyer Institute), Kristi Rivas (Munroe-Meyer Institute), Leisa Krull (Munroe-Meyer Institute), Tara D Harper (Munroe-Meyer Institute) |
| Abstract: Research has shown that the etiology of feeding problems is multiple and complex and may arise from medical, oral motor, and/or behavioral problems either individually or in combination. In the current investigation, we identified a child whose feeding problems appeared to have both a behavioral and oral motor component (negative vocalizations and packing). The treatment consisted of the presentation of a pacifier to address negative vocalizations and presentation of bites of food on a flipped spoon (the therapist inserted an upright spoon into the child’s mouth, turned the spoon 180°, then dragged the bowl of the spoon along the child’s tongue). Levels of negative vocalizations decreased when the caregiver presented the pacifier to the child during the meal, and levels of mouth clean (a product measure of swallowing) increased when the therapist presented bites on a flipped spoon. The combination treatment (pacifier plus flipped spoon) resulted in an overall increase in intake with low levels of negative vocalizations. |
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| 69. CANCELLED: Comparison of the CRMTS and the repeated copying procedure in the acquisition of the Kanji writing by a student with learning disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| HIROSHI SUGASAWARA (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Students with learning disabilities have difficulty to writing skills. Especially, Japanese students often showed difficulty in Kanji-writing situation. I have showed that a constructed-response matching to sample (CRMTS) made the equivalent relations, and showed transfer to other responses such as writing without direct training. Some researchers argued that CRMTS procedure was more effective than repeated writing. Any researches do not show yet the effectiveness of CRMTS procedure by the direct comparing with repeated writing. In this study, a student with learning disabilities was participated. We introduced the alternating treatment design including the Kanji-Kanji CRMTS task, the picture-Kanji CRMTS task, and the repeated copying task. All tasks included the differential outcome procedure in which the spoken Kanji stimulus was presented after construction or copying response. After training, we assessed the Kanji-writing responses to spoken kanji stimulus. As a result, the picture-Kanji CRMTS task with differential outcome procedure showed most transfer to writing responses without direct writing training, and maintained this response after one month. The result is discussed in terms of the effect of the CRMTS on the transfer of writing Kanji characters. |
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| 70. Acquisition and transfer of English as second language through constructed-response matching-to-sample procedure |
| Area: DDA; Domain: Applied Behavior Analysis |
| MIKIMASA OMORI (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Students with developmental disabilities have difficulties to acquire three types of stimulus relationships, pictures, words, and sounds, in their daily life. Japanese students, who study English as second language often show the difficulty of learning English. Especially, students with developmental disabilities also have difficulty on English writing. Previous researches suggested equivalence-based training, such as matching-to-sample (MTS) procedure and constructed-response matching-to-sample (CRMTS) procedure were effective for the acquisition of writing. The present study examined the controlling variables on the acquisition of English writing skills and the effect of transfer from MTS and CRMTS procedure to writing. Both trainings were based on pictures to words relation responding by choosing from four choices or typing words. When correct response was made, spoken feed back of that word was produced as differential outcome. 13 Japanese students with developmental disabilities ranged from 8 to 17years old participated in the present study. Results indicated that 8 of 13 children showed better results in acquisition and transfer on writing words after CRMTS procedure than MTS training. This result suggests that CRMTS procedure is better to transfer to writing words, because typing words is closer to writing words than choosing words. |
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| 71. Functional Analysis of Crying |
| Area: DDA; Domain: Applied Behavior Analysis |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), Katharine Leigh Litman (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: Few studies have systematically examined variables that maintain emotional behavior (Hanley, Iwata, McCord, 2003). The purpose of the current study was to extend the functional analysis procedures described by Iwata et al. (1982/1994) to emotional behaviors, specifically crying. The participant was a 14-year-old boy diagnosed with q 10 chromosomal deletion and developmental disabilities. Descriptive data collected from staff and parents suggested that crying, heavy breathing, and stereotypic movements frequently occurred when the participant observed others who were displaying emotional behaviors (e.g., crying or yelling). Based on these observations and reports, a video was created depicting emotionally charged scenarios (e.g., children crying). Six experimental conditions were evaluated in a multi-element design and data were collected on the duration of crying per session. Sessions were 3 minutes in length and the same video was used across all sessions. Results suggested that crying was almost exclusively maintained by access to caregiver attention delivered in a soothing manner. Findings extend the literature by evaluating environmental variables that may be maintaining crying behavior in children diagnosed with developmental disabilities Reliability data were collected for at least one-third of observations and averaged above 80%. |
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| 72. An Evaluation of Preference Assessment Procedures with Children with Developmental Disabilities and Challenging Behaviors |
| Area: DDA; Domain: Applied Behavior Analysis |
| SOYEON KANG (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Christina L. Fragale (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Jeannie M. Aguilar (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: Children’s preferences are commonly incorporated into effective interventions for individuals with developmental disabilities. As preference assessments become an important component of intervention for the population, research regarding the assessment and relevant variables has increased. However, many questions still exist and wait for more inquiry. This study examined the occurrence of challenging behaviors with different functions across three different preference assessment procedures: Paired-Stimulus (PS), Multiple-Stimulus without Replacement (MSWO), and Free-Operant (FO). The participants were six children with a developmental disability who exhibit challenging behaviors maintained by tangible or attention functions. The result suggests that the occurrence of challenging behavior with different functions was different depending on procedure modes. This study discussed possible variables that may affect the outcomes of preference assessments. In addition, this study can provide practical guidance on factors to consider when using such procedures with individuals with developmental disabilities who display challenging behaviors. |
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| 73. Self-Injurious Behavior in Children Under 5: Case Examples from a Longitudinal Study |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELLE D. CHIN (The Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Olivia Hird (Kennedy Krieger Institute) |
| Abstract: While self-injurious behavior (SIB) is a serious problem affecting individuals with intellectual disabilities, little is known about its early childhood course. A clear understanding of why SIB persists in some children and not others is needed to develop prevention and early intervention strategies. In this longitudinal study, potential risk factors for persistent SIB in children ages birth to 5 years with developmental delay are assessed every three months across a two-year period. Three case examples will be presented, examining data from developmental testing, parent report, and direct observation from the initial and 12-month assessments. Specifically, the relationship among SIB and other problem behavior, parent responding and child communication are examined. For example, improvements in one child’s language skills over the course of a year were associated with increased parent responding to child communication; concomitantly, decreases in SIB and other problem behavior were observed. Implications for the emergence and persistence of SIB will be discussed. |
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| 74. Using a Timer to Reduce Packing Behavior in a Student with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| NEELIMA GUTTI (University of Southern Mississippi), Dana Swartzwelder (University of Southern Mississippi), Daniel H. Tingstrom (The University of Southern Mississippi) |
| Abstract: Feeding problems are common in children with developmental disabilities and intervention is usually necessary to mitigate these problems. The present study highlights an intervention that used a timer to decrease packing of food in a 5 year old male diagnosed with Pervasive Developmental Disorder, Not Otherwise Specified. All data were collected in a specialized preschool setting for children with communication and developmental disabilities. Initial intervention for the participant was focused on increasing solid food consumption using differential reinforcement and extinction procedures. The participant began to ingest solid foods; however, packing of food was over 1.5 minutes per bite. A subsequent intervention was introduced to decrease packing behavior. A timer was used to gradually decrease the duration of packing. The student was rewarded each time he was able to chew and swallow his food before the timer went off. A changing criterion design was used to analyze the effects of the intervention. The intervention resulted in the student decreasing the duration of packing to 20 s. Implications for the use of timers in feeding protocols and the limitations of the current investigation will be presented. |
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| 75. Acceptability of Various Language Interventions: Views of Preschool Special Education Teachers |
| Area: DDA; Domain: Experimental Analysis |
| AUDREY NIBLOCK (SanDiego State University), Yasemin Turan (San Diego State University), Dilek Durusoy Erbas (Anadolu University, Turkey) |
| Abstract: Traditionally, researchers and practitioners have evaluated intervention programs in terms of their outcomes (Von Brick & Elliottt, 1987). However, these evaluations did not necessarily afford insights about the preferences for consumers such as teachers and parents. This is important because effectiveness is not the only criterion for choosing and implementing an intervention program (Kazdin, 1980). The purpose of this study is to examine the views of preschool special education teachers regarding the acceptability of various language interventions for young children with disabilities.
Preschool teachers were sent a survey packet including vignettes describing two children with different levels of language impairment (mild and severe), descriptions of three different intervention strategies for each level and rating scale to measure. Results from a 2 X 3 ANOVA indicated that participants found the naturalistic intervention approaches are more acceptable than the therapeutic intervention approach for the child with mild language delay and the child with severe language delay. Educational implications and directions for future research were presented. |
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| 76. The Effects of Preferred and Nonpreferred Staff on Problem Behaviors in Individuals with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| ASHLEY HOGAN (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Nicole Sweeny (Kennedy Krieger Institute) |
| Abstract: Relationship quality between children with disabilities and their caregivers has been suggested to be an important variable that influences the likelihood of problem behavior (McLaughlin & Carr 2005). However, preference for different staff and the potentially reinforcing characteristics of staff personnel lacks research. Individual preference for staff has been assessed using an adapted version of the stimulus preference assessment (SPA) (Sturmey et al. 2003 & 2008). In the current study, two adolescents with developmental disabilities identified preferred and nonpreferred staff using written or pictorial representations of staff personnel in a SPA. Then, correlations between preferred and nonpreferred staff and rates of problem behaviors were calculated. Results suggested that, for one participant, higher rates of problem behaviors were observed with nonpreferred staff. For the other participant, the opposite results were obtained. This contrary result was further assessed though a descriptive analysis in which staff were rated as being either authoritative or permissive. Correlations between the two categories and rates of problem behaviors were calculated. Results suggested that permissive staff were associated with higher rates of problem behaviors. Implications of these findings are discussed. |
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| 77. Emergence and reduction of dropping within the context of an ongoing intervention for elopement |
| Area: DDA; Domain: Applied Behavior Analysis |
| TODD M OWEN (Munroe-Meyer Institute; UNMC), Carrie E Combs (Munroe-Meyer Institute; UNMC), Kasey Stephenson (Munroe-Meyer Institute; UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research suggests that noncontingent reinforcement (NCR) may be a critical treatment component for reducing elopement (Kodak, Grow, & Northup, 2004). In the current study, a 7-year-old male diagnosed with autism engaged in high rates of elopement in public settings. A treatment package consisting of NCR and response blocking produced significant decreases in elopement. Although this procedure produced decreases in elopement, it was associated with the emergence of a novel form of problem behavior: dropping to the ground during walks. Thus, the treatment was modified to reduce the occurrence of dropping while maintaining low levels of elopement. The modified treatment effectively decreased elopement and dropping to clinically significant levels. Reinforcement thinning was then implemented contingent on low levels of elopement and dropping, and the NCR schedule was eventually thinned to one reinforcer delivery every 5 min. Finally, the treatment was generalized to novel settings and caregivers. Reliability data were collected on 45% of the sessions, resulting in a mean agreement of 96%. |
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| 78. Using a self-monitoring procedure to increase toileting initiations in a child with autism |
| Area: DDA; Domain: Applied Behavior Analysis |
| ELIZABETH M GAWLEY (Munroe-Meyer Institute/UNMC), Kasey Stephenson (Munroe-Meyer Institute; UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Kelly J. Bouxsein (UNMC), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: A child with autism who was toilet trained but did not engage in toileting self-initiations was taught to engage in self-initiations via the use of a self-monitoring protocol. Specifically, the child wore a digital watch and was taught to initiate a trip to the toilet by approaching a caregiver and emitting the ASL sign for “bathroom” when the watch timer alarmed, after which the typical toileting routine ensued. The child was prompted to approach a therapist and sign “bathroom” every 30 s in training. Following training, the timer alarmed every 30 s and independent initiations increased to near 100%. Functional control was demonstrated through reversals between the baseline (no timer) and treatment (timer) conditions. During post-training probes in which the timer alarmed every 30 min, the child independently initiated a toileting trip across all sessions. Thus, prompt fading was not necessary to increase independent initiations over extended durations. Results suggested that a self-monitoring protocol may increase independent toileting initiations with a child who is already toilet trained, but who lacks the skills to independently initiate toileting trips. |
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| 79. The Effect of Wrist Weights and a Helmet on Self-Injurious Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| SANDRA F KOKOLIS (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Antecedent interventions such as the application of a helmet or wrist weights have been used successfully for reduction of self-injury directed towards the head (e.g., Hanley, Piazza, Keeney, Blakeley-Smith, & Worsdell, 1998; Silverman, Watanabe, Marshall, & Baer, 1984). The purpose of the present study was to asses the use of a helmet and wrist weights as separate interventions to decrease the rate of self-injurious behaviors. The participant was a 17-year old male diagnosed with autism who was residing in a behavioral stabilization program. A reversal design across three conditions (academic, vocational and toy play) was used. Self-injurious behaviors were tracked by frequency recording of either self-injury to the head or self-injury to the body. Results indicate that while the wrist weights were effective in reducing rates of self-injury the helmet was more effective in academic and vocational conditions. The wrist weights were more effective in the toy play condition than in the other two; it was in this condition that the wrist weights were more effective than the helmet. Future data collection will address the effect of correction for helmet removal on rates of self-injury. |
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| 80. Treatment of Self-injurious Behavior Occurring During a Highly Stimulating, Highly Preferred Activity |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER M. SILBER (The May Institute), Nicole Heal (Southern Illinois University), Gary M. Pace (The May Institute), Jennifer M. Derderian (The May Institute) |
| Abstract: Self-injurious behavior often serves an automatic function and is thus difficult to treat. In the current study, a 12-year-old boy diagnosed with Dandy-Walker syndrome engaged in self-injurious biting. Classroom data suggested that self-injurious behavior occurred almost exclusively when the student was listening to music, a highly preferred activity. The purposes of the current study were to verify the function of the self-injurious behavior and attempt to treat it using two alternative procedures: negative punishment and prompting of an incompatible behavior (i.e., non-contingent access to a teething tube). Functional analysis results verified that the behavior occurred only during the high stimulation alone condition, in which the student had continuous access to preferred music. A mode assessment showed that the self-injurious behavior occurred most often when the student listened to music over a stereo’s speakers as opposed to ear buds or head phones. During the treatment analysis, the student engaged in less self-injurious behavior during both treatment conditions as compared to baseline. However, non-contingent access to the teething tube was the more effective and more practical intervention procedure. Interobserver agreement was assessed during at least 30% of all sessions and averaged at least 90% on all measures. |
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| 81. Applied Use of a Current Arrangement to Evaluate Academic Choice Making |
| Area: DDA; Domain: Applied Behavior Analysis |
| JEFFREY R. LUKE (University of Iowa), Todd G. Kopelman (University of Iowa - Hospitals and Clinics) |
| Abstract: A subgroup of young children display challenging behaviors when required to complete academic tasks, especially those that are lesser preferred. The matching law predicts that when given a choice of two incompatible responses, a child will engage in the behavior that is likely to result in relatively higher rates of reinforcement (Herrnstein, 1961). For instance, if completing a low preferred work task results in a more preferred reinforcer then completing a concurrently available highly preferred work task - children might be more likely to engage in the low preferred work task that produce more opportunities for reinforcement. This poster will describe an application of a concurrent operant evaluation designed to identify the environmental arrangements under which children will choose to complete low preferred academic tasks within an outpatient evaluation. In each case, a concurrent operant evaluation was conducted in which specific dimensions of reinforcement (quality of reinforcement, effort to obtain reinforcement, and amount of reinforcement) were systematically manipulated within a choice format and evaluated in terms of amount of low preference work completed. The potential use of this assessment within a classroom setting for increasing work completion will be discussed. |
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| 82. CANCELLED: Increasing Room Cleaning Behavior in an Individual with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Behavior Analysis |
| TESSA SCHEFFLER (St. Cloud State University) |
| Abstract: A treatment package was used to increase room cleaning behavior in an individual with Traumatic Brain Injury that consisted of self-monitoring and reinforcement. Room cleaning was divided into 9 subtasks and each task was explicitly defined along with examples of appropriate and inappropriate room cleaning behaviors. The number of criteria scored as clean was recorded throughout baseline and intervention sessions by the experimenter and trained observers. We used a changing criteria design to evaluate the treatment package. Results demonstrated that the treatment package was effective in increasing the number of tasks completed by the individual. Increasing room cleaning behavior was essential to strengthen independent living skills as well as to offer a set of choices to the individual. Reinforcement earned included a phone card which allowed the participant to stay in contact with family while attending an inpatient facility. This was essential to increase and maintain the quality of life for the individual. |
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| 83. Functional Analysis of Verbal Perseveration and Behavior Escalation |
| Area: DDA; Domain: Applied Behavior Analysis |
| F. J. BARRERA (FBPP Corp.), Michael James Williams (St. Lawrence College), Carobeth Zorzos (Private Practice) |
| Abstract: We sought to analyze the functional relation between perseverative speech (verbalizations) and behavior escalation (aggression, self-injury and non-compliance) in a 27-yr old male with tuberous sclerosis and developmental disability, to determine if verbal perseveration was precursory of the more severe behaviors.
First, a sequential analysis of perseverative speech and escalation behaviors showed that non-compliance and aggression occurred most likely following verbal perseveration, whereas self-injury most likely co-occurred with perseveration.
Second, a functional analyses of perseverative speech showed that the Alone Condition generated the highest frequency of verbal perseverations (38%) followed by undifferentiated results in the three other conditions (Attention, Demand and Tangible) averaging 21%.
Third, a re-analysis of the above results examined the behavioral escalations during sessions that met criteria for the client’s ongoing treatment plan, wherein he was briefly relocated to a separate room. Self-injury was responsible for relocation in the Alone (83%) and Demand Conditions (56%). This suggested that when staff attention was not available or was terminated escalation tended to occur, thus pointing to attention as the maintaining variable.
Lastly, this hypothesis was tested by replacing the relocation contingency for self-injury with social extinction. This manipulation led to an 84% drop in all escalation behaviors. |
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| DEV Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 84. Evaluation of preference formats and types of activities offered in nursing homes with older adults with Alzheimer’s disease |
| Area: DEV; Domain: Applied Behavior Analysis |
| AMANDA LEONE RYAN (Southern Illinois University), Maranda Trahan (Southern Illinois University Carbondale), Levon Johnson Jr. (Southern Illinois University), Kari A Porter (Southern Illinois University), Paula K. Davis (Southern Illinois University) |
| Abstract: There has been little research in the field of older adults and preference assessments. In fact, only one study previously has investigated if different preference assessment formats predict activity engagement (LeBlanc, Cherup, Feliciano, & Sidener, 2006).The purpose of this study was to replicate the previous study by comparing verbal and tangible formats of preference assessments and it extends that work by comparing relative work and leisure activity preferences. Three older adults with dementia participated in the current study. Results replicated the findings of LeBlanc et al. in that preferences identified by both the verbal and tangible formats were comparable. In addition, work activities were generally ranked higher than leisure activities, and participants engaged in more preferred activities for longer durations. These results have implications for the types of activities offered in nursing homes (i.e., more work activities) and the format used in conducting preference assessments. |
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| 85. An Update of the Data on the Developmental Patterns of Specific Language and Learning Skills of Typically Developing Children as Measured by the ABLLS-R. |
| Area: DEV; Domain: Theory |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.), Josh Pritchard (University of Nevada, Reno), Mark Malady (University of Nevada, Reno), Jill DeFreitas (University of Nevada, Reno) |
| Abstract: Practitioners who work with children diagnosed with Autism Spectrum Disorder (ASD) are often asked to compare the developmental levels of a child with ASD to those of typically developing children. Data will be presented on the patterns of acquisition of basic language and learning skills of typically developing children ranging in age from six months to five years of age. These data will provide criterion-based measures that can be used to help identify specific skill differences between children with ASD and typically developing children. |
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| 86. Testing children’s perseverative errors with two A-B distances |
| Area: DEV; Domain: Experimental Analysis |
| PABLO COVARRUBIAS (Universidad de Guadalajara), Francois Tonneau (Universidad de Guadalajara), Carlos F. Aparicio (University of Guadalajara-CUCS-Neuroscience), Mariana Torillo (Universidad del Valle de México), Imelda Alejandra Chavarin (Universidad del Valle de México) |
| Abstract: Recent studies show that two-year-old children make the A-no-B error when the target object is buried in a sandbox. This error is usually described as continuous in magnitude and reported as mean deviation from target (computed across subjects). In contrast, we suggest that motor responses are directed toward either A or B in a discrete fashion and that the mean deviation from target is a statistical artefact. In our study, two-year-old children watched the experimenter hiding a toy at Location A and then at Location B. After a 10-s delay, children were allowed to search for the toy. Two distances between A and B (22 cm and 50 cm) were tested across conditions. An analysis of motor responding showed that the children reached the A location, the B location, or the midpoint between A and B. These data are consistent with a discrete model of the A-no-B error. |
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| EAB Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 87. Impulsivity as a Predictor of Preferences for Gambling-Like Outcomes |
| Area: EAB; Domain: Experimental Analysis |
| MONICA T. FRANCISCO (University of Kansas), Adam T. Brewer (University of Kansas), Jeff S. Stein (University of Kansas), Patrick S. Johnson (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: “Impulsivity” is defined as a preference for a smaller, sooner (SS) reinforcer over a larger, later (LL) reinforcer (Rachlin, 1974). Although previous research suggests a link between impulsivity and preference for gambling (Madden, Ewan, & Lagorio, 2007), this relationship is still unclear. We tested this hypothesis by providing with rats with a choice between a SS reinforcer and LL reinforcer in Phase 1 of the experiment, in which the delay to the LL reinforcer was varied (i.e., 0, 5, 10, 15 s). In Phase 2, subjects were exposed to an adjusting procedure in which choices could be made toward a fixed-time (FT) schedule of reinforcement (i.e., a predictable outcome) or a mixed-time (MT) schedule (i.e., a gambling-like outcome). Our pilot data support the predictions made by Madden et al., as the degree of impulsive choices (as measured by the area-under-the-curve metric) made in Phase 1 were positively correlated with preference for the gambling-like MT schedule in Phase 2 (r2 = .86, p <.05). Additional data are currently being collected and will be presented. |
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| 88. An Experimental Analysis of Multiple Schedule Behavior in Rats: Does the Matching Law Apply? |
| Area: EAB; Domain: Experimental Analysis |
| MATTHEW CAPRIOTTI (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Although matching law has been shown to describe concurrent schedule performance well, little research has directly examined its application to multiple schedule performance. In this ongoing study 4 male Long-Evans rats are exposed to five, two component multiple schedules (VI 15 VI 240, VI 30 VI 120, VI60 VI60, VI120 VI 30, VI 240 VI 15). Subjects complete 63 minute sessions twice daily for 30 sessions per condition. Upon completion of the study, the results will be analyzed using the generalized matching equation, with special attention paid to the value of the undermatching parameter and the goodness of fit of the equation. Thus far, the data obtained from this study indicate that the undermatching parameter may be higher (i.e. closer to 1) than the median value reported by previous multiple schedule studies using pigeons. To date, response allocation has stabilized quickly in each condition, suggesting that sensitivity to reinforcement may rapidly approach an asymptotic level in multiple schedules, as it has been shown to in concurrent schedules. The findings of this study will further knowledge on the application of matching law to multiple schedules, and provide an important step toward a cross species understanding of this phenomenon. |
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| 89. Preference for Variable Schedules and the Experimental Dissociation of Temporal Discrimination and Choice |
| Area: EAB; Domain: Experimental Analysis |
| MICHELLE ENNIS SORETH (Rowan University) |
| Abstract: To investigate the role of temporal discrimination in preference for variable schedules, a peak procedure was embedded within the terminal links of a concurrent-chains arrangement with fixed interval (FI) 30 s and random interval (RI) 60 s terminal links. The RI was generated by first sampling a probability distribution after the programmed delay to reinforcement on the FI schedule had elapsed, resulting in a RI that never produced a component schedule value shorter than the FI. The probability of obtaining this minimum delay to reinforcer availability on the RI schedule was manipulated across conditions, and it was found that as the probability increased, preference for the RI terminal link also increased. After the preference ratios of four pigeons stabilized on this concurrent-chains procedure in each condition, a peak procedure was embedded in the terminal links of the two schedules, allowing for the simultaneous comparison of the effects of the probability of the minimum delay on both temporally discriminated behavior in the terminal links and preference for those terminal link schedules. These data were compared with the results of a previous post hoc analysis of temporally discriminated behavior and challenge the assertion that temporal discrimination necessarily mediates choice. |
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| 90. Analysis of concurrent-chains performance under constant terminal-link duration |
| Area: EAB; Domain: Experimental Analysis |
| REBECCA SHARP (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: A concurrent-chains procedure was arranged in which the terminal-link duration was kept constant to prevent concomitant changes in delay to primary reinforcement that occur in changes to the terminal-link reinforcer ratios. Across parts of the experiment, a delay of either 0.5 s or 16 s was added between the initial links and terminal links and 15.5 s was added to either the initial or terminal links. The results were analysed through the qualitative predictions of several models of concurrent-chains performance. Delay reduction theory (Fantino, 1969), the contextual choice model (Grace, 1994), the hyperbolic value-added model (Mazur, 2000) and incentive theory (Killeen, 1982) similarly predicted changes in initial-link sensitivity to terminal-link reinforcement, despite differential underlying assumptions. Each model was able to account for some of the data obtained, however all were unable to account for the average sensitivity values obtained when additional time was added to the initial links, suggesting that the experimental design effectively separated delay from reinforcement rate but that preference was affected in a way not demonstrated in typical concurrent-chains procedures. Terminal-link sensitivity to terminal-link reinforcement was also analysed under a multiple schedules paradigm, providing support for the extraneous reinforcer reallocation hypothesis (McLean & White, 1983). |
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| 91. RESISTANCE TO CHANGE, ACCURACY, AND RATE OF RESPONSE
IN A CONDITIONAL DISCRIMINATION PROCEDURE |
| Area: EAB; Domain: Experimental Analysis |
| REBECA MATEOS MORFÁN (Universidad de Guadalajara), Rosalva Cabrera (UNAM-Iztacala), Oscar Garcia Leal (University of Guadalajara-CEIC) |
| Abstract: The present study evaluated the contribution of the differential outcomes procedure to study the rate of response and the accuracy of responding in a resistance to change situation. Rats were trained in a conditional discrimination task. Different probability of reinforcement was correlated to each stimulus (0.2 vs. 1.0) for one group of rats; while other four rats were exposed to the same conditions except that each stimulus was correlated with the same probability of reinforcement value (0.6). When the accuracy was stabilized, an interstimulus interval was introduced in both groups. After five sessions the subjects were exposed to the same conditions as the baseline until the subjects show stability in their performances. After that the subjects were exposed to one extinction session. The result show differences between groups, the acquisition in the differential group was faster than no differential group. The differential outcomes procedure modulates the resistance to chance effect. |
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| 92. Remembering in the Pigeon: The Effects of a Titrating Delay Match to Sample Procedure |
| Area: EAB; Domain: Experimental Analysis |
| JONATHAN E. FRIEDEL (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The titrating-delay match to sample (TDMTS) procedure is an effective procedure to study short-term remembering. In standard delayed match to sample (DMTS) procedures, global accuracy is the main dependent measure and the delay from sample offset to comparison onset (hereafter, the retention interval) is an independent variable. The TDMTS procedure, to be described here, reverses the nature of the relation between accuracy and delay typically found in the DMTS procedure by allowing the accuracy of the animals’ performance to adjust the retention interval. The current study arranged for the retention interval to increase given six consecutive correct matching responses and for it to decrease given one incorrect matching response. These parameters tend to hold the session accuracy around 85.7%. The number of observing responses required was manipulated within this procedural context. Results suggest that the titrating retention interval value was a function of the observing response requirement. |
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| 93. Slow Development of Steady-State Performance Under a Delayed-Matching-to-Sample Procedure |
| Area: EAB; Domain: Experimental Analysis |
| MEREDITH S BERRY (University of Florida), Brian D. Kangas (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: This experiment was designed to examine basic features of a commonly employed experimental procedure called delayed matching-to-sample. Six pigeons were exposed for an extended period to a standard delayed matching-to-sample task with multiple delays in each session. Accuracy measures were used to quantify the performance under each of 5 delay values, 0, 2, 4, 8 and 16-s. Exposure to 60 trials per daily session (i.e., 12 trials of each delay) was continued well-beyond 200 sessions (>12000 total trials, >2400 trials per delay). Near-perfect accuracy developed relatively quickly under the shorter delays, but increases in accuracy under the longer delays, which occurred for all subjects, sometimes were not observed until 100-150 sessions had passed. Accuracy at longer delays was still increasing after 200 sessions. A review of the literature combined with these results suggests that the development of steady-state performance under a typical delayed matching to sample task with multiple delays may require a great deal of exposure. |
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| 94. The correlation between eating and drinking in a Schedule-Induced Drinking situation |
| Area: EAB; Domain: Experimental Analysis |
| ARA VARSOVIA HERNANDEZ ESLAVA (National University of Mexico), Carlos A. Bruner (National University of Mexico) |
| Abstract: Water reinforces the water-producing response in a Schedule-Induced Drinking (SID) situation because drinking is positively correlated with eating. Drinking is reduced in the home-cage because food is restricted and is subsequently reestablished during the SID session because food becomes available. A progressive-ratio 5 schedule of water reinforcement was used to determine the reinforcing value of water in the SID situation and in two control conditions, using rats as subjects. While in the SID situation the rats were hungry and food was available, in one of the control conditions food was available but the rats were not hungry. In the other control condition the rats were hungry but food was not available. Results showed that in comparison to the SID situation, water lost about 80% of its reinforcing value in both of the control conditions. It was concluded that if eating is suppressed for whatever reason in the SID situation drinking is reduced concomitantly. |
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| 95. Operant control of licking an empty-water tube by rats |
| Area: EAB; Domain: Experimental Analysis |
| JORGE A. RUIZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (National University of Mexico) |
| Abstract: When rats lick an empty tube to occasionally produce drops of water, licking appear to occur at a steady rate and to resist shaping into recognizable patterns controlled by schedules of reinforcement. These results may suggest that licking rate by mammals is determined phylogenetically. However, some research done in our laboratory suggest that the apparent constant rate of licking an empty tube may be an artifact of the time necessary to consume entirely the occasional drop of water delivered by the tube. To test for such possibility, we conducted an experiment where licking an empty tube produced a drop of water on a 128s fixed interval schedule. The drop was delivered by a dipper separated 10 cm from the empty-tube. On successive conditions, the rats were deprived of water either 22, 17:5, 11:30 or 5.45 hours prior to the experimental session. For all rats, the fixed-interval schedule differentiated scalloped patterns of licking the empty tube. As would be expected, the overall rate and the curvature of the scallops flattened with decreases in water deprivation. Thus, contrary to common belief, these results show that scalloped patterns of licking an empty tube can be differentiated by a fixed-interval schedule of water reinforcement. |
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| 96. Effects of Acute and Chronic Cocaine Administration on Eating “Free” Versus “Earned” Food in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| DAVID R MAGUIRE (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: The purpose of the present study was to compare the acute and chronic effects of cocaine on reinforcer production with effects on reinforcer consumption. Six pigeons responded under a multiple fixed-interval (FI), fixed-time (FT) schedule of grain presentation. During the acute phase, the effects of a range of doses of cocaine (0.3 mg/kg to 13.0 mg/kg) on measures of key-pecking (e.g., post-reinforcement pause length and response rate) were compared with effects on measures of eating (e.g., latency to approach the grain hopper and duration of hopper entry) across the two components. During the chronic (daily) administration phase, a single dose of cocaine was given prior to each session, and a range of doses was tested as during the acute phase. Comparisons of dose-effect curves in the acute phase suggest very modest, yet systematic differences across both behavioral measures and component type in some subjects. Comparisons of dose-effect curves across the acute and chronic phases suggest that, in most subjects, tolerance to the initial effects of cocaine developed for most behavioral measures. |
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| 97. F3; A Rapid Method for Determining Forgetting Functions in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| CALEB D. HUDGINS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The exponential decay function that describes changes in the discriminability of stimuli as a function of the delay interval has often been referred to as a forgetting function. Prior research related to forgetting has shown that the initial discriminability (d0) and the rate at which discriminability decays (b) are conceptually separate and empirically separable aspects of forgetting functions. For example, prior work in our lab shows that spending a small amount of additional time in the presence of the sample stimulus affects initial discriminability but not the rate of decay whereas spending a large amount of time in the presence of the sample stimulus affects both initial discriminability as well as the rate of decay. This information can prove useful in identifying a variety of sub-types of forgetting and for exploring the effects of pharmacologic and other behavioral variables on forgetting.
One limitation of the research on forgetting, however, is the time required (12-18 months) to generate robust forgetting functions. In this experiment, we investigated a procedure which allowed us to generate forgetting functions more rapidly. Four white carneau pigeons were run in a TDMTS procedure with response requirements that varied randomly each day. Rapid daily cycling of observing response requirements within the more sensitive TDMTS procedure allowed forgetting functions to be obtained more quickly than has been possible in the past. The fast development of forgetting functions will facilitate the investigation of a host of independent variables on the dynamics of short-term remembering or its converse – forgetting. |
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| 98. Evaluation of Operant Conditioning and Reversal Learning Deficits in Fragile X Mice |
| Area: EAB; Domain: Experimental Analysis |
| LORENZ NEUWIRTH (Eden II Programs/College of Staten Island), Eileen Hopkins (Eden II Programs), Brian Iskra (College of Staten Island), Abdeslem El Idrissi (College of Staten Island) |
| Abstract: Fmr 1 Knockout mice are an animal model for Fragile X, an autism spectrum disorder that is largely a common form of heritable mental retardation in humans. KO mice exhibit cognitive and behavioral deficits equivalent to human phenotypes. Previous designs have established learning deficits with short term memory after operant conditioning regardless of the task learned. However, these designs only employed single tasks and have yet to identify the KO’s ability to learn more than one task. WT and KO animals were exposed to a week’s exposure of passive avoidance testing (PAT) followed by active avoidance testing (AAT). Animals were permitted a two week period without testing in order to establish retention of the behavioral consequences associated with both behavioral tests. Animals were retested under the PAT to see whether the animal’s behavior would rely on primacy (i.e. exhibiting the conditioned behavior of the PAT) versus recency (i.e. exhibiting the conditioned behavior of the AAT) in retention of the PAT. The intended study compares the KO against the WT model to examine the use of higher order cognitive functions to selectively switch from one learned task to another in order to escape a negative reinforcer (foot shock 0.5mA/2sec in duration). |
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| 99. Offensive Play Calling in Professional Football: An Operant-Choice Analysis |
| Area: EAB; Domain: Experimental Analysis |
| STEPHANIE STILLING (Illinois State University), Erik Meeks (Illinois State University) |
| Abstract: Previous research shows that decision-making in everyday circumstances is well described by laboratory-based models such as the generalized matching law (GML). This model of operant choice has been shown to predict 75% of the variance in offensive play-calling in professional football (Reed et al., 2006). The goal of the current study is twofold. The first is to see how well passing and rushing plays called will be anticipated by the GML when yards gained through passing and rushing are used as reinforcement. The second is to see how changes in time left in the game, score, down, field position, and yards to first down affect how well the target behavior of play calling will be anticipated by the GML. |
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| 100. Using Distributed Research Teams and Private Blog Sites to
Monitor Interobserver Agreement and Treatment Integrity |
| Area: EAB; Domain: Experimental Analysis |
| LEAH C. GONGOLA (Youngstown State University), Lyle E. Barton (Kent State University) |
| Abstract: Single subject research places an emphasis on extended data collection for interobserver agreement (IOA) and treatment integrity, however, distributed research teams and reactivity issues make this effort difficult. If researchers live too far apart, the opportunity to collectively take data on IOA and treatment integrity has been challenged. To minimize travel distance and distributed research team variables, private blog sites have been successfully integrated into data collection practices.
Data collection should begin with baseline video recording of the participant(s). Video records produce a permanent product which can be continually accessed for data collection purposes; however, tape stretching can jeopardize data results when using traditional video. Using digital video both eliminates this potential for error and permits distal reliability recording. Considering this quandary, the use of a private blog site can solve tape stretching and distance issues as well as protecting the subject’s identity. Using private blog sites as a technological modality allows video to be feasibly reviewed (i.e., researchers and research assistants can view video from home as opposed to driving lengthy distances). This poster will delineate the process of posting video to private blog sites as a technological option when striving to increase IOA and treatment integrity data. |
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| 101. A Comparison of the Effects of Quality and Duration of a Relationship on Mind Reading Accuracy |
| Area: EAB; Domain: Experimental Analysis |
| EMILIE WARK (University of Nevada, Reno), Genevieve M DeBernardis (University of Nevada at Reno), Josh Pritchard (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: It has been shown that the nature of the relationship between persons is a determinant in the capacity of each to predict the other's behavior, otherwise known as "reading the mind of the other". In particular, the quality and duration of the relationship appear to be critical factors. Using a stimulus equivalence paradigm, the effects of varying degrees of relationship quality and duration on the transfer of rules derived from a shared history to novel stimulus sets are examined. The methods employed for this investigation and the results obtained will be presented, with particular focus on determining whether relationship quality or duration is the critical factor. |
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| 102. Using Equivalence Procedures with Class-Specific Reinforcers and Responses to Teach Math to Young Children |
| Area: EAB; Domain: Applied Behavior Analysis |
| RACHEL KOLB (University of North Carolina Wilmington), Ashley Blackwell (University of North Carolina Wilmington), William Hogan (University of North Carolina Wilmington), Whitney Luffman (University of North Carolina Wilmington), Jenna Peterson (University of North Carolina Wilmington), Minela Subasec (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina - Wilmington) |
| Abstract: The present study employs equivalence procedures with compound class-specific consequences and class-specific responses to teach math facts to young children. A small-n, test-train-test-train-test design is utilized in this study. Each testing phase will include a pretest for the subsequent training phase and the relations that may emerge after this training, as well as a post-test for the training phase that the test follows. Three participants will receive all training and testing phases, while three will act as controls, only receiving testing phases. Six participants currently take part in this study. Three participants mastered the initial conditional-discrimination training phase of this study. Quantity-to-quantity training consisted of participants matching pictures representing different configurations of quantities. Responses designated correct were followed by class-specific consequences. Class-specific response training was mastered for these three participants as well. Numerals, spoken number words, and printed number words were elements of class-specific consequences, and counting beads was the class-specific response trained. Following training, test results indicated some emergent skills, with others to potentially follow with further testing. Three control participants completed the initial testing phase of the experiment. This study has implications for basic research, as it may support Sidman’s (2000) account of equivalence, and addresses classroom teaching efficacy. |
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| 103. Using Stimulus Equivalence Procedures to Promote Facial Expression Skills |
| Area: EAB; Domain: Applied Behavior Analysis |
| GLEN L. MCCULLER (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin University), Jill Bonner (Stephen F. Austin State University) |
| Abstract: Much of the research on stimulus equivalence procedures has focused on relating arbitrary stimuli. Increasingly, this methodology is proving effective and efficient in establishing functional relations. In addition, a variety of populations have been targeted for intervention, and with demonstrated results. However, one population with little research demonstrating the effectiveness of equivalence procedures is learners with autism. Certainly, one of the defining characteristics of autism is the difficulty in demonstrating generalized responding. One skill with particular difficulty for children with autism is identifying facial expressions commonly associated with the behavior of others. The purpose of this poster presentation is to present the results of a study in which stimulus equivalence procedures are used to efficiently teach children with autism a stimulus class of facial expressions. |
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| 104. ATTENTIONAL BIAS TOWARDS TOBACCO, TOBACCO CONSUMPTION, SELF-REPORTED FEARS AND SCHOOL PERFORMANCE IN UNIVERSITY STUDENTS |
| Area: EAB; Domain: Experimental Analysis |
| ROCIO HERNANDEZ-POZO (FES - Iztacala; UNAM - Mexico), Angeles Mata Mendoza (UNAM Mexico) |
| Abstract: 50 college students, from a public university participated in a computerized discriminative task based on the emotional version of the Stroop task where words associated to tobacco were used as sample stimulus. Students had to identify the name of the color in which sample words were presented in a 60 trial session which lasted less than 8 minutes. Interference indexes, were computed by subtracting latencies to tobacco words in milliseconds, minus latencies to neutral words of the same length and lexical frequency. Before and after the computerized discrimination task, blood pressure and heart rate were recorded by means of a digital wrist device. Students responded to a 28-item fear list, rating from 0-5 the degree of emotion produced by four themes: fear of affective loss, fear to become a victim of non contingent negative events, fear of vulnerability, and fear of death. Additional self-report measures of tobacco consumption were recorded. Verbal, behavioral and physiological measures were analyzed in relation to academic performance. Results showed a significant relationship between Stroop performance, fear to become vulnerable and fear to death. Gender also produced significant differences in fear scores and physiological reactivity. |
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| 105. Behavioral outcomes Associated with Eating Habits in Post-Surgery Radiation Therapy Head and Neck Cancer Patients. |
| Area: EAB; Domain: Experimental Analysis |
| CHARLES GILPIN (Missouri State University), Ann Branstetter-Rost (Missouri State University) |
| Abstract: Cancer not only affects the body physically, but also the mind in the form of psychological disorders, most of which are eminently treatable. The prevalence of psychological distress from a cancer diagnoses range from 43.4% for lung cancer patients to 29.5% for gynecological cancer patients (Zabora, Brintzenhofeszoc, Curbow, Hooker, & Piantadosi, 2001). The purpose of the current study is to begin to gain information about the prevalence and potential stimuli that provoke anxiety, distress, and decreased quality of life in post-surgical radiation therapy head and neck cancer patients. An online focus group of head and neck cancer patients who had received radiation therapy was asked open-ended questions in regard to distress, adjustment to new eating habits following radiation therapy, and social concerns. These answers were then reviewed and coded. Data is currently being analyzed for presentation. |
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| 106. Temporal discounting of social interaction: Does duration of interaction and/or type of interaction matter? |
| Area: EAB; Domain: Experimental Analysis |
| LAURA CROCKER (Univeristy of Central Arkansas), Shawn R. Charlton (University of Central Arkansas), Kallie Wilson (University of Central Arkansas) |
| Abstract: Charlton and Fantino demonstrated temporal discounting of delayed social interaction by showing that the same hyperbolic discounting function as best describes discounting of non-social commodities also provides the best fit for delayed social. However, their data data does not address whether the variables that influence the observed discount rates for non-social commodities have a similar effect when the outcome is a social interaction. This poster presents an experiment testing whether the magnitude effect (more shallow discounting when the magnitude of the reinforcer is increased) and the commodity effect (rate of discounting changes with reinforcer type) occur for delayed social interactions. The tested magnitudes are: 10 min, 20 min., 40 min., and 80 mins. of face-to-face conversation with a friend. The different commodities tested are (all for 30 min. duration): face-to-face, on-the-phone, online chat, and text messaging. The magnitude effect was demonstrated (less discounting the longer the social interaction). The commodity effect was not observed (no difference across the four types of social interactions). The significance of these findings will be discussed. |
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| 107. Analysis of complex behavior across of two types of protocol analysis: concurrent and retrospective |
| Area: EAB; Domain: Experimental Analysis |
| Rosalinda Arroyo (Universidad Nacional Autónoma de México), DIANA MORENO (Universidad Nacional Autónoma de México), Maria Luisa Cepeda (Universidad Nacional Aut�noma de M�xico), Hortensia Hickman (Universidad Nacional Autónoma de México), Patricia Anabel Plancarte Cansino (Universidad Nacional Autónoma de México), Ana Patricia Rosas (Universidad Nacional Autónoma de México) |
| Abstract: Some behavior analysts have recovered from behavioral cognitive psychology some methodological tools to study certain of complex phenomena (Horne, Lowe, & Randle, 2004; Wulfert, Hayes, Mont, Korn, Wulfert, Rosenfarb, & Zettle, 1986). Of these, which has had the greatest impact is the so-called Verbal Protocol Analysis developed by Ericsson and Simon (1993). The advantage of this tool is that even was designed to know the cognitive structures, given their methodological rigor and reliability have permited its application in different fields of psychology, for example in the basic research to study of complex phenomena (Dick & Carey, 1996; Visser & Visser, 2002; Yang, 2003; Wulfert, Greenway, Karmas, Hayes & Dough, 1994), and applied research (Robinson, 2001 ; Taylor & Dionne, 2000). This paper shows the results of a study that evaluated two forms of protocols analysis, it used and contrasted the concurrent protocols and retrospective protocols to know solution strategies in a matching serial task. Two experimental groups were trained following the methodological proposal of Ericsson and Simon (1993), and a control group didn´t received any training. The results did not show significatives differences in performance beetwen the groups in training trails and transfer test. However significatives differences in quantity of verbal segments and the kind of solution strategies reported were observed. |
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| 108. Recombinative Generalization of Onsets and Rimes: Short and Long Vowel Sounds |
| Area: EAB; Domain: Experimental Analysis |
| MEGAN N STEIN (University of Kansas), Christy A. Alligood (Disney's Animal Kingdom), Tanya Baynham (University of Kansas), Anna C. Schmidt (University of Kansas), Janna N. Skinner (University of Kansas, Juniper Gardens Children's P), Kathryn Saunders (University of Kansas) |
| Abstract: The literature on reading in persons with intellectual disabilities (ID) contains little guidance for teaching long and short vowels. Previous studies have demonstrated recombinative generalization of within-syllable rime units within CVC words following multiple-exemplar training. The present study extended this work to CVC and CVCe words. One adult completed training via a computerized word-construction task designed to establish relations between spoken and printed words. There were 4 word groups with long and short a (at/ate, an/ane, ap/ape, ad/ade) and two control groups, with et/ete and ot/ote. Groups had 16-24 words. After pretesting, teaching and testing occurred one word group at a time. Procedures followed a pattern: (a) test all four words in the group, (b) teach two words (e.g. rat/pate), and (c) test for recombination of the components (e.g. pat/pate). Beginning with the 4th teaching-testing cycle for the at/ate word group, the participant demonstrated high accuracy in the recombination tests for “a” words across 11 of 14 of the remaining tests. There was no evidence of generalization, however, across different a-containing rimes. We discuss ways that training efficiency might be improved in future participants and skills that may contribute to success. |
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| 109. Delay and probability discounting for healthy versus palatable food types |
| Area: EAB; Domain: Experimental Analysis |
| WILLIAM J.P. REILLY (Idaho State University), Erin B. Rasmussen (Idaho State University), Steven R. Lawyer (Idaho State University) |
| Abstract: We used the delay and probability discounting paradigms to determine if discounting for hypothetical food differed based on food type (healthy versus “junk” food). Seventy-five participants chose a favorite healthy food item and a favorite “junk” food item from two lists. Participants were asked to imagine a 1-in cube as a standardized bite of one these foods and completed a computer-based discounting task, which presented a series of hypothetical choices between food amounts that varied in delay (hours), and value (e.g., “Would you rather have 1 bite of your favorite healthy/”junk” food now or 4 bites in 10 hours?”). Choices were presented also as varied probabilities to the food amounts (e.g., “Would you rather have 3 bites of your favorite healthy/”junk” food for sure or have a 25% chance of receiving 10 bites?”) This procedure was repeated for the other food type, such that all participants completed the discounting tasks for both types of food. Data for each subject were fit to the delay discounting and probability discounting exponential and hyperbolic equations. Preliminary results suggest that the majority of participants’ data fit the discounting equations. Interestingly, healthy and junk foods were discounted equally, though lifestyle variables are still under analysis. |
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| EDC Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 110. Review of Video Modeling with Students with Emotional and Behavioral Disorders |
| Area: EDC; Domain: Service Delivery |
| Russell Lang (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), SONIA DENISE BAKER (The University of Texas at Austin) |
| Abstract: Students with EBD often engage in behavior that is disruptive in the classroom impedes educational progress, and inhibits their ability to form and maintain peer relationships. Video modeling has been demonstrated to be an effective intervention for other challenging populations (e.g. autism) and has been identified as a feasible intervention within school-based settings. This review examined the efficacy of video modeling as an intervention for students with emotional and behavioral disorders. The seventeen included studies are evaluated in terms of participants, intervention procedures, setting, research design, and outcomes. Studies are categorized and discussed according to the behavior targeted for intervention (i.e. increasing peer interaction, increasing on-task behavior, increasing peer interaction and on-task behavior in tandem, & decreasing inappropriate behavior). The results suggest that video modeling is an effective intervention for each of these target behaviors. However, gaps in the research (i.e. ) exist and warrant future research. |
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| 111. The Effects of a Yoked Contingency Game Board on Teaching Science Tacts |
| Area: EDC; Domain: Applied Behavior Analysis |
| JOANNE MARIE HILL (Columbia University), Darcy M. Walsh (Teachers College Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: The purpose of this study was to examine the effects of a yoked contingency game board
on the acquisition of science tacts by 4 middle school participants diagnosed with emotional/behavioral disabilities using a delayed multiple probe across participants. Probes were conducted pre and post the intervention on the participants’ emission of correct science tacts related to grade level science curriculum. During treatment, progression on a game board was contingent upon both students emitting correct observational tact responses to stimuli previously presented to their peer through direct learn unit instruction. If both participants did not emit correct responses, the teacher advanced on the game board. As a result, the game board created an establishing operation by motivating the participants to attend to the direct learn units presented to their peer. The results of the study show a functional relationship between the implementation of the yoked contingency game board and the participant’s acquisition of science tacts through observational learning. In comparison to direct instruction, the data indicated a greater number of correct observational learning responses across all four participants. The results of this study are educationally significant by providing insight on how to effectively structure learning when teaching students new operants. |
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| 112. The Hidden Transformer: Using a Tactile Prompt to Reduce Problem Behavior with Children with Emotional-Behavior Disorders |
| Area: EDC; Domain: Applied Behavior Analysis |
| CHRISTY SHAFFER (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), Charles Merbitz (Chicago School of Professional Psychology) |
| Abstract: Children with Emotional-Behavior disorders exhibit a diverse array of problem behaviors that are often resistant to change through traditional interventions. Self-monitoring has been effective at reducing problem behaviors and has shown maintenance and generalization of treatment effects. Self-monitoring incorporates a stimulus prompt to direct the individual’s attention to their current behaviors. However, the effectiveness of the intervention may be limited if the cue is perceived as intrusive or disruptive. This study assessed the effects of a tactile prompt in a self-monitoring procedure on on-task and disruptive behaviors with children with emotional behavior disorders. |
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| 113. Taking Strides to Improve the Academic Outcome of Students with Behavior Disorders |
| Area: EDC; Domain: Applied Behavior Analysis |
| AMY BARANEK (University of Southern Mississippi), Joshua Needelman (USM), Matthew W LeGray (University of Southern Mississippi), Nichole Weakley (University of Southern Mississippi) |
| Abstract: This poster will provide a detailed overview of the academic assessment and intervention process which were applied to a district-wide day treatment classroom for special education children in an elementary setting. Children placed in this day treatment classroom were experiencing significant academic problems that were hypothesized to be the result of chronic behavior problems. Brief experimental analysis (BEA) were conducted for each child to determine the most appropriate reading intervention. Reading interventions compared were chosen based on the literature available and the feasibility for implementation with the population. The intervention chosen for implementation was based off of words correct per minute on generalization probes with high content overlap to the instructional probes. Academic interventions occurred twice weekly. Interventions were conducted by graduate students from a local university. Data-based decisions were made throughout the intervention process. The data-based decision process for all changes in interventions will be discussed. Implications of the use of a BEA will be discussed along with the decision process involved in the use of a BEA (i.e., interventions to include, what data to base decisions from). |
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| 114. Effects of Increased Learn Unit Presentations on Academic Performance of High School Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARIA GENEVIVE DOMINGUEZ NOLASCO (The Chicago School of Professional Psychology), Marissa J Tybor (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study compared the effects of increased learn unit presentations on criterion-referenced test scores for two classes of high school students in a major urban area. Participants in this study were 20 high school freshmen who were two to three grade levels behind in reading, writing, and math at the beginning of the study, and their two teachers. During baseline, the students’ teachers presented few learn units during instruction, and students had few correct responses to weekly tests that were administered as part of the curriculum. During the intervention, teachers were shown how to reliably present learn units as part of the school’s curriculum. Following the intervention, baseline data on students’ correct responses to weekly tests were collected again. Results suggest that participants emitted more correct responses during the intervention when compared to baseline, and that results were maintained following the intervention. Additional data are being collected. |
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| 115. A Comparison of Transfer of Stimulus Control or Multiple Control on the Acquisition of
Mands, Tacts, and Echoics in Young Children: An Extension of Cihon (2007) |
| Area: EDC; Domain: Applied Behavior Analysis |
| ERIKA HAMER (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: The objective of the present study was to compare two procedures for facilitating the acquisition of verbal operants. During transfer of stimulus control, stimulus blocking may slow the acquisition of new verbal operants by blocking the new stimulus from acquiring stimulus control over the response. The initial use of multiple control may prevent stimulus blocking and may be more efficient in establishing verbal operants under single sources of control. In one condition, participants were first taught to emit verbal operants using a transfer of stimulus control. In another condition, participants were taught to emit verbal operants under multiple control. Furthermore, little information is available regarding the acquisition of verbal operants with typically developing individuals. This study compared the efficiency of these two procedures in teaching mands, echoics and tacts to young children who were typically developing. |
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| 116. IMAGE - Innovative and Modern Approaches to General Education |
| Area: EDC; Domain: Applied Behavior Analysis |
| JAYME LYNN CROOKS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: A specialized curriculum designed around the vocational interests of individuals is an age-appropriate method for teaching fundamental skills to older students with special needs. In this study, four ninth-grade girls enrolled in the special education inclusion program of a public high school participated in a nine-week course of study based on their common interest of fashion design. Each module within the course pertained to the theme of fashion and aligned with state and national education standards as well as each student’s Individual Education Plan (IEP). The purpose of this study was to accelerate learning measured by the acquisition of IEP goals and to decelerate off-task behavior (i.e., talking without permission, motor movements disruptive to other students) identified as problematic by the students regular classroom teachers. It is hypothesized that by incorporating academics into an instructional unit based on identified areas of personal interest, learning will become a natural reinforcer. In addition to increasing student engagement, this type of curriculum may also eliminate the need for a token economy widely used in special education classrooms. |
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| 117. Alerting assignments by interspersing additional briefer tasks hinders persistence: Applied and theoretical implications |
| Area: EDC; Domain: Applied Behavior Analysis |
| Emily Kirk (University of Tennessee), Michael Orsega (Univesity of Tennessee), Christopher Skinner (University of Tennessee), RICHARD A SAUDARGAS (University of Tennessee) |
| Abstract: A between-subjects design was used to assess the impact of interspersing additional briefer math problems (i.e., 1-digit by 2-digit problems) among target math problems (3-digit by 2-digit problems) on high school students' persistence when completing computer-delivered problems. Students were randomly assigned to two groups. Students in the control group only worked target problems, while those is the experimental group had briefer problem interspersed following every third target problems. Problems were delivered one at a time via a PC with students receiving a new problem after they entered their answers. Students were give 1 hour to work but allowed to quit whenever they chose. Those in the control group completed significantly more target problems and worked more seconds than those in the experimental group, but those in the experimental group had higher problem completion rates. These results suggest that altering assignments by interspersing additional brief discrete tasks does not always enhance, and may hinder, academic responding. Discussion focuses on theoretical and applied implication related to the additive interspersal procedure, the discrete task completion hypothesis (Skinner, 2002), stimulus contrast and preference (Fisher et al.,1992) and the delay reduction hypothesis (Fantino, 1969). Directions for future applied and theoretical research are provided. |
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| 118. Using a Token Economy to Increase Academic Performance of Adjudicated Youths |
| Area: EDC; Domain: Applied Behavior Analysis |
| L. ROBIN WEEKS (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Ada C. Harvey (Florida Institute of Technology) |
| Abstract: This study evaluated the effects of a token economy procedure on the academic performance of 4 youths in a residential facility for juvenile offenders. An ABAB1 withdrawal design was used to demonstrate a functional relation between points earned and changes in accuracy of assignments and academic productivity. During treatment conditions, academically based points were exchangeable for preferred items (e.g., food, drinks, or small tangibles). Results showed increases in the academic performance for 3 out of 4 participants. A change in point values after the second baseline proved more efficacious for increasing accuracy of completed assignments. Both teachers and students highly rated the procedures on a social validity scale. A second behaviorally-based token economy was used across all sessions, as per the institution’s behavior management strategy. The current study provides support for the use of token economies to increase academic performance which may lead to reduced recidivism. |
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| 119. Assessing the Learning Span: Identifying Efficient Amounts of New Material to Present |
| Area: EDC; Domain: Service Delivery |
| JOSLYN N. CYNKUS (Louisiana State University), George H. Noell (Louisiana State University), Kristen Abbondante (Louisiana State University), Amanda M. Dahir (Louisiana State University), Carolyn Barahona (Louisiana State University) |
| Abstract: School children are expected to learn large quantities of information. Often, the material that children are taught is presented in sets, such as spelling words. The amount of information that is presented is typically selected arbitrarily (i.e., 10 spelling words or 5 math facts). However, arbitrary rules of thumb can not address the reality that students should be expected to vary widely in the amount of new material they can attend to and learn at one time. Since children tend to learn at different rates, it is plausible that children will acquire information differently based on the amount of material presented. It is possible that when the set is too large, some students will exhibit poor progress due to an overwhelming number of discriminations to be made and insufficient practice of each relationship. It is also possible that the set size is too small, which would prevent growth and may bore the student. The purpose of the current investigation was to evaluate an assessment method used to select the optical learning set for an individual students. The assessment examined students’ response to instruction in a brief instructional assessment to learning sets ranging from 1 to 64 stimuli in mathematics. Results were idiosyncratic across participants, with the hypothesized optimal learning set ranging from 4 items to 32 items. |
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| 120. Examining and Promoting the Generalization Effects of Self-Monitoring Interventions |
| Area: EDC; Domain: Applied Behavior Analysis |
| SCOTT P. ARDOIN (University of Georgia), Katherine L. Dryden (None) |
| Abstract: Self-management interventions have been identified as having both high prevention and utilization potential in increasing appropriate classroom behavior and preventing undesirable behavior within school settings. Research findings have indicated that self-management procedures are relatively more effective and have greater generalization potential than traditional teacher-managed procedures. Using a multiple baseline design across settings, the current study investigated the effectiveness of a behavioral self-management intervention designed to increase three students' appropriate behavior across home and two classroom environments. All three students’ appropriate behavior increased as a result of the training and matching conditions in the home setting. Despite not conducting training in the classroom settings, students’ behavior increased substantially in each classroom, suggesting that home-school collaborations can decrease the effort required by teachers to implement self-management interventions. However, significant changes in behavior were not observed in each setting until implementation of the matching condition, in which students were rewarded for appropriate behavior. Substantial changes in student behavior were not observed when students were required to self-evaluate their behavior in the absence of changes in contingencies. Implications of the current findings to practice as well as research regarding self-management interventions and generalization will be discussed. |
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| 121. An Evaluation of the Interactive Effects of Antecedent Variables on Accuracy with Academic Tasks |
| Area: EDC; Domain: Applied Behavior Analysis |
| PATRICK ROMANI (University of Iowa), Melanie H. Bachmeyer (University of Iowa), David P. Wacker (University of Iowa), Brenda J. Engebretson (University of Iowa), Lindsay Stangeland (Grant Wood Area Education Agency) |
| Abstract: Poor academic performance is often characterized by low task accuracy and often assumed to be related to noncompliance. Common factors contributing to task accuracy include the difficulty of the task and provision of feedback (Daly & Martens, 1997). Stimulus characteristics within directives have been shown to have an effect on task accuracy (Richman et al., 2001). The present study evaluated the interactive effects of task difficulty (i.e., below grade-level vs. grade-level), schedule of feedback (trial-by-trial vs. end of task completion), and mode of directives (visual vs. verbal instructions) on a student’s accuracy with academic tasks within a multi-element design. The evaluation was conducted in an outpatient clinic with a child who was referred for behavioral concerns including noncompliance during academic tasks. Results suggested that the more dense schedule of feedback (i.e., trial-by-trial feedback) resulted in increased accuracy on the below grade level tasks. A combination of the trial-by-trial feedback and visual instructions was necessary to achieve the highest level of accuracy on the grade level tasks. Inter-observer agreement was collected during 25% of the sessions with above 90% agreement. Results will be discussed in terms of the potential benefits of manipulating multiple antecedent variables to increase academic performance. |
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| 122. The Effects of Waiting for Kindergarteners to be "Ready" for Reading Intervention |
| Area: EDC; Domain: Applied Behavior Analysis |
| NANCY L. COOKE (UNC Charlotte), Allison G. Kretlow (University of North Carolina at Charlotte) |
| Abstract: Substantial research supports the need for early intervention efforts for students at risk for failure. However, many kindergarten teachers prefer to focus on readiness skills at the beginning of the year rather than immediately starting with an academic focus. We compared the progress of kindergarten students who received Direct Instruction small group reading intervention across the full school year with those who began the same intervention in mid-year. Two separate univariate repeated measures of analysis of variance were used to test the differences between early start and mid-year start on tests of phoneme segmentation fluency and nonsense word fluency, aggregated by student risk level (i.e., strategic or intensive). Results indicated a statistically significant within subject effect for both tests. Students with a full year of intervention outperformed those who had just a half year of intervention. Given the concerns about starting the kindergarten year with structured and intensive academic instruction, it is important to find ways to combine both readiness activities and early reading intervention. We illustrate how many readiness skills are addressed within a Direct Instruction program. |
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| 123. The Effects of DI Math Flashcards with Back-3-For-Errors in teaching Multiplication Facts |
| Area: EDC; Domain: Applied Behavior Analysis |
| KIMBERLY M HOPEWELL (Gonzaga University), Sarah M Mortensen (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: Many children and teachers have felt consequences of the No Child Left Behind (NCLB) act of 2002. The residual effect of this law means that teachers and students are held more accountable for academic success than ever before (Altwerger, Arya, Jordan, & Martens 2004). This excess pressure can take its toll on students with learning and behavior considerations. Effective instruction is imperative in helping them succeed in mathematics (Maccini, Gagnon, & Mulcah, 2006). This study was designed to test the effectiveness of direct instruction flashcards with multiplication cards to help the participants become more successful in their academics. The participants chosen for the study were three male students with learning and/or behavioral concerns: one in high school and two in middle school. The three boys were struggling in mathematics and specifically multiplication skills. A direct instruction flashcard system with a back three for errors method was used to teach the students. One of the students worked on the facts six through twelve and the other students worked on all their basic facts. The data indicated that the participants increased their knowledge of all the facts as well as increasing trends from baseline to the end of the study on the facts they were provided instruction. |
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| 124. Effects of Direct Instruction Flashcard System and Math Racetracks on Multiplication Fact Mastery of Three Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Katie Zielinski (Gonzaga University), Adam Skarr (Gonzaga University), Kellen Ruwe (Gonzaga University), Hannah Sharp (Gonzaga University), RANDY L. WILLIAMS (Gonzaga University) |
| Abstract: The present study examined the effects of the Direct Instruction Flashcard System combined with the "Math Racetrack" on the multiplication fact mastery of three elementary-aged students. Two of the children, a third-grade boy and fifth grade girl, were "typical" and the third student was a fourth grader receiving special education for learning disabilities. None of the three children had mastered all the multiplication facts. The Direct Instruction Flashcard System and Math Racetrack were individualized for each student. The flashcard system used 15 cards (half mastered facts). The children received praise and corrective feedback. The Math Racetrack had 28 facts on a board (half mastered facts) and the children were to say each fact to go around the board. Children were challenged to beat their previous rate. A multiple baseline design across three sets of facts was used to evaluate the effectiveness of the combined intervention. A clear functional relationship was shown between the DI Flashcard System and Math Racetrack and fact mastery. All three children mastered all facts. The procedure was practical in terms of time, money, and effort. Additionally, the students enjoyed these methods for learning the multiplication facts. |
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| 125. The Game in the Teaching of Reading and Writing: Anagrams Construction |
| Area: EDC; Domain: Applied Behavior Analysis |
| SILVIA REGINA DE SOUZA (State University of Londrina), Martha Hübner (USP Sao Paulo, Brazil) |
| Abstract: This work investigates if pre-school children learn to write and read two syllable words through a board game that teach relations among printed word and CRMTS, printed word and figure, figure and CRMTS, printed word and handwritten word, spoken word and figure, printed word and word spoken by the child. The participants were nine 5 to 6 year old children. The work was carried out in 3 stages (pre-test, intervention, post-test). During the pre-test, the relationships between the printed word and the spoken word, the spoken word and CRMTS, spoken word and the handwritten word and the figure and the printed word were tested. Next, the study carried out 15 intervention sessions using a board game. Finally, the same relationships tested during the pre-test were evaluated again (post-test). Results showed an increase in number of taught words read correctly by the children, number of syllables of the taught words correctly selected, number of correct pairing up between the figure and the taught words, number of syllables in the taught words written correctly by the children and in the number of syllables selected correctly of the generalization words. Results suggest the effectiveness of the game and recommend further investigations. |
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| 126. Effects of Response Cost on Academic Skills |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARK MALADY (University, Nevada Reno), Josh Pritchard (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: The study of punishment has declined rapidly over the past few decades due to societal pressure unrelated to scientific pursuit. Unfortunately, while the examination of this principle and related procedures may have declined, this is not indicative of its occurrence in the lives of people. Therefore, until it is no longer an interaction that occurs commonly, we must not cease investigating it. This current study focuses on response cost, a punishment procedure which has been examined in the literature and demonstrated as an effective means to decrease problem behavior. There has, however, been limited examination into the effects of response cost on academic skills. In educational settings where skill acquisition is equally, if not more important, than behavior deceleration, this relationship is paramount. The current investigation examines an analogue analysis of a classroom point system and the effects of response cost on the acquisition of academic skills. Specifically, the study aims to compare the differences which arise between pre and post-test scores on new mathematical skills when utilizing positive-reinforcement only, response cost, and no contingent consequences. Data will be collected |
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| 127. Effects of the Teach Your Child to Read in 100 Easy Lessons Program on Early Literacy Skills of Preschool Children |
| Area: EDC; Domain: Applied Behavior Analysis |
| KATHLEEN MARIE WALDRON-SOLER (Eastern Washington University) |
| Abstract: An investigation of the effects of the Teach Your Child to Read in 100 Easy Lessons (TYCR100) program on the early literacy skills of preschoolers was conducted. Using a multiple baseline across participants design, the three learners received instruction with 100 lessons from the TYCR100. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency and Nonsense Word Fluency subtests were used to monitor the effectiveness of this instruction. Results showed that all learners made significant gains in oral reading fluency and letter-sound correspondence skills as measured by DIBELS. Results are discussed in terms of the implications for providing effective, systematic reading instruction to preschoolers. |
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| 128. Effects of Peer-Mediated Direct Instruction and Repeated Reading on the Reading Skills of Incarcerated Juveniles |
| Area: EDC; Domain: Applied Behavior Analysis |
| CHRISTOPHER D YAWN (The City College of the City University of New Yor) |
| Abstract: This study investigated the effects of peer-mediated Direct Instruction (DI) and the repeated reading strategy on the oral reading fluency and comprehension of eight 15 to17 year-old struggling readers who reside at a facility for juvenile delinquents. All participants were identified as having a disability. Students were assigned as a tutor or tutee based on pretest measures. Tutors used the Corrective Reading (Englemann, Hanner, & Johnson, 1999) program and the repeated oral reading strategy for their tutees (Therrien & Kubina, 2006).
Using a single subject multiple probes design (Horner & Baer, 1978), the effectiveness of peer-mediated Corrective Reading DI and repeated reading was primarily determined by comparing pre-intervention fluency data obtained (i.e., 1-minute timings) with fluency data obtained during the intervention (i.e., comparing baseline with the experimental conditions). Students receiving peer-mediated instruction all made gains in their levels of oral reading fluency. Although, comprehension was not directly taught, pre-intervention and intervention probes of reading comprehension data were collected to assess if changes occurred.
Finally, pretest and posttest data from standardized tests were used to determine the effectiveness of this intervention. Pretest and posttest results indicated that both students who taught and students who received instruction made gains in their reading achievement. |
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| 129. CANCELLED: Effects of Word Prediction and Text-to-Speech on the Writing Skills of Students with Learning Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MONICA SILIO (Miami-Dade County Public Schools), Patricia Barbetta (Florida International University) |
| Abstract: This study investigated the effects of word prediction and text-to-speech on the writing skills of 6, fifth-grade Hispanic boys with learning disabilities (LD). A multiple baseline design across subjects was used to explore the efficacy of word prediction and text-to-speech alone and in combination on four dependent variables: writing fluency, syntax, spelling accuracy, and overall organization. Participants were equally divided into Cohorts A and B, and two separate but related studies were conducted. Throughout all phases of the study, participants wrote compositions for 15-minute sessions. During baseline, participants used word processing only. During the assistive technology intervention condition, Cohort A participants used word prediction followed by word prediction with text-to-speech. Concurrently, Cohort B participants used text-to-speech followed by text-to-speech with word prediction. The results of this study indicate that word prediction alone or in combination with text-to-speech has a positive effect on the writing skills of students with LD. Overall, participants in Cohorts A and B wrote more words, more T-units, and spelled more words correctly. Additionally, the quality of writing improved as measured by holistic rubric scores. When participants in Cohort B used text-to-speech alone, with the exception of spelling accuracy, inconsequential results were observed on all dependent variables. |
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| 130. Increasing Sight-word Reading and Math Skills Using Response Repetition |
| Area: EDC; Domain: Applied Behavior Analysis |
| MICHELLE STENSKE (St. Cloud State University), Kendra L Wickland (St. Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: Response repetition (RR) is a consequent intervention wherein an individual is required to engage in one or more repetitions of a specified operant after erring on a problem. In Experiment 1, the effects of RR on sight-word reading by three participants were evaluated using a multiple baseline design and generalization was assessed by evaluating the participants’ performance on (a) classroom reading assignments and (b) passages containing targeted and untargeted words. In Experiment 2, the effects of RR on math skills for two participants were also evaluated with a multiple baseline design. Results from Experiment 1 indicated that reading accuracy increased for all participants after RR was introduced and generalization of behavior change was noted for nearly every participant. The results of Experiment 2 indicated that accurate completion of math problems increased for one participant following the introduction of RR; however, additional contingencies were needed to increase correct responding for the other participant. Taken together, the results from these two studies suggest that procedures involving positive punishment may be useful tools in academic settings. |
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| 131. Using Cover-Copy-Compare Strategy to Improve Performance in Math Word-Problem Solving |
| Area: EDC; Domain: Service Delivery |
| RUTH G. AULD (Mercyhurst College), Colleen Siobhan Brennan (Mercyhurst College), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Students often struggle with the abstract nature of mathematics word problems. This study using cover-copy-compare strategy provides 4th grade students with repeated practice in recognizing mathematic vocabulary to increase proficiency in word problem computation. Pre-baseline assessment determined that participants were below basic performance in mathematics, but were able to read the math word problems successfully. This multiple baseline across math behaviors study measured the effects of training urban at-risk to use cover-copy compare (CCC) to practice recognizing operations for math computation. The strategy included verbal prompts and repeated practice. During baseline, students completed a worksheet of math word problems which were scored for accuracy in computation. During intervention, each student worked for 10 minutes with a CCC template. The students read the prompt aloud together. Each student recorded answers for the verbal prompts. Students then opened the template and check answers. If the answer was correct, the student proceeded. Incorrect answers required students to reread the prompt, state the correct operation, erase their incorrect answer and rewrite the correct operation. Post-intervention assessment included student completed worksheet similar to the baseline measure of percentage steps correct to complete mathematics word problem. |
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| 132. Effects of Explicit Phonological Awareness Instruction With Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies |
| Area: EDC; Domain: Applied Behavior Analysis |
| TEMPLE SHARESE LOVELACE (Duquesne University), Ralph Gardner III (The Ohio State University) |
| Abstract: Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all students (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of students defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. Results indicate that students responded favorably to explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. Lastly, contributions of this study and future research will be presented. |
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| 133. Effects of Computer-assisted Reciprocal Peer Tutoring on Phoneme Awareness of Kindergarteners at Risk in Reading |
| Area: EDC; Domain: Applied Behavior Analysis |
| APRIL L. MUSTIAN (NSTTAC/UNC- Charlotte), Charles L. Wood (University of North Carolina at Charlotte), Ya-Yu Lo (University of North Carolina at Charlotte) |
| Abstract: Millions of children in the United States are left behind due to early reading failure, and the adverse effects can last a lifetime. For these at-risk children, early identification and effective interventions in reading become critical in setting the precedent for successful future outcomes. Reciprocal peer tutoring with audio prompting is effective in providing the needed supplemental reading instruction to children who are academically at-risk. The purpose of this presentation is to provide an overview of the procedures and results of a single subject study that used a multiple probe design across students to evaluate the effects of a computer-assisted peer tutoring program on students’ phoneme segmentation fluency. Participants included 4 minority kindergarteners identified as at-risk based on the DIBELS Phoneme Segmentation Fluency winter benchmark (Good & Kaminski, 2002). Visual analysis of graphed data indicated a functional relationship between computer-assisted peer tutoring and participants’ phoneme segmentation fluency. Presentation participants will gain knowledge of the positive effects of computer-assisted reciprocal peer tutoring and how this intervention can be practically applied for use in the acquisition of multiple skills with individuals who may be at risk for academic failure. Future research areas, implications for practice, and response to intervention will be discussed. |
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| 134. The Effects of Computer Assisted Instruction on Student’s Knowledge of Post-School Outcomes |
| Area: EDC; Domain: Applied Behavior Analysis |
| VALERIE MAZZOTTI (NSTTAC/UNC- Charlotte), David W. Test (UNC Charlotte) |
| Abstract: Students with disabilities have consistently had poor post-school outcomes. Teaching students self-determination skills in high school have been significant predictors of postschool success (Wehmeyer & Palmer, 2003). Therefore, focusing instruction on teaching self-determination skills in high school should enhance post-school outcomes for this population of students. One component of self-determination that has been instructionally effective for improving the self-determination skills for student with disabilities is choice making. Unfortunately, many students with disabilities are not given the opportunity to participate in choice making regarding post-school options. This presentation will provide an overview of results of a study that used a multiple-baseline design across behaviors replicated across participants to examine the effects of computer assisted instruction on student’s knowledge of post-school options (i.e., employment, education, independent living). Subjects included two students with moderate cognitive disabilities and two with mild cognitive disabilities.Visual analysis of graphed data showed a functional relationship between baseline and intervention for all four students. Presentation participants will leave with knowledge of an innovative instructional computer program that was developed to teach students about options for post-school life. Recommendations, implications for practice, and areas for future research will also be discussed. |
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| OBM Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 136. The Use of Written Guidelines, Performance Feedback, and Datasheet Checks to Increase Timely Data Collection |
| Area: OBM; Domain: Applied Behavior Analysis |
| JESSICA SEEMAN (New York CEnter for Autism Charter School), Jamie Pagliaro (New York Center for Autism Charter School), Hannah E. Hoch (REED Academy), Julie Fisher (New York Center for Autism Charter School) |
| Abstract: The timely and accurate manner in which data on problem behavior are collected plays a crucial role in behavior intervention planning. IN this study a reversal design was used to examine the effects of written guidelines, performance feedback, and teacher checks on he timeliness of data collection on problem behavior. Timely data collection was defined as data scored within 5 minutes of the close of the designated interval. In the first condition, teachers were provided with written guidelines on data collection requirements. in the second condition, the experimenters delivered performance feedback to teachers and assistants 1-2 times per day. During the third condition, teachers were required to conduct datasheet checks 4 times per day, and provide the results to the experimenters. Results indicated that during the third condition, accurate data collection reached a mean of 88%. Performance maintained during the reversal, when performance feedback and teacher checks were removed. It is therefore not possible to determine whether teacher checks alone were effective, or if improvements in performance were a result of all 3 interventions combined. Though a functional relationship between intervention and performance was not demonstrated, the results have important implications for clinical practice and can inform future research efforts. |
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| 137. Feedback Procedures to Improve Staff Reinforcement of Client Behavior |
| Area: OBM; Domain: Service Delivery |
| KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles Merbitz (Chicago School of Professional Psychology) |
| Abstract: Performance management is a behavior analytic system for changing behavior in the workplace. Empirical methods are used to analyze human performance across environments, to not only improve staff persons quality of work, but also to analyze methods that foster productivity and accomplishment. The Six Boxes™ model (Binder, 2007) represents such a comprehensive categorical system that analyzes variables into six categories across environments and individuals; this system helps one to identify areas within an organization that could use improvement. One box of the six is labeled ‘expectations and feedback;’ expectations and feedback are the primary components to evaluate in any environment. Feedback procedures have been widely used across many settings and subjects to improve behavior performance and increase communication. This research project investigated to which extent staff persons’ performance could be improved through the application of a treatment package including expectations and feedback procedures. The treatment package included (1) an in-service training session, (2) stating expectations prior to the observation, (3) a written feedback form highlighting the positive behaviors emitted by the staff person, together with (4) the delivery of a token for every correct response made. This treatment package appeared to be an effective and all-positive approach to improve staff persons reinforcement of client behavior at a vocational training agency. |
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| 138. Functional Assessment and Treatment of Group Behavior: Increasing Timeliness of Meetings |
| Area: OBM; Domain: Applied Behavior Analysis |
| DANIEL MARK FIENUP (The May Institute), Megan R Joy (May Institute), Debborah Eda Smyth (May Institute), Ravit Stein (May Institute), James K. Luiselli (The May Institute) |
| Abstract: An important aspect of organizational behavior is the scheduling of meetings. Data were collected on the timeliness of meetings at a behavioral consultation organization in the Northeast. Baseline data collected across several types of meetings revealed that meetings routinely started between 5-30 minutes late. Findings were presented at a division-wide staff meeting and a functional assessment interview (FAI, O’Neill et al., 1997) was conducted to assess the antecedents and consequences of current group meeting behavior. Transitions between meetings, expectations regarding meeting start times, and lack of reminders were among the identified antecedents. There were no positive or negative consequences associated with time of arrival to meetings. Following the FAI, the interventions implemented were: e-mail reminders with time/place of meetings, meeting agendas to increase efficiency during meetings, 10-minute transition periods between meetings, and opportunities to earn rewards for arriving at meetings on time. The interventions resulted in increased timeliness of meetings and a higher percentage of staff present at scheduled meeting start times. Data also indicate that it was the implementation of the intervention, and not simply calling attention to the problem, that led to changes in staff behavior. Implications for making system-wide changes using behavioral technology will be discussed. |
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| 139. Examining changes over time in employee preference for specific performance rewards |
| Area: OBM; Domain: Service Delivery |
| BYRON J. WINE (AdvoServ of New Jersey), Shawn Patrick Gilroy (Rowan University) |
| Abstract: This study examined methods for evaluating changes in employee preference for specific performance rewards. Preference assessments were administered to ten employees over a period of six months. A survey-based assessment from Daniels (1989) and a stimulus ranking assessment were administered once per month for six consecutive months. Data from the assessments are presented, and discussed in terms of the potential implications for employee reward systems. |
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| 140. Decreasing Procrastination Behavior in Adult Mexican Employees with a Time-Management program |
| Area: OBM; Domain: Applied Behavior Analysis |
| MARIANA QUINTANAR MEL&EACUTE;NDEZ (Monterrey Technological Institute Campus Estado de México), DÁnae VelÁzquez Rivero (Monterrey Technological Institute Campus estado de México), Denise Michelle Espaillat Durán (Monterrey Technological Institute Campus Estado de México), Alma Teresa Reyes Gutiérrez (Monterrey Technological Institute Campus Estado de México), Mélany Citlalli de Lucio ávila (Monterrey Technological Institute Campus Estado de México), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Nowadays, people have to develop a great number of skills and be able to perform effectively several tasks. Nevertheless, these people are scarce to find due to the fact that modern societies suffer from a serious procrastination problem. Whether this behavior is a reaction to an underestimation or overestimation of tasks, fear of consequences, or misunderstanding instructions; procrastination can be controlled with an efficient management of time and resources.
This research is based on the idea that improving QWL will raise job satisfaction and performance, and the company will have an effective workforce. The research was carried out with five adult Mexican employees, male and female, working at administrative levels for a worldwide corporation.
The research design is ABA. During Baseline1 daily self-monitoring records, direct observation, and tests were applied to measure the level of procrastination and mental work load. During Treatment, a Cognitive-Behavioral Program with time management techniques was used. The same tests and observational records were applied in Baseline2 to compare the results of the program with Baseline1.
The level of clients’ procrastination decreased 70% and this tendency was maintained during Baseline2. This research proved that a Time-Management program with time management techniques reduces procrastination in Mexican employees. |
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| 141. The Effects of Task Clarification, Public Posting, and Goal Setting on Staff Set Up and Clean Up Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| MELISSA DANCHETZ (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center), Kelly McKnight (Marcus Autism Center) |
| Abstract: Performance feedback is often used in organizational settings to increase staff performance and has been evaluated in numerous empirical studies (Balcazar, Hopkins, and Suarez, 1985; Alvero, Rucklin, and Austin, 2001). While the use of manager feedback seems to be prolific in performance management, individual feedback can be cumbersome to implement and potentially aversive for some managers and staff. In addition, other interventions may be as effective. The current study considers the improvement of staff performance for two daily behaviors in a Verbal Behavior clinic in the absence of individual performance feedback. The set up and clean up of teaching areas was evaluated through direct observation to calculate the percent of client tables ready each morning and clean each afternoon. Following baseline, set up and clean up tasks were clarified for all staff via vocal and email announcements. Public posting was then implemented. Graphs of staff performance were posted on the inside of all classroom doors after each data update. A third intervention phase included the addition of goal setting and a group contingency to public posting of performance. No vocal or individual performance feedback was provided in any phase. A multiple baseline design across behaviors was used to evaluate intervention effects. |
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| VRB Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 142. The Effects of a Speaker Immersion Protocol on the Number of Accurate Mands Emitted by Two Children Diagnosed with Autistic Spectrum Disorders |
| Area: VBC; Domain: Applied Behavior Analysis |
| LIN DU (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), Erik D. Grasso (Teacher's College, Columbia University) |
| Abstract: Two elementary school age students diagnosed with Autistic Spectrum Disorders took part in this study to test the effect of a Speaker Immersion Protocol on the number of accurate autoclitic mands emitted in both instructional and non-instructional settings. Both participants demonstrated emerging listener and emerging speaker levels of verbal behavior, reliably emitted echoics in the classroom, and responded to vocal and gestural prompts from classroom teachers to mand for specific items or events. The independent variable was the Speaker Immersion Protocol that consisted of the arrangement of sixty establishing operations per session. The dependent variable was the number of accurate autoclitic mands emitted by the participants during the sessions. During baseline conditions the students were presented with the establishing operation and given an opportunity to respond. During training sessions the students were presented with the establishing operation and an echoic model. Correct responses were recorded only for accurate independent mands. Following the meeting of mastery criterion the students were presented with the same number of establishing operations. The results show the number of accurate independent mands increased dramatically in both participants during the protocol and the number of mands emitted has remained stable during follow up probes. |
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| 143. The Effects of a Writer Immersion Treatment Package on Teaching Functional and Structural Writing Skills |
| Area: VBC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), SARAH E. ORLANS (Columbia University Teachers College) |
| Abstract: We used a delayed multiple probe design to test the effectiveness of a writer immersion package that included the writer immersion procedure, peer reader responses, a yoked contingency, and teacher editing on increasing the numbers of accurate structural and functional components of two middle school students’ written responses. A probe was first completed with Participant A prior to the implementation of the intervention. Intervention then began with just Participant A. Following Participant A’s achievement of the criterion, probes were conducted with both participants. Participant B then began her first phase of intervention, and Participant A entered his second phase of treatment. Participants completed additional phases of treatment until they met criteria in the post-probes. The results of this study demonstrated a functional relationship between the independent variable and the accuracy of the participants’ functional and structural writing. The numbers of structural components, the numbers of correct structural components, and the numbers of components drawn by the reader increased from the participants’ pre-probes to their post-probes. |
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| 144. The Effects of Implementing Speaker Immersion and Social Listener Reinforcement
on Verbal Operants of Two Students |
| Area: VBC; Domain: Applied Behavior Analysis |
| SHARLENE JOO (Teachers College, Columbia University), Tracy Reilly-Lawson (Teachers College, Columbia University) |
| Abstract: This study evaluated the effect of two experiments, the speaker immersion procedure and social listener reinforcement, on speaker behavior with two 9-year old elementary school students diagnosed with Autism. Experiment 1 was the speaker immersion procedure, which included using establishing operations to motivate the participants to mand for specific items. This study was conducted in the participants’ school, including the bus-loading area, hallway, cafeteria, and classroom. Correct responses to target mands as well as independent mands and tacts were reported. All verbal operants decreased when participants were returned to baseline. While verbal operants increased during Experiment 1, interactions were primarily between student and teacher. To increase verbal interactions between students, Experiment 2 was conducted. Experiment 2 was the social listener reinforcement procedure, which was implemented in two different games, I-Spy and 20 Questions. The two games involved reinforcement of Wh-questions using a yoked-contingency game board. The participants worked as a team, competing against the experimenters, to increase verbal operants between peers. Pre- and post-probe data were taken in a 30-minute free-play session. After the first game, conversational units increased and peer disapprovals decreased for both participants. Wh-questions increased for Participant AW. |
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| 145. The Effects of Writer Immersion on the Aesthetic Writing of Two Students Diagnosed with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| ALISON CORWIN (Teacher's College, Columbia University), Tracy Reilly-Lawson (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of writer immersion on aesthetic writing for two students diagnosed with autism. Participant A was a nine-year old male in the fourth grade and Participant B was an eleven-year old female in the fifth grade. These participants were selected because they did not have the structural or aesthetic components of writing in their repertoires. The design of the study was an ABA multiple baseline design across students. The pre and post probes consisted of the student’s written responses to the presentation of a famous painting and the vocal antecedent “Write how this painting makes you feel.” The pre and post probes were given to multiple independent scorers with a rubric for scoring the overall aesthetic components of the writing. The structural elements of the pre and post probes were also scored and compared. The intervention, writer immersion, consisted of thirty minutes in which all communication between the teacher and the student was done through writing. The student was instructed to write a story that evoked a specific emotion. The first fifteen minutes was devoted to the teacher guiding the student’s planning of the story, while the student wrote the story independently in the second fifteen minutes. A naïve reader read the story and completed a survey in which they were asked to tact the emotion the story evoked, and give suggestions to improve the students writing. The results of the study showed that writer immersion was an effective intervention to increase both the aesthetic and structural components of writing for two students with autism. |
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| 146. Effects of tact and receptive-discrimination training on intraverbal behavior for young children with autism. |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER LYNN JORANDBY (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (UW-Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Past research has shown that both multiple-tact training (teaching a child to label both the item and the category to which the item belongs) and receptive-discrimination training (teaching the child to follow an instruction to select a picture card based on either the name of the item or the category of the item) yield minimal results in the acquisition of thematically related intraverbal behavior in typically developing children. No studies to date, however, have investigated the effect of this training for children diagnosed with autism. In the current study, three children diagnosed with autism completed multiple-tact training and receptive-discrimination training to determine the effect of these skills on the number of correct intraverbal responses emitted during intraverbal probes. |
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| 147. The effects of textual prompting on the acquisition of intraverbals in individuals with developmental disabilities |
| Area: VBC; Domain: Applied Behavior Analysis |
| JILL MEISTE (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: We examined the effects text prompts had on the acquisition of intraverbals with individuals with developmental disabilities. A multiple baseline across participants was used to increase the number of intraverbals (answers to safety and conversation questions) established. For example a question may include “what is your favorite movie?” The response or textual prompt would include “my favorite movie is Batman.” Transfer of stimulus control and prompt fading were used to establish the intraverbal repertoires under the control of vocal stimuli. A fluency program for component reading skills was added for some participants to determine whether it enhanced acquisition of intraverbals via the text prompts. Results are discussed in terms of the effectiveness of the transfer of stimulus control procedure with and without the fluency based instruction on component reading skills. |
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| 148. Teaching Verbal Operants to a Learner with Autism Using Total Communication or Vocal-Alone Training |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTIN M ALBERT (Carbone Clinic), Leigh Schiller (Carbone Clinic), Vincent Joseph Carbone (Carbone Clinic) |
| Abstract: Increasing vocal productions is a focus of many programs for learners with autism. Total communication (TC), which involves the simultaneous presentation of manual signs along with their corresponding spoken words, is a teaching procedure that has been shown to increase the vocal responding of children with autism. In 2006, Carbone et al. extended the research on the benefits of using TC to facilitate vocal responding in children with autism by conducting a study that compared the effects of TC and vocal-alone (VA) training on the vocal tact responses of a child with autism. The present study is a two-part replication and extension of this previous research. In part one, an alternating treatment design will be used to assess the effects of TC and VA training on the vocal tact responses of a learner with autism. In part two, an alternating treatment design will be used to assess the effects of TC and VA training on the vocal intraverbal responses of a learner with autism. Data will be collected on the total number of tact and intraverbal targets mastered under each teaching condition, the average number of trials to mastery, and the percentage of targets maintained at weekly follow-up probes. |
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| 149. Emergent Intraverbals with Words Related by Function in a Girl with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOSE JULIO CARNERERO ROLDAN (Centro Al-Mudaris, Spain), Luis A. Perez-Gonzalez (University of Oviedo, Spain), Ana Pastor Sanz (Centro Al-Mudaris, Spain) |
| Abstract: This study explored the emergence of intraverbals of a type not used before in the literature on the emergence of novel operants, in the context of promoting novel social behavior in a 11-year-old girl with autism who received an ABA intervention. The girl learned intraverbals of the type “What is the shovel for?” –The correct answer is “To dig”. Then, we explored whether a new intraverbal with the elements “shovel” and “dig” with the opposite stimulus-response functions emerged: “What do you need to dig?” –“A shovel”. We taught the intraverbals by pairs and probed the emergence of the corresponding symmetrical intraverbals. When these did not emerge, we taught them and continued with novel pairs of intraverbals of the same type. The girl did not show the emergence of the intraverbals with the first two pairs, but she showed the emergence with the third and the fourth pairs. These results suggest that the novel intraverbals do not emerge initially, but the procedure consisting of teaching the two related intraverbals results in the eventual emergence of novel intraverbals. The procedure thus can be used to promote the emergence of novel verbal behavior in children with autism and other language delays. Replications with more children are necessary. |
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| 150. The Effects of Tact Training on Palilalia in Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| ERIN M GUZINSKI (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: This study investigated the effects of a tact correction procedure on delayed non-contextual repetitive speech (i.e., palilalia) with children with autism. The experiment was an extension of Hugh-Pennie (2006), who also tested the effects of the tact correction procedure on palilalia. A multiple baseline across participants design was used. Data were collected on the frequency of palilalia and the frequency of mands and tacts. A generalization probe was conducted to assess generalization across settings. The results are discussed in terms of the decrease in maladaptive palilalic speech, with an emphasis on the acquisition of more functional vocal verbal behavior. |
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| 151. A comparison of listener and speaker training in the emergence of novel stimulus relations |
| Area: VBC; Domain: Applied Behavior Analysis |
| EVELYN C SPRINKLE (California State University, Sacramento), Jared T Coon (California State University, Sacramento), Krisann E Schroeder (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Conditional discrimination training in the form of the matching-to-sample (MTS) procedure has been used in the applied setting to teach a variety of skills, including sigh-word reading. One of the outcomes of MTS is the development of equivalence or functional classes, as measured by the emergence of untrained relations among stimuli. The current study compared the efficiency of two training conditions – conditional discrimination and verbal behavior training. The participant was a 7 year-old child diagnosed with autism. Conditional discrimination was used to teach the participant to match dictated names to pictures (AB) and dictated names to printed words (AC), while the topography-based verbal behavior training was used to teach the participant to label the pictures (BD) and the printed words (CD). One set of stimuli was assigned to each training condition and training was conducted in a multielement design. Although both procedures resulted in the emergence of the untrained relations (CB and BC), the verbal behavior training procedure was more rapidly acquired and resulted in a greater degree of emergence. Generality of these results are currently being assessed with additional participants. |
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| 152. The Effects of Single Exemplar Instruction and Multiple Exemplar Instruction on the Acquisition of the Listener Component of Naming with Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| LORI ANN AGUIRRE (The Chicago School of Professional Psychology), Oswaldo Ochoa (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study tested the effects of single exemplar instruction (SEI) and multiple exemplar instruction (MEI) on the acquisition of the listener half of naming with children with autism. Participants A and B did not have the listener half of naming prior to the study. The participants were exposed to SEI which consisted of listener responses to stimuli. Neither participant acquired naming after exposure to one set of SEI. Subsequently, each entered multiple phases of MEI which consisted of rotating matching and listener responses to new sets of stimuli. Participant A acquired a naming repertoire after exposure to three phases of MEI. However, naming did not generalize to novel sets of stimuli. Participant B did not acquire naming.
Key words: naming, learn units, transformation of stimulus functions, multiple exemplar instruction, single exemplar instruction, autism |
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| 153. The Effects of Different Correction Procedures on Student Learning |
| Area: VBC; Domain: Applied Behavior Analysis |
| JIWON KANG (Teachers College, Columbia University), Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
| Abstract: The purpose of this study was to compare two correction procedures on students’ learning. The participants in Experiment 1 were two eight-year old female diagnosed with autism. The participants in Experiment 2 were one seven-year old male diagnosed with autism, and one seven-year old male diagnosed with traumatic brain injury. In Experiment 1, the first correction procedure was provided on a same worksheet after erasing the student’s incorrect response, and the second correction procedure was provided on a new worksheet after removing the earlier worksheet to which the student incorrectly responded. In Experiment 2, the first correction procedure was slightly modified in which the correction was provided on a same worksheet after crossing out the student’s incorrect response. The independent variable was the different correction procedures implemented. The dependent variable was the student’s learn units to criterion. A multiple probe design was used with 100% interobserver agreement. The results showed that the first correction procedure as more effective procedure that produced better performance for both students in Experiment 1, but the results were reversed in Experiment 2. The results were discussed in terms of the significance of combination of both clear and immediate correction procedure. |
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| 154. Teaching Prepositional Instructions Through the Use of Strategically Placed Textual Prompts. Motiejunas, K., Rosales, D.& MacInnes, I. |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTINA M MOTIEJUNAS MACINNES (The Learning Repertoire, Inc), Dianna Rosales (The Learning Repertoire, Inc), Ian Neil MacInnes (The Learning Repertoire, Inc) |
| Abstract: Children with autism have been placed in many different early intervention programs that focus on alleviating verbal behavior repertoire deficits. Frequently, in addition to having challenges with social communicative exchanges and interactions, children with autism spectrum disorders have difficulty learning verbal concepts such as prepositions. Teaching various verbal skills to children with ASD through the use of textual prompts may be an important area of research since many children with autism acquire basic reading skills quite rapidly. The present study utilized textual prompts to teach a child with autism how to discriminate between 5 prepositional instructions. This study utilized a combination of position and textual cues as prompts to teach each preposition. Each prepositional instruction was taught individually and then tested as a part of a randomized sequence of previously trained instructions. The training process produced virtually no errors during acquisition and proved to be a successful and rapid metho of teaching prepositional instructions. |
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