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| AUT Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 1. Generalized Concept Mastery: A Practitioner Approach to Research and Development |
| Area: AUT; Domain: Applied Behavior Analysis |
| WOAN TIAN CHOW (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The current case study was designed to evaluate concept mastery training for three preschool-aged children diagnosed with autism. The purposes of this study are (1) to evaluate effectiveness of two training methods to teach concept mastery: (a) concurrent training, which multiple examples for the concepts are presented concurrently, and (b) combination training, which multiple examples are first presented in a successive manner and intermixed in later session, by comparing the number of sessions needed to reach acquisition criteria and how well the trained stimuli generalized to novel stimuli; (2) to design, implement, and continuously evaluate a new protocol with the goal of improving the teaching of concept mastery. The study took place in the Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in southwest Michigan and data for this study are to be collected. |
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| 2. Establishing Group Instruction Learning Skills in the Context of the Direct Instruction Curriculum |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATIE ARTIANO (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: As children with autism move from home-based to school based settings, the use of group instruction typically becomes more prevalent and the use of 1:1 instruction often deceases. This can be problematic for students who have not had experience learning in this new condition. If we are to support successful learning in group learning conditions, the identification of the skills necessary to learn effectively in group settings as well as procedures for teaching these skills is critical. In the current study, the Direct Instruction (DI), curriculum, specifically Language for Learning, was modified for use with one child with autism and his typically developing twin. Acquisition of content was assessed in two contexts, small group and individual instruction using an alternating treatments design. The skills assessed were: acquisition of DI language concepts, attending, following directions, and proximity of the teacher across conditions. In addition, group learning behavior was assessed (i.e. imitation of peer response and orientation towards a peer). Results indicate that rates of acquisition were similar in both conditions. Additionally, instruction in a small group setting resulted in the acquisition of previously absent “group learning” behaviors. |
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| 3. A Comparison of the Effects of Transition/Break Frequency on Discrete Trial Skill Performance |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATIE MARSHALL (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Increasing on-task behavior and duration of time working is an explicit goal for many children with autism receiving 1:1 ABA programming. However, frequent provision of reinforcement often in the form of escape from tasks/demands is also often a critical component of programming for some of these children. Many of these children are also often described as having “transition” problems, in that they do not readily or easily shift from one activity to the next. The purpose of this study was to evaluate the effects of specific transition frequencies when the amount of time working and amount of work content were held constant. The data indicate that for the participants, the performance of acquired skills was linked to the number of transitions scheduled. The data are discussed in terms of implications for session structure and long-term goals. |
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| 4. Using an Exclusion Procedure to Increase the Receptive Language of an Adolescent with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NATHAN C. HAHN (BEACON Services), Nicole Whitney (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: The ability to accurately follow directions can depend on an individual’s ability receptively identify objects in that person’s environment. This study examined the effectiveness of an exclusion procedure and differential reinforcement used to increase the student’s ability to receptively identify a variety of functional household objects. Six household items were selected and paired together randomly. The items were trained separately and paired with other known objects. After meeting training criteria separately, the two objects were tested by presenting them within the same array. When the items were trained separately, receptive identification of the objects increased to nearly errorless performance. When the two items were combined for a test, correct responding resulted and conditional discriminations were demonstrated. |
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| 5. CANCELLED: Effects of interspersed material procedure in adjectives learning in children with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| HUI HUNG CHEN (SEEK Education Inc. Taipei, Taiwan), Chia-Yu Chou (SEEK education, Inc. Taipei,Taiwan), Charlie Chen (SEEK Education, Inc. Taipei, Taiwan) |
| Abstract: This study is to investigate the effects of interspersed material procedure in adjectives learning in children with autism who had a low correct response percentile in adjectives discrimination when using predetermined material. This study was conducted in an institute setting in Taipei Taiwan. One single-subject experiment with multiple probe design across behavior was used in this study. The data obtained were mostly analyzed by visual inspection techniques. The results were discussed with previous research and implication of practice. |
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| 6. Does Priming Attending Behaviors Increase Imitation in Children with Autism Spectrum Disorders? |
| Area: AUT; Domain: Applied Behavior Analysis |
| REBECCA BEIGHTS (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: As a proposed core deficit in Autism Spectrum Disorders (ASD), imitation influences the development of functional behavioral repertoires, especially regarding play and social-communication behaviors (Rogers, 1998; Smith & Bryson, 1994). Attending behaviors prepare the child for learning a variety of behaviors and may be critical to certain imitation tasks, as suggested by previous research (McDuffie, Turner, Stone, Yoder, Wolery, & Ulman, 2007; Rogers, 2007). However, other research suggests that attending behaviors are not impaired in children with ASD (Gillis & Romanczyk, in preparation; McIntosh, Reichmann-Decker, Winkielman, & Wilbarger, 2006). The purpose of this study is to examine whether priming attending behaviors changes subsequent attending (i. e., attending to the demonstrator) and imitative behaviors of young children with ASD. An ABAB design is used in this study. Dependent measures of attending behaviors and imitation performance will be collected during baseline and the priming intervention phases. Results and limitations of this study will be discussed. |
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| 7. Effect of Sensory Input on Imitation Performance in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELINA SEVLEVER (Auburn University), Rebecca Beights (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: Children with autism are often severely impaired in their ability to imitate others (Williams, Whiten, & Singh, 2004; Rogers & Williams, 2006). However, the variables that influence imitation performance are poorly understood. One specific area that needs to be addressed is examination of properties of the stimuli used in imitation assessments. Previous studies show that children with autism imitate actions on sensory toys (i.e., toys with sensory stimuli) more accurately than nonsensory toys, which suggests that the presence of sensory stimuli may serve as an EO for children with autism to imitate observed behavior in a play setting (Roeyers et al., 2006; Ingersoll et al, 2003). The present study extends these findings by systematically assessing the effect of different types of sensory toys (e.g., visual, auditory, and motor) on imitative performance in children with autism. Results and implications will be presented. |
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| 8. An Evaluation of a Most to Least Prompting Strategy with Time Delay as Supplemental Instruction |
| Area: AUT; Domain: Applied Behavior Analysis |
| AERANIE LYNN CRONICAN (Western Michigan University), Kristen L. Gaisford (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The design of the current case study was to assess a most to least prompting (MTL) strategy with a time delay as supplemental instruction. This supplemental instruction was introduced when a child was unsuccessful in acquiring the skill taught using the least to most prompting (LMT) strategy. Performance was assessed for multiple children selected from a classroom that provides services to children with Early Childhood Developmental Delays (ECDD). The purpose of this study was to systematically (1) intervene with the supplemental instruction when current practices failed and (2) evaluate the supplemental instruction once implemented. The evaluation of the supplemental instruction included (1) number of trials to acquisition, (2) rate of emotional responding during training, and (3) cumulative duration of session time to acquisition. 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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| 9. Teaching a Child with Autism to receptively identify objects in their environment. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH BANKS (Krista Zambolin), Krista Zambolin (Organization for Research and Learning) |
| Abstract: This paper will highlight how a three year old child with Autism was taught to find items in her environment. The student was involved in a home based behavior analytic program that utilized Applied Behavior Analysis, precision teaching and fluency based instruction. The student began ABA therapy in February 2006 and received approximately 25- 30 hours of ABA therapy each week. The purpose of this program was to teach receptive identification of objects in her own environment. Through data collection it was discovered that the learner responded at a higher rate of correct responding when provided with a physical aide. The physical aide that was used in this program was blank pieces of paper. It has since been demonstrated that this learner does better across other learning channels when the specific skill being taught is able to incorporate a response function. For example the placing of a piece of paper on the desired item increased responding rather then just pointing to it. This procedure was reversed multiple times demonstrating a deceleration of correct responding in the absence of the blank paper. All data will be displayed on a standard celeration chart. |
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| 10. Using Non-Contingent Reinforcement to Improve Rapport Measures in an Early Intervention Program for Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALYSON K PADGETT (California State University, Fresno), Amanda Adams (California State University, Fresno) |
| Abstract: The current study examined the use of noncontingent reinforcement (NCR) and its effect on establishing “rapport” prior to conducting behavior therapy sessions with children with autism. The children are enrolled in the Central California Autism Center at California State University, Fresno and two children ages 3 and 4 were involved in the examination. Rapport was measured by the number of unprompted approaches and initiations made by the child to the therapist as well as a frequency measure on tantrums, crying and non-compliance. A second dependent measure was the number of predetermined programs completed in the first 30 minutes of the session following the allotted NCR time. The study utilized an alternating treatments design for the presentation of NCR. NCR sessions began with a 10-minute planned delivery of reinforcement (tangibles and activities determined by a stimulus preference assessment) and social interaction on a 30 second schedule, and non-NCR sessions began with a stimulus preference assessment and then right into program trials. Sessions were randomly determined and the therapist was notified of whether or not to begin with NCR during their session prior to the beginning of the session. Results are presented and discussed. |
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| 11. Categorization of Different Trees following MTS Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| LILL-BEATHE HALSTADTRØ (Trondsletten Habilitation Services, Norway), Eli Bjerke (Byasen College, Norway), Kristin Jonassen Wittner (Byasen High School), Anette Kristiansen (Byasen High School), Erik Arntzen (Akershus University College) |
| Abstract: Conditional discrimination procedures have been used to establish different skills in persons with autism and MTO training structures have shown to be more effective than the other training structures. Thus, we are going to establish three 3-member classes in an MTO training structure. However, one issue which is not clarified yet is the effectiveness of different training protocols. The participant in the current study is a 17 year old boy diagnosed with autism. He is in a special education class for children\youths with autism in a public high school. He is a nature lover and one of the goals is to teach him to recognise some trees and plants. Thus, the purpose of the study (1) to see if such skills (recognise and categorise trees) were possible to establish and how many new relations emerged during testing, and (2) to compare different types of training protocols, i.e., when the trials were presented one by one versus all possible relations presented from the beginning (simultaneous presentation). |
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| 12. A Comparison of Receptive and Expressive Language Tasks on Rates of Elopement |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARISSA PLAZA (BEACON Services), Amy Muehlberger (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Many students with autism engage in behavior that functions to escape or avoid non-preferred tasks. This study attempted to assess whether a specific type of language task was associated with higher rates of task avoidant behavior. The procedures involved a comparison of the rates of elopement during receptive language tasks (“touch X”) and expressive language tasks (“say X”). The procedures were compared in an alternating treatments design. During each condition, the number and pace of trials was kept constant. Additionally, the response to elopement was the same regardless of what condition was being assessed. The frequency of elopements in each condition was compared. The data indicate that the rates of elopement were lower during expressive language activities than in receptive language tasks. The results are discussed in terms of implications for discrete trial session structure and reinforcement schedules. |
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| 13. Decreasing Tantrums Using an “Exchange” Procedure Tantrums in a 2 Year Old with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHAUNA CIRILLO (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism have a well established history of reinforcement for engaging in tantrum behavior when asked to give items to an adult. The tantrum often functions to maintain access to the preferred object and even discourage adults from requesting items from the child. The present study describes a procedure where the authors established a competing history of reinforcement for exchanging items with an adult. Initially, access to preferred items was made contingent upon exchanging less preferred items. As exchanges without tantrum were established, reinforcement procedures were modified to exchange for preferred items. Generalization procedures to ensure that exchanges would occur with a variety of people in a variety of settings were also implemented. The data are presented in terms of reductions in tantrums as well as instructional phases of the procedures implemented. |
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| 14. The Effects of Reinforcement Schedule on Compliance and Escape Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAE YABUKI (SEEK Education, Inc.), Andrea Pineda (SEEK Education, Inc.), Joy Shao (SEEK Education, Inc.), Gabriel Balcazar (SEEK Education, Inc.) |
| Abstract: Given that the increased number of students with developmental disabilities receive some forms of discrete trial training, it is important to continue examining the best practice in this teaching methodology. The purpose of this study is to investigate the effects of two different reinforcement schedules (Fixed Ratio vs. Variable Ratio) on student’s compliance and escape maintained behaviors when fading in instructional demands during discrete trial training. Specifically, researchers will compare which schedule of reinforcement maintains student’s high rate of compliant behavior, as well as the low rate of escape motivated behavior. The participant is a seven-year-old male with autism spectrum disorder who was recently referred for behavior treatment services. Functional Analysis Assessment confirmed that the function of the student’s tantrum behaviors included escaping from demand conditions. After implementing a protocol to pair instructors and training environment with positive reinforcers, researchers will conduct functional communication training to target requesting for a break from task demands. Two schedules of reinforcement to fade in instructional demands will then be compared with a multiple treatment design. The data will be collected on his compliance and tantrum behaviors using frequency and partial time interval sampling data collection methods. |
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| 15. Increasing Tolerance of Nail Trimming using a “Turn Taking” Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| JEFFREY FOSSA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism are resistant to parent implementation of important self- care routines such as finger and toenail trimming. These difficulties can be inadvertently shaped into a significantly problematic routine for both the parent and child over time. The use of physical intervention and the resistance to that intervention can result in the activity becoming aversive to both parent and child. The current study makes use of a behavioral momentum procedure (turn taking) established in discrete trial training sessions, to establish then expand nail trimming routine steps. The history of reinforcement for turn taking and the systematic behavioral shaping strategy resulted in rapid acquisition of the steps and the absence of tantrum behavior previously associated with nail trimming routines. The study is discussed in term of the use of shaping and reinforcement strategies as well as the impact on family quality of life. |
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| 16. Using Differential Reinforcement of Other Behaviors to Decrease Delayed Echolalia Across Environments |
| Area: AUT; Domain: Experimental Analysis |
| ERICA WEBSTER (May Institute), Keli A. Krok (May Institute), Shannon Kay (May Institute), Patrick F. Heick (May Institute) |
| Abstract: The purpose of this study was to evaluate the effects of using differential reinforcement of other behavior to decrease delayed echolalia in a nine year old boy diagnosed with autism. This child attends a day school for children with developmental disabilities and lives at home with his parents and younger sister. He engages in delayed echolalia at frequent rates outside of his school environment. Using a differential reinforcement of other behavior procedure the experimenter attempted to decrease the amount and frequency of delayed echolalia that the child engages in across two settings (home environment and during car rides). A multiple baseline design across settings was used to evaluate the effectiveness of the intervention. Results indicate that the use of the differential reinforcement procedure was successful in decreasing the amount of engagement in delayed echolalia to rates near 0% in both environments. |
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| 17. Increasing Communication Through the Use of Picture Exchange While Decreasing Challenging Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| PAUL BRAGER (Anderson Center For Autism), Lori Rose (Anderson Center for Autism) |
| Abstract: Communication or the inability to communicate drives many challenging behaviors. In the case of a 17-year-old male student in a residential school diagnosed with Autism, the school and residential team taught him how to use picture exchange as a form of communication. Increasing communication through teaching the use of picture exchange resulted in a decrease in physical aggression, which served a tangible function, and inappropriate social behavior, which served an attention function. Limitations of this study included having only a single participant. Other limitations in this study are that through teaching picture exchange the student was also receiving more positive attention. |
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| 18. Functional Analysis of Challenging Behavior: Determining the Role of Escape from Attention |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER A CUSH (Anderson Center for Autism), Paul Brager (Anderson Center for Autism) |
| Abstract: A functional analysis has been well established in the literature as a systematic way of determining the function of a behavior. The procedure often involves exposing an individual to positive reinforcement in the form of attention , negative reinforcement in the form of escape from demands, automatic reinforcement in an alone condition, and a control (play) condition. In this study additional conditions were evaluated; negative reinforcement in the form of escape from attention, and positive reinforcement in the form of access to tangibles. A functional analysis was conducted for one eight year old male student diagnosed with Autism. Results indicated significantly higher frequencies of the target behavior during the escape from attention condition as compared to all other conditions. These results led to the development of an individualized treatment program to be implemented in a school setting. Limitations of this study included having only a single participant. Future research should include the additional conditions in a functional analysis for multiple individuals across multiple topographies of behavior. |
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| 19. Treatment of Aggression Maintained by Escape from Social Interactions: Direct and Indirect Effects |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMBER ELIZABETH MENDRES (Kennedy Krieger Institute), David E. Kuhn (Westchester Institute for Human Development), Linh B. Ly (Kennedy Krieger Institute) |
| Abstract: A sensitivity to social interactions can limit or interfere with numerous daily activities. Unfortunately, interventions for behaviors maintained by escape from demands might not be viable options for behaviors maintained by escape from social interaction (Carr, 1994). In the current study, the physical aggression exhibited by a 10-year-old boy diagnosed with autism was demonstrated to be maintained by escape from social interactions as well as escape from instructions. Subsequently, the effects of a noncontingent reinforcement (NCR; in the form of preferred edibles) treatment was evaluated in a concurrent multiple baseline design across escape from social interaction and escape from demand conditions. In addition, due to the intense nature of the physical aggression extinction was not implemented during treatment. Immediate effects of the NCR were observed when introduced into the social interactions condition. Though NCR was never introduced into the escape from demands condition, changes in both appropriate and inappropriate behavior were observed. Implications of the direct and indirect findings are discussed. Reliability data were collected for 43% of the sessions and averaged 98%. |
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| 20. Eliminating Regurgitation Behavior Through Reinforcement, Environmental Engineering, and Shadowing. |
| Area: AUT; Domain: Applied Behavior Analysis |
| NIALL JAMES TONER (Eden II Programs), John Michael Santora (Eden II Programs) |
| Abstract: A multiple element intervention was used to treat the chronic regurgitation behavior of an adult with autism. Trials of reinforcement accompanied by environmental engineering of a waste basket and scheduled staff supervision for bathroom visits were utilized to eliminate regurgitation episodes. In contrast to previous controlled studies, the present case does not use any aversive conditions or punishment procedures to decrease a sensory maintained regurgitation behavior. During treatment, reinforcement was delivered upon the absence of regurgitation. The waste basket was removed from the classroom and then systematically reintroduced and a staff member followed the participant to the bathroom but was faded upon appropriate behavior. Staff members and bathroom locations were varied to enhance generalization. This study presents detailed descriptions of a procedure that decreased regurgitation behavior and maintained zero rates over six months. |
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| 21. Appropriate Transitions: Decreasing Stereotypical Behavior in Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CATHERINE KITTS-MARTINEZ PARRISH (Beaumont Children's Hospital), Ian M. Santus (Beaumont Children's Hospital), Ivy M. Chong (Beaumont Children's Hospital) |
| Abstract: Stereotypical behavior can occur in many forms and across a wide variety of activities and environments, which may interfere with skill acquisition, play, and social behaviors. Baseline data for three preschoolers diagnosed with autism indicated that stereotypical behavior, vocal and/or motor topographies, occurred at high rates (i.e., nearly 100% of opportunities) during transitions at an outpatient hospital based behavioral treatment program. A procedure was implemented to teach students to transition appropriately from one location to the next. Specifically, the preschoolers were taught to walk with their hands by their side using a 3-step compliance procedure (Wilder, Atwell, and Wine, 2006). Differential reinforcement and response blocking were also implemented as part of the treatment package. Occurrence of stereotypical behaviors during the transition resulted in returning to the point of origin. This occurred until the transition was completed appropriately (i.e., without stereotypy). Subsequently, the coach was faded and the schedule of reinforcement thinned. This procedure was effective in decreasing rates of stereotypical behavior during transitions to near zero levels for all three preschoolers. |
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| 22. CANCELLED: Systematic Approach to Using a Visual Schedule to Decrease Avoidance Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| Janet A. Butz (Collaborative Autism Resources & Education), SARA STASZESKY (Tomball Independent School District), Deborah Roth (Tomball ISD), James G Ryan (Tomball ISD) |
| Abstract: Systematic Approach to Using a Visual Schedule to Decrease Avoidance Behaviors
This study focused on a ten year old with autism who attends public school in a program for students with autism.
The child has a history of aggression to communicate his wants and needs to gain access to materials and avoid demands. His behaviors include dropping to the floor, screaming, kicking furniture, physically aggressing towards peers and adults and self-injurious behavior. When asked, “check schedule” located in another area of the room, he would respond using the described avoidance behaviors.
This study focused on using preventative strategies including a timer, advanced verbal warning, and a mobile schedule. These strategies replaced telling him to check schedule and were used in a very systematic manner across the school day.
Data show that his ability to transition from one activity to another across the school day demonstrating appropriate behavior has increased and been maintained since the implementation of the prevention strategies that focused on antecedent manipulations.
Follow-up data will show how each strategy was systematically faded and he will now respond appropriately to the verbal cue of, “check schedule” in the fixed location by complying with the request on a consistent basis. |
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| 23. Using Behavior Analysis in Public and Private Schools to Increase Basic to Complex Self-Management Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| NIKKI WILSON (The Faison School for Autism), John Tolson (Faison School for Autism), Sasha R. Yazdgerdi (The Faison School for Autism), Nathan Habel (The Faison School for Autism), Anna M. Young (The Faison School for Autism), Jennifer G. Camblin (The Faison School for Autism), Eli T. Newcomb (The Faison School for Autism) |
| Abstract: The Faison School utilizes components of the Comprehensive Application of Behavior Analysis to Schools (CABAS) model to meet the needs of children diagnosed with autism in private and local public school settings. In this presentation we will share data related to teaching self-management skills at the basic and complex levels to students in both of these settings. At the very basic level, these tactics are focused on increasing attending, listening, and speaking skills. At the more complex level, these tactics are focused on increasing classroom participation via teaching the components of self-management, such as self-monitoring and data collection. Across all of these tactics, the components of CABAS such as the learn unit, Teacher Performance Rate Accuracy Observation (TPRA), and teacher rule governed decision protocol serve as the underlying system. Data will be presented on these tactics and their use in public and private settings. We will provide discussion on the overall system and implementation of these tactics. |
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| 24. M.A. Degree Program in Autism at San Diego State University |
| Area: AUT; Domain: Service Delivery |
| LAURA J. HALL (San Diego State University), Yasemin Turan (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: The M.A. Degree Program in the Department of Special Education at San Diego State University with a specialization in Autism will be described. This program embeds an approved sequence of courses by the Behavior Analysis Certification Board as one of the requirements for the BCBA. The primary candidate in this program holds an Education Specialist Credential in Early Childhood Special Education or Moderate to Severe Disabilities. Outcomes from this program on candidate skills and the children with autism spectrum disorders with whom they work will be displayed. Data on PLA-check measures from direct observation and video samples, scores on a Competency Checklist and graphs of child progress will be reported. Additional outcomes will focus on the professional development for the candidates as well as the formation of a community of practice. |
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| 25. An examination of variables that influence the learning patterns in young children with autism |
| Area: AUT; Domain: Service Delivery |
| CHRISTINE M. ACCARDO (The Shafer Center) |
| Abstract: Although intervention for children on the autism spectrum is a prolific area of research, what has not been as thoroughly addressed in the research literature, as Landa (2007) summarizes, are the “ingredients of intervention.” An area in need of continued research is how the “ingredients” interact with both the amount and type of service, and the specific characteristics of children with autism. It is in this spirit that this current study is based, investigating what differences exist for young children for accomplishing their communication, socialization, and behavior goals. Specifically, the purpose of this study is to determine what variables impact a child with autism’s learning, including individual developmental profiles, specific teaching practices (e.g., directive vs. facilitative teaching style), and learning context (i.e., classroom only; classroom + 1:1). Outcome measures (Social Responsiveness Scale, 2006; language sample) will be compared according to: (a) initial assessment (i.e., do children with similar initial SRS & language profiles maintain the similarity across the school year?); (b) amount of intervention (i.e., do children with similar amounts of service reveal similar patterns of improvement?); and (c) type of intervention (i.e., do children receiving the same type of intervention reveal similar patterns of improvement?). |
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| 26. PRT-Based Early Intervention Program for Autism: One Year Outcomes and Predictors |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTIN FOSSUM (Dalhousie University), Isabel M Smith (Dalhousie University), Reginald Landry (Cape Breton District Health Authority), Dorothy Jayne Chitty (IWK Health Centre), Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC), Lynn Kern Koegel (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Susan E Bryson (Dalhousie University) |
| Abstract: The effectiveness of community-based early intensive behavioural intervention (EIBI) for children with autistic spectrum disorder (ASD) is an important research focus. A publicly-funded EIBI program utilizing Pivotal Response Treatment (PRT) as the primary modality has been implemented in Nova Scotia. Parent training in PRT, a naturalistic, ABA-based intervention, is supplemented by 1:1 treatment by trained interventionists for 15 hours/week for 6 months, then reduced over another 6 months. Children with ASD under 6 years of age are eligible. Data on 12-month outcomes (n=59) indicate substantial cognitive and language gains, both for children whose initial cognitive abilities are higher (pre-treatment IQ > 50; n = 37; mean IQ gain = 19.3 points), and those with relatively lower cognitive abilities (pre-treatment IQ < 50; n = 22; mean IQ gain = 10.1 points). None of 3 key variables [baseline chronological age (CA), IQ or autism severity (Social Responsiveness Scale score)] significantly predicted language outcome at 1 year (although trends for CA and IQ). Data collection is ongoing; reporting of outcomes for up to 65 participants is anticipated, with discussion of the implications of findings. Conclusion: This relatively low intensity, community-based PRT program produces substantial gains for preschoolers with ASD. |
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| 27. Six-Year Educational Outcomes for an Early Childhood Behavior Analytic Program |
| Area: AUT; Domain: Applied Behavior Analysis |
| FRANCINE DIMITRIOU (The Cleveland Clinic Center for Autism), Leslie V. Sinclair (Cleveland Clinic Center for Autism), Allison Newman (Cleveland Clinic Center for Autism), Julie Knapp (cleveland Clinic Center for Autism), Kathleen Morris (Cleveland Clinic Center for Autism) |
| Abstract: Early intervention of young children with autism spectrum disorder occurs in multiple settings with varying degrees of treatment intensity. Once these children reach a level of social, communicative and behavioral competence and/or become eligible for entry to kindergarten, the necessity for transition to a least restrictive environment becomes apparent. At this time the determination is made as to what level of external supports would be necessary to maintain the gains and continue behavioral momentum. The benefit of intensive early intervention for young children with autism is well described in the research literature. Less research has been reported on the outcome of students who transition from such programs. This study will present the six-year educational placement outcomes of a specialized infant/toddler and preschool program for children with autism. Of 44 students who transitioned from the specialized applied behavior analysis program, 27.27% were transitioned to the mainstream without supports. This poster will outline the findings of additional data analyses and implications for future research. |
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| 28. Using Latency to Approach For Comparing Stimuli Preferences for Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TODD FRISCHMANN (Rutgers University - Douglass Developmental Disabi), David Kieval (Rutgers University), Nathan Lambright (Rutgers University), Amy Hansford (Rutgers University), Shara Marrero (Rutgers University), Suzannah J. Ferraioli (Rutgers University), Kimberly Sloman (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center) |
| Abstract: Several procedures have been developed to identify and compare stimulus preferences for individuals with developmental disabilities. These procedures are often used to select reinforcers for effective behavioral interventions. Typical assessment formats include single-stimulus (SS), paired-stimulus (PS), and multiple-stimulus (MS) presentations. The PS and MS formats compare an individual’s selection of stimuli presented in an array, thereby providing a measure of preference differentiation that cannot generally be obtained in a SS format. However, the PS format can be time-intensive for caregivers to complete, and the MS format is limited in the number and size of stimuli that can be reasonably presented in an array. Both of these formats can be problematic for some individuals with scanning or selection deficits. In this study, the latency of approach to various stimuli presented in a SS format was recorded and subsequent consumption noted. Following the preference assessments, the relative reinforcing effectiveness of the identified items is evaluated to determine if the latency-based assessment procedures yield valid results. |
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| 30. The Effects of an Exchange-Only Conditioning Procedure on the Acquisition of Reinforcing Properties by a Neutral Stimulus with Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARRIE WEPPLER (QSAC), Cristina Fennell (QSAC), Ronald Lee (QSAC) |
| Abstract: Token conditioning procedures typically involve embedding the delivery of a neutral stimulus following a correct response and the delivery of a reinforcer contingent on an exchange of the token. Gradually, the number of tokens is increaed before a “back-up” reinforcer is delivered. It is unclear, however, whether the task demand is necessary in the conditioning of a token as a reinforcer. In the present study, a token-reinforcer pairing procedure was implemented with three participants with autism where a token was presented noncontingently and an exchange for a back-up reinforcer was trained. Paired-stimulus preference assessments were conducted throughout conditioning sessions to measure changes in preference for the token. In the following phase, the token was delivered contingent on correct responding to a novel task. The effects of this pairing procedure on the reinforcing properties of the token were evaluated within a multiple-baseline-across-participants design. The results were discussed in terms of generalized reinforcement, stimulus-stimulus pairing, and token conditioning. |
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| 31. Analyzing Failures of Stimulus-Stimulus Pairing to Establish Speech Sound Preference |
| Area: AUT; Domain: Experimental Analysis |
| CHARLOTTE LYNN CARP (TCU), Anna I. Petursdottir (Texas Christian University), Barbara E. Esch (ESCH Behavior Consultants, Inc.), Derek William Matthies (Texas Christian University) |
| Abstract: Several studies have demonstrated increases in child vocalizations as a result of the pairing of adult vocalizations with reinforcers (stimulus-stimulus pairing). However, numerous failures of this procedure have also been reported. An automatic reinforcement interpretation suggests that failures could result from (a) failures of the pairing procedure to establish target speech sounds as conditioned reinforcers, or (b) a child’s inability to emit vocalizations sufficiently similar to the target sound. The present study sought to isolate variables that might be responsible for such failures by measuring the allocation of button presses in a concurrent-operants preparation. Procedural manipulations consisted of (a) increasing the frequency of preference assessments, (b) increasing the number of pairings, and (c) eliminating pre-exposure to the target sound. Participants were three children diagnosed with autism-spectrum disorders. For two partipants, no preference was observed for the target sound over the control sound. A within-session reinforcer assessment suggested that preferred stimuli by themselves nevertheless functioned as reinforcers for button pressing for both children. The third participant briefly demonstrated a preference for the target sound when the frequency of preference assessments was increased, but experimental control was not achieved over the effect. |
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| 32. An evaluation of the value of choice-making opportunities in single-operant arrangements: Simple fixed- and progressive-ratio schedules |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAREN A TOUSSAINT (Louisiana State University), Jeff Tiger (Louisiana State University), Christopher T Roath (Louisiana State University) |
| Abstract: Two distinct methodologies have been used to evaluate the value of choice-making opportunities and each has characteristically been associated with a different outcome. One approach has involved comparing the relative rates of responding during a choice-making condition, in which an individual is provided with opportunity to choose from among an array of preferred stimuli, to a no-choice condition, in which the same stimuli are provided without the opportunity to choose, in a concurrent operants arrangement. These studies have shown that individuals will commonly select the choice-making option more often. A second approach has been to compare the absolute rates of responding during single-operant choice and no-choice sessions. These studies have generally shown that individuals will respond near equally during choice and no-choice sessions. Some have argued that the latter conclusion results from an insensitivity to differences in reinforcer value associated with single-operant arrangements via ceiling effects. This study evaluated that claim by comparing absolute response rates during choice and no-choice conditions using a standard single-operant arrangement (i.e., simple FR-1 schedules) followed by a progressive-ratio schedule, which does not create a response ceiling. Interobserver agreement was collected during at least 25% of sessions and averaged above 90%. |
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| 33. A Comparison of Two Methods to Assess Social Reinforcers for Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| AARON J FISCHER (University of Miami), Anibal Gutierrez Jr. (University of Miami), Melissa N. Hale (University of Miami), Jennifer Stella Durocher (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: The identification of social reinforcers may be important when teaching some skills, like joint attention to young children with ASD. Therefore, it is important to identify specific social consequences that will function as reinforcers. We evaluated two methods to assess for social reinforcers as well as the relative reinforcing value of social consequences. One method used a repeated measures single operant paradigm and the other method used a repeated measures concurrent operant paradigm. Using micro-switches, the assessments examined five socially-based consequences as well as a control condition that did not produce any reinforcement as a consequence. |
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| 34. Food Selectivity: Increasing Consumption of Non-Preferred Foods through a Parent Implemented Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| LORI BETH VINCENT (Southwest Autism Research & Resource Center), Joseph Gentry (Southwest Autism Research & Resource Center), Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| Abstract: Food selectivity can be an additional challenge for a child with a developmental disability and his or her family. Although this can be a difficult stressor for families, there is limited research on how parents can implement effective strategies in the home to increase the number of foods a child will consume. The present study is a partial replication of an intervention developed by Gentry & Luiselli (2008), which was successful in increasing the variety of foods consumed by a child with autism. Similar to the earlier study, selectivity was treated through in-home parent implementation of a multi-component feeding intervention with a child with autism. The intervention components included the use of behavioral momentum, mystery motivation techniques, positive reinforcement, and visual cueing. The current study used a changing criterion design to evaluate the effectiveness of a positive reinforcement based intervention used to teach a child to consume foods that were rejected in the past. This parent implemented intervention resulted in a significant increase in the consumption of 3 previously non-preferred foods. |
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| 35. Treatment of food selectivity, packing, and refusal using escape-extinction and noncontingent reinforcement |
| Area: AUT; Domain: Service Delivery |
| HELEN YOO (New York State Institute for Basic Research) |
| Abstract: Feeding difficulties in children with autism can be considered as an extension of the repetitive behavior and restrictive interest category of the autism diagnostic criteria (Ahearn, Castine, Nault, & Green, 2001). It is often maintained by negative reinforcement in the form of escape or avoidance of eating (Piazza, Patel, Gulotta, Sevin, & Layer, 2003). This case study focused on a 2 ½ year old boy diagnosed with PDD-NOS who displayed food selectivity and refusal, packing, and texture sensitivity with no known medical explanation. A parent-implemented outpatient treatment package with escape-extinction and differential reinforcement was instituted. This led to decreases in food acceptance and increased crying. Gradual improvements in acceptance, refusal, and mouth cleans were noted upon implementation of escape-extinction and noncontingent reinforcement. |
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| 36. Evaluation of a Parent Run Food Acceptance Programme for a Child with Autism with Food Refusal |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNE LEYDEN (Bangor University) |
| Abstract: The study also looked at training the parents of a 6-year-old boy diagnosed with autism to implement the treatment package and manage challenging behaviours during mealtimes. Following a brief functional assessment it was hypothesised that challenging behaviours were maintained by access to preferred foods and escape from the mealtime situation contingent on non-acceptance of non-preferred foods and challenging behaviours. An ABAB reversal design was used to determine the relative effectiveness of the intervention. The treatment consisted of the application of non-contingent reinforcement (NCR), differential reinforcement of acceptance, and environmental manipulation. Positive interactions from the mother and access to music were freely available to the participant. Preferred foods were delivered contingent on the acceptance of a bite of (non preferred) food. Access to preferred foods was restricted prior to the feeding programme with 4/5 hours between each mealtime. Snacks were no longer given between meals. Both parent behaviours (prompting and delivery of reinforcement contingent on acceptance of food) and child behaviours (challenging behaviours and acceptance of bites) were measured throughout the intervention. The treatment resulted in an increase in acceptance of non-preferred foods of the participant with near zero levels of disruptive behaviours. |
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| 37. Evaluating Behavioral and Occupational Therapy Procedures to Increase Chewing Skills in Children with Autism and other Developmental Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: Children with autism and other developmental disabilities may show food selectivity by texture. There is a dearth of literature evaluating treatment options for food selectivity by texture. However, one notable study by Shore et al. (1998) showed that texture fading, reinforcement, and escape extinction were effective behavioral procedures to increase texture to age appropriate levels. However, it is unclear from these data whether the food selectivity by texture was associated with a skill deficit with chewing or whether the higher textured foods had some aversive properties. In either case, refusal behaviors towards higher textured foods most likely were maintained by negative reinforcement in the form of escape. However, in the case with the skill deficit escape extinction alone would not be an effective intervention because the skill deficit would still be present. Eckman et al. (2008) evaluated both oral-motor and behavioral procedures to teach chewing and they found that chewing did increase in both children. Generally occupational therapists have treated children who have limited oral-motor skills with regards to chewing. However, very limited systematic data are available in the occupational therapy literature on the proper steps to teach chewing and in some cases the refusal behaviors are so problematic that the skill cannot even be taught The purpose of this study is to evaluate both the behavioral and occupational therapy procedures to increase chewing and decrease refusal in children who display texture selectivity. A series of training procedures as well as case study data will be presented. In addition, the authors will present ways to systematically evaluate different procedures to increase chewing within a single subject design. |
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| 38. Increasing Independent Self-Feeding in a Child With Autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| AVERIL SCHIFF (Center for Autism and Related Disorders), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (C.A.R.D., Inc.) |
| Abstract: Feeding issues are common in children with autism and other developmental disabilities and a significant amount of research has demonstrated that behavioral intervention procedures can be effective in treating the problem in this population. The purpose of the current treatment was to evaluate a novel procedural modification of escape extinction, in combination with a closed economy, to treat a young child with autism’s food selectivity and to increase his independence with self-feeding behavior during meal times. All phases of treatment were implemented by the participant’s mother and the treatment produced a significant increase in the percentage of meal consumed and a decrease in time taken to finish the meal. |
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| 39. Expanding the Diet of a Child With Autism Using an Extensive Shaping Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLETA JOHNSON (ABC of NC), Cynthia Andree (ABC of NC Child Development Center), Lauren C Poeder (ABC of NC), Stephanie Pospishil (ABC of NC Child Development Center), Elizabeth A. Donovan (ABC of NC) |
| Abstract: Although frequently overlooked, self-restricted diet is a symptom of autism spectrum disorders that may pose a serious threat to a child’s health and development. This case study focused on diet expansion for a six-year old child with autism, with a life-long history of food refusal and a significantly limited diet. A diet expansion intervention was implemented to increase his current food repertoire and to establish compliance when the child was presented with novel food items. The intervention consisted of an extensive shaping procedure beginning with simple motor imitation to establish compliance when a first-then reinforcement contingency was presented. Steps of the shaping procedure evolved from putting pretend food items to his mouth, to eating bites of preferred foods, to eating bites of novel foods, with successive approximations of each target in between. Baseline data from both home and school revealed a high incidence of refusal behaviors, including aggression, crying, and gagging. Post-intervention presentations of novel foods have resulted in compliance with eating within one minute of presentation without escape behaviors and a decreased incidence of verbal food refusal. |
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| 40. A White Bread Satiation Procedure to decrease Rumination in a 16 Year Old Autistic Boy |
| Area: AUT; Domain: Applied Behavior Analysis |
| PATRICK KEARY (May Institute), John Stokes (May Institute,), Stephanie Kopacek (May Institute) |
| Abstract: Rumination is the chronic regurgitation, chewing, and reswallowing of previously ingested food (Rast, Johnston, & Drum, 1984). It occurs with otherwise typical individuals but is most frequent in profoundly retarded institutionalized individuals. Previous research has shown that it may be the result of a medical condition or more often operant conditioning reinforced by sensory stimulation as the food moves through the mouth, esophagus, and stomach. Rumination may result in dehydration, malnutrition, and decreased resistance to disease, esophagitis, and tooth decay. A study by Dudley, Johnson, and Barnes (2002) found that a starchy food given using a satiation procedure was effective in reducing ruminative behavior. The current study found that white bread given non-contingently following meals was effective in reducing rumination to near zero levels. Effectiveness of the satiation procedure was assessed in a multiple baseline design. Results indicated a decrease in rumination by over 50% during 30 minutes interval following meals. Probe data indicated generalization of the procedures effect on rumination throughout the day. Inter-observer agreement was taken during 28% of session, with a mean of 85.6%. (graphs available upon request). |
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| 41. Reducing Selective Responding and Increasing Generalization in Language Training with Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAREN NAULT (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Generalization problems, especially in language, are common in individuals with autism. Stimulus over-selectivity may account for some of the problems with generalization seen in this population. Research conducted with individuals with severe mental retardation indicates that the use of multiple exemplars is an effective approach to support generalization across stimuli. The variety and quality of exemplars has been examined, showing that the greater the diversity in examples of concepts used in training and the better the goodness of fit of the exemplar into the category, the more likely it is that generalization will occur. The present study attempts to replicate the findings that training with multiple “good exemplars” will increase generalization (Hupp and Mervis, 1982) and extend these findings specifically to children with Pervasive Developmental Disorder. The number of “good” exemplars required to produce both narrow and broad generalization across stimuli is examined. |
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| 42. A Deviation from the PECS Training Protocol: Do You Really Need Two Trainers? |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMBER L LAVALLEY (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: A commonly used procedure to establish functional communication in children with autism and other developmental disabilities is the Picture Exchange Communication System (PECS) developed by Frost and Bondy, (1994). The PECS protocol specifies that two trainers are required to implement Phase 1 of the procedures correctly. In many home-based ABA programs a second trainer may not be readily available thus the procedure may not be correctly implemented. In this study, the experimenters modified the PECS protocol to determine if the participants (two students with autism) could acquire Phase 1 of PECS with 80% accuracy without a “Physical Prompter”. In Phase 1 of PECS a Physical Prompter was not used and the Communicative Partner acted as both Communicative Partner and Physical Prompter. After both subjects failed to acquire the exchange response (despite significant trials), a Physical Prompter was introduced to see if the exchange could be established when the protocol was implemented as specified. Criterion for mastery of Phase 1 of PECS was met rapidly with correct implementation and the exchange response was maintained when the second trainer was removed. The data provide empirical support for procedural fidelity in implementing the PECS protocol. |
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| 43. The Effects of Expansions on Language Skills of Four Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| E. AMANDA BOUTOT (Texas State University), Melissa L. Olive (Center for Autism and Related Disorders), Elizabeth Cage (Texas State - San Marcos), Christina Ardis (Center for Autism and Related Disorders), Erica Worcester (Center for Autism and Related Disorders), Stephanie Ann Etie (Center for Autism and Related Disorders) |
| Abstract: Poster will present results from an action research project. This project examined the effects of expansion on language development for children with Autism Spectrum Disorders. Each of the four participants is a male student diagnosed with ASD who has a vocabulary of at least 50 expressive words and a Brown MLU (mean length of utterance) stage of 1.5 or less. Individual language targets for each child were determined based on pre-assessments and ongoing curriculum progress in programs created by the Center for Autism and Related Disorders (C.A.R.D.). Baseline data were also measured for each language target with each participant.
The study intervention took place during DTT (discrete trial training) for direct instruction and during play sessions. Multiple baseline data were collected across targets for each child. Data collected during play sessions served as evidence of generalization. Researchers videotaped sessions with each participant, measuring the child’s rate of talk by initiations and imitations, rate of progress toward language goals, and use of new language targets. Researchers also measured the instructor’s use of expansions, including the instructor’s rate of expansion during DTT and the use of expansion as well as taking opportunities to follow the child’s conversational lead during generalization play sessions. |
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| 44. Discriminative Control of Self-Stimulation Behaviors Utilizing Environment Cues |
| Area: AUT; Domain: Applied Behavior Analysis |
| IRINA GASPARYAN (SEEK Education, Inc.) |
| Abstract: Self-Stimulatory behavior in the form of inappropriate masturbation presents as a challenge for caregivers and professionals alike in the field of behavior analysis. The current study evaluates the use of environmental cues in the form “Public” vs. “Private” signs to allow discrimination of behavior availability. A brief functional analysis was conducted to determine the function of the behavior as maintained by automatic reinforcement. The participant, a fourteen-year-old male enrolled in an after-school program for individuals with developmental disabilities, was observed with frequent self-touching and placement of his hands into his pants. A total reversal design was used to evaluate the efficacy of environmental cues as determinants of behavior in specific loci. |
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| 45. Building Fluency: Responding to Social Questions Using a Conversation Box and Precision Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEPHANIE BEARD (BEACON Services), David M. Corcoran (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: For many children with autism, social interaction with peers and adults is an area of significant weakness. Deficits in social interaction for such children can encompass a wide range of errors and omissions in behavior. The current study investigated the use of a communication box to support fluent production of social responses. The subject of this study was a 12-year-old with Autism who demonstrated poor responding to social questions. The identified errors included; inconsistent responding, incorrect responses and delayed responding to social questions from adults and peers. The procedures involved pre-teaching of responses to questions using textual prompts, which were placed onto a conversation box, and then used to support interactive responding. Typical peers were employed as communicative partners, as well as familiar adults. The student then engaged in timed practice of the responding behavior until reaching his frequency aim. Responding was then tested for retention, endurance and stability. Data are presented on number of practice minutes to reach frequency aim, celeration of correct and incorrect responding, latency of responding, as well as the retention, endurance and stability of the responding behavior. |
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| 46. Using Scripts to Teach Symbolic Play of Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHU-FENG KUO (SEEK Education, Inc. Taichung, Taiwan), Chiao-yun Yen (SEEK Education, Inc. Taichung, Taiwan), Shu-Hwei Ke (SEEK Education, Inc. Taichung, Taiwan) |
| Abstract: This study investigated the effects on using scripts to teach symbolic play for children with autism. Two elementary school children with autism participated.
A multiple probes design across subjects of single-subject experimental design was implemented. The independent variable of this study was script training. The dependent variable of this study was the improvement of symbolic play. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity. After training both children with autism showed positive gains on the single symbolic play behaviors, complicated symbolic play and the spontaneous symbolic play behaviors. In addition, parents and teachers all favored and agreed at the importance of symbolic play training and the treatment outcome. |
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| 47. Pivotal Response Training on Social Skills of Preschool Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHU-HWEI KE (SEEK Education, Inc. Taichung, Taiwan), Hua Feng (National Chang-hua University of Education) |
| Abstract: The purpose of this study was to investigate the effect on social skills of two preschool children with autism by giving pivotal response training. A single-subject experimental design of multiple probes across subjects was used in this study. The independent variable was pivotal response training. The dependent variables of this study were the increased social skills. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity. After training both children with autism maintained prolonged interactions with teachers, initiated play and conversation, and increased engagement in language and joint attention behaviors. In addition, parents and teachers reported positive changes in social skills. Further, the treatment outcome showed generality and maintenance. |
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| 48. Use of a Group Picture Activity Schedule to Teach Interactive Play to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMIE HAHN (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The acquisition of play skills can be a challenge for many children with Autism Spectrum Disorder (ASD). A variety of interventions have proven effective in teaching play skills to children with ASD, however, meaningful interactions are often absent (Partington & Sunberg, 1999). The current study expanded on the literature regarding activity schedules and script fading (McClannahan & Krantz, 1999) by using a modified activity schedule and token reinforcement system to support interactive play between 2 children with ASD. The participants were taught to follow an activity schedule designed for a small group which included; initial greetings, negotiated choice making, shared attention, playing within a close proximity to one another, and the selection of individual reinforcers. The results indicated that social interactions, physical proximity and play skills were acquired in the instructional condition and were subsequently demonstrated in novel environments and activities. |
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| 49. Increasing vocal responding through differential reinforcement of targets during mand training |
| Area: AUT; Domain: Applied Behavior Analysis |
| WILLIAM A. GALBRAITH (PA Training and Technical Assistance Network) |
| Abstract: Many individuals with autism have poor or absent echoic skills, poor speech production, and deficient articulation. When teaching manding with sign language, shaping of better vocal approximations may be beneficial to these learners with poor articulation and speech production. Results of single subject research has deomonstrated that procedures have been effective in shaping vocalization of a child with autism and apraxia of speech (Kasper and Godwin, 2002) This poster presentaion will outline procedures to accurately assess a student's vocal repertoire, develop targets based on assessment, and then diffentially reinforce better vocal approximations with a five year old preschool student with autism. An AB design will be used with implementation of the Kaufman and Kasper "sign and say" method being the independent variable and the number of mands accompanied by vocalizations, the number of vocal approximations to words, and percentage of words that improve with differential reinforcement procedures serving as the dependent variables. |
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| CBM Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 50. Effects of Group Anger Control Skills Training on Peer Social Behavior and Caregiver Behavior Ratings |
| Area: CBM; Domain: Service Delivery |
| REAGAN RINDERKNECHT (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Adrienne DeSantis (Kennedy Krieger Institute), Lori Klinger (Kennedy Krieger Institute), Jennifer Abraham (Kennedy Krieger Institute), Amy L. Palmer (Kennedy Krieger Institute), Rona Benhorin (Family Compass), Stephanie Mihalas (Kennedy Krieger Institute) |
| Abstract: Problems with anger control and poor social competence often occur among children with Disruptive Behavior Disorders and are frequently targeted in an effort to decrease rates of interpersonal aggression. Group skills training programs can be efficacious in modifying social and coping behavior. However, generalization of skills can be problematic because behaviors are taught in artificial or contrived situations. Behaviorally based anger control skill training groups that utilize a specific curriculum, include a structured behavior management program, and train caregivers to support skill development can be instrumental in establishing and maintaining these skills. Participants in this nine session anger coping group included thirteen 5 to 10 year old children with various diagnoses (e.g. ADHD, ODD). A structured curriculum was implemented and anger coping skills were introduced through behavioral and cognitive skills training. Behavior management consisted of contingent points for desirable and prosocial behaviors and delivery of rewards using a level system. A parent training group was conducted in tandem with child sessions. Data were collected via direct observation and standardized rating scales. Preliminary findings from direct observation data show an increase in positive social engagement and data from standardized behavior ratings show a decrease in aggression across home and school settings. |
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| 51. Psychometric Examination of the Timeline Follow-Back in Substance Abusing Mothers Within Child Welfare |
| Area: CBM; Domain: Applied Behavior Analysis |
| DIANA CALDAS (University of Nevada Las Vegas), Heather H. Hill (University of Nevada Las Vegas), Roberto Ruiz Valdez (University of Nevada, Las Vegas), Karen Herdzik (University of Nevada, Las Vegas), Brad Donohue (University of Nevada Las Vegas), Daniel N. Allen (University of Nevada, Las Vegas) |
| Abstract: The Timeline Follow-Back (TLFB) has been shown to be a reliable and valid measure in previous studies involving adult and adolescent substance abusers. However, no measures of substance use frequency have been psychometrically validated in child welfare settings which involve multiple legal systems that often influence self-reporting procedures. Therefore, the TLFB was utilized to obtain reports of substance abuse in mothers referred to the child welfare system for child neglect to examine the psychometric properties of this standardized instrument in this population. Drug counselors retrospectively obtained reports at intake of substance use, as well as their frequency of HIV risk behaviors, days gambled, hours worked each day, incarceration, family aggression, and reports to the Department of Family Services for child neglect. Corroboration between the mother and significant other reports and urine analysis will be provided, and estimates of the instrument’s reliability and validity will be provided. Practical issues involved in the administration of this instrument will also be presented in light of the results. |
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| 52. Initial Psychometric Support of the Life Satisfaction Scale-Revised for Child Welfare in a Sample of Substance-Abusing Mothers |
| Area: CBM; Domain: Experimental Analysis |
| MICHAEL M HADERLIE (University of Nevada, Las Vegas), Karen Herdzik (University of Nevada, Las Vegas), Holly B. LaPota (University of Nevada Las Vegas), Patricia DiSano (University of Nevada, Las Vegas), Christina Patterson (University of Nevada, Las Vegas), Renee Just (University of Nevada, Las Vegas), Brad Donohue (University of Nevada, Las Vegas), Daniel N. Allen (University of Nevada, Las Vegas) |
| Abstract: The measurement of life satisfaction has become increasingly common in clinical and research practice. Several well-validated global measures of life satisfaction are currently available; however, previous research suggests that members of some populations (e.g., severely emotionally disturbed youth) emphasize unique domains when making judgments about their own life satisfaction. The development of more specific measures is therefore essential for such groups. The current research evaluates the psychometric properties of the Life Satisfaction Scale-Revised for Child Welfare (LSS-RCW). The LSS-RCW is a 14-item measure designed to assess the life satisfaction of parents found to neglect their children. Such individuals typically experience significant stressors which are uncommon to the general population including poverty, domestic violence, and substance addiction. The study sample will consist of mothers referred for treatment due to co-occurring substance abuse and child neglect. Each participant completed the LSS-RCW as part of a comprehensive assessment battery prior to receiving treatment. Responses will be utilized to examine the internal consistency of the measure and to investigate the factor structure of life satisfaction within this population. The construct validity of the LSS-RCW will be examined through its correlations with the frequency of various related behavior problems. |
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| 53. Direction of the Web Service' Development according to Trends and Needs of Web Contents for People with disabilities |
| Area: CBM; Domain: Service Delivery |
| YUN HEE SHIN (Daegu uinv. Special Education & Rehabilitation), Jung Hee Park (BK21 TaskForce Team, Daegu Univ. S. Korea), Mihyang Choi (Research Institute of Special Education & Rehabili), Kun Yong Rhee (Daegu university), Woon Hwan Na (Daegu univ.), Eun Young Choi (Daegu univ.) |
| Abstract: The purposes of this study are to assist in finding a solution to the substantial and practical problems of the web service for people with disabilities, as well as suggest on the direction for Web service development, based on the trends and needs of disabled internet users. Methods used include reviewing papers about disabled web user content for the last 7 years in South Korea, research of web sites and directories for disabled people and interviewing users to determine their needs. South Korea’s 10 highest ranking websites for disabled people are almost all governmental focused and concentrate on the areas of employment, health, social services, education and cultural life. The number of Korean websites for disabled users has increased by 1000 sites over the past year. Also, directory-services for disabled people have also increased at the same rate. Interviews with people with disabilities show disabled web users need web service that influences their lives and allows them to share with other disabled users on the web.Therefore, this study shows direction of web service development for disabled users needs to be organized by both quality and quantity. |
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| 54. EVALUATION OF A TRAINING DVD TO TEACH ENTRY LEVEL BEHAVIOR ANALYSTS TO IMPLEMENT A CONVERSATION TRAINING PROGRAM WITH CLIENTS WITH BRAIN INJURY |
| Area: CBM; Domain: Applied Behavior Analysis |
| ANNA NEISES (Southern Illinois University), Donna K. Pruemer (Southern Illinois University), Paula K. Davis (Southern Illinois University) |
| Abstract: The current study examined the effectiveness of a training DVD to teach four entry-level behavior analysts to implement a behavior analytic conversation training program to individuals with traumatic brain injury. The training DVD consisted of a Powerpoint style lecture combined with video modeling. The participants’ implementation of the conversation training program was assessed during simulated sessions with the researcher role-playing a client with brain injury and social skill deficits. The implementation of the conversation training session was measured through a task analysis of participant responses during baseline, training, follow-up, and generalization conditions. A multiple probe across participants design was used to evaluate the effects of the training DVD. The results showed that two participants were able to implement the conversation training program with at least 90% accuracy after viewing the DVD. The remaining two participants required brief performance feedback in order to reach 90% accuracy. All participants performed above 90% on post training generalization and follow-up probes. |
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| 55. Shaping and Positive Reinforcement to Teach Nose Blowing to an Adolescent with Autism |
| Area: CBM; Domain: Applied Behavior Analysis |
| BRIDGET G. GIBBONS (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute/ Johns Hopkins Unive) |
| Abstract: This study used a behavioral treatment package to teach a 16 year old youth with autism and intellectual disability to blow his nose. While the participant experienced allergies requiring regular injections, he was unable to blow his nose; instead, he inhaled the majority of his nasal secretions likely increasing risk of upper respiratory infections. At baseline, the participant consistently performed all of the steps in the nose blowing sequence (picking up tissue, wiping his nose, throwing tissue away), but did not blow from his nose. He demonstrated the ability to consistently imitate exaggerated gross motor activities (e.g. clapping, standing), but appeared unable to discriminate and perform more subtle movements (e.g. blowing from his nose versus his mouth).Treatment consisted of imitation training and shaping using differential positive reinforcement. The participant was reinforced with preferred activities and edibles for imitating gradually more subtle nasal movements (e.g. touching his nose versus his mouth, scrunching his nose, exhaling from his nose, etc.). Following treatment, the participant was able to blow his nose when prompted in his home, school, and community. Results suggest that with repeated learning trails, subtle self-care deficits can be remedied in at least some children with Autism and intellectual disability. |
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| 56. Behavior-Analytic Therapy in Brazil |
| Area: CBM; Domain: Service Delivery |
| SIMONE NENO (Universidade Federal do Para), Emmanuel Z. Tourinho (Universidade Federal do Pará) |
| Abstract: We present in this work an overview of some recent developments of behavior-analytic therapy in Brazil. Some features of the delivery system of psychotherapy in Brazil (which includes not being ruled by the managed care system) have favored the development of models of intervention based in behavior-analytic principles and concepts. These features include a remarkable presence of behavior analysis in Undergraduate and Graduate Programs in Psychology, the close contact of psychotherapists with academic environments, and the fact that clients are often referred to psychotherapy by other professionals, other than psychiatrists, often on the basis of non diagnoses (or non-DSM diagnoses). Since behavior-analytic therapists joined in a professional and academic association (Associacao Brasileira de Psicoterapia e Medicina Comportamental), in the 1980s, the exchange of theoretical and practical knowledge has led to the effort to set a distinction between interventions based in behavior analysis (then referred to as behavior-analytic therapy) and cognitive-behavioral therapy. Contemporary efforts include overcoming a distinction between talk therapy and managing contingencies in the outside environment, as well developing methodologies for research on behavior-analytic therapy. The latter do not follow the standards of outcome research on psychotherapy, but, rather, have focused on behavioral processes found in the client-therapist interactions. |
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| 57. Direction of the Facilities Service according to Analysis of Challenging Behaviors and education programs for People with disabilities |
| Area: CBM; Domain: Service Delivery |
| WON OK GU (Daegu University, South Korea), Eun-Jung Lee (Daegu University, BK21 Task Force Team, Daegu Univ), Min Kyoung Cho (BK21 Task Force Team, Daegu Univ, Daegu univ.), Sang Bok Lee (Daegu University, S. KOREA), Hyo-Shin Lee (Early Childhood Spec Ed Depart Daegu University, KOREA) |
| Abstract: The purposes of this study are to figure out needs and challenging behaviors of disabled people in the facilities and analyze supported services for them, as well as suggest on the direction of the management system in the Facility. The Participants are 100 disabled people in Rehabilitation Center, Kwangju, South Korea. 30 Teachers put on record them in Daily. Methods used include analyzing records of facilities for two years using the web-based recording and analyzing system, HOMI. The results of this study showed as follows. At first, the specific high gravity of disabled people’s challenging behaviors was the behavior area of excretion according to the frequency analysis. It is related to fundamental and biological daily living. Second, the education programs for them were the area of health, eating, excretion. The average of success rate for education program was almost below the 20%. Therefore, direction of the facilities service for disabled people needs to be organized by quality of education program focused on adaptive skills and quality of teaching strategy. |
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| 58. Evaluating the social validity of ABA programs in a children’s residential unit and measuring children’s perspectives of their family relations |
| Area: CBM; Domain: Applied Behavior Analysis |
| BARBARA GRAF (Bangor University) |
| Abstract: Over the past 40 years, the field of applied behaviour analysis has documented the importance of social validity. However, to date, the literature states that very few studies submitted for publication have provided any social validity data. This paper proposes that this lack of social validity data has resulted in reduced contextual fit of procedures and maintenance of treatment effects. This paper investigates the Bene-Anthony Family Relations Test (BAFRT) as a social validity assessment tool for the ABA programs of two participants who reside permanently in a children’s residential unit. Both of the participants of the above study present with high frequency and high intensity challenging behaviours. Rating scales were used to measure both family and staff perspectives on frequency, intensity and management complexity of challenging behaviours, while the BAFRT was used to assess the participant’s pre and post intervention perspectives of their families’ relations. Results demonstrated a correlation between staff and family perspectives with the decrease in challenging behaviours. However, only slight improvements were observed in the participant’s perspectives of their family relations. |
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| 59. Is the Behavioral Progress made at JRC Sustainable and Generalizable? A Follow-up Study of Former JRC Students. |
| Area: CBM; Domain: Service Delivery |
| NICK LOWTHER (Judge Rotenberg Center), Joseph Assalone (Judge Rotenberg Educational Center), Rosemary Silva (Judge Rotenberg Center), Robert von Heyn (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: This study will examine the post-treatment outcomes of a sample of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming with some of the most behaviorally challenging individuals in the United States. The former JRC students will be evaluated post-discharge, using both a subjective General Life Adjustment rating (performed by guardians and/or former students) and objective counts of certain Quality of Life Indicators. Quality of Life variables of interest will include whether or not the former JRC students utilized formal treatment services, had negative encounters with law enforcement, received psychotropic medications, pursued further education, secured employment, participated in leisure activities and engaged in meaningful relationships post-JRC discharge. Of major interest is whether or not this sample of former JRC students will show significant improvement on the measures employed over their status prior to enrolling in JRC’s educational and treatment program. |
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| 60. The Reliability of the Behavioral Approach/Avoidance Task (BAT) in a Sample of Phobic Youth |
| Area: CBM; Domain: Applied Behavior Analysis |
| NATOSHIA RAISHEVICH (Virginia Tech), Natalie Costa (Virginia Tech), Thomas H Ollendick (Virginia Tech) |
| Abstract: The behavioral approach/avoidance task (BAT) is used to measure behaviors of children and adolescents with specific phobias. However, psychometric data on the utility of BATs are limited. One investigation by Hamilton and King (1991) found the reliability for BATs in a sample of dog phobic children was 0.91 for a seven-day interval. However, the generalizability of these findings to children with other forms of specific phobias (e.g., animal, environmental, situational) is unclear. Thus, the purpose of the current study is to examine the reliability of BATs in a sample of 95 phobic youth between the ages of 7 and 14. Individualized BATs based on the nature of the phobia were designed to measure approach/avoidance of the phobic stimuli. The BATs were administered with the child at two consecutive time periods during a single assessment session. Percentage of steps completed and fear ratings during BAT were measured. The reliability for steps competed for the BATs was 0.95. The reliabilities for fear ratings at the start, after thirty seconds, and at the completion of the BATs were 0.87, 0.89, and 0.88, respectively. Implications and future directions will be addressed. |
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| 61. An Investigation of Quality Indicators for Evidence-Based Interventions: Brief Functional Analysis Methodology with Typically Developing Children Displaying Problem Behavior |
| Area: CBM; Domain: Service Delivery |
| ELIZABETH ASHLEY POPESCUE (Northern Arizona University), Vanessa Adelman (Northern Arizona University), Caitlan Allen (Northern Arizona University), Alicia Bull (Northern Arizona University), Lindsy Dagel (Northern Arizona University), Andrew W. Gardner (Northern Arizona University), Trina D. Spencer (Utah State University) |
| Abstract: Brief functional analysis (BFA) is a shortened version of traditional extended functional analysis methodology (i.e. Iwata et al. 1982/1994). Initially modified by Cooper et al. (1990), BFAs are often conducted when assessment time constraints in a clinic, school or home are of concern. While BFAs have been used in studies as an assessment tool to identify the function of problem behavior, few authors have examined their use with typically developing children. In addition, no quantitative analyses of the evidence supporting BFAs as an effective assessment tool for use with this population have been reported. This evidence-based review evaluates empirical studies, in which BFAs were utilized with typically-developing children to identify the function of problem behavior. Twenty-Nine articles were reviewed and coded into seven categories and 21 indicators. Reviewers coded for each indicator according to the single subject design “quality indicators” identified in Horner et al. (2005). IOA was completed for 100% of all research articles with 97% agreement. Out of the 29 articles identified, 16 were considered acceptable according to the threshold criterion suggested by Horner et al. Results are discussed in terms of the strength of evidence supporting the use of BFAs and the utility of evidence-based intervention guidelines. |
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| CSE Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 62. What Affect More to Child Physical Aggression:
Media Violence or Domestic Violence? |
| Area: CSE; Domain: Applied Behavior Analysis |
| KYUNG HYE LEE (Daegu Cyber University), Jung Yeon Cho (Daegu Cyber University) |
| Abstract: Child physical aggression has been demonstrated as a critical precursor of academic failure and social-maladjustment problems in adolescents and adults. To better understand the developmental origins of physical aggression, and to identify targets for early preventive interventions, a random sampling of 372 families was carried out, representing an urban Canadian population of two-parent families with diverse socio-economic characteristics. In the longitudinal approach, media violence (MV) and witness of domestic violence (WDV) were measured when children were at the age 4. This sample was applied same again when the children were in the grade 1 to measure the level of physical aggression (PA). The analysis by structure equation modeling confirmed the linkage between exposure to violence and child physical aggression. The result indicates the physical aggression in the grade 1 were affected by media violence and witness of domestic violence similarly as were at the age 4, stressing on urgent need for early intervention to the children exposed to violence.
Key words: Physical aggression, Exposed violence, Predictors, Early childhood. |
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| 63. Consequences of Excessive Optimism in Person-Centered Planning |
| Area: CSE; Domain: Service Delivery |
| CHARLES STEVE HOLBURN (Institute for Basic Research), Christine Cea (New York State Insitute for Basic Research) |
| Abstract: This data-based poster illustrates the optimistic nature of person-centered planning (PCP) that is evident in the planning methods employed, the way that individuals with disabilities are described, and in portrayal of the outcomes of PCP. However, a confluence of factors can lead to manifestation of excessive optimism that does not serve PCP constructively. Taken to its extreme, optimism can contribute to the development of unrealistic goals, construing failure as success, ignoring dissenting perspectives, and contaminating evaluations of PCP. Excessive optimism is presented as a misapplication of PCP principles rather than an inherent flaw in the design of the approach. |
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| 64. Prevention of Foster Care Placement through the Application of Behavior Analytic Methods |
| Area: CSE; Domain: Applied Behavior Analysis |
| ANJALI VAN DRIE (Behavior Analysis and Therapy, Inc.), Stephen P. Starin (Behavior Analysis, Inc.), Ryan Curran (Behavior Analysis and Therapy, Inc) |
| Abstract: Each year, thousands of children enter the foster care system due to their problem behaviors. This severely disrupts the lives of these children and their families and costs the local, state and federal governments millions of dollars. This poster describes a behaviorally-based program designed to prevent at-risk children from entering into the foster care system. The program utilizes the principles and procedures of applied behavior analysis to bring about positive change in the behavior of at-risk adolescents and their families. The poster depicts the methods employed to address common problem behaviors as well as the parenting skills needed to increase and to maintain appropriate behaviors. Data from the program’s operation over the past three years are examined in terms of its capacity, its clinical effectiveness and its cost-effectiveness. Results suggest that behavior analysis methods can provide a successful framework for reducing placement of children at-risk of entering the foster care system. |
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| 65. The Effects of Instructor Provided or College Student Created SAFMEDS on Weekly Quiz Scores in Introduction to Applied Behavior Analysis Courses |
| Area: CSE; Domain: Applied Behavior Analysis |
| ANN M STURTZ (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 current research regarding the use of SAFMEDS (Say All Fast Minute Each Day Shuffled) to teach certain relations suggests that they are a useful, easy to use, and cost effective tool for increasing fluency (Noland, McLaughlin, & Sweeney, 1994). However, there is a lack of research on how the use of SAFMEDS will affect performance on other testing methods (e.g., quizzes, overall course grades, etc.). Furthermore, there is little data to suggest what information should be included on SAFMEDS or who should be responsible for creating them - instructor or student. This current study examines the effects of SAFMEDS use on both individual unit quiz scores and overall course grades. Additional comparisons are made between scores and grades if students were given SAFMEDS or if students created their own SAFMEDS. |
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| 66. Teaching Social Skills to Improve College Students' Speed-Dating Behaviors |
| Area: CSE; Domain: Experimental Analysis |
| JAYE K. LUKE (Georgia State University), Laura D. Fredrick (Georgia State University), Franco Dispenza (Georgia State University) |
| Abstract: In the late 1800s dating began as a type of courtship, and in the 1990s speed dating was introduced by Rabbi Yaacov Deyo as a way for Jewish singles to meet. Speed dating allows each man and each woman the opportunity to have multiple brief dates in one evening so that they may identify people they would like to date outside of the speed-dating event. Although speed dating is now quite popular, there have been no experimental studies published on individual participant behaviors during speed dating. Most research regarding speed dating has emphasized mate preferences and has reported nonexperimental data. For this study, college students volunteered to participate in a speed-dating event and based on the skills they demonstrated during that event, were invited to participate in an intervention to increase their speed-dating skills. Speed-dating skills include dressing and grooming behaviors, introducing interesting and appropriate topics of conversation, and locating these topics. Data collection will be completed by December 2008 and will be analyzed using a multiple-baseline across participants design. |
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| 67. A Replication of a Study on the Accuracy of a Drinker's Self-Reported Alcohol Consumption |
| Area: CSE; Domain: Applied Behavior Analysis |
| RAYMOND O. SACCHI (Washington State University), Matthew Eisenhower (Washington State University), Thomas A. Brigham (Washington State University), Kristin Onorati (Washington State University), Jon Walter (Washington State University) |
| Abstract: Improper alcohol use can lead to serious health risks, including drunk driving. A replication of a 1987 study by Meier, Brigham, and Handel was conducted at Washington State University to determine if the 1987 findings supporting the accuracy of self-reported alcohol consumption could be demonstrated today. Meier et al asked participants leaving places where alcohol was sold to complete a small questionnaire about the quantity of alcohol they consumed that evening. Upon completing the questionnaire, participants actual Blood Alcohol Concentrations were recorded using a portable breathalyzer. The actual data and self-reported data were compared and analyzed demonstrating that participants’ self-reported alcohol consumption was very accurate when compared to their Breathalyzer readings (r=.70, p<.01). However, women were significantly less accurate in their recall. This replication is considered useful because the findings were inconsistent with other reports in the literature. The present study also corrected a limitation of the previous study, i.e. the small number of female participants, by ensuring through stratified random sampling that an equal number of females and males were represented. Given the changes in university populations, specifically increasing numbers of female students, the research findings will be useful to support the accuracy of self-reported behavior. |
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| 68. The Effects of Self-Monitoring Versus Self-Report Via Picture Message on Frequency of Trips to the Gym |
| Area: CSE; Domain: Applied Behavior Analysis |
| MEGAN E. SULLIVAN (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: This study measures the effects of two treatments on the frequency of participants’ trips to the gym. Self-monitoring involves each participant recording the date, duration and type of physical activity he/she engaged in following each trip to the gym and the number of trips required before his/her weekly goal is achieved. Self-report requires participants to send a picture message of themselves to a second party (e.g. friend or family member) during each trip to the gym. The two treatments were chosen because they can be implemented by individuals without the help of a third party. The baseline phase involves the experimenter reviewing gym records of attendance for the month prior to study participation. The self-monitoring treatment is implemented first for all participants since it does not require assistance from a second party. If participants meet their weekly exercise goals, a 1-month follow-up is conducted, in which gym records are reviewed for the month following treatment. For participants who do not meet their weekly goals, the self-report condition is applied. Corroboration of self-reports and picture messages are assessed using computerized health club records. Data are discussed in terms of the feasibility of the intervention and the likelihood of long-term effects. |
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| 69. Social Skills Training for Japanese Adolescents with School Maladjustment : Program Development |
| Area: CSE; Domain: Applied Behavior Analysis |
| KANAKO OTSUI (Kwansei Gakuin University), Wataru Noda (Kwansei Gakuin University), Yuichi Hakoshima (Osaka Prefectural Child Life Support Center), Satoshi Inada (Osaka Prefectural Child Life Support Center), Tomoko Fukui (Osaka Prefectural Child Life Support Center), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: We developed an ABA-based social skills training program to benefit adolescents with prolonged school refusal problems in Japan. More than 180,000 children and adolescents in Japan refuse to attend school each year. School refusal is officially defined as absence from school for more than 30 days of the year. In 2003, Osaka Prefecture opened Japan’s first public residential facility for adolescents with a history of school refusal and social withdrawal. The program offers them educational, occupational, and living support. We developed a social skills training (SST) program at this facility. We used self- and staff-ratings, behavior observation, and interview with the facility staffs. Based on the result of our assessment, we developed four modules (basic skills, two assertion skills, and interview skills) as targets of training. The SST project is now in its second year of implementation with a stronger component of in-house staff involvement. In this presentation, we give an overview of our 6-month SST program. We report empirical results in a separate presentation at this convention. This project was commissioned by Osaka Prefectural Government as part of the Family Rebuilding Project in 2007. |
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| 70. Increasing Safe Sex Practices in Dually Diagnosed Individuals |
| Area: CSE; Domain: Experimental Analysis |
| KIMBERLY CRUISE (Quality Life Center) |
| Abstract: Dually diagnosed individuals are more likely to engage in unsafe sexual practices than their neurotypical counterparts. As a consequence, they are also more likely to contract and spread sexually transmitted diseases. To reduce these occurrances, a series of interventions including condom availability to a group where N=9, group presentation from the Department of Health, individual counseling, individual condom availability, and a second group presentation from the Department of Health were introduced. Baseline data and data prior to the introduction of each intervention were recorded with regards to condom use. Results indicate increased safe sex practices with each intervention. This population has long been overlooked with regards to safe sex education. These individuals have an inherent right to experience personal and romantic relationships. They also have the right to experience these relationships without placing themselves or their partners at risk. As mental health professionals, it is our mandate to provide this training. |
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| DDA Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 71. Relative Task Preference as a Predictor of Aberrant Behaviors During Transitions in Persons With Developmental Disabilities |
| Area: DDA; Domain: Experimental Analysis |
| GABRIELLA R. YATES (University of Kansas), Claudia L. Dozier (University of Kansas), Pamela L. Neidert (University of Kansas), Dean C. Williams (University of Kansas) |
| Abstract: Transitions from one activity to another are a major challenge to persons with intellectual and other developmental disabilities (IDD), and often generate disruptive and destructive behaviors that take up time and effort in habilitation settings. This poster presents recent findings from our translational research program on understanding and treating behavior problems in transitions. Clinical practice and experimental research point to transitions from periods of high reinforcement to lower reinforcement as especially likely to engender aberrant behaviors. Basic research refers to such transitions as negative incentive shifts, and shifts from relatively good conditions to relatively poor conditions of reinforcement produce a number of contrast effects in humans and animals. In recent research with negative incentive shifts in magnitude of reinforcement and work requirements, we have shown that such transitions produce larger disruptions in task-related behaviors relative to transitions that do not involve incentive shifts in both persons with IDD and animals. The current research uses pre-experimental preference assessments to predict when a transition will engender destructive and disruptive behaviors in persons with developmental disabilities and histories of problem behaviors. Transitions from clinically assessed, high-to-low preference activities differentially predicted disruptive behaviors compared to transitions between activities that did not involve shifts in preference. |
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| 72. Health Self-advocacy Training for Adults with Intellectual Disability |
| Area: DDA; Domain: Service Delivery |
| Jeffery Philip Hamelin (Brock University), MAURICE FELDMAN (Brock University), Amy Andrews (Community Living Welland Pelham), Jeff Baker (Community Living Welland Pelham), Melissa Johnston (Brock University), Frances Owen (Brock University) |
| Abstract: Research has revealed barriers to effective and timely access to healthcare for persons with intellectual disability (ID). To effect meaningful changes, not only does the health care system needs to be more accountable to persons with ID, but also persons with ID need to learn to advocate for their own health care to the best of their abilities. The purpose of the present study was to evaluate training of adults with ID regarding health knowledge and health self-advocacy skills. A multiple baseline design across health topics and health rights, respect and responsibility was conducted with 6 adults with mild to moderate intellectual disability living in the community. Group sessions (3-4 participants) involved a specialized curriculum, audiovisual material, video vignettes, role-playing, game format and behavioural teaching elements. Participants showed increases in health knowledge and self-advocacy on comprehension and rights awareness questions. Training generalized to a health interview conducted by a nurse or nursing student. Interrater reliability was completed on 30% of training sessions. Results indicate that health knowledge and self-advocacy training can be effectively designed and applied for adults with intellectual disabilities. |
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| 73. The Effects of Reinforcement Schedules on the Outcomes of an Experimental Functional Analysis |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICK WILHELM (The Chicago School of Professional Psychology) |
| Abstract: The present study examined the effects of naturally occurring reinforcement schedules on the outcomes of experimental functional analyses, in an attempt to determine the extent to which the current validity of functional analytic methodology may be enhanced. Two participants took part in a traditional functional analysis, in which each occurrence of the target was followed with either attention or escape from demands. A descriptive analysis was conducted to determine the schedule of reinforcement that maintained the target behaviors in the natural environment. A second functional analysis was conducted, in which rates of responding during continuous reinforcement were compared with rates of responding under the naturally occurring schedules of reinforcement. Results indicate that higher rates of responding occurred during the naturally occurring schedules of reinforcement than during continuous reinforcement for both participants. These results present an effect opposite to that which was originally hypothesized. Results are discussed in terms of the potential extraneous variables that may have contributed to the observed effects. |
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| 74. A Further Refinement of Competing Stimulus Assessments: Inclusion of Redirection and Blocking |
| Area: DDA; Domain: Applied Behavior Analysis |
| KATHRYN JANN (Kennedy Krieger Institute & UMBC), Heather K. Jennett (Kennedy Krieger Institute), Janie E. Webb (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The use of competing stimuli is a common reinforcement based intervention for automatically reinforced self-injurious behavior (SIB) (Ringdahl et al., 1997). Competing stimulus assessments (CSA) are typically conducted prior to treatment and stimuli are assessed in isolation of other treatment components. However, subsequent treatment evaluations often include other components such as redirection and blocking (e.g., Hagopian et al., 2005; Piazza et al., 1998; Ringdahl et al., 1997). In the current study, a series of CSAs were conducted that assessed the ability of the stimuli to displace automatically maintained SIB in conjunction with other treatment components. The following conditions were conducted: I-continuous provision of competing stimuli (CS), II-CS with redirection to the stimulus following loss of contact for 5 seconds, and III-CS, redirection, and blocking of SIB. Results suggest that the inclusion of redirection and blocking in the context of a CSA may serve to further increase toy contact as well as decrease the rate of SIB, potentially providing more choices of stimuli. The results of the CSAs were validated in a subsequent treatment evaluation. These finding support further research on the inclusion of additional treatment components during CSAs. |
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| 75. The Effect of Wrist Weights and a Helmet on Self-Injurious Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| MEGAN LEFEBVRE (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 assess 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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| 76. Using Backward Chaining to Increase Showering Independence |
| Area: DDA; Domain: Applied Behavior Analysis |
| CHRISTOPHER M ILCONICH (Bancroft Neurohealth), Denise Marzullo (Bancroft Neurohealth) |
| Abstract: The acquisition of daily living skills, specifically hygiene tasks, impacts the level of independence in individuals with developmental disabilities. Many daily living skills, such as showering, consist of several consecutive steps that make up a behavior chain. A variety of interventions have been used to teach individuals with developmental disabilities to complete daily living skills, including prompts and reinforcement (Thompson, Braam, and Fuqua, 1982), differential reinforcement and extinction (Piazza, Contrucci, Hanly, and Fisher, 1997), and activity schedules (MacDuff, Krantz and McClannahan, 1993). Response chaining has also been used to increase task completion (Lalli, Casey and Kates, 1995). Specifically, backward chaining has emerged as an effective intervention for increasing skill acquisition (Hagopian, Farrell, and Amari, 1996; Jerome, Frantino, and Sturmey, 2007). The present study used a changing criterion design to evaluate the effect of backward chaining on independent completion of showering steps in an adolescent with developmental disabilities. Results indicate that backward chaining was effective in establishing independent showering. |
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| 77. The effects of NCR with DRO on severe problem behavior of adults in a community setting. |
| Area: DDA; Domain: Applied Behavior Analysis |
| BRADFORD RICHARDSON (AdvoServ), Kellie P. Goldberg (Advoserv), Cheryl L. Ecott (Advoserv) |
| Abstract: A multiple baseline across participants was used to evaluate the effects of a lean schedule of NCR plus a brief DRO. Participants resided in a community-based group home and attended a vocational activity program during the day. Brief attention (5-minutes with staff) and a small edible were delivered aperiodically throughout the week. These reinforcers were delivered independent of severe problem behavior approximately three times a day across both group home and day programming settings. A 30-minute DRO was included to prevent any adventitious reinforcement of severe problem behavior. All of the participants had an individualized behavior plan that included consequences for appropriate and inappropriate behavior. Results suggest that the procedure may be useful as an addition to ongoing behavioral programming. |
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| 78. The Acquisition of Problem Behavior in Individuals with Developmental Disabilities as a Behavioral Cusp |
| Area: DDA; Domain: Theory |
| RACHEL ROBERTSON (Vanderbilt University) |
| Abstract: According to Rosales-Ruiz and Baer (1997), a behavioral cusp is defined as “any behavior change that brings the organism’s behavior into contact with new contingencies that have even more far-reaching consequences” (p. 533). The concept of behavioral cusps has most frequently been used to select target skills taught to participants and to evaluate the importance of those skills; however the concept is equally applicable to behavior changes that bring about important and far-reaching negative consequences. While Rosales-Ruiz and Baer, as well as others, have acknowledged that socially undesirable behavior change can also qualify as a behavioral cusp, this area of the cusp concept has been under-examined. This poster compares an undesirable behavior change, the acquisition of problem behavior in individuals with developmental disabilities, to criteria for behavioral cusps previously identified in the literature, and determines that problem behavior meets these criteria. The advantages of viewing problem behavior as a behavioral cusp are outlined, and implications for research and practice from a behavioral cusp approach to problem behavior are provided. |
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| 79. The use of a visual response cost system to decrease problem behaviors |
| Area: DDA; Domain: Applied Behavior Analysis |
| KRISTEN M KALYMON (Kennedy Krieger Institute), Steve Lindauer (Kennedy Krieger Institute) |
| Abstract: This study investigated the effectiveness of a visual response cost system in reducing disruptive behaviors of children diagnosed with developmental concerns. The response cost system involves the application of reinforcement for appropriate behaviors as well as loss of a positive reinforcer following repeated instances of inappropriate behavior. Previous research typically used small material rewards such as snacks or stickers to be earned for not losing a prespecified amount of tokens in a given time period. This study extends the literature by (a) using parental report to identify preferred items already used by the child, and having the child lose access to those items after repeated instances of misbehavior, and (b) using a visual reminder of the specific item to be lost. Specifically, after receiving a set number of “X’s” on a chart, the child loses access to a paired item or activity for a prespecified period of time. Further instances of misbehavior result in the loss of additional items and activities. The visual reminder, clear expectations, and potential loss of preferred items or activities may serve as a cue for the child to behave appropriately. Results indicated that rates of problem behaviors decreased significantly with the response cost system. |
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| 80. Using Mand Analyses to Evaluate Child Behavior across Languages |
| Area: DDA; Domain: Applied Behavior Analysis |
| Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Kelly M. Schieltz (University of Iowa), YANIZ C. PADILLA (University of Iowa) |
| Abstract: We evaluated manding and destructive behavior for participants living in bilingual homes during mand analyses across languages. Participants were 2 young children with developmental disabilities who displayed destructive behavior (e.g., aggression, self-injury) maintained by social contingencies based on the results of a functional analysis and whose families spoke Spanish and English in the home setting. All procedures were conducted in the participants’ homes by their mothers with coaching from the first author. Mand analyses, which duplicated the conditions of the functional analyses, were conducted in English, Spanish, and both languages within a combination multiple baseline (across participants) and reversal (language) design. Each mand analysis included free play, demand, attention, and tangible conditions conducted within a multielement design. During the mand analyses, language was manipulated across antecedent variables (i.e., parent prompt, card on switch, and microswitch voice output) to evaluate variation in manding and destructive behavior. Interrater agreement was assessed during 30% of sessions and averaged over 90%. Preliminary results suggest that these 2 participants living in bilingual homes will mand independently at similar rates across languages by pressing a microswitch. Assessment results will be discussed with respect to language selection when developing training programs for bilingual clients. |
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| 81. Analysis of a choice-making procedure to decrease escape-maintained destructive behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMBER R. PADEN (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Caitlin J. Smith (Munroe Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated the utility of using positive reinforcement contingencies to decrease escape-maintained destructive behavior (Piazza et al., 1997). Typically, such arrangements involve contingent access to positive (Sr+) and negative (Sr-) reinforcers following task compliance. An alternative arrangement is to present concurrent positive and negative reinforcers and allow the participant to choose either reinforcer (Harding et al., 1999). In the current investigation, two treatments were compared to reduced escape-maintained aggression displayed by a boy with autism. The differential reinforcement procedure was less effective at reducing aggression than a choice procedure in which the child could choose between completing instructional tasks to gain access to a highly preferred reinforcer (Sr+) or time alone with no tasks presented (Sr-). In general, the participant allocated more responding toward the Sr+ contingency than the Sr- contingency. Interobserver agreement was assessed for a minimum of 25% of sessions across all conditions. Results will be discussed in terms of the effects of a choice paradigm on rate of aggression and compliance to tasks. |
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| 82. Implementation of a Habit Reversal Procedure within an Outpatient Clinic |
| Area: DDA; Domain: Applied Behavior Analysis |
| MALIHA ZAMAN (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Melanie H. Bachmeyer (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa), Jayme Mews (University of Iowa), Yaniz C. Padilla (University of Iowa) |
| Abstract: We examined the effects of a habit reversal treatment on self-injurious behaviors (hand biting, hand wringing) and stereotyped behavior (hand flapping) of Tim, a 10 year old boy with pervasive developmental disorder. We first conducted a brief functional analysis of self-injurious behavior within a multielement design. Next, we conducted an antecedent analysis to determine whether variables such as high or low quality attention and the presence or absence of a preferred toy influenced problem behaviors. Lastly, we implemented a habit reversal treatment that involved teaching Tim to engage in a competing response instead of displaying problem behaviors. Tim’s competing response consisted of holding a videogame in his hands. All assessment and treatment procedures were conducted within a multi-element design in an out-patient clinic setting. Interobserver agreement was assessed for 53% of the total sessions and the mean agreement was 99%. Brief functional analysis results suggested that self-injurious behavior may have multiple functions. Antecedent analysis results indicated that providing Tim with attention and prompting him to keep his hands occupied with a toy prevented problem behaviors from occurring. Treatment results showed that the competing response was effective in reducing problem behaviors.
Keywords: Habit reversal, assessment, self-injury, stereotypy |
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| 83. The Effect of Differential Reinforcement of Incompatible Behavior on the Treatment of Pica |
| Area: DDA; Domain: Applied Behavior Analysis |
| SETH BENJAMIN CLARK (Kennedy Krieger Institute-UMBC), Melissa Luke Gonzalez (Kennedy Krieger Institute), Kiah D. Fields (Kennedy Krieger Institute), Andrea Marie Goffus (Southern Illinois University), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The ingestion of nonfood items (i.e., pica) is a serious health risk amongst individuals with developmental disabilities and in many cases results in the blockage of airways and/or the digestive tract. Generally, researchers have found response blocking, competing stimuli, and/or redirection as effective interventions for pica (Piazza et al., 1998). However, when these interventions alone fail to produce clinically significant reductions in pica other treatment components may be needed. Few studies have assessed the effects of differential reinforcement of incompatible behavior (DRI) alone or in combination with other components (i.e., response blocking, competing stimuli, and redirection) for the treatment of pica. In the current study, an A-B-C-A-C design was used to examine the effects of DRI in combination with access to competing stimuli and response blocking as a behavioral intervention for pica in a 12-year-old female with developmental disabilities. Results indicated that competing stimuli and response blocking alone were not sufficient at reducing the frequency of pica to a clinically significant level. However, the combined effects of DRI, competing items, and response blocking were effective in decreasing pica. Reliability data were collected for at least 33% sessions and averaged above 80% for all responses. |
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| 84. A Comparison of Brief and Extended Functional Analyses of Inappropriate Mealtime Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| G. JOE SCHLERETH (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: The purpose of this study was to examine correspondence between brief and extended functional analyses of inappropriate mealtime behavior (e.g., food refusal, verbal complaints about food or eating). We compared the results from extended functional analyses to brief functional analyses consisting of the first session from each condition of the full analysis. To date, two individuals admitted to an intensive program for the treatment of severe pediatric feeding problems participated. First, functional analyses were conducted until reinforcers were identified for inappropriate mealtime behavior, or no differentiation in responding was observed between the conditions. Second, the first session of each condition was evaluated separately, and the results were compared to the extended functional analysis. Preliminary results suggested that the results of the brief and extended analyses corresponded for one participant, and did not correspond for one participant. The predictive validity of the brief functional analysis and practicality with respect to the feeding disorder treatment program will be discussed. |
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| 85. Parent-Child Interaction Therapy: A Modified Model for Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| NATALIE A. PARKS (Marcus Autism Center), Jana Sarno (Marcus Autism Center), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: Parent-Child Interaction Therapy (PCIT) is an effective, evidence-based intervention that has proven to be effective at decreasing problem behavior and increasing the quality of parent-child relationships in typically developing children (Edwards, et al., 2002; Eyberg & Ross, 1978). Recently researchers have begun to evaluate the effectiveness of PCIT with children with developmental disabilities (Brinkmeyer & Eyberg, 2003). Initial studies have discussed possible modifications to be made for children with language delays (McDiarmid & Bagner, 2005) or autism spectrum disorders (Bagner & Eyberg, 2007; Solomon, Ono, Timmer, & Goodlin-Jones, 2008). Suggested modifications include ensuring language is direct, clear, and repetitive and to redirect children who may prefer to play in isolation (McDiarmid & Bagner, 2005; Solomon, et al., 2008). This poster will discuss a modified PCIT model for children with developmental disabilities. Modifications include instructing parents to teach children to make requests, applying function-based consequences for problem behavior, incorporating least-to-most prompt procedure for compliance, and using instructional fading to teach new skills. Preliminary data about child progress, parental stress, and parental perception of problem behavior will be presented. Limitations and future directions will also be explored. |
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| 86. Treatment of Automatically Maintained Pica using Response Blocking and Redirection to Competing Items |
| Area: DDA; Domain: Applied Behavior Analysis |
| MARIE ANDACHTER (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Emily D. Shumate (Kennedy Krieger Institute and The Johns Hopkins Un) |
| Abstract: Many children with developmental disabilities display pica, which can be a life threatening behavior (McCord, Grosser, Iwata, & Powers, 2005). Pica (the ingestion of nonnutritive substances) is a form of self injury that is often maintained by its own consequences (i.e., sensory reinforcement) (McCord et al., 2005). In the current investigation, the aim was to decrease the pica behavior engaged in by a 10-year-old boy with autism and profound mental retardation. A functional analysis in which only extended alone conditions were conducted suggested that a portion of the pica behavior was maintained by automatic reinforcement. Based on this analysis, a treatment consisting of response blocking and redirection to competing items was developed. Results indicated that pica decreased substantially when the treatment was in place. A subsequent component analysis revealed that the blocking component could be removed and low rates of pica could be maintained. Reliability data were collected for one third of sessions and averaged above 80%. |
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| 87. Treatment Relapse: Change in Behavior Maintaining Contingencies Over Time |
| Area: DDA; Domain: Applied Behavior Analysis |
| Lynn G. Bowman (Kennedy Krieger Institute), DANIAH AMIR (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Andrea Marie Goffus (Kennedy Krieger Institute) |
| Abstract: Functional analysis procedures described by Iwata et al. (1982/1994) provide information as to the variables maintaining problem behavior and lead to the development of function-based interventions. Inconsistent implementation of the recommended treatment is often believed to be the reason for relapse. In the current study, results of an initial functional analysis for a 7-year-old male diagnosed with autism identified negative reinforcement in the form of escape as the primary variable maintaining destructive behavior. A treatment consisting of escape extinction, reinforcement for compliance, and time-out was successful in decreasing problem behavior during demand situations for 2 years; however, overtime destructive behavior increased. A subsequent functional analysis suggested that destructive behavior had acquired an additional function (i.e., attention). Following the addition of treatment components specifically targeting the attention function, problem behaviors were reduced by 98% below baseline levels. These findings are consistent with Lerman et al. (1994) suggesting that relapse may not always be due to inconsistent implementation of maintenance programs. Reliability data were collected for at least 33% sessions and averaged above 80% for all responses. |
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| 88. An Evaluation of Affect Across Multiple Levels of Elbow Flexion During Restraint Fading |
| Area: DDA; Domain: Applied Behavior Analysis |
| Lynn G. Bowman (Kennedy Krieger Institute), DAWN E. CONNOLLY (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Chris Dillon (Kennedy Krieger Institute), Katherine Campbell (Kennedy Krieger Institute) |
| Abstract: The programmatic use of arm restraints is often warranted for individuals who exhibit severe hand-to-head self-injurious behavior (SIB). Although research exists on the effectiveness of increasing elbow flexion while maintaining low rates of SIB (Fisher, Piazza, Bowman, Hanley, & Adelinis, 1997), no studies have examined affect during various levels of elbow flexion during restraint fading. The current study measured SIB (head/face slapping), positive affect, and negative affect for an 11-year-old boy diagnosed with autism during conditions similar to that of Fisher et al. Prior to restraint fading, duration of smiling in the cloth restraint with no stays (full elbow flexion) condition averaged 1.75%, while crying averaged 19.08%. After restraint fading, smiling increased to 13.77% on average and crying decreased to 0% in the same condition. Results showed that fading from no flexion (full restraint) to full flexion (cloth restraint with no stays) was successful in that SIB remained low. In addition, affect was more positive post-fading in the full flexion condition. Reliability data were collected on at least one third of sessions and averaged above 80%. |
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| 89. Further Assessment of “Do” vs. “Don’t” Requests in the Analysis of Aggression Occasioned by Interruptions |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAITLIN CORYAT (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute), Ashley Hogan (Kennedy Krieger Institute), Janie E. Webb (Kennedy Krieger Institute) |
| Abstract: The functional analysis methodology (Iwata et al., 1982/1994) has enabled us to identify specific variables that maintain problem behavior. In some cases, rates of problem behavior may be undifferentiated or may occur infrequently, making it difficult to draw any conclusions. One reason for this outcome may be fluctuating motivating operations (MOs). Researchers have found that interruption from on-going activities may occasion problem behavior in some individuals (Fisher et al., 1998, Hagopian et al., 2007). Further, these researchers have found that the type of interruption (“do vs. “don’t”) may be inconsequential. The purpose of the current study was to further evaluate the effect of “do” and “don’t” interruptions on the aberrant behavior exhibited by two individuals with autism who were referred to an inpatient unit for the treatment of problem behavior. For both participants, we compared “do” and “don’t” requests. To further assess the quality of the “do” requests, we compared different types of “do” requests for one participant. More specifically, a “do” request directed toward an incompatible activity was compared to a “do” request directed toward a preferred activity. Undifferentiated rates of problem behavior were observed across all interruption conditions. Results are similar to the findings of past research. |
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| 90. Further Assessment of “Do” vs. “Don’t” Requests in the Analysis of Aggression Occasioned by Interruptions |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAITLIN CORYAT (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute), Ashley Hogan (Kennedy Krieger Institute), Janie E. Webb (Kennedy Krieger Institute) |
| Abstract: The functional analysis methodology (Iwata et al., 1982/1994) has enabled us to identify specific variables that maintain problem behavior. In some cases, rates of problem behavior may be undifferentiated or may occur infrequently, making it difficult to draw any conclusions. One reason for this outcome may be fluctuating motivating operations (MOs). Researchers have found that interruption from on-going activities may occasion problem behavior in some individuals (Fisher et al., 1998, Hagopian et al., 2007). Further, these researchers have found that the type of interruption (“do vs. “don’t”) may be inconsequential. The purpose of the current study was to further evaluate the effect of “do” and “don’t” interruptions on the aberrant behavior exhibited by two individuals with autism who were referred to an inpatient unit for the treatment of problem behavior. For both participants, we compared “do” and “don’t” requests. To further assess the quality of the “do” requests, we compared different types of “do” requests for one participant. More specifically, a “do” request directed toward an incompatible activity was compared to a “do” request directed toward a preferred activity. Undifferentiated rates of problem behavior were observed across all interruption conditions. Results are similar to the findings of past research. |
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| 91. School-based Positive Behavior Support: the effects of using FBA and PBS for students with behavioral problems in special education school in Taiwan |
| Area: DDA; Domain: Applied Behavior Analysis |
| YA-PING WU (Department of Special Education, National Taiwan N), Siou-Ying Jhu (National Taichung Special Education School), Siang-Wun Yue (National Taichung Special Education School), Yu-Jhen Hong (National Taichung Special Education School), Jia-Siang Lu (National Taichung Special Education School), Siao-Mei Jheng (National Taichung Special Education School), Ruei-Ling Huang (National Taichung Special Education School), Mei-Yin Lin (National Taichung Special Education School) |
| Abstract: This paper will present the effectivness of using funcational behavioral assessment (FBA) and positive behavior support plan (PBS) for 4 students with serious behavior problems in a public special education school at Central Taiwan. Students attending the special education school are those with with moderate, severe, and profoundly cognitive disabilities. Some of them accompany a variety of behavior problems, such as disruptive behaviors, aggressive behaviors, self-injury behaviors, and discipline problems etc, and prohibit their learning. Special educators in the school face with these challenges daily and usually apply negative consequence strategies for quick decreasin. However, the teachers reported to feel frustration to deal effectively with these behavior problems since other compatiable behavior problems coming out after the strategies.
In order to establish the PBS system in the school, the school formed a multi-discplinary team, which included 5 special education teachers, a social worker, a occupational therapist, and a school psychologist, collaborated together to conduct FBA and then designed positive intervention strategies for four targeted students to decrease their problem behaviors (delay in school, SIB, maladaptive behaviors, aggressive behaviors, working passively, and disruptive behaviors), and increase functional behaviors in school. With multi-components positive strategies implemented, the results show positive outcome for the four targeted students. The procedure, the outcome measurement, and the social validity data will be presented in the paper in detailed and the suggestions for future development of BPS will be discussed, too. |
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| EAB Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 92. Feeding Regimen and Impulsivity in the Rat |
| Area: EAB; Domain: Experimental Analysis |
| JACK R. SMETHELLS (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: Feeding regimens that decrease reinforcer effectiveness decrease response rates in single operant preparations. Extending this empirical generalization to preparations involving more than one operant (i.e., choice) has been difficult. Research using intertemporal choice procedures, in which animals choose between small, immediate and large, delayed alternatives has yielded inconsistent findings regarding the effects of feeding regimen manipulations on impulsivity. The proposed experiments aim to clarify the role of two feeding regimen manipulations on impulsive choice in rats: changing the subject's free-feeding body weight and pre-session feeding. The effects produced by the different feeding regimens will be quantified by the change in proportion of large alternative choices across a range of delays. The results of this experiment will serve to clarify the effect of each feeding regimen manipulation on impulsivity, while also unifying them as establishing operations that serve to modulate impulsivity. The findings thus far have indicated that these feeding regimen manipulations exert no systematic control over intertemporal choice behavior. |
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| 93. Choice between Schedules of Reinforcement With and Without Response-Pacing Requirements |
| Area: EAB; Domain: Experimental Analysis |
| LEIGH ANNE SCHRIMPF (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: This experiment compared the value of variable-interval (VI) schedules with and without response-pacing requirements. In the initial link of a concurrent-chains procedure, pigeons pecked left and right keys to gain access to terminal-link schedules of food reinforcement on the center key. Value of the terminal-link schedules was measured by the initial-link choice proportions. In the baseline condition both terminal links contained conventional, unpaced VI schedules. In experimental conditions one of the terminal-link VIs incorporated contingencies to foster high or low rates of responding. In some cases only responses that terminated short interresponse times (IRTs) were eligible for reinforcement (differential reinforcement of high rates, DRH). In other case only responses that terminated long IRTs were eligible (differential reinforcement of low rates, DRL). The specific criteria varied across pigeons, based on their individual baseline IRT distributions. Early data show that the IRT restrictions were effective in pacing terminal-link response rates. The unpaced schedule was preferred over the DRL in 2 of 2 pigeons, and over the DRH in 1 of 2 pigeons. Planned conditions include an initial-link key reversal and yoked-control conditions to evaluate the effect of differences in reinforcement rate across paced and unpaced schedules. |
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| 94. Travel time and giving-up time: Changes in the global prey density |
| Area: EAB; Domain: Experimental Analysis |
| FELIPE CABRERA (Universidad of Guadalajara), Roberto P. Maciel (Universidad de Guadalajara), Carlos F. Aparicio (University of Guadalajara-CUCS-Neuroscience) |
| Abstract: Four rats searched for food in an operant-simulated patchy environment that delivered food at the same rate. In order to obtain the food in the patches, rats had to travel by climbing barriers that separated the four patches; upon arrival to a patch, subjects had to press a lever under a random interval schedule of reinforcement. Three phases were arranged according to three sets of four concurrent random interval schedules of reinforcement. The three sets of random intervals used were of 50 s, 200 s, and 800 s. Since all patches maintained concurrently the same overall rate of reinforcement within a phase, no choices among lean or rich patches were made. Otherwise, from one phase to the other, the overall rate of food changed simulating sudden changes in the total environmental resources. This manipulation allowed studying the patterns of foraging in the rat as a function of the changes in the global prey density, independently of the particular prey density of each of them. Results show that giving-up times and travel times increased inversely to the overall rate of reinforcement. |
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| 95. Domestic hens’ performances under concurrent and concurrent-chain schedules of reinforcement with overlaid sounds |
| Area: EAB; Domain: Experimental Analysis |
| AMY TANNAHILL (University of Waikato), T. Mary Foster (University of Waikato, New Zealand), William Temple (University of Waikato) |
| Abstract: Six domestic hens responded under equal independent multiple concurrent variable-interval schedules of reinforcement with an overlaid sound associated with one key. The key that the sound was associated with was alternated between components. In the first condition there was no sound, and the sound used over the following conditions was varied over conditions. The hens then responded under concurrent-chain variable-interval schedules of reinforcement with the same sounds associated with one of the two fixed-interval terminal links. The effects of the various sounds on the hens performances under the two procedures and the measures of bias resulting from the presence of the various sounds will be presented. |
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| 96. Effects of Reinforcer Availability upon Disrupted Temporal Performance |
| Area: EAB; Domain: Experimental Analysis |
| ROBERT N JOHNSON (Utah State University), Amy Odum (Utah State University) |
| Abstract: The effects of disruptive stimulus presentation upon temporal behavior have been inconsistent across procedures and stimulus types. While some studies have found underestimation as a function of disrupter presentation, others have found loss of temporal stimulus control. A methodological factor within studies that have failed to find underestimation may be the repeated use of probe trials wherein appropriate temporal responses do not result in reinforcement. Disrupter stimulus presentations within a context which never results in reinforcement may become a signal for extinction, and lead to a loss of temporal stimulus control. In this study, we manipulated reinforcer availability following the presentation of a disruptive task within the temporal sample presentation. As part of the interval bisection task, four pigeons were presented with relatively short or long sample durations followed by symbolic comparison keylights on either side. Following baseline establishment, a disrupter task became available for 5-s during the sample presentation. Using cross-over design counterbalancing, temporal responses following the sample resulted in access to food for one condition of the experiment. For the other condition, food was not available for appropriate temporal responses following disrupter presentation. We expect to find underestimation when food is available for appropriate responses following the disrupter. |
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| 97. DIFFERENTIAL OUTCOMES AND RELATIVE TIME IN A DELAYED CONDITIONAL DISCRIMINATION BY RATS |
| Area: EAB; Domain: Experimental Analysis |
| CARLOS FLORES AGUIRRE (UNAM,Universidad de Guadalajara), Rebeca Mateos Morfán (Universidad de Guadalajara), Francisco Flores Wilson (Universidad de Guadalajara) |
| Abstract: The present study was designed to evaluate the contribution of differential outcomes on relative time effect in a delayed conditional discrimination procedure. Rats were trained in a conditional discrimination task, for one group of rats the intertrial interval (ITI) was increased, while for another group was constant, concurrently the retention interval was increased (0 s up to 16 s). Both groups received differential outcomes correlated with specific correct responses. The effects of retention interval and the contribution of differential outcomes are shown. The occurrence of relative time effect is modified by the differential outcomes. |
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| 98. Conditioned Reinforcing Value of the Sample Stimulus and Resistance to Change of Delayed Matching-to-Sample Performance |
| Area: EAB; Domain: Experimental Analysis |
| YUSUKE HAYASHI (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Pigeons were trained on a two-component multiple schedule in which each component was a chain schedule. According to a variable-interval schedule in the initial link, pecks on the center key produced a terminal link with a delayed matching-to-sample trial. A trial began with the onset of a red or green light as a sample stimulus on the center key. The sample stimulus was followed by a retention interval during which the keys were dark and then by red and green comparison stimuli on the side keys. A response to the matching comparison stimulus was reinforced by 3-s access to food. The two components of the multiple schedule differed in terms of parameters that theoretically affect the conditioned reinforcing value of the sample stimulus. In Experiment 1, the value of the sample stimulus in one component was altered by increasing the length of the variable-interval schedule of the chain schedule. In Experiment 2, the value was altered by adding response-independent food deliveries during the variable-interval schedule. Stable delayed matching-to-sample performance was disrupted by prefeeding and extinction. The results will be analyzed to assess the effects of the conditioned reinforcing value of the sample stimuli on resistance to change of matching performance. |
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| 99. Is Competitive Behavior in Rats controlled by its Consequences? |
| Area: EAB; Domain: Experimental Analysis |
| MELINDA MALLORY (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Recent research in our lab has examined competitive behavior in rats. When multiple rats are placed in an open field with a single feeder delivering pellets on a Variable Time schedule, the rats typically engage in a “competitive wrestling” response near the pellet tube. This response has been observed in several different experiments, but little is known about its specific nature. One possibility is that the response is a traditional operant. Although there is no explicit contingency with reinforcement, rats who do not engage in the response are unlikely to consume pellets. Alternatively, the competitive response might represent a species-specific foraging mode, controlled by the competitive foraging environment but not controlled by its consequences. The present experiments utilize an omission procedure, in which engaging in competitive responses cancels delivery of reinforcement. Continued high rates of competitive responses during the omission procedure suggest that the responses are not controlled by their consequences. The results have implications for various biologically-oriented models of foraging. |
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| 100. A Behavioral Analysis of Prospect Theory |
| Area: EAB; Domain: Experimental Analysis |
| ROSS PINGOLT (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Prospect Theory (Kaheneman & Tversky, 1979) is an alternative to traditional “rational” choice theories. According to the model, individuals will tend to weigh risks and losses more heavily than comparable gains, a pattern commonly known as risk aversion. Although prospect theory has received considerable attention, most experiments have involved pencil-and-paper scenarios and have not included true behavioral testing. The present experiments represent an attempt to translate the terms of prospect theory into explicit behavioral measures. A series of chain schedules were utilized in which rats ran in a wheel and then down an alleyway to the choice point of a Y maze. At the choice point, rats could turn one direction and receive a small amount of food every trial, or turn the other direction to receive a larger amount of food at variable probability. According to prospect theory, choice of the risky reward should vary as a function of the amount risked (in the present cases, the energy expended running in the wheel). The results have implications for prospect theory, as well as for models of responding on chain schedules. |
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| 101. Acquisition of the Incremental Repeated Acquisition is Different for BALB/c and C57BL/6 Mice |
| Area: EAB; Domain: Experimental Analysis |
| JENNIFER M JOHNSON (Auburn University), Jordan M Bailey (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: The incremental repeated acquisition (IRA) procedure allows a new response sequence to be acquired within a single session, beginning with a one-link chain and additional links are added after meeting preset criterion. IRA procedures have not frequently been used to assess strain differences, nor have the impact of different chaining procedures (backward and forward chaining) been thoroughly examined. Further, there have been few attempts to train mice on the IRA procedure. BALB/c and C57BL/6 mice provide an excellent template for testing strain differences due to their discrepant performance on behavioral tasks. The present study used forward and backward chaining IRA procedures to assess strain differences in two behaviorally divergent mouse strains (BALB/c and C57BL/6 mice). The BALB/c mice acquired the response sequences sooner than the C57BL/6 mice across both chaining procedures. It appears the IRA procedure can be added to the long list of behavioral tasks in which these two commonly used inbred mouse strains differ in performance. |
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| 102. Social Interactions of Offspring with their Mothers in a Mouse Model of Autism |
| Area: EAB; Domain: Experimental Analysis |
| MARIA ISABEL MUNOZ BLANCO (University of Nevada), Diana M. Delgado (University of Nevada, Reno), Kenneth W. Hunter (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: A great deal of biomedical research has provided experimental evidence of the action of specific neuropeptides in the development of autistic symptomatology. The use of animal models of autism has facilitated the development of empirically supported theories on the biogenesis of this disorder. Interdisciplinary research in this area may provide a more comprehensive understanding of autism, by integrating the findings and contributions from behavior analysis and biology. In the present study, on the 17th day of gestation, two pregnant mice were injected with LPS (Intervention group) and a saline formula (Control group). The social interactions of the offspring of these mice with their mothers were observed in a controlled environment, using an ABAB design. |
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| 103. Choice Behavior: Estimating subjective probability of nominal descriptions of probabilistic hypothetical rewards |
| Area: EAB; Domain: Experimental Analysis |
| Reginaldo Pedroso (Centro Universitário Luterano), CRISTIANO COELHO (Universidade Católica de Goiás), Ludimilla Adália Winder (Universidade Católica de Goiás) |
| Abstract: In most of the time, people tend to describe frequency or probability of events with words instead of numbers. The description of an event with words may lead to misunderstanding its actual probability. The aim of present work was to estimate equivalent numerical probabilities to the chances to receive a probable hypothetical amount of money presented with nominal descriptions for 33 undergraduate students. The task consisted in choices between a large amount of money and small amounts, which was adjusted up and down. The experiment was divided in two phases: in one the chances to receive the large amount was presented with percentage (10% to 90%), and in the other, the chances were presented with words. A power function showed to be a better description of individual indifference values than a hyperbolic one. The free parameters calculated from linear regression obtained with numerical probabilities were used to estimate the equivalent probabilities to nominal descriptions. The results showed that both estimated probabilities and indifference values were variable among participants. Some differences came from conditions as well as adjusting exposition order. These results reinforce the necessity to use quantitative measures in psychological evaluation instruments, so it can be more sensitive to these differences. |
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| 104. Effects of punishment and extinction on the resurgence equivalence relations |
| Area: EAB; Domain: Experimental Analysis |
| TATIANE CARVALHO CASTRO (Federal University of São Carlos), Verônica Haydu (Universidade Estadual de Londrina), A. Celso Goyos (Fed. Univ. of S. Carlos) |
| Abstract: Resurgence is a term used to describe the recurrence of a previously reinforced operant response after a period of nonoccurrence, when another reinforced operant is placed on extinction or punished. The present study aimed to investigate the resurgence of equivalence relations, after extinction and punishment of the training-consistent responses established later. Twelve undergraduate students were randomly distributed into two groups. In an early training, participants from both groups were submitted to a matching-to-sample procedure to establish arbitrary relations that resulted in four classes with four stimuli each. Then, the stimuli were reorganized in four new classes. After the participants achieved 90% accuracy in the new tests for equivalence classes, derived and trained relations tests were repeated until criteria of extinction were achieved. On these tests, responses had no consequences for Group 1. For Group 2, late-training-consistent responses were punished with a negative feedback, while other responses had no consequences. Group 1 participants showed no resurgence of early-training-consistent responses, and maintained a high percentage of late-training-consistent responses during the 30 blocks carried out on extinction. All of Group 2 participants showed resurgence of early equivalence relations. They presented more than 50% of early-training-consistent responses after a few blocks.
Key words: Resurgence, extinction, punishment, stimulus equivalence, reorganization of equivalence classes. |
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| 105. Teaching elementary-school teachers to apply computerized Matching-to-Sample procedures for reading |
| Area: EAB; Domain: Applied Behavior Analysis |
| MARILEIDE ANTUNES DE OLIVEIRA (FEDERAL UNIVERSITY OF SÃO CARLOS), A. Celso Goyos (Fed. Univ. of S. Carlos) |
| Abstract: The goal of the present study was to develop a teaching program for elementary-school teachers to apply a computerized Matching-to-Sample procedure to teach reading. Considering A, B and C as stimulus sets in which A = dictated words; B = pictures; and C = printed words, relation AC may represent ‘receptive’ reading and may be taken as an important component of rudimentary reading. Three words were chosen initially to teach four education undergrad students. First, the participant was presented with a one-session computerized matching-to-sample task comprising 6 trials of AC relation. All correct selections were followed by social consequences given by the computer. Next, s/he was presented with a similar session except that the stimuli consisted of abstract linear drawings; a session comprised 9 trials; a session’s data report issued by the computer was presented to the participant. Criterion to finish training was 100% of class consistent selections in three consecutive sessions. Results showed that the teaching procedure may be used as a sound basis for teaching the remainder of the relations for equivalence-based reading and writing for new and more complex words. The procedure, however, may have to be adapted to serve on-the job training for elementary school teachers. |
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| 106. The function of titrating delays in DMTS in children |
| Area: EAB; Domain: Experimental Analysis |
| TORUNN LIAN (Akershus University College), Erik Arntzen (Akershus University College), Manish Vaidya (University of North Texas) |
| Abstract: Relatively few studies have used delayed matching-to-sample procedures to establish conditional relations as prerequisites to test for equivalence relations. Thus, most of them have established conditional relations with just one value, for instance 0-sec delay. In our lab we have established conditional relations within the same participants on different values and also compared different values between groups of participants. However, in these experiments we used fixed values for the delays. In current experiment we want to present data on the effects of different delays, not fixed, but self-adjusted or so-called titrating delays in children. We are going to start with 0-sec delay and titrate the delays up to an upper limit for each child before testing for equivalence relations. |
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| 107. Relationship between temporal discounting, self-control, and resistance to peer influence |
| Area: EAB; Domain: Experimental Analysis |
| KALLIE WILSON (University of Central Arkansas), Shawn R. Charlton (University of Central Arkansas), Laura Crocker (Univeristy of Central Arkansas) |
| Abstract: Discounting, the loss in reinforcing value associated with delay to the availability of a reinforcer, is often considered a foundation to self-control and, according to some researchers, social cooperation. However, these labels, when used by behavior analysts, reference something very different than what is meant when other classes of psychologists discuss these concepts. Self-control, for others, particularly personality and social psychologists, is a resource that is spent, somewhat like the fuel in a fire, each time it is used. These trait theories of self-control are much more commonly known in the general psychological literature. In an attempt to establish a relationship between the popular meaning of self-control, the current study reports on a set of experiments examining the relationship between temporal discount rates, scores on a common measure of self-control, and performance on a measure of susceptibility to normative influence. Results indicate that temporal discounting and the self-control measure are moderately correlated, that the self-control measure and normative influence are correlated, and that no relationship exists between temporal discounting and normative influence. The full results, and their significance, is discussed on this poster. |
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| 108. CANCELLED: Using DNRA to increase the task engagement of students with escape-maintained off task behavior |
| Area: EAB; Domain: Applied Behavior Analysis |
| BRETT V MEHRTENS (University of Southern Mississippi), Joe Olmi (The University of Southern Mississippi) |
| Abstract: The effects of differential negative reinforcement of alternative behavior (DNRA) were examined on the escape behavior of four students. The alternative behavior was task engagement. The DNRA treatment was evaluated for its effects on task engagement in either a DNRA with access to a preferred activity condition or a DNRA without access to a preferred activity condition. In the preferred activity condition, the participants were allowed to engage in a preferred activity when they had been engaged with an academic task for a certain period of time. In the without access condition, participants were allowed to sit quietly or put their head down when they had been engaged with an academic task for a certain period of time.
The effects of the intervention were analyzed using an alternating treatments design (ATD). Three conditions (DNRA with access, DNRA without access, control) were randomized, and on and off task behavior in the three conditions was compared to on and off task behavior during the baseline period. Data for all four participants indicated that DNRA with access to a preferred activity and DNRA without access to a preferred activity were equally effective in decreasing off task behavior and increasing on task behavior. |
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| 109. Contextual and Linear Combination of Component Repertoires to form Complex Novel Responses |
| Area: EAB; Domain: Experimental Analysis |
| MARISELA PALLARES (University of Nevada, Reno), Stefany D Bonnet (University of Nevada, Reno), Erick M. Dubuque (University of Nevada, Reno) |
| Abstract: Learning novel responses is important for human organisms to effectively function in their changing environment. One form of novel responding is the combination of component repertoires to perform composite skills. This type of complex novel responding has received various treatments in the behavior analytic literature, however, what has not commonly been discussed is the different ways in which component repertoires can be combined to form composite repertoires. The current study investigated the impact of combining component repertoires in a contextual and linear fashion to form novel complex responses. |
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| 110. The Relationship Between Shaping Parameters and Task Difficulty |
| Area: EAB; Domain: Experimental Analysis |
| BRETT GRANT KELLERSTEDT (Salem State College), Darlene E. Crone-Todd (Salem State College) |
| Abstract: Shaping is used to develop novel, or even more complex, responses. As task difficulty increases, the effect of shaping parameters should be more evident. A computer-based submarine-hunt shaping game (400 x 400 pixels) is programmed to use a forward stepsize (FSS, or the amount by which the reinforcement criterion shifts) and a backstep rate (BSR, or the amount by which relaxation of the reinforcement criterion occurs) to study the effectiveness of shaping parameters. In the present study, participants completed the game in which FSS values were set at 1, 15, or 25 pixels (p), and the BSC was held constant at 10 p/5 non-reinforced responses. All participants were exposed to one of the following three FSS comparison conditions: (a) 1 vs 15 p; (b) 1 vs 25 p; or (c) 15 vs 25 p. In addition, trials during the 30 min sessions serially alternated between target sizes of 5, 15, and 25 p radii. Dependent measures include the number of target hits, number of responses, average distance from target, and relative distance traveled. The results indicate an interaction between target size and FSS on all measures: As step size increases, the effect of the shaping parameters disappears. |
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| 111. Resurgence of Previously Reinforced Responding: Laboratory to Application |
| Area: EAB; Domain: Applied Behavior Analysis |
| SHARI MARIE WINTERS (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Andrew Lightner (West Virginia University), Mohammed Munther Al-Hammouri (Jordan University of Science and Technology) |
| Abstract: Resurgence has most often been evaluated in the context of basic research using nonhuman animals as subjects. However, the study of resurgence in human participants is warranted because of the possible applications in applied behavior analysis. For example, resurgence may account for increases in problem behavior when a treatment procedure is discontinued, even if reinforcement is not being provided for the response. We examined resurgence of a simple response (mouse clicking) with nonclinical human participants. Participants were exposed to a classic resurgence procedure (dependent reinforcement followed by DRO and then extinction) to determine if resurgence would occur in a human operant context. Mixed results were obtained, in that responding was more likely to resurge for some participants than others. Thus, resurgence can occur in human operant preparations, but the specific variables associated with increased likelihood of resurgence require further experimentation. In particular, the implications of resurgence for application should be explored in future studies. |
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| 112. Assessing choice between high and low risk options: Carryover across conditions |
| Area: EAB; Domain: Experimental Analysis |
| ADAM E. FOX (Western Michigan University), J. Adam Bennett (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Risky choice was assessed in adult subjects using a task designed to approximate energy budget manipulations conducted with non-humans. Subjects were presented with choices between high- and low-variance monetary options in blocks of five trials. Block earnings were added to session earnings only if a subject met the minimum earnings requirement. At the end of each block, earnings which exceeded the minimum requirement were either allowed to carried over into the next block (carryover conditions) or added to total earnings (no-carryover conditions). The primary aim of these manipulations was to investigate the effects of allowing block earnings to carry over into subsequent blocks and to simulate situations in which excess energy (above that which is required to survive through non-foraging periods) is carried over into the next foraging period (i.e., shifts from negative to positive budget conditions are possible). Similar to previous earnings budget studies, risk sensitivity varied as a function of budget condition. That is, choice tended to be risk-averse under positive-budget conditions and risk-prone under negative-budget conditions. Choices varied slightly across carryover conditions. When carryover was substantial enough to shift negative budget conditions to positive budget conditions, choice tended to shift slightly towards risk aversion. |
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| 113. Verbal behavior, rule construction and rule following repertories in children with mental retardation. |
| Area: EAB; Domain: Applied Behavior Analysis |
| JONAS FERNANDES GAMBA (Universidade Federal de São Carlos), A. Celso Goyos (Fed. Univ. of S. Carlos) |
| Abstract: Poster
Area:
Verbal behavior (VRB) OR
Experimental Analysis of Behavior (EAB)
Title: Verbal behavior, rule construction and rule following repertories in children with mental retardation.
Authors: Jonas Fernandes Gamba, Leticia Pio, Celso Goyos.
Support: CAPES
Children with mental retardation can exhibit language disturb which affect the development of listener and speaker repertories turning rule-governed behavior’s acquisition difficult. This study aims to assess the effectiveness of a stimuli equivalence-based procedure to teach speaker and listener repertories related to rules construction and rules following to children with mental retardation. Two sets of 12 stimuli was used in data collection. Set A consists in 12 abstract printed words and Set B, in 12 abstract dictated words. Stimuli distribution in sequences (e.g. A1, A2, A3) may result in a sequential rule formulation. Pre-test of conditional relations was conducted following pre-tests of sequences to be taught and tested. After establishing conditional relations among stimuli of Set A, sessions of sequence training with stimuli A1, A2 and A3, function transfer test to the sequence containing other stimuli of Set A and sequence reading test were conducted. Training of BA relation following sequence’s reading test was implemented when participant did not reach sequence’s reading test criteria. The results showed the efficacy of the suggested computer-based curriculum and the efficacy of the used teaching procedures, due to the relations acquisition and the sequential rule formulation in a reduced period of time.
KEY WORDS: verbal behavior, stimuli equivalence, rule-governed behavior, mental retardation.
Contact Information:
Name: Jonas Fernandes Gamba.
Affiliation: Graduate Program of Special Education, Federal University of São Carlos, SP, Brazil and Psychology Department, Graduate Program of Psychology, Federal University of São Carlos, SP, Brazil.
Email address: jonas_esportes@yahoo.com.br
Citizenship: Brazilian |
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| EDC Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 1. Toilet Training Adult Clients |
| Area: EDC; Domain: Applied Behavior Analysis |
| JILL HUNT (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: In this study, we will examine the process of toilet training adult clients who have not had success with toilet training previously. These clients are classified as severely mentally retarded. We use a toilet training room that is a specially designed classroom room dedicated to toilet training. This room allows students to be no more than 8 feet away from the toilet at from 9am to 7pm, while continuing to work on various daily living skills tasks. Clients receive 1-1 instruction, while gradually decreasing the time spent on of the toilet throughout the day and increasing the time spent off of the toilet throughout the day. We will discuss various methods used to encourage voiding in the toilet and data collection methods. |
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| 2. How are the impulsive choices of children affected by the extent of delay? |
| Area: EDC; Domain: Applied Behavior Analysis |
| Nancy A. Neef (The Ohio State University), Tracy L. Kettering (The Ohio State University), Lilian C. Rodrigues (The Ohio State University), Amanda E. Guld (the May Institute), Christopher J. Perrin (The Ohio State University), ALAYNA THERESA HABERLIN (The Ohio State University) |
| Abstract: Neef et al., (2005) found that the choices of students with ADHD were most influenced by the delay to reinforcement (reflecting impulsivity) and by the quality of the reinforcer. We extended that study by examining discounting at different delays to reinforcement. A concurrent choice arrangement was first used to measure the relative influence of the dimensions of reinforcement for completing math problems. Quality and immediacy of reinforcement were shown to be the most influential, while the effort of work was determined to be less influential. During a subsequent condition, students were provided a concurrent choice between difficult math problems with reinforcers available now and easy math problems with reinforcers available 24 hours later. Once a clear pattern of selecting the difficult problems with immediate reinforcement was established, the delay to reinforcement was systematically manipulated to examine the extent of delay discounting. Results support those of Neef et al., that immediacy is an influential reinforcer dimension regardless of the point of delay. |
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| 3. Class-Wide Function-based Intervention Teams "CW-FIT": Positive Findings in Urban Elementary Classrooms |
| Area: EDC; Domain: Applied Behavior Analysis |
| DEBRA M. KAMPS (Juniper Gardens Children's Project), Howard P. Wills (Juniper Gardens Children's Project), Blake Hansen (University of Kansas), Carl Conklin (University of Kansas), Jeaveen Neaderhiser (University of Kansas), Belinda Nsubuga (University of Kansas) |
| Abstract: The CW-FIT Program includes four elements designed from empirical studies on the treatment of problem behavior: teaching socially-appropriate communicative skills to access attention or brief escape, extinction or eliminating potential reinforcement (attention, escape) for problem behavior, and differential reinforcement at individual levels with group contingencies, and self-management. Classrooms in the study were randomly assigned to the experimental group (20-24 classrooms each year for two school years using the CW-FIT program) or to a comparison group (40+), with 9 schools participating. Teachers used CW-FIT intervention with moderate to high fidelity, with improved teacher attention to appropriate behaviors and reduced reprimands. CW-FIT improved class-wide on task behavior for classrooms in high risk urban settings. The class-wide group contingency intervention improved on task behavior and decreased disruptive behavior for about half of the students with challenging behaviors. Additional self-monitoring and use of individualized interventions improved behaviors for many of the remaining students. Findings contribute to the research base showing group contingency, differential reinforcement, and self-management as evidence-based interventions for students at risk for SBD. Findings for practice suggest a need for increased school-based resources to address classroom level management and function-based intervention for the most challenging behavior. |
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| 4. Examination of the Good Behavior Game for Reducing Individual Student’s Disruptive Behavior in the Classroom |
| Area: EDC; Domain: Service Delivery |
| KERI K. RAMAEKERS (University of Nebraska at Omaha), Mark D. Shriver (Munroe-Meyer Institute), Lisa Kelly-Vance (University of Nebraska at Omaha) |
| Abstract: The Good Behavior Game (GBG) has a long history within applied behavior analysis research for being effective in managing class-wide student behavior. More recently, the GBG has been demonstrated to be effective for prevention purposes. Questions remain, however, regarding the effectiveness of the GBG on individual student’s disruptive behavior. Only three previous studies have examined the GBG on individual student behavior in grades 1 through 3. This study extends upon this research by examining the effect of the GBG on the disruptive behavior of two students; one in grade 4 and one in grade 5. A multiple-baseline design across classrooms was used. Inter-rater agreement data and treatment integrity data were collected and indicated high agreement (average above .90) on data and integrity of implementation. Positive effects of the GBG were observed class-wide. The effect of the GBG on the disruptive behavior of the individual target students was less clear. Implications for implementing GBG for individual student disruptive behavior and considerations for future research are presented. |
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| 5. Evaluation of a Token Economy’s Effectiveness in a Self-Contained Classroom In a Psychiatric Rehabilitation Facility with Secondary Students Diagnosed with Emotional and Behavioral Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MONICA K. IVERSON (South Dakota Human Services Center, George S. Mickelson Center for the Neurosciences), William J. Sweeney (The University of South Dakota) |
| Abstract: The proposed study is a systematic replication of the research conducted in 2004. According to Johnston and Penneypacker (1993) systematic replication is “when the repetition is conducted under conditions that are nearly identical to the original conditions. This requires exposing subjects to conditions that are somewhat different from those that produced the original effects” (p. 247). According to Higgins et al. (2001), “the token economy strategy is the most effective way to improve classroom behavior” (p. 100). Token economies are used with individual students or a group of students. “Token economies have been used with an astonishing wide range of populations and age groups and in numerous educational treatment settings” (Kerr & Nelson, 1998, p. 113). The behaviors (i.e., being out of seat, inappropriate talking, being off-task, and any other behavior requiring teacher redirection) displayed by student with E/BD, interfere with the learning process. These behaviors do not lead to success in or out of school (Higgins et al., 2001; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000). Unfortunately, limited recent research is available that evaluated the effects of token economies combined with responses cost procedures on high school students exhibiting emotional and behavioral disabilities that currently reside and are receiving therapeutic treatment in a state run psychiatric hospital. Ward (2004) conducted a similar research study and determined that a token economy with embedded response cost is an effective intervention procedure with high school students identified as emotional and behaviorally disordered in a large public high school located in the Midwest. Therefore, a void currently exists related to the effects of token economy systems on high school students exhibiting emotional and behavioral disabilities that are currently residing in and receiving therapeutic treatment as well as special education services in a state run psychiatric hospital setting.
The purpose of this study is to find out if a token economy is a useful behavior management tool to use in a self-contained classroom with high school students diagnosed with emotional and behavioral disabilities during their admission to a state psychiatric hospital. Replication of the effects of a combined intervention of a token economy and response cost management systems are needed to assure the onging efficacy of these intervention procedures with high school students currently residing in a state psychiatric hospital due to serious emotional and behavioral disabiliites. The intervention, i.e., token economy, was expected to decrease classroom disruptions (off-task behavior) while increasing on-task behavior and work completion. The experimental designed used was an ABAB reversal design with follow-up probes to evaluate the effectiveness of the token economy with participants. The token economy appeared successful at both dramatically improving the on-task behavior of the participants as well as improving their subsequent work completion. The participants, teachers, and other service providers also believed that the introduction of the token economy was both effective at improving performance in the research setting as well as in other classes not included as part of this systematic replication. The implications of the intervention are also discussed and indicated that the intervention was successfully in increasing time on-task and work completion. |
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| 6. Effect of Group-oriented Contingency Management on Disruptive Behavior of Children in a Regular Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| YOSHIHIRO TANAKA (Kwansei Gakuin University), Yasuhiro Suzuki (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The present study examined the effect of a group-oriented contingency management called “Anchor the Boat” (Lohrmann & Talerico, 2004) on disruptive, talk out behaviors in a third grade classroom. Participants were 33 pupils (15 boys, 18 girls) enrolled in a regular classroom of a public elementary school in Kobe, Japan. The intervention (Anchor the Boat) followed baseline sessions across three academic settings. The intervention consisted of presentation of rules of good listening, prompting with a clear hand signal for listening, and group-oriented contingency management. In the group-oriented contingency management, pupils were divided into 4 groups. If all members of a group did not talk out for 2 minutes in a class, the group received a token which each member of the group could exchange with one of their favorite stickers used as backup reinforcer. We used an interval recording to measure talk out behaviors in the classroom. This intervention was conducted by the classroom teacher and two graduate student assistants (the first two authors). Following the intervention with clear rules and group-oriented contingency management program, the frequency of talk out behaviors decreased. The effect, however, was not maintained after fading group-oriented contingency management. |
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| 7. Effects of Choice on Problem Behavior and Task Completion for Students with Emotional and Behavioral Disorders |
| Area: EDC; Domain: Applied Behavior Analysis |
| ADRIENNE MUBAREK (The Chicago School of Professional Psychology) |
| Abstract: This study contributes to previous research conducted on choice and problem behavior in the classroom. The present research sought to replicate findings by Kern, Mantegna, Vondran, Bailin, and Hilt (2001), indicating that when students choose the order of tasks to complete, problem behavior decreases and task completion increases. This study included five students in an alternative classroom for children with emotional and behavioral disorders. The intervention included choice of task order from regular classroom assignments during reading class. The results indicated that providing choice of order of assignments, total number of tasks completed increased and percentage of problem behavior decreased for all participants. The effects of the intervention were similar across participants and all performed as predicted when given choice of task order. Teachers reported that the intervention was easy to implement and that they would recommend it to others. This has shown how adapting effective methods of classroom management can be helpful to the student as well as the teacher. |
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| 8. The Effects of Functional Communication on Elopement |
| Area: EDC; Domain: Experimental Analysis |
| SUZANNE T COLE (Devereux) |
| Abstract: The effects of using functional communication as a replacement skill to elopement are being evaluated on a nonverbal 11 year old child who is diagnosed with Autism, ADHD, and Mood Disorder. This child’s elopement, defined as leaving the residence without permission, occurs at a current rate of four times per week. Results of a Functional Behavior Assessment supported that access to outside is the primary function of his elopement. The replacement skill of asking for outside will be taught using a discrete trial teaching method in trials of ten per day using the Picture Exchange Communication System (PECS). If given ten opportunities to access outside per day, desire for outside is more likely to be satiated, thus decreasing elopement behavior. Additionally, the child will learn that he can gain access to outside by asking to go outside appropriately by exchanging the “outside” picture card for going outside. It is hypothesized that elopement will decrease as functional communication increases. |
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| 9. Effects of words versus random characters on performance in a typing program for adult learners. |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN LONG (Johns Hopkins University School of Medicine), Anthony L. DeFulio (Johns Hopkins University School of Medicine), Darlene E. Crone-Todd (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: Individuals participating in a clinical trial designed to evaluate the effectiveness of employment-based abstinence contingencies in initiating cocaine abstinence worked as data entry operators in a model therapeutic workplace. Prior to serving as data entry operators, participants received typing and keypad training in which voucher-based payments were contingent on correct keystrokes. A single-subject, alternating treatments design was used to investigate whether presenting characters randomly or as words affected the amount of training required to achieve fluency, or the level of fluency achieved in the typing training program. Fifty-seven participants were alternately assigned to two typing programs, which were identical except that they were counterbalanced with respect to order of presentation of random characters and words. Programs included four sets of 20 steps. Words were presented in half of the steps and random arrangements of the same characters were presented in the remaining steps. Forty-eight participants completed at least one set and were included in the analysis. Fluency was more rapidly obtained and a higher level of fluency was achieved when words were used as training stimuli. These data suggest that word-based presentation of stimuli is preferable to randomly arranged characters in typing training programs. |
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| 10. CANCELLED: Examining the Effects of the Good Behavior Game in a Preschool Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| TODD F. HAYDON (CECH, University of Cincinnati), Jessica Lynne Sammons (University of Cincinnati), David W. Barnett (University of Cincinnati) |
| Abstract: One strategy that has been shown to decrease disruptive and challenging behaviors in various education settings is the Good Behavior Game (GBG; Barrish, Saunders, & Wolf, 1969; Swiezy, Matson, & Box, 1992; Tingstrom, Sterling-Turning, & Wilczynski, 2006). The GBG is a type of interdependent group contingency that fits well with existing classroom routines. In this study, single subject design methodology was used to determine if implementing the GBG had a positive effect on student outcomes. Inter-observer agreement was calculated for 31% of the sessions across all phases of the study. This study extended existing research by examining the GBG with pre-school students in a large group classroom setting (morning circle time) with teachers as implementers. The results of the study demonstrated that when teachers used the GBG there was an increase in the number of active student responses and an increase in percentage of intervals of student time on academic tasks. |
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| 11. Addressing inappropriate verbal statements using DRI with a male student with emotional disturbance |
| Area: EDC; Domain: Applied Behavior Analysis |
| ALLAN BETZ (Benchmark Behavioral Health), Natalie Allen-Williams (Weber State University) |
| Abstract: This poster will describe a project in which an attention-maintained, highly inappropriate behavior was reduced to near zero levels. The subject was an eighteen-year-old African-American male who suffered from chronic depression and reactive attachment disorder, who has been in a residential setting since age seven. The targeted behavior in this study was non-content related and out-of-turn vocal verbal remarks that include violent or sexual content, racial or sexual orientation slurs, and curse words. The functional assessment determined the behavior was maintained by adult attention. The intervention used was Differential Reinforcement of Incompatible behavior. A reversal design was used to verify the effectiveness of the intervention. During baseline the student was making an average of 85 inappropriate statements in a 30 minute class period. During intervention the target behavior decreased dramatically, and in fact, was at zero for several days. During reversal the target behavior returned to baseline levels immediately, within three days of the removal of the intervention. Complete student data will be present during the poster session. The authors will present all student data, teacher comments on the intervention, and suggestions for future research in an applied setting for students with behavioral disorders. |
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| 12. Addressing inappropriate verbal statements using DRI with a male student with emotional disturbance |
| Area: EDC; Domain: Applied Behavior Analysis |
| ALLAN BETZ (Benchmark Behavioral Health), Natalie Allen-Williams (Weber State University) |
| Abstract: This poster will describe a project in which an attention-maintained, highly inappropriate behavior was reduced to near zero levels. The subject was an eighteen-year-old African-American male who suffered from chronic depression and reactive attachment disorder, who had been in a residential setting since age seven. The targeted behavior in this study was non-content related and out-of-turn vocal verbal remarks, that include violent or sexual content, racial or sexual orientation slurs, and curse words. The functional assessment determined the behavior was maintained by adult attention. The intervention used was Differential Reinforcement of Incompatible behavior. A reversal design was used to verify the effectiveness of the intervention. During baseline the student was making an average of 85 inappropriate statements in a 30 minute class period. During intervention the target behavior decreased dramatically, and in fact, was at zero for several days. During reversal the target behavior returned to baseline levels immediately, within three days of the removal of the intervention. Complete student data will be present during the poster session. The authors will present all student data, teacher comments on the intervention, and suggestions for future research in an applied setting for students with behavioral disorders. |
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| 13. Effects of a Differential Reinforcement Treatment Package on Disruptive Behavior of a Student with Autism |
| Area: EDC; Domain: Applied Behavior Analysis |
| HEATHER T. KATZ (Touro College and the Manhasset School District), Carolyn S. Ryan (Institute for Children with Autism and Queens Coll) |
| Abstract: The current study assessed the effectiveness of a differential reinforcement of alternative behavior (DRA) procedure and a time-out wristwatch procedure treatment package on disruptive behavior of a student with autism in a general educational setting. Instructions and rules about the treatment package were provided at specified, scheduled times of the school day. Access to a choice of preferred items was provided according to the zero occurrence of disruptive behavior and alternative responses to disruptive behavior during predetermined durations. Upon the occurrence of disruptive behavior, the wristwatch was removed and a brief removal from the time-in area was presented. A rule-practice and compliance training procedure was implemented prior to entering the time-in area. The DRA interval was increased according to criteria for improved behavior. Compared to baseline levels (M = 60% of the 3-min intervals), intervention revealed minimal levels (M = 3% of the 3-min intervals) of disruptive behavior. The treatment package was faded across sessions according to a systematic procedure based on behavior improvement. Follow-up measures showed a consistent, low-level of disruptive behavior following intervention. The treatment package represents a feasible method of reducing disruptive behavior in the general educational setting. |
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| 14. IDENTIFYING AND IMPROVING SOCIAL BEHAVIORS AND ACADEMIC ACHIEVMENT OF SECONDARY SCHOOLS STUDENTS |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracuz), Cesar G. Aguilar Salazar (University of Veracruz), Clara B. Montiel Ramárez (University of Veracruz), J. Alberto Chaires Cisneros (University of Veracruz), Martin Ortiz Bueno (University of Veracruz) |
| Abstract: Students in rural secundaries have gotten the lowest grades in Mexico, probably generated by factors such as lack of strategies for handling behavioral and learning problems, family breakdown by migration, depression and hyperactivity Disorder (ADHD). The purpose of this study was to identify students of rural secondary schools with ADHD and Depression and evaluate a behavioral cognitive program provided to teachers and adolescents to improve their social behaviors and academic achievement. The participants were 44 students of 5 rural secondary schools, (20 were males and 24 females), their aged ranged between 12 and 17 years old with a low economical level. The students were selected because they obtained the highest percentages in the Scale for the Assessment of Adolescents with ADHD symptoms of McConell, K., Ryser, G., and Higgins, J. (2000) and they were also identified by their teachers as students with behavioral and learning problems. Using a Within and Between Subjects Experimental Design. Teachers were trained to implement behavioral principles to improve the social and academic achievement of the adolescents. The students also participated in a cognitive – behavioral program with the same purpose. The statistical results obtained show that the purpose of this research were reached. |
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| 15. Assessing the Impact of Behavioral Function on the Effectiveness of the Behavior Education Program (BEP) |
| Area: EDC; Domain: Applied Behavior Analysis |
| ROBERT E O'NEILL (University of Utah), Leanne S. Hawken (University of Utah), Sandra Macleod (RISE, Utah) |
| Abstract: The Behavior Education Program (BEP) is school-based check-in, check-out intervention implemented with students who are at-risk for engaging in more severe problem behavior. Previous research with middle school students found that the BEP was more effective with students who had attention-maintained problem behavior. The purposes of this study were to (a) evaluate the effects of the BEP on problem behavior with 17 elementary school students and (b) determine for which students the BEP was most effective based on the function of student problem behavior. Results indicated that the BEP was implemented with high fidelity, lead to decreases in office discipline referrals for the majority of students who received the intervention, and received high social validity ratings. Results also indicated that the BEP was equally effective across different maintaining functions of problem behavior. Limitations of the current study are discussed along with implications for future research and school practice. |
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| 16. Effects of Stimulus Control on Functional Analysis Outcomes |
| Area: EDC; Domain: Applied Behavior Analysis |
| BRIAN K. MARTENS (Syracuse University), Lynne E. Gertz (Syracuse University), Candace Susan de Lacy Werder (Syracuse University), Jennifer L. Rheinheimer (Syracuse University) |
| Abstract: In many residential, out-patient, and school settings, functional analysis test conditions are conducted by staff using standard protocols. Previous research, however, has raised questions about the extent to which results from standard protocol assessments are representative of behavior function in the natural environment. Using an ABA reversal design, we compared the results of functional analysis test conditions involving antecedent stimuli and reinforcers that were either different from or closely mimicked those in children’s natural environments. Two preschool children with autism spectrum disorder participated. During Phase I of the study, sequential observations were conducted in the children’s preschool classrooms to identify potential reinforcers for problem behavior based on a contingency space analysis. During Phase II, each child participated in a brief functional analysis conducted by their teacher and designed to mimic classroom conditions. Each child then participated in a second series of test conditions conducted by an experimenter involving different tasks, commands (escape), and reinforcing statements (attention), followed by a reversal back to the teacher-led condition. Results indicated that although a clear function for behavior emerged during the teacher-led conditions, functions either reversed or were undifferentiated during the experimenter-led conditions. |
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| 17. The Effectiveness of Pre-session Attention and Noncontingent Attention to Decrease Disruptive Talking-Out Behavior in a General Education Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| STEPHANIE SOKOLOSKY (Texas Tech University), Devender Banda (Texas Tech University) |
| Abstract: We used presession attention and noncontingent attention with one student exhibiting talking-out behavior that disrupted his second grade general education class. The student was 7-years-old, diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) with a speech delay. His disruptive talking-out behavior occurred in the general education classroom, where he was expected to participate in group activities. The functional analysis indicated that the behavior was maintained by social attention (peers and teachers). An ABAB design was implemented during the language lessons. Intervention included presession attention combined with noncontingent attention. Presession attention was provided prior to the instructional activities for 1-2 minutes. The noncontingent attention occurred at every 20 seconds during instruction. The general education classroom teacher used a timer and was able to conduct the classroom activities, as well as provide the student with attention (e.g., a smile, thumbs up, or “We’re almost finished”). The student’s disruptive talking-out decreased from a mean frequency level during baselines of 22.2, and 31.8, to a mean frequency level of 9.5 during the first intervention, and 6.6 during the second intervention. The teacher reported continued improvement following the conclusion of the documented intervention. Results are discussed and implications for practitioners are provided. |
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| 18. Do Scholars’ Children Play the Same Games? |
| Area: EDC; Domain: Applied Behavior Analysis |
| MILAGROS DAMI&AACUTE;N DÁAZ (University of México) |
| Abstract: Milagros Damián Díaz
National Autonomous University of Mexico
Campus Iztacala
The importance of studying the game today is that they have a direct relationship and influence on the psychological development, in learning and emotional and social aspects of children, fostering the development of creativity, which also encourages new skills, and allows children to participate in the decision-making process to legislate and codify the rules of the game in a group. The game has been utilized as a teaching resource. This research, aims to identify, describe, analyze and compare the preferences of the practice games in boys and girls (N= 5000) from two Mexican socioeconomic levels (medium and low), who belong from first to 6th grades of elementary school. Also, identifies preferential playing games at home and at school, as long as providing relevant information to promote the game in the sample. The data are analyzed based on the implementation of a questionnaire and the corresponding quantitative analysis of the results obtained (SPSS, 12.0). Such questionnaire measures:
• The place where the favorite game is played (at school, at home or outdoors).
• Displays preferences of the game on pupils.
• A description of how they played the game of their choice. |
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| 20. The effects of an indiscriminable contingency on independent seat work of elementary students with behavioral disorders. |
| Area: EDC; Domain: Applied Behavior Analysis |
| Kira Rochelle Westbroek (Weber State University), NATALIE ALLEN WILLIAMS (Weber State University) |
| Abstract: This poster will describe the use of an indiscriminable contingency in a classroom of elementary students with behavioral disorders. The dependent variable was the accuracy and completion of independent seat work. The independent variable was an indiscriminable contingency, determined by the number rolled on a pair of dice. Elementary-aged students with behavioral disorders who consistently failed to accurately complete the self start participated in this project. One student averaged 56% complete and 33% accurate during baseline. During intervention, she averaged 91% complete and 71% accurate. Another student averaged 49% complete and 52% accurate during baseline and 75% complete and 38% accurate during intervention. The intervention involved a 25-minute time limit on the self start followed by the students rolling a pair of dice. The number rolled then corresponded with the problem number on the self start. If the corresponding number was complete on the student’s self start, a reinforcer was delivered. If the corresponding number was also correct on the student’s self start, a bonus reinforcer was delivered. The authors will present all student data, teacher comments on the intervention, and suggestions for future research in an applied setting for students with behavioral disorders. |
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| 21. A Consultation Model for Children with Challenging Behaviors in the School Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| TORY J. CHRISTENSEN (University of Iowa), Todd G. Kopelman (University of Iowa), David P. Wacker (University of Iowa), Annie Novak (Des Moines Public Schools), Kay Graham (Des Moines Public Schools) |
| Abstract: This poster will describe the use of a distance consultation model applied in a transitions classroom that was developed specifically for children with highly disruptive behaviors. Students in the transitions room were referred by their neighborhood school team due to high levels of aggression, destruction, and noncompliant behaviors. Within the transitions classroom, individualized behavioral assessments and function-based treatments were implemented and monitored over a several month period. Consultation was provided via a combination of on-site visits, web-cam observations, conference calls, and email exchanges. This poster will provide information on the consultation delivery model as well as display the data of individual students. |
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| 22. Smash the Mirror: Promoting Behavior Analysis in Italy |
| Area: EDC; Domain: Service Delivery |
| PAOLO MODERATO (IULM University ITALY), Giovambattista Presti (IULM University, Milan; IESCUM, ABA Italian Chapter), Cristina Copelli (IESCUM, ABA Italian Chapter), Giovanni Miselli (IESCUM, ABA Italian Chapter), Francesco Pozzi (IESCUM, ABA Italian Chapter), Elisa Rabitti (Iulm University - Iescum), Rossana Somalvico (Iulm University - IESCUM) |
| Abstract: One of the main goals of IESCUM since its foundation is spreading a scientific culture and a proper understanding of Behavior Analysis in Italy. This objective is achieved with educational activities taking place at different levels. A BACB certified courseware is in its third edition. During last year, IESCUM put online a number of websites organized into a webring, able to provide basic and advanced informations about ABA in Autism, Education, and Behavior Therapies. A number of workshops were organized, mainly on the advancement in Autism and third-generation Behavior Therapies, held by international experts in the field. A specific system, based on websites and a newsletter called IESCUM Monitor, has been developed in order to provide updates about educational opportunities and advancement in the scientific field. Behaviors of the participants to the workshops, visitors of the websites and readers of the newsletter was recorded. Based on these data, an analysis has been performed, in order to evaluate preferences and needs, identify goals and target behaviors. |
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| 23. Elaboration and Implementation of Teaching Procedure According to Collaborative Consultation |
| Area: EDC; Domain: Service Delivery |
| NADJA CAROLINA DE SOUSA PINHEIRO CAETANO (Universidade Federal de São Carlos), Enicéia Gonçalves Mendes (Universidade Federal de São Carlos), Maria Amélia Almeida (Universidade Federal de São Carlos), Cristina Yoshie Toyoda (Universidade Federal de São Carlos), Breno Caetano Da Silva (Universidade de São Paulo), Iasim Zanchi Boueri (Universidade de São Carlos), Leonardo Santos Amancio Cabral (Universidade Federal de São Carlos), Aline Aparecida Veltrone (Universidade Federal de São Carlos) |
| Abstract: This research is about a teaching procedure and behavior management. It was elaborated according to the Behavior Analysis principles and Collaborative Consultation. The subject was a four years old a boy, attending regular school in São Paulo state, Brazil. The child has epilepsy and has difficulties with his fine motor coordination and cognition. It was established a partnership between the psychologist and the school team to increase the school teacher skills and to teach the child. It was used: stimuli to help the child with the attention disorders; the physical education to train the social skills like with partners; a teaching procedure to train some abilities expected for his age, like to discriminate color and vowels. The procedure was made in PowerPoint, because the teachers knew how to use it. The reinforces were: chocolate to right answers and playing with a remote control toy car after each session. The outcomes were: the school and the students accepted the intervention easily when the consultant brought tools from their reality; the student social skills increased and the teaching procedure have been followed. The teachers generalized the model and now a new procedure has been prepared for them. |
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| 24. Evaluation of the Treatment Validation Consultation Model: A Summary Across Cases |
| Area: EDC; Domain: Applied Behavior Analysis |
| MELISSA N. ANDERSEN (University of Nebraska-Lincoln), Kristi L. Hofstadter (University of Nebraska- Lincoln), Sara S Kupzyk (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Numerous variables impact outcomes associated with school-based behavioral consultation, making the effectiveness of a particular consultation model difficult to evaluate. A hallmark of the behavioral consultation (BC) process is repeated measurement of behavior using single case designs to evaluate the effects of chosen treatments. This presentation will 1) discuss a model for evaluating the effectiveness of BC, which can be adopted by consultants using AB designs, and 2) present outcome data obtained from consultation cases conducted by school psychology graduate students employing a revised behavioral consultation model, the Treatment Validation Model. Results summarized will include child outcome measures (e.g., effect sizes, success rates using structured criteria for visual inspection, goal attainment scaling, and social validity ratings) and procedural adherence (e.g., percentage of objectives met for each interview and treatment integrity). Presentation attendees will learn how data from numerous single case designs can be summarized across cases and used to evaluate the overall effectiveness of BC. |
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| 25. Applications of the treatment validation consultation model in schools |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARA S KUPZYK (University of Nebraska-Lincoln), Melissa N. Andersen (University of Nebraska-Lincoln), Kristi L. Hofstadter (University of Nebraska- Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Consultants using traditional behavioral consultation in schools often rely on teacher reports of the occurrence of problems and the contingencies surrounding the identified target behaviors. However, the information gathered from teachers during the interviews may not be reliable or valid. To better prepare consultants for working with teachers and creating treatment plans, we have rearranged the sequence of the meetings in behavioral consultation and incorporated technological innovations (e.g., performance deficit analysis, stimulus preference assessment, and curriculum-based measurement) in the Treatment Validation Consultation Model (TVC). This poster will present case studies that employed the TVC Model. Cases used an AB design and include the following behavioral targets: work completion, disruptive behavior, and writing performance. Throughout the process, consultants collected and presented data to the teachers in order to develop effective plans, evaluate student progress, and enhance treatment integrity. The results indicated that the interventions were effective in meeting the needs of the students and were socially valid. |
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| OBM Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 138. Safety Discrimination and Demonstration as a Function of Discrimination Difficulty During Training |
| Area: OBM; Domain: Applied Behavior Analysis |
| VELIKA LAWRENCE (Queens College, CUNY), Matthew A. Taylor (Queens College and the Graduate Center, CUNY), Emily Linder (Queens College, CUNY), Alicia M. Alvero (Queens College, CUNY) |
| Abstract: This study used a between-participants design to assess discrimination and demonstration of safe and unsafe behavior. The participants were enrolled in an undergraduate psychology course and assigned in randomized-blocks of five to five different conditions. A comparison of safety performance across conditions allowed an assessment of the following: 1) the effects of the frequency of stimuli used during training; 2) the effects of the ratio of safe to unsafe stimuli used during training; and 3) the effects of discrimination difficulty (i.e., proximity of different stimulus classes along a continuum) used during training. The discrimination data are discussed in regard to the degree of peak shift and the slope of the generalization gradient. The demonstration data are discussed in regard to correct demonstration of safe behavior. The findings suggest that specific characteristics of training contribute to a bias in discrimination and demonstration of safety performance. In other words, the above described manipulations can cause a person to perform more conservatively or liberally in regard to the parameters of safe behavior. |
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| 139. Keep Your Britches Out of the Ditches: Behavior-Based Safety for New Zealand Truck Drivers |
| Area: OBM; Domain: Applied Behavior Analysis |
| BRENT L. ALSOP (University of Otago), Louis S. Leland, Jr. (University of Otago) |
| Abstract: Over 80% of New Zealand freight is transported by truck. Trucks travel on only about 7% of the total roadways in New Zealand, however crashes involving trucks account for about 21% of road fatalities. In addition, non-driving injuries to truckers cost millions in rehabilitation and recovery.
Most truck driver safety research has been done in places geographically dissimilar to New Zealand. Behavior-Based Safety (BBS) has been successful in organizational settings, but not thoroughly investigated within the trucking industry. BBS typically uses co-worker observation and feedback, but most truck drivers work alone. This presents a challenge, and a unique opportunity to design and trial BBS methods in the distinctive and demanding environment faced by NZ truck drivers.
We present our BBS treatment; a person-focused program that uses simple technology to create a behavioral ‘shift.’ We expect our ongoing program to increase safe behaviors in our truck driver participants; ultimately, resulting in a decrease in the number of crashes and injuries, fewer traffic citations, reduced vehicle and property damage, and measurable savings in compensation. Most importantly, since all road users are at risk of injury from truck crashes, it has the potential to help save lives on New Zealand roadways. |
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| 140. An Examination of the Relative Effects of Immediate Feedback and Informational Prompt on Safe Sitting Posture |
| Area: OBM; Domain: Applied Behavior Analysis |
| KWANGSU MOON (Department of Psychology, Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: This study will examine the relative effects of immediate feedback and informational prompt on sitting posture. Four Participants who spend most of their working time interacting with computers will be recruited. A Safe Posture System that detects participants' unsafe sitting postures and provides feedback on the computer will be used. Under the immediate feedback condition, small “pop-up” windows indicating the location of unsafe posture will appear whenever participants engage in unsafe posture for a certain period of time. Under the informational prompt condition, the information on the importance of safe posture will be provided randomly regardless of sitting posture. The dependent variable will be the ratio of the amount of time participants engage in safe posture to the total working time. A multiple baseline design across participants will be adopted. After baseline phase, the immediate feedback condition will be introduced and the informational prompt condition will be introduced in the next phase. Then, the immediate feedback condition will be introduced again in the final phase. |
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| 141. Increasing Compliance with Security Measures at a Hospital Setting |
| Area: OBM; Domain: Applied Behavior Analysis |
| MELISSA M. SHULLEETA (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Tenieka Bland (Kennedy Krieger Instiute), Leaora L. Wagner (Kennedy Krieger Institute), Jewel Edmonds (Kennedy Krieger Institute), Lynn G. Bowman (The Johns Hopkins University School of Medicine) |
| Abstract: Failure to adhere to security procedures is a violation of accreditation practices and state laws within hospital settings. Security can be enforced through the use of identification badges displayed by all personnel. Frequently within the Organizational Behavior Management literature, processes consisting of training, prompting, and feedback have been successful in changing staff behavior in a variety of settings (e.g., Geller, 1983; Williams & Geller, 2000; Sasson, & Austin, 2005). Within the current study, data were collected on the number of direct care staff who failed to wear their badges to work. Participants included approximately 125 employees, most of who were employed for less than 6 months. During baseline staff were non-compliant with security measures on average 13 times per week. Supervisors were made aware of the importance of security measures which resulted in an initial improvement; however, these results were not maintained overtime (9 per week, range 3 to 19). Prompting staff and posting graphic feedback were also unsuccessful in changing staff behavior (8 and 14 per week, respectively). Preliminary data suggest that the addition of criterion-based reinforcement resulted in decreased non-compliance (1 this week). Reliability data were collected for at least one-third of the documents and averaged above 80%. |
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| 142. “Good words are worth much and cost little”: The Value of Content Analysis in Measuring Hospital Error Rates. |
| Area: OBM; Domain: Applied Behavior Analysis |
| REMMIE LEROY ARNOLD (Virginia Tech University), Thomas R. Cunningham (Virginia Polytechnic Institute and State Universit), Phillip A. Randall (Virginia Polytechnic Institute and State Universit), E. Scott Geller (Virginia Tech) |
| Abstract: Nearly ten years ago, the institute of medicine released “To Err is Human” which estimated somewhere between 44,000 and 98,000 people die each year because of preventable hospital errors. “Five Years After To Err is Human” was a follow up study that concluded only minimal advancement has been made in the effort to reduce hospital errors. Today it is estimated nearly 15 million instances of medical harm occur per year. The current research focuses on the methodology of content analysis used for a feedback intervention at a large rural community hospital. A content analysis of patient-safety event reports was conducted using Geller and colleagues’ (1990) taxonomy of behavior change strategies as a coding system to determine the long-term-effect scores of the behavior change strategies used by managers in response to reported errors. Specifically, written accounts of corrective actions in response to errors were quantified according to intervention type and cumulative long-term effects. Results informed error types to target for intervention. The use of independent observations made by multiple research assistants was used to assess the reliability of the content analysis, which was comparable to acceptable reliability rates of behavioral observations. Limitations of this methodology are also discussed. |
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| 143. Functional Assessment and Measurement of Hand Washing In a Hospital Setting |
| Area: OBM; Domain: Applied Behavior Analysis |
| LEAORA L. WAGNER (Kennedy Krieger Institute), Melissa M. Shulleeta (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Jewel Edmonds (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: Hand washing is the single most important preventative measure for the reduction of contagious diseases (CDC, 2007). Health care workers are susceptible to transmitting these diseases, but fail to practice good hand-hygiene (Pittet, 2000). Training and feedback have been successful at increasing glove wearing and sanitizing within hospital settings; however, studies have not demonstrated maintenance of these skills (Stephens & Ludwig, 2005). The purpose of the current study was to increase compliance with hand washing in a hospital clinic. Participants included approximately 125 employees. Annual in-services and signs were present prior to the study. Furthermore, sanitizer dispensers and sinks were conveniently located throughout the facility. Data were collected on sanitizer use and hand washing. During baseline, hand washing occurred 10.1 % on average. A functional assessment was conducted in order to identify stimulus conditions in which hand washing was likely to occur. Results suggested that sanitizer use rarely occurred unless the patient had an infectious condition. An antecedent based intervention (e.g., portable sanitizers) was ineffective in changing staff behavior. Preliminary data suggest that the introduction of reinforcement-based procedures (e.g., a lottery) was successful at increasing compliance. Reliability data were collected on at least one-third of opportunities and averaged about 80%. |
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| 144. Relative effects of weekly and daily group feedback on customer service behaviors: A field study |
| Area: OBM; Domain: Applied Behavior Analysis |
| YONG JOON SO (Chung-ang university), Kyehoon Lee (Chung Ang University), Shezeen Oah (Chung Ang University), Yohaeng Lee (Chung Ang University) |
| Abstract: Several studies have documented the importance of customer service behaviors in organizations. This study will examine the relative effects of weekly and daily group feedback on the customer service behaviors in a gas station. Participants will be six employees providing full services to the customers. Four target service behaviors, which were identified from the job description for the employees, will serve as the dependent variables. The data will be collected by a supervisor. The independent variable will be the frequency of group feedback on the four service behaviors: weekly and daily group feedback. An ABCB within group design will be adopted. After baseline (A), the weekly group feedback condition (B) will be introduced. In the next phase, the daily group feedback condition (C) will be introduced. Then, the weekly group feedback condition will be reintroduced in the final phase. Both weekly and daily group feedback will be presented in a graph form and posted at a conspicuous location. |
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| 145. CANCELLED: A Comparison of Preference Assessment Procedures for Employees in a Legal Staffing Firm |
| Area: OBM; Domain: Applied Behavior Analysis |
| E B WORDLOW (THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study compared two types of preference assessment to identify reinforcers for employees working in a legal staffing firm. Specifically, verbal choice and survey methods were compared to identify potential reinforcers that could increase productivity in the workplace. During Phase 1, both methods were administered to identify preferred reinforcers. During Phase 2, a token economy system was used to establish which tangible reinforcers. The effectiveness of the two methods of preference assessment – verbal choice and survey methods – were then compared based on the effects of the reinforcers on employees’ work productivity. Initial results suggest that verbal choice may be a more accurate form of preference assessment. Additional data are being collected. |
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| 146. Improving Cleanliness: An Application of the Performance Diagnostic Checklist and Performance Feedback |
| Area: OBM; Domain: Applied Behavior Analysis |
| Landon Caroline Martin (Furman University), Braden List (Furman University), Jeanine Plowman Stratton (Furman University), GREG J. CLOONAN (Furman University) |
| Abstract: The physical environment of any retail store communicates a message to the consumer that could potentially impact the store’s ability to achieve high customer service goals. One key factor for consideration is store cleanliness. The current study investigated the cleanliness of public restrooms in a pet store. Seven employee participants were assigned the task of cleaning the restrooms. Data were collected on the performance (occurrence and quality) of this task. After using the Performance Diagnostic Checklist (PDC) as an assessment tool, an intervention was designed consisting of a cleaning schedule (task clarification), and graphic performance feedback. Graphic group feedback was delivered by the manager on a weekly basis, and individual verbal/written feedback was delivered to the participants on a daily basis. The intervention produced a 20% increase in the quality of restroom cleanliness from 46% to 66%. Description of the use of the PDC to arrive at intervention selection and will be discussed as well as implications of mediums for performance feedback and frequency of feedback. |
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| VRB Poster Session 2 |
| Sunday, May 24, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 147. Publication Trends in The Analysis of Verbal Behavior: 1999 to 2008 |
| Area: VBC; Domain: Experimental Analysis |
| ALLYNE MARCON-DAWSON (California State University, Sacramento), Sara M Vicars (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: The Analysis of Verbal Behavior (TAVB) aims at publishing experimental and theoretical papers relevant to a behavioral analysis of language. Normand, Fossa and Poling (2000) reviewed the published studies in TAVB across several dimensions and found that despite the growth of the journal; only 27% of the articles published in TAVB from 1982 to 1998 were experimental. The current study extends the review of Normand et al. by analyzing every article published in TAVB from 1999 through 2008 based on the following dimensions: article type (experimental or non-experimental), design (within-subject or between subject), setting (field or laboratory), dependent variable measure (direct-observation, mechanical measurement and self-report) and participants (typically developing children, typically developing adults, children with developmental disabilities or adults with developmental disabilities). Results showed that, 48% of the articles published between 1999 and 2008 were experimental (65% in the last four years); 88% of them used within-subject experimental design, with mostly (55%) children with developmental disabilities as participants. This suggests an increased interested in the experimental analysis of verbal behavior with a focus on teaching language to individuals with disabilities. |
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| 148. A Quarter Century of The Analysis of Verbal Behavior: An Analysis of Impact |
| Area: VBC; Domain: Theory |
| SEAN PETERSON (Texas Christian University), Anna I. Petursdottir (Texas Christian University), Anja Peters (University of Freiburg and Texas Christian Univers) |
| Abstract: From its inception, in 1982, The Analysis of Verbal Behavior (TVAB), its editors and contributing researchers have attempted to encourage research and conceptual advances of behavior in language. TAVB has published on a wide array of topics in verbal behavior from empirical and conceptual perspectives. After over a quarter century (24 volumes) of publication the present time may be appropriate to analyze the extent to which TAVB has impacted the behavior analysis literature. The present analysis assessed the contributions of TAVB to date by examining citation rates in JEAB and JABA from 1983 through 2007 and calculating an estimated impact factor based on the statistic published annually by the Institute for Scientific Information in Journal Citation Reports (JCR). Citations began to appear in JEAB in the late 1980s and in JABA in the early 1990s, and continue to appear at steady rates. By 2007, a third of all articles published in TAVB had been cited in JABA or JEAB. The estimated impact factor ranged from .27 to .60 from 2003 to 2007. Strategies for increasing the impact of TAVB are discussed. |
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| 149. Does mastery of ABLA Level 6 make it easier for individuals with developmental disabilities to learn to name objects? |
| Area: VBC; Domain: Experimental Analysis |
| AYNSLEY K. VERBEKE (University of Manitoba), Garry L. Martin (University of Manitoba), Jennifer R. Thorsteinsson (Capella University), Colleen Margaret Anne Murphy (University of Manitoba), Carly E Thiessen (University of Manitoba/St. Amant Research Centre), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre) |
| Abstract: Level 6 of the Assessment of Basic Learning Abilities (ABLA) Test assesses the ease or difficulty with which persons with developmental disabilities (DD) are able to learn a two-choice auditory-visual discrimination. Individuals with DD who have passed Level 6 are likely to have some language skills, and their language is likely to be more complex than those individuals who have not passed Level 6. Thus, an individual’s performance on ABLA Level 6 may be predictive of the types of language skills he/she will readily learn. The present research examined whether performance on Level 6 might predict the ability of a person with a severe DD to learn to tact the names of common objects. Specifically, this study investigated whether participants who passed ABLA Level 6 (the Auditory-Visual Group – Group 1) would more readily learn object naming behavior (vocal tacts) than those clients who failed ABLA Level 6 (the Visual Group – Group 2). Groups were matched on the Communication Subscale of the Vineland Adaptive Behavior Scale (VABS). Results indicated that: (a) Group 1 met mastery criterion for a significantly larger number of naming responses than Group 2; and (b) the mean number of trials to mastery criterion was significantly lower in Group 1 than in Group 2. |
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| 150. Vocal Verbal Behavior - Language Assessment, Placement and Training |
| Area: VBC; Domain: Applied Behavior Analysis |
| DANA PELLEGRINO (Western Michigan University), Jennifer M Lonsdorf (Western Michigan University), Maija Graudins (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Language Facilitation Training System, which is part of the Behavior Analysis Training System at Western Michigan University, is comprised of two areas: the Picture Exchange Communication System (PECS) and Vocal Verbal Behavior (Vocal VB). This project focuses on the latter, specifically language assessment, placement, and training.
The current mission of the Vocal VB subsystem is to utilize an assessment tool that determines appropriate vocal procedures for children in an Early Childhood Developmental Delay (ECDD) classroom in Southwest Michigan. This vocal language assessment and its results are being evaluated and compared with the language results from a diagnostic team of evaluators called the Pre-Primary Evaluation Team (PET).
From this new language assessment tool arises the need for behavior-analytically trained individuals who can properly deliver the assessment to individuals with autism as part of early intervention. This poster will focus on the behavioral systems analysis of this training. It may also focus on the development of new procedures in order to maintain and support vocal outputs in children in an ECDD classroom. |
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| 151. The Effects of Prompts in an Assessment of Language Function in Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| ANNELLE KIRSTEN WATERHOUSE (University of Auckland), Angela M Arnold Saritepe (University of Auckland) |
| Abstract: Skinner’s classes of verbal operants and their unique controlling variables provide the necessary framework for a functional analysis of verbal behavior. Previous research (Lerman, Parten, Addison, Vorndran, Volkert & Kodak, 2005) successfully employed techniques derived from functional analyses to develop an assessment for identifying the elementary functions (mand, tact, and intraverbal) of emerging language in children with developmental disabilities. The purpose of this study was to compare the effects of eliminating prompts and increasing prompts during the assessment. Verbal prompts may elicit responses rather than the specifically manipulated variables which are relevant to each verbal operant. Participants were four children, between the ages of five and seven, with autism spectrum disorder. The participants did not have functional communication skills but they frequently emitted at least one distinguishable vocal response. The function of their vocal responses was tested in an experimental analysis with and without prompts and results indicated that at least one function was identified for each child’s target response. Additionally, the results showed that for three participants an increase in prompts led to an increase in their use of at least one verbal operant. Two children increased their use of mands and one child increased her use of mands and tacts. |
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| 152. Using the Results of a Vocal Mand Assessment to Increase Vocal Mand Development in Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| KATHRYN MORAVEK (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: Children with autism often lack sufficient verbal repertoires, and more importantly, they lack the ability to emit a vocal verbal mand. There have been few studies that use an assessment to identify the type of teaching procedure to use when conducting mand training with children with autism. The purpose of this study was to first use a vocalization assessment to determine the child’s mand repertoire and the type of intervention that would be most appropriate to teach vocal verbal mands. The second part of the intervention was to test and evaluate the specific mand training procedure used. Results were discussed in terms of the rate of acquisition of the number of vocal verbal mands emitted by the child. |
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| 153. Determining Normative Levels of Manding in Typically Developing Toddlers |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTEN CARMI (FirstSteps for Kids, Inc.), Lisa J. Stoddard (FirstSteps for Kids, Inc.), Debra Malmberg (FirstSteps for Kids, Inc.) |
| Abstract: There is no shortage of empirical literature supporting mand training as a highly efficient and effective tool in developing and maintaining functional communication across populations, particularly as an early intervention for children with language delays and developmental disabilities, including autism. There is also an abundance of developmental research quantifying normative levels for sentence structure and vocabulary acquisition rates. However, the developmentally appropriate range of manding per interval for typically developing children has yet to be determined. As such, the aim of the current study was to observe typically developing toddlers, ages 2-3 years old, across multiple conditions in the natural environment, to determine a normative, developmentally appropriate and unprompted range of manding. Interobserver reliability, utilized for both mand topography as well as mand frequency, was within acceptable ranges. The implications of this study are that these normative levels of manding inform developmentally appropriate expectations and targets for intervention for children with autism and other disorders. |
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| 154. An Evaluation of Mixed Verbal Operant Training on Mand and Tact Acquisition of a Child with a Developmental Delay. |
| Area: VBC; Domain: Applied Behavior Analysis |
| MEGAN RAE HEINICKE (Auburn University), Carly E. Cornelius (The New Englad Center for Children), Tina Sidener (Caldwell College), James E. Carr (Auburn University) |
| Abstract: In the current study, the experimenters systematically replicated and extended previous research on single and multiple-language task presentation with a 4-year-old boy enrolled in an early childhood developmental delay classroom. Procedures included teaching clinically relevant mands and tacts, an assessment of both mand and tact acquisition to determine the effects of multiple-language task presentation on overall acquisition rates of mands and tacts, and the analysis and presentation of data on sessions to criterion to provide information on relative mand and tact acquisition patterns. A within-subject alternating treatments design was used to analyze the effects of single and multiple-language task presentation. Results showed an overall mixed effect of multiple-language task presentation on acquisition. For mands, criterion was met more rapidly in 2 out of the 3 word sets taught using multiple-language task presentation. For tacts, single language task presentation produced significantly faster acquisition in one word set, was identical to multiple-language task presentation in the second, and produced slower acquisition in the third word set. In conclusion, the data from this single-case evaluation do not support the use of multiple-language task presentation procedures. |
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| 155. Teaching a Child with Autism to Mand for Information |
| Area: VBC; Domain: Applied Behavior Analysis |
| GENEVIEVE N. ROY-WSIAKI (University of Manitoba & St. Amant Research Centre), Carole S. M. Marion (St Amant and University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre) |
| Abstract: The purpose of this study was to investigate the use of a training procedure for teaching a child with autism to mand (i.e., request) for information by appropriately using the word “What,” and to assess the generalization of the trained mand across several untrained scenarios and contexts, with a novel activity, occurring outside of training sessions, and over a period of time. The participant was a boy diagnosed with autism, who was recruited from the St. Amant Applied Behaviour Analysis Program for Children with Autism. Training and generalization tasks consisted of preferred activities identified by the parents. The training procedure consisted of (a) contriving an MEO, (b) prompt fading, (c) progressive prompt delay, and (d) an error correction. The child learned the mand “What” in a total of 90 trials, and generalized “What” to untrained scenarios, contexts, and a novel activity. Follow-up assessments also indicated that generalization across time occurred. Downtime data demonstrated that the frequency of the mand increased compared to baseline. Lastly, the parents reported that the child was able to mand when interacting with other individuals. |
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| 156. Effects of Mand Training with and without Teaching Across Verbal Operants |
| Area: VBC; Domain: Applied Behavior Analysis |
| CHRISTINA M. BOYD-PICKARD (RCS Learning Center), Allison Stubits (RCS Learning Center), Denise Rizzo (RCS Learning Center) |
| Abstract: The purpose of this study is to evaluate the effectiveness of mand training in isolation as compared to mand training paired with training across verbal operants in children diagnosed with Autism Spectrum Disorders. A changing conditions with repeated reversals design will be utilized. A preference assessment will be administered to each participant in order to effectively identify items that can be chosen for mand training. Following baseline, a mand training condition will be introduced in which the clinician will prompt expressive communication when a child demonstrates interest in an item. In the mand training plus training across verbal operants condition, the clinician will utilize the aforementioned mand training procedure supplemented by instructional sessions in which the child is trained on receptive and expressive identification of items that are related to the items which the child is being taught to request. Time sample data on the rate of manding across a five hour day will be recorded in all conditions. |
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| 157. Increasing the Utterance Length of Mands Through a Visually Mediated Concurrent Reinforcement Schedule. |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTINA M MOTIEJUNAS MACINNES (The Learning Repertoire, Inc), Kaitilin Kelley (The Learning Repertoire, Inc), Ian Neil MacInnes (The Learning Repertoire, Inc) |
| Abstract: Children with autism spectrum disorders frequently display strong language deficits. In comparison with typically developing peers, they often have limited verbal behavior repertoires. The variability, complexity and frequency of verbal behavior tends to be lower than that of age-matched peers. Once specific communicative responses are established, they frequently become extremely resistant to extinction, thereby making new and more complex responses difficult to establish. The present study examined the effects of a visually mediated concurrent reinforcement schedule on the manding of a child with autism. The focus of this study was to implement a procedure that would reinforce mands that contained more than a single vocalized word. The technique used successfully increased the mean utterance length of each mand without having to place the previous mand on extinction. During the training condition of this study, all responses with two or more words were reinforced on a CR schedule and all responses including only one word were reinforced on an FR5 schedule. This procedure produced quick increases in multiple word mands, and did not contain an extinction component. It may also be a useful technique because it can be readily generalized to other environments because of the nature of the visual materials. |
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| 158. An Evaluation of Prerequisite Skills to Facilitate Acquisition of Intraverbal Behavior |
| Area: VBC; Domain: Applied Behavior Analysis |
| LEIGH ANN STRAIN (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Meighan D. Adams (Marcus Institute), Addie Jane Findley (Marcus Autism Center) |
| Abstract: Although Skinner (1957) described four primary verbal operants (mand, tact, echoic, and intraverbal) that are critical for the assessment and treatment of language deficits, relatively little research has involved intraverbal behavior (Sautter & LeBlanc, 2006). For children with language delays, the failure to acquire this type of language may dramatically impair their social development (Baily and Wallander, 1999; Sundberg and Michael, 2001). Thus, developing a functional intraverbal repertoire may have significant beneficial consequences for social functioning. The limited research investigating intraverbal behavior typically involves procedures to promote development of this repertoire. However, little is known about the prerequisite skills that may facilitate acquisition of intraverbal behavior. The primary purpose of the current investigation was to determine what skills, if any, facilitate the development of intraverbal skills. Prior to implementing treatment for intraverbals, an assessment of specific prerequisite skills including receptive identification, receptive by feature, function, and class, and tacts were assessed. A sessions-to-criterion design was used to determine whether intraverbal behavior was acquired faster when specific prerequisite skills were observed prior to intervention for one participant. |
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| AUT Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 1. Some Effects of Pace of Instruction on Problem Behavior During Discrete Trial Instruction |
| Area: AUT; Domain: Applied Behavior Analysis |
| CRYSTAL N. BOWEN (Marcus Autism Center), Amber L. Valentino (The Marcus Autism Center), M. Alice Shillingsburg (Marcus Institute), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Discrete trial instruction (DTI) is a method commonly used in intervention for children with language deficits. The current research supports the effectiveness of DTI for this population; however, the research on the specific parameters utilized during DTI is limited. Current literature suggests that manipulation of the Inter-trial Interval (ITI), or pace of instruction, can influence the number of trials to criterion, final performance, and stability during teaching situations (Holt and Schafer, 1973). Although research does not suggest a specific ITI to create an ideal pace of instruction, research has suggested that pace of instruction is a variable that can be manipulated and can influence responding. As suggested by Koegel et al., utilizing this information can be important in selecting the optimal interval for teaching children with autism. In the current study, we used a multi-element design to assess the effects of pace of instruction on the rate of problem behavior during language intervention (DTI) in a classroom setting. Additionally, we assessed whether the pace of instruction or the rate of reinforcement during fast paced instruction that affects problem behavior during DTI. |
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| 2. Teaching Relaxation Strategies and Appropriate Break Requests to an Adolescent Girl With Autism |
| Area: AUT; Domain: Service Delivery |
| NICOLE RENE LAUDONT (University of Kansas), Wesley H Dotson (University of Kansas), Justin B. Leaf (University of Kansas), Jan B. Sheldon (University of Kansas), James A. Sherman (University of Kansas) |
| Abstract: Adolescents with autism sometimes display a number of inappropriate social behaviors in group instructional settings. The participant in this study was a teenage girl with autism who often became agitated when interacting with her peers during the meeting of a social skills group. Her agitated behaviors included crying, stomping her feet, making remarks (“Be quiet!, Quit talking to me!”), and storming out of the room. The girl was taught two skills during individual, one-on-one instruction. The teacher used a teaching interaction procedure to teach the girl how to request a break from the group (asking to get a drink) and relaxation strategies (deep breathing, etc.). Measures were taken of the girl’s acquisition of each of the behaviors during teaching, and of the girl’s agitated behaviors when she was interacting with her peers. The girl mastered both skills taught, and following teaching instances of crying, stomping, and other frustration behaviors during the social skills group decreased. |
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| 3. CANCELLED: Discrete Trial Teaching versus Natural Environment Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| MINA N BENJAMIN (Texas State University - San Marcos), Meghan Houseman (Texas State University - San Marcos) |
| Abstract: Many studies have shown effectiveness of Discrete Trial Training (DTT) as well as Natural Environment training (NET) for students with autism, however review of these studies suggests a need for further research in the comparison of the two along with examination of efficacy when the two techniques are used in tandem. We looked at whether discrete trial teaching or natural environment teaching would yield the best results for a six-year old boy with autism. Both DTT and NET were used to teach “wh” questions to Johnny*. An alternating treatments design was used, with treatments counterbalanced weekly. The number and level of prompts required for acquisition of the correct response from Johnny were recorded and compared for DTT and NET. Research is in progress, therefore, additional data to be collected. Results will be shared at this poster session.
* Child’s real name not used |
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| 4. Evaluating the Effectiveness of an Error Correction Procedure on Expressive Skill Acquisition Trials |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA KUSTERER (Spiritos School) |
| Abstract: Many studies have been completed on the effectiveness of errorless learning, chaining, and fading procedures to aid in skill acquisition. This study examined using a correction procedure after the student had answered incorrectly once or had failed to answer at all. This correction procedure or one similar to it is needed to help those students who are older and transitioning to a natural teaching setting where applied behavioral analysis techniques are not always used.
This error correction procedure was tested across several skill acquisition trials using a case study that followed a multiple baseline across behaviors model. During the control, the child was asked to expressively label unfamiliar pictures and words. Throughout the control trials the child was not corrected or told the correct answer if answers were incorrect. During intervention trials, the child was also asked to expressively label the item or word with the exception that when answers were incorrect he was corrected using the correction procedure. A picture or word was considered correct once the child could label it on the first trial. Daily percentage of accuracy data was graphed for the item and word sets both with and without the correction procedure. |
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| 5. Effects of Conditioning Visual Tracking on Discrimination Tasks for a Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICHOLAS HAMMOND (Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study tested the effects of a pairing procedure to condition visual tracking for a 9-year old boy with autism. During baseline, the number of learn units to criterion was measured for instructional tasks that required attention to visual stimuli. Following baseline, an edible reinforcer was placed under one of two or three semi-opaque containers on a table and the containers were rotated before giving the participant an opportunity to select and then consume the reinforcer after tracking it. This pairing procedure continued until the participant correctly selected the rotated container for 90% of response opportunities. Baseline data on the number of learn units to criterion for visual tasks were collected again following the pairing procedure. Results suggest that the participant required fewer learn units to criterion on visual instructional tasks following the pairing procedure. Additional data are being collected. |
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| 6. CANCELLED: Embedding Generalization of Concepts Taught Using Discrete Trial Instruction |
| Area: AUT; Domain: Applied Behavior Analysis |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Janet A. Butz (Collaborative Autism Resources & Education), Sara Staszesky (Tomball Independent School District), Deborah Roth (Tomball ISD), James G Ryan (Tomball ISD) |
| Abstract: Embedding Generalization of Concepts Taught Using Discrete Trial Instruction
This study focused on a first grade student with autism enrolled in a public school program for students with autism. Before public school he received individualized instruction using ABA at a private agency for forty hours weekly for two years. The parent indicated the student also participated in other therapies simultaneously.
Based on the data received from the agency the student had mastered several concepts. Upon entering public school a maintenance check indicated that these were not generalized to the public school setting.
The purpose of this study was to demonstrate how the public educators re-taught three concepts that the agency data showed he had previously mastered by ensuring that generalization across settings, instructors, and stimuli occurred and was maintained over the course of the year.
The concepts identified to be re-taught were receptive labeling of capital letters; receptive labeling of school items; and non-verbal imitation two-part chains.
The methodologies used to re-teach these concepts to generalization will be discussed. Discrete trial training was implemented across the school day to promote generalization.
Follow-up data revealed that student maintained the re-taught concepts across settings and they were generalized to the home. |
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| 7. An Application of Computer-Based Training on Facial Discrimination in Autistic Children |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMY SCHREMBS (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The efficacy of the computer software program Facesay® in helping to teach the discrimination of emotion in facial expression was compared to non-computer based teaching techniques in children ages 7-11, diagnosed with autism, using a multiple baseline design. The participants in the present study were introduced to non-computer based teaching techniques consisting of a story and facial puzzles as well as computer-based teaching techniques via the Facesay® software program. The participants were assessed on their ability to correctly match picture-words to pictures of emotion using the Ekman and Friesen series of photographs. The data indicate a general improvement in the participant’s ability to discriminate emotion from facial expression, although in some participants the level of improvement was greater than others. The data also generally showed that the participant’s who completed more sessions of computer-based teaching techniques did better overall on the final matching task. Overall, the results suggests that protracted exposure to the Facesay® program will likely produce marked increases in the ability of austistic children to discriminate facial expressions. |
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| 8. Assessing Generalization of Skills Across People and Settings in Young Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KIM KLEMEK (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Establishing the generalization of skills taught during 1:1 instructional settings across a variety of settings and people is one step to ensuring that those skills are socially valid and improve the quality of life for children and families. Stokes and Baer (1977) offered a variety of methods for teaching generalization, such as sequential modification and training sufficient exemplars. This study compared the procedures of sequential modification and training sufficient exemplars to establish generalization across settings and people. Responding to one-step instructions was taught to two different children with ASD to assess which method resulted in fewer trials to mastery criteria across settings and people. Results supported previous research demonstrating that planning instruction to include generalization component results in efficient acquisition of skills across settings and people. They also support the systematic transfer of skills from educators to parents in the home setting to ensure that skills being trained in the discrete trial context can be utilized in the child’s natural environment. |
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| 9. Using Precision Teaching to Improve Fine Motor Component Skills in a 4 Year Old Boy with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNA RUDO-STERN (Private), Kelly J. Ferris (Organization for Research and Learning), Kristin N Wilkinson (Organization for Research and Learning) |
| Abstract: Designing instruction for children with autism should not only be effective, but also efficient. Programming for changes in composite skills as a result of intervention on component skills should be the interventionist’ goal. Interventionists should program for skills which will help students “learn to learn.” The “Big 6 Plus 6” (Desjardins, 1980) fine motor skills address component movements essential for a range of instructional, adaptive, and play skills. This data-based poster will illustrate the relationship between increasing the fluency of a one of the Big 6 Plus 6 Skills that resulted in a contingently improvement in composite play skills. A four year-old boy with autism received fluency-based instruction to increase his frequency of free/do grasp, reach and release with each his right and left hand. After reaching predicted frequency aim (Fabrizio & Moors, 2003) for this Free/Do learning channel changes in the boy’s toy play were measured. Data on Free/Do grasp, reach and release for each hand will be presented on the Standard Celeration Chart as well as data on the measured changes in the boy’s toy exploration and appropriate play. |
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| 10. Behavioral Momentum and the Acquisition of Phonemes in Children Diagnosed with Autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRYSTINE CARDENAS (Behavior Analysis, Inc.), David Garcia (Behavior Analysis Inc.), Vanessa Garcia (Behavior Analysis, Inc.), Tiffany Szymanski (Behavior Analysis, Inc.) |
| Abstract: For many practitioners working with children with developmental disabilities, a major component in most interventions is the development of the child’s verbal repertoire. However, even as the child’s verbal repertoire develops, certain phonemes are not acquired as readily as others contributing to difficulty with pronunciation as well as in the shaping of new words. This study evaluates the effectiveness of a procedure that utilizes behavioral momentum to facilitate the acquisition of specific phonemes in relation to where the phoneme is articulated within the mouth. Three individuals with autism participated in the study. An initial assessment of target phonemes was conducted for each participant and used to determine which specific phonemes would be taught during the treatment phase using a multiple baseline across low-p requests (phonemes). Preliminary data suggest behavioral momentum is an effective method for producing new phonemes when place of articulation is the same for the high-p and low-p request. (Additional data to be collected) |
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| 11. False Positives in the Assessment of Severe Self-Injury and the Role of Restraint Removal |
| Area: AUT; Domain: Applied Behavior Analysis |
| Lynn G. Bowman (Kennedy Krieger Institute), AMBER ELIZABETH MENDRES (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Ifat Bilitzer (Kennedy Krieger Institute), Kellianne M. Montgomery (Kennedy Krieger Institute) |
| Abstract: Assessment of severe self-injury (e.g., head punching) can be difficult to assess, especially for individuals who wear restraints. Restraint removal may result in a free range of responding, which can be dangerous (Mace, 1992) and may result in unclear patterns of responding across experimental conditions. In the current study, two functional analyses were conducted with a 19-year-old female diagnosed with autism and profound mental retardation who had a history of wearing arm restraints. During the functional analysis conducted without restraints, self-injurious behavior (SIB) was high and undifferentiated across all conditions suggesting that SIB was maintained by automatic reinforcement. However, in a subsequent functional analysis conducted with restraints, responses were high across all conditions except for the alone condition. An attention analysis was then conducted to further investigate potential social contingencies that may be maintaining self-injury. Results of this assessment indicated that SIB was maintained, in part, by access to attention. Implications of this study suggest that undifferentiated patterns of responding across conditions during restraint removal may require further investigation to rule out an automatic reinforcement function. Reliability data were collected for at least one-third of observations and averaged above 80%. |
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| 12. Comparison of Differential Reinforcement and Blocking for the Treatment of Stereotypy in Learners with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TINA RIVERA (Douglass Developmental Disabilites Center), David Kieval (DDDC), Nathan Lambright (Rutgers University), Amy Hansford (Rutgers University), Shara Marrero (Rutgers University), Jill A. Szalony (Rutgers - DDDC), Kimberly Sloman (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center) |
| Abstract: Stereotypical behaviors, such as hand flapping or rocking, represent classic symptoms of autism. While these behaviors are often benign in nature, in many cases they can interfere with academic instruction, impede social interactions, and in severe cases, produce tissue damage. Common interventions for stereotypical behavior include differential reinforcement systems and blocking procedures (or combinations of both). The purpose of the current investigation was to evaluate the relative effectiveness of blocking and differential reinforcement procedures on the stereotypical behavior of learners diagnosed with autism. In the current investigation, learners were exposed to two different differential reinforcement procedures (DRO & momentary DRO) and a blocking procedure (response interruption and redirection). Data were collected on the relative rates of stereotypical behavior as well as other maladaptive behavior (i.e., aggression, disruption, self-injurious behavior). Results indicated that the intervention component that resulted in the most significant reductions in behavior was the blocking/response interruption procedure. This study has considerable implications for the evaluation practices of behavioral intervention plans in educational settings for with individuals with autism as well as the use of blocking procedures in the absence of additional reinforcement strategies in addressing stereotypic behaviors. |
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| 13. A Comparison of Descriptive Analysis and Functional Analysis within a Treatment Integrity Framework |
| Area: AUT; Domain: Applied Behavior Analysis |
| TONYA M. MARSTELLER (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Allison Tetreault (West Virginia University), Raquel Alo (West Virginia University) |
| Abstract: Descriptive analysis is a common method for developing hypotheses about consequences that maintain problem behavior. However, research comparing the results of descriptive analyses with those of functional analyses has repeatedly demonstrated that the two methods do not reliably identify the same function. The current study compared the results of descriptive analysis and functional analysis by analyzing the descriptive analyses within a treatment integrity framework. Two elementary-aged boys diagnosed with autism and their mothers participated. The results of both analyses identified the same function for problem behavior in each participant. The function of problem behavior for one participant was attention. The function of problem behavior for the second participant was escape. These results indicate that analyzing descriptive analyses by assessing treatment integrity of caregiver responses may be an effective tool for identifying the function of problem behavior. |
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| 14. Using Antecedent Stimulus Control to Reduce Hand Flapping in a Preschooler with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHARON T. HYNES (Emory University), Amity Parr Featser (Emory University), Gail G. McGee (Emory University School of Medicine), Michael J. Morrier (Emory University School of Medicine) |
| Abstract: Young children with autism often engage in nonfunctional self-stimulatory behaviors that clearly distinguish them from their typical aged peers (Durand & Carr, 1987). In order to receive optimal benefit from inclusive early intervention, children with autism should engage in age-appropriate behaviors that enable them to interact with their typical classmates (McGee et al., 1999). This poster describes an antecedent stimulus control package (Cooper et al., 2007) to teach a young boy with autism to reduce his hand flapping behavior. Following a procedure developed at the Southwest Autism Resource Center (D. Openden & S. Denno, personal communication, October 10, 2008), the child will be taught to hand flap only while standing in a specific area of the room. For every instance of hand flapping, treatment staff will redirect the child to this area. The “base” will then be systematically faded to encourage the child to engage in ongoing classroom activities. It is hypothesized that data (to be collected) will demonstrate a reduction in hand flapping, as well as a reduction in time spent on base and increased engagement in classroom activities. This poster will provide early interventionists a positive method for reducing self-stimulatory behaviors in an inclusive treatment center. |
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| 15. Studies of Risperidone in People with Autism: Selectivity and Social Validity |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSAY PORTER (Western Michigan University), Kelly P. Bradley (Western Michigan University), Amy Durgin (Western Michigan University), Marc A. Weeden (Western Michigan University) |
| Abstract: Risperidone (Risperdal), an atypical antipsychotic drug, is approved for treating “irritability” in people with autism and is commonly prescribed for members of this population. This project examined recently published studies (2000-2008) in which risperidone was prescribed to decelerate challenging behavior in people with autism to determine whether a) drug effects on appropriate responding were reported, and b) social validity data – that is, information relevant to the acceptability of the goals, procedures, and outcomes of the study – were reported. Neither was commonly reported, which is an apparent weakness in this literature. |
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| 16. The Effects of Embedding Choice in Instructions on Compliance and
Challenging Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAIRA LANAGAN (Center for Autism and Related Disorders), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Previous research has demonstrated that choice may be manipulated in various ways in order to alter challenging behavior and compliance with instruction, including choice between reinforcers and choice among various elements of tasks such as task materials, location, and sequence (Kern, et al., 1998). Cole and Levinson (2002) improved the challenging behavior and task completion exhibited by two boys with developmental disabilities by embedding choice within the presentation of instructions, in the context of two particular tasks. The purpose of this study was to replicate and extend this procedure by applying it to both structured discrete trial training (DTT) and to all therapist requests across the participant’s daily behavioral intervention sessions. Data were collected on percentage of compliance and challenging behaviors during both the DTT and less-structured assessments. |
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| 18. Examining effects of a “low-dosage” intervention to increase on-task behaviors of a child with ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHALONDA BROOKS (Auburn University), Kelly D. Schleismann (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: In addition to the core symptoms associated with Autism Spectrum Disorders (ASD), children with ASD often present with other behavioral symptoms (i.e., aggression, short attention span, and hyperactivity) (Newschaffer, 2007; Tsai, 1996) which are related to poor school performance. As such, improving on-task behaviors is a common goal for many children with ASD, especially those in mainstream or integrated classrooms (Gena & Kymissis, 2001). When a child with ASD also presents with severe levels of hyperactivity, this behavioral goal becomes more challenging in these settings. This case design included one male participant with ASD who was exhibiting poor on-task behaviors and showing poor performance in a classroom setting with no support staff (e.g., paraprofessionals) putting him at risk for failure in this setting. An intervention was designed and implemented in an after school clinic that occurred two days per week. Once skills were acquired prompts were faded and incidental teaching and differential attention were used to help the skill generalize to a more naturalistic environment. Frequent observations of on task behavior in the classroom were conducted to assess rate of generalization and modify accordingly. Challenges of designing an intervention to generalize to a mainstream classroom setting will be presented. |
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| 19. Comparing the Results of an Analogue and Naturalistic Functional Analysis |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEPHANIE ORMAN (The May Institute) |
| Abstract: A functional analysis involves the manipulation of environmental conditions in order to assess a functional relationship. This analysis can be conducted in an analogue or naturalistic setting. Research has demonstrated that conducting a functional analysis in an analogue setting is effective at identifying function because more variables can be controlled. However, results may not always be transferred to the natural environment because the variability of the natural environment is excluded in the analogue setting. In this study the results of a functional analysis conducted in an analogue setting were compared with the results of a functional analysis conducted in the natural environment of the classroom. Results of the analysis in the analogue setting were undifferentiated across three conditions (attention, escape, and control) with the individual exhibiting low and variable rates of behavior. In the natural setting a fourth condition was added, access to tangibles. Results of the analysis in the natural setting were differentiated, with the individual exhibiting the highest rates of behavior during the tangible condition and moderate to low rates in the escape condition. These results suggest conducting a functional analysis in a natural setting may yield more usable information when compared to an analogue setting. |
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| 20. A stimulus control procedure to decrease motor stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALISON STOTHARD O'CONNOR (Alpine Learning Group), Jessica Prieto (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: We extended the Brusa and Richman (2008) study that used a stimulus control procedure to decrease stereotypy. We used a changing criterion design to examine effects of the presentation of a stimulus that had been conditioned via discrimination training on reducing stereotypic motor movements with books. Initial assessment indicated high rates of stereotypy with books (e.g., folding the pages, turning the book). Discrimination training sessions taught the participant that when presented with a green card, stereotypy was permitted and when presented with a red card, stereotypy was not permitted. In the red card condition stereotypy was blocked and the participant was prompted to engage appropriately with books. After the participant demonstrated the ability to discriminate red (only appropriate play) versus green (stereotypy permitted), experimental sessions began. During intervention, presentation of a red card signaled appropriate book play. Upon meeting criterion of playing appropriately in the absence of stereotypy for the target duration, the instructor presented the green card signaling that the participant could exhibit stereotypic motor movements. Data represent the duration that the participant looked at the book appropriately before engaging in stereotypy; this duration was increased over time. IOA data were collected during 30% of the intervention sessions. |
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| 21. Pre-session Exposure as a Treatment to Reduce
Automatically Reinforced Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATELYN ANNE MARKS (May Institute), Gary M. Pace (The May Institute), Mark J. Palmieri (The Center for Children with Speical Needs) |
| Abstract: Highly repetitive stereotypic behavior is a common interference in an individual’s ability to contact the natural learning environment (Vaughan & Michael, 1982). Functional assessment is an empirically supported procedure for identifying behavior function. Once the maintaining variable is identified, a function based treatment can be developed (Iwata, Dorsey, Slifer, Bauman, & Richman; 1982/1994, Carr & Durand, 1985). In the current investigation, an 18-year-old female diagnosed with tubular sclerosis was exhibiting high rates of visual stimulation that was assessed to be maintained by automatic reinforcement. The study utilized a treatment that created an abolishing operation for visual stimulatory behavior by exposing the participant to materials that evoked high levels of stimulation before a work session. A reversal procedure was applied to assess treatment effectiveness. The participant was provided with varying durations of pre-session visual stimulation prior to academic sessions in order to determine what interval would most effectively reduce visual self-stimulatory behaviors during academic demands. The results of the treatment evaluation indicated that 5 minute pre-session visual stimulation was the most effective. The data also suggest that therapeutic intervals may vary based on each individual’s needs. |
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| 22. The Use of Stimulus Control to Reduce Vocal Stereotypy Emitted by a Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Ashley Greenwald (University of Nevada, Reno), CHRISTINE WALSH (University of Nevada, Reno), Shannon Springer (High Sierra Industries), W. Larry Williams (University of Nevada, Reno) |
| Abstract: This procedure examined the effects of stimulus control on the vocal stereotypy of an 8-year-old girl with Autism. The participant in this study had a strong history of engaging in vocal stereotypy during all hours of the day. Direct observations and parent reports indicated that this vocal stereotypy was automatically maintained. Prior to implementation, the young girl was engaging in vocal stereotypy at an average frequency of 30 times per hour, across all settings. The procedure involved the use of two different colored posters, one red and one green. To aid in discrimination, the initial cards had the words “Quiet” and “Okay” written on them, respectively. The intervention utilized a multiple baseline across settings (e.g., academic, toy play, and movie watching). After the initial training phase, the size of the cards were slowly faded until the child wore a piece of colored jewelry of the corresponding stimulus color. Preliminary results indicate that the vocal stereotypy came under control of the colored stimulus and as a result, vocal stereotypy was reduced to manageable levels, as indicated by the parents. |
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| 23. Construction and Implementation of a Time-out Area in a Public School Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| LACEY R BAILEY (Penn State University- Harrisburg), James Nicholson Meindl (The Ohio State University) |
| Abstract: A unique behavior program was created in a public school setting to reduce aggressive/destructive behavior of an 8-year-old boy with Asperger’s Disorder. Prior the program he was attending mainstream classes with his same-age peers. The program involved removing him from mainstream placement and providing treatment in a private classroom which contained a time-out area constructed specifically for his program. Utilizing a token economy, DRO, and time-out area, his target behaviors were reduced significantly from baseline. Within 4 months, he was faded into his mainstream classes and marked social, academic, and behavioral improvements were seen. |
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| 24. The Effects of ABA Treatment for children with Autism
in Wuhan, China |
| Area: AUT; Domain: Experimental Analysis |
| HAI-QING XU (Hubei Maternal and Children’s Health Care Hospital), Hong-Bo Chen (Hubei Maternal and Children’s Health Care Hospital), Hong Wang (Hubei Maternal and Children’s Health Care Hospital), Feng Wang (Hubei Maternal and Children’s Health Care Hospital), Li-Hua Ding (Hubei Maternal and Children’s Health Care Hospital), Sharon W. Chien (SEEK Education, Inc.), Hua Zhang (Hubei Maternal and Children’s Health Care Hospital), Xiao-Qin Luo (Hubei Maternal and Children’s Health Care Hospital) |
| Abstract: We aim to present the effects of Applied Behavior Analysis(ABA) treatment for children with autism in Wuhan, China. A total of 80 children with autism aged from 2 to 8 years were enrolled from Hubei Maternal and Children’s health care Hospital(China) between April and October 2008 .With the continue support and supervision from Seek Education (USA), we give these children intensive ABA treatment . The training time was 40 hours per week, 3 months as one course and lasted for 3- 6 months . Before and after treatment, the children were evaluated with ABLLS-R. It was observed that rapid progress were made by them in language, social and play skills, and restricted and repetitive behaviors as well as other related deficits in cognition and adaptive behavior of ABLLS. Also, there was a noticeable improvement in our teacher's training skills and theoretical level .These achievements were definitely recognized by the parents. Wuhan ABA based intervention center is making headway and welcomed by professionals and special families. It is highly expected that there will be more favorable outcomes in ABA in China. |
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| 25. Outcomes of behavioural treatment at a centre combined with mainstream placement for children with autism |
| Area: AUT; Domain: Service Delivery |
| ALISON SHARLAND (Highfield Centre), Sigmund Eldevik (Highfield Centre), J. Carl Hughes (Bangor University, Wales) |
| Abstract: A new model of provision has been developed for children with autism at Highfield Centre which combines behavioural intervention at the centre with part-time placement in preschool or school (depending on the child's age). The Highfield Centre trains and certifies all staff involved in treatment. The children typically follow ca 40 hours a week and it is individually determined how much time should be spent on working with targets in school and at the centre each week. Effects of this model were evaluated using a pre-post test design. Participants were three children who had been diagnosed with autism and attended Highfield Centre. Outcome data after two years of treatment are presented. |
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| 26. ABA for Children Under 36 months with ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| PETER M. VIETZE (Montclair State University), Leah Esther Lax (Hand In Hand Development), Kimberly K. Kamhi (Hand in Hand Development), Elizabeth A. Diviney (Hand In Hand Development), Alayna B Berkowitz (Montclair State University) |
| Abstract: As a result of the refined DSM criteria for diagnosis of Pervasive Developmental Disorders, there is an increase in referrals for evaluation in Early Intervention Programs. More than 40 children younger than 36 months were enrolled in an Applied Behavior Analysis program for 2 ½ hours a day, 5 days a week. Most of the children had been given a diagnosis of PDDNOS or PDD, Autistic Disorder. The majority of the children had Cognitive scores exceeding one SD below the mean. At the beginning of the program, children the Assessment of Basic Language and Learning Skills (ABLLS) was administered. All children showed very low scores initially. At the time they left the program, usually due to having met the age-out criterion, the ABLLS was again administered. ABLLS performance data were scored as percentage of domain completed successful. All of the children improved and the mean percentage of improvement was statistically significant for the group as a whole. Discussion of child and family characteristics that are related to successful performance include length in program, language environment and parental involvement. |
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| 27. Reduction of sleep variability in an Adolescent with autism through the implementation of a behavioral sleep protocol |
| Area: AUT; Domain: Applied Behavior Analysis |
| BRADLEY RICHARDS (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: Sleep problems are frequently reported in individuals on the autistic spectrum. The present case study describes the assessment and treatment processes that were used to regulate a variable sleep pattern in an adolescent with autism living in a group residence. Baseline data were collected on hours of sleep per night. In baseline, only 27% of nights fell in the range of ideal sleep (between 7-9 hours per night). Overall sleep was variable with 27% falling below 7 hours and 14% falling above 11 hours. A treatment package consisting of a sleep/wake schedule, bedtime routine, bedroom restriction, contingent effort for awakening and redirection was designed based on an analysis of nighttime behaviors and baseline sleep patterns. Data were collected for a period of 6 months after treatment. Treatment data revealed a 133% increase in ideal range sleep (27% of nights in baseline compared to 63% of nights in treatment). In addition, sleep variability decreased with only 10% falling below 7 hours and only 2% falling above 11 hours. Data will be discussed in terms of their impact on the field with regard to refining behavioral assessments, treatment components and data analysis procedures for sleep related issues. |
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| 28. Increasing Sleep Duration in a 2 Year Old with PDD-NOS: A Training Parent Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| GILAH HABER (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many parents of children with autism report that their children have difficulty sleeping. According to Williams, Sears, & Allard (2004), the prevalence of sleep problems in children with autism ranges from 44%- 83%. For some parents, implementing interventions which require them to remain out of the room or to limit their responding when the child wakes up can be difficult to implement. Clinicians need to consider parent capacity to implement interventions and modify procedures to build parent ability to implement emotionally challenging interventions. The present study evaluated the effectiveness of a parent-training package to increase sleep duration in a two-year-old with PDD-NOS. Training sessions involved teacher modeling with verbal explanation, practice with oral feedback, and written guidelines in the form of a self-monitoring checklist. Follow up sessions occurred weekly by phone or in-person. The parents implemented the procedures (experimenter not present). Data were collected on sleep duration and disruptive behaviors (crying and screaming). Results indicated that the child fell asleep more quickly without his parents present, his sleep duration increased and there was decreased frequency and duration of disruptive behavior. Implications of parent-training models and interventions targeting sleep disturbances are reviewed. |
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| 30. Conditioned Book Observing and the Effects on Stereotypy and Passivity with Children with Autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| OSWALDO OCHOA (The Chicago School of Professional Psychology - Ch), Lori Ann Aguirre (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: The study examined the use of a book conditioning protocol and its effects on stereotypy/passivity during a free play operant. Two nine-year-old students with an autism spectrum disorder participated in the study. The independent variable consisted of a book conditioning procedure and the dependent variable was the duration of book observing responses within a 5-minute free play probe. A multiple probe across participants design was used for the study. Results showed that both students did not meet criterion levels for book observing responses but book observing responses increased as stereotypy/passivity responses decreased compared to baseline levels. The findings support previous research regarding conditioning procedures and their effects on stereotypy/passivity with an extension of the procedures within a home context. |
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| 31. Pivotal Response Training Predictive Profile for Younger Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON B. CUNNINGHAM (University of California, San Diego), Laura Schreibman (University of California, San Diego), Aubyn C. Stahmer (Rady Children's Hospital, San Diego), Lynn Kern Koegel (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara) |
| Abstract: Previous research has identified a behavioral profile effective at identifying older children with autism who are likely or unlikely to respond positively to Pivotal Response Training (PRT). One study found that 36- to 70-month old children demonstrating high levels of non-verbal stereotypy and avoidance, and low levels of verbal stereotypy, toy play, and approach behaviors, were less likely to respond to PRT than those exhibiting the opposite behavioral profile prior to treatment (Sherer & Schreibman, 2005). A follow-up study demonstrated that this profile was not predictive of response to Discrete Trial Training (Schreibman, Stahmer, Cestone-Bartlett, & Dufek, 2008), suggesting the profile was specific to PRT. In the current study, to further investigate the parameters of the profile’s predictive validity, we assessed 17 minimally verbal or nonverbal 20- to 36-month old children receiving PRT over 6 months. The original profile was not predictive of treatment responsivity in this younger sample. While the levels of some of the profile behaviors were similar to those in the original study, the within group variability was high. The PRT Predictive Profile may require adaptations in order to be appropriate for addressing treatment responsivity in younger-aged samples. Possible explanations for this outcome will be discussed. |
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| 32. Analysis of Changes in Joint Attention Performance after One Year of EIBI |
| Area: AUT; Domain: Applied Behavior Analysis |
| TESSA PIANTEDOSI (New England Center for Children), Lauren Dannenberg (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Joint attention is the sharing of an event or object in the environment with another social partner through coordinated eye gaze and gestures. Joint attention has recently been recognized as a possible predictor in the early onset of autism. This purpose of this presentation will be to report on changes in joint attention for 52 children with autism ages 2, 3, and 4 upon entry into an EIBI preschool program and after 1 year of intervention. Joint attention responding was assessed across 3 tasks and increases were greatest for children who entered treatment when they were 3 years old or younger. Joint attention initiation was measured across 3 tasks including toy activation and book tasks. A composite score which included all three component skills of gaze shift, gestures and verbalizations was calculated to measure level of performance. Data showed that increases in joint attention were seen for the majority of children. These findings will be discussed as they relate to the importance of early intervention for children with autism. |
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| 33. The Effects of General Praise Statements versus Behavior Specific Praise Statements on Skill Acquisition in Young Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TYRA P. SELLERS (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: One of the core components of an ABA-based instructional program for young children with autism is the use of positive reinforcement (e.g., praise and tangibles) for occurrences of correct responding (Lovaas 1981 and 2003, Sundberg & Partington 1998, Leaf and McEachin 1999, and Green and Luce 1996). Many programs implementing ABA-based interventions instruct staff to use specific praise statements that include language about the specific appropriate behavior, as opposed to general statements. However, a review of the major published ABA-based instructional programs (Lovaas 1981 and 2003, Sundberg & Partington 1998, Leaf and McEachin 1999, and Green and Luce 1996) and manuals for children with autism, as well as a search of published research examining general versus specific praise statements, yielded no empirical evidence to support the idea that specific praise is superior to general praise statements in increasing skill acquisition and correct responding in children with autism. The purpose of this study is to compare the effects of general and specific praise statements on speed of skill acquisition in 2 preschool aged children with Autism in an intensive ABA preschool program. Results will be discussed in the context of recommendations for practice as well as future research. |
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| 34. Increasing Appropriate Sibling Play in the Context of a Turn Taking Routine |
| Area: AUT; Domain: Applied Behavior Analysis |
| TARA JANE MATTSON (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many parent of children with autism who have more than one child, report concerns about the amount and quality of play between their child with autism and their typically developing siblings. The absence of the adaptive play skills and the occurrence of problem behavior when siblings spend time together can result in poor family quality of life. The fear that aggression or other problem behavior will occur if siblings are left unsupervised can interfere with and even prevent parents from leaving children unsupervised for even brief periods of time. The current study describes the use of a turn taking procedure in the context of a play routine to increase both specific targeted play skills and to increase the duration of cooperative play. Two siblings, one with and one without autism participated and data on outcomes for both children are presented. Results are discussed not only in terms of data on targeted behaviors, but also on the impact on family quality of life and other collateral gains. |
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| 35. Outdoor Recess: Increasing Social Interactions Between Preschoolers with Autism and Their Typical Peers |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHAEL J. MORRIER (Emory University School of Medicine), Gail G. McGee (Emory University School of Medicine), Amalia Jarvis (Emory Autism Center), Julie F. Laderberg (Emory Autism Center), Jennifer Montgomery (Emory Autism Center) |
| Abstract: Recent emphasis on focusing on academic gains at an early age has reduced children’s ability to engage in physical education opportunities at all ages (Lovaas, 1987; NCLB, 2001). With this reduction in recess and physical activity, children are becoming obese at alarming rates (CDC, 2008), and this is especially true for children with disabilities, who often times receive no physical exercise (NCPAD, 2007). When programs do provide physical activity, it usually does not focus on promotion of social interactions between peers. This poster will describe an outdoor games and exercise curriculum designed to promote social interactions between preschoolers with and without autism. Fifty-four children, 18 with autism and 36 typically developing, ages 24-60 months participated. Data will be collected daily using a multiple-baseline across classrooms design, through a 15-sec partial interval system, 10-sec observe/5-sec record. Data demonstrated that children with autism increased their proximity to peers, social bids received from peers, and focus of engagement on peers from baseline levels. This curriculum can be easily adapted for other preschool and early childhood providers that wish to structure their outdoor curriculum to better address the social deficits characterized by children with autism, while also providing daily physical activity. |
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| 36. Teaching Adolescents with Autism to Respond to Joint Attention Using Music Activation |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN HEAVEY (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Joint attention deficits are often found in individuals with autism and related disorders. Responding to joint attention involves the discrimination of another person’s gaze direction. Klein, et al. (in press) taught following a gaze using the activation of remote controlled mechanical toys. The purpose of this study was to replicate the toy activation training procedure using adolescent girls and remote contolled boom boxes. A multiple baseline design across 3 adolescent participants with autism was used to teach following a gaze. Training was designed using a delayed cue prompt with music activation as both a prompt and a consequence. As training progressed, music activation was increasingly delayed following the experimenter’s gaze shift cue. All participants met mastery criteria during training and were able to follow the experimenter’s gaze shift before music was activated. Probe sessions showed maintenance of this skill over time. Teaching children with autism joint attention skills may lead to better language, play, imitation, and social abilities later in life. |
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| 37. Increasing Independent Participation During Social Skills Groups in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| KELLY D. SCHLEISMANN (Auburn University), Shalonda Brooks (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: A common impairments of Autism Spectrum Disorder (ASD) is a deficit in social interactions (APA, 2000). Social skills groups may be an effective means of increasing appropriate social behaviors (Licciardello, Harchik, & Luiselli, 2008). However, their effectiveness depends on the extent to which individuals participate in the group activities. The use of activity schedules might augment social skills training in group settings, as they have been successfully used to increase independence during transitions, maintain engagement in social activities, and enhance social interactions (Krantz & McClannahan, 1997; Schmit, Alper, Raschke, & Ryndak, 2000; Stromer, Kimball, Kinney, & Taylor 2006). The purpose of the current study was to increase independent participation in group events through the use of schedule books containing pictures depicting the sequences of events and specific actions of songs and activities. Four school-aged males with an ASD who attended a twice-weekly social skills group were recruited for this study. Baseline data showed low rates of independent social behavior for each participant. As participants’ behavior improved, the notebooks were faded to allow for independent group participation. Results, limitations, and implications are presented. |
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| 38. Identification of Functions of Prosocial Behaviors in Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAUREEN A. CONROY (Virginia Commonwealth University), Staci Carr (UniqueKids, Inc.), Abigail Vo (Virginia Commonwealth University) |
| Abstract: Functional analysis is an effective tool in evaluating the environmental contributors to aberrant behavior (Carr et al., 1999; Iwata et al., 1982/1994), yet have not been extensively applied to other forms of behavior. This poster will present findings from a federally funded research project that has investigated the use of functional analysis methodology to analyze the functions of prosocial behavior in 30 children with ASD. Participants were children aged 3 – 9 years who have been diagnosed with ASD and have demonstrated impaired social skills. Procedures included a series of alternating treatments designs analyzing the potential functions of participants’ prosocial behavior (e.g., attention, tangible, escape) in comparison to control conditions. Data collected indicate that functional analysis methodology successfully identified one or more functions of various forms of prosocial behaviors in 86% of the participants (with 14% displaying an undifferentiated pattern). This data will be presented along with examples of function-based treatments, demonstrating the efficacy of this assessment procedure for improving the rate of prosocial behavior for young children with ASD. |
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| 39. Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story writing to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ROBERT PENNINGTON (University of Kentucky), Ann Katherine Griffen (University of Kentucky), Jason L. Gibson (University of Kentucky) |
| Abstract: The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) mandated that children with low incidence disabilities be provided with access to the general education curriculum. This presents a significant challenge to educators working with students with autism spectrum disorders (ASD), especially in the area of written expression. Unfortunately, there is a paucity of research on writing interventions for this population. In the current study, the researchers used a multiple probe across participants design to assess the effects of simultaneous prompting (SP) and computer-assisted instruction (CAI) on the story writing skills of 3 elementary students with ASD in a public school setting. Results indicated that SP and CAI were effective for all 3 students. Additionally, students demonstrated maintenance at 2 and 4 weeks following training and generalization across a novel set of stimuli and two different response topographies (i.e., vocal story telling, handwriting). |
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| 40. The Effect of Teaching Attending To a Face on Joint Attention Behavior on Young Children with an Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| TINA ROVITO GOMEZ (City University of New York/ Brooklyn College), Dr. Ira L. Cohen (New York State Institute for Basic Research in Dev), Laraine McDonough (City University of New York/Brooklyn College) |
| Abstract: Rogers (2001) has reported that infants later diagnosed with an autism spectrum disorder (ASD) showed an absence or low rate of looking at the faces of others, a finding consistent with other studies. To increase the frequency of this behavior in children with an ASD (with potential beneficial effects on other social behavior), preferred visual stimuli were used to serve as the reinforcer for looking at the face of the experimenter, and reinforce following the experimenter’s gaze toward a target (response to “Joint Attention” bid). Three males with an ASD (confirmed with ADOS-G), ages 2 to 3, and language ages from 0 to 2 months (PLS-3) participated. It was hypothesized that when the child learned to attend to the face of another, he would develop increased eye contact, interact more with the experimenter, and generalize this behavior to others thereby increasing the probability of the emergence of appropriate social behavior. Results indicated an increase in attending to the face of the experimenter and an increase in following the experimenter’s face (head turn) toward a distant target as compared to baseline levels. Post treatment measures with a novel experimenter also indicated an increase in target responses compared to baseline levels. |
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| 41. How to improve and understand the effectiveness of behavior-analytic controlled trials? |
| Area: AUT; Domain: Applied Behavior Analysis |
| Luis A. Perez-Gonzalez (University of Oviedo, Spain), JAVIER VIRUÉS-ORTEGA (ABA SPAIN) |
| Abstract: During the last two decades the effectiveness of applied behavior analysis-based interventions for children with autism has been studied extensively. A recent meta-analysis of the studies conducted with group-based methodology indicated strong verbal behavior gains when this literature is analyzed collectively. However the significance of these findings in identifying the effectiveness of specific teaching procedures is limited due to: (a) the standard assessment tools used in this literature were developed outside the realm of behavior analysis, and (b) treatment fidelity is generally not assessed systematically. The latter factors make hard to associate the features of behavioral intervention with scale score gains. This study presents preliminary data on the assessment of a group of children with developmental disabilities who underwent standard psychometric assessments upon study start along with the systematic assessment of behavioral repertoires. In addition, a treatment fidelity protocol was developed and tried. These methodological developments may increase the behavioral significance of behavior analysis-based trials. Namely, the validity of standard assessments could be traced behaviorally. |
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| 42. Promoting Social Learning at Recess: Using Structured Playground Activities to Increase Social Skills for Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Joseph Gentry (Southwest Autism Research & Resource Center), LORI BETH VINCENT (Southwest Autism Research & Resource Center), Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| Abstract: Playgrounds at elementary schools are often unstructured places where engaging in appropriate social interactions can be challenging for children with social deficits. With no structure or support, children with autism will often spend recess time alone or engaging in non-functional activities, which undoubtedly leads to fewer friendships and potential bullying. By structuring and facilitating activities for all children on the playground, children with social challenges are provided the needed support to engage with their typical peers. In the current study, a multiple baseline design was used to measure increases in social engagement and initiations with peers for multiple students diagnosed with autism. The intervention was overseen on the playground during lunch time recess by a trained behavior analyst for grades kindergarten through fifth. Daily activities and data collection were facilitated for each target student and his or her peers. Results indicate significant increases in social engagement and increases in social initiations. |
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| 43. Effects of Verbal and Written Performance Feedback on the Treatment Integrity of Behavior Support Plans |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARISSA GYNN (Bergen County Special Services), Sharon A. Reeve (Caldwell College), Cindy Cochran (Bergen County Special Services) |
| Abstract: Treatment integrity is an important yet often neglected part of effective behavior-analytic interventions. Performance feedback has been often shown to increase treatment integrity. This study sought to replicate and extend the findings of Codding, Fienberg, Dunn, and Pace, (2005) in which immediate performance feedback led to high levels of treatment integrity. The present study used a multiple-baseline across 3 teachers embedded in a changing conditions design to assess the effects of verbal and written performance feedback then written performance feedback alone on the treatment integrity of behavior support plans. The results showed that verbal and written performance feedback led to a substantial increase in treatment integrity. These levels were maintained during the written performance feedback alone condition and remained high when the schedule of performance feedback was thinned. Thus, the performance feedback procedures implemented in this study produced an effective and time-efficient strategy for increasing and maintaining treatment integrity of behavior support plans. |
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| 44. Empirical Identification of Behaviors Associated with Successful Learning in Pre-School Group Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH KINGERY (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism have been shown to benefit from and acquire skills within the context of 1:1 instruction. However, the vast majority of instruction in public school settings takes place in small or large group formats. It is clear that the absence of the skills necessary to be an effective learner in small group settings needs to be remediated. However, very little empirical research has been done to identify the important group learning skills. The absence of the identification of these skills makes it difficult to effectively prepare children with autism for group learning environments. The current study describes the findings of systematic observations of “successful” learners in typical pre-school settings. The data are presented in terms of: specific student behaviors associated with learning in small and large group instructional formats, and the classroom conditions that successful group learners function within. These conditions are specified in such terms as; teacher distance when providing instructions, duration of time between teacher-student interactions and average duration of on-task performance. |
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| 45. Identifying Relationships between Curricular Profiles and Assessment Outcomes |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY B BISEN-HERSH (Temple University), Jessica Dodge (Temple University), Betsy Wurstner (Temple University), Christina M. Peters (ReMeD Rehabilitation), Matthew Tincani (Temple University), Philip N. Hineline (Temple University) |
| Abstract: Early Intensive Behavioral Intervention (EIBI) has been recognized as an effective intervention strategy for individuals with Autism Spectrum Disorder. A key factor in optimizing child outcome of such interventions may be the identification of useful categories of learner profiles, including a distinction between “early” and “advanced” learners. One way of defining these categories is through analysis of curricular profiles and outcome measures. To assess the characteristics of these classifications, a curriculum checklist of 190 instructional programs common to EIBI approaches was developed. The frequency of occurrence for each of these programs was compared across students with Autism between ages 3-7 years old, who are receiving EIBI within public school classrooms. Beginning with a set of ten students’ records of instruction, a provisional categorization was developed, to which additional students’ data were then subjected. Through this comparison, “early learner” and “advanced learner” program sequences were provisionally identified. Their patterns of progression through instructional sequences will be described in relation to individual child scores on assessments of communication, social, and academic skills. Assessments include the Autism Diagnostic Observation Schedule, Brigance Inventory of Early Development-II, and the Vineland Adaptive Behavior Scale. |
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| 46. Tracking the Adjustment of Adolescent Students with Autism in Secondary Supported Inclusion Programs: Three Case Studies |
| Area: AUT; Domain: Applied Behavior Analysis |
| OLIVIA ALEXANDRE (ONTABA), Joel P. Hundert (Behaviour Institute) |
| Abstract: There is a broad movement to educate children with developmental disabilities within general education. Although many studies describe the nature of supports and adjustment of children with developmental disabilities attending preschool or elementary school, there have been few studies for children attending secondary school. The purpose of this study was to examine environment-behavior interactions and ecological contexts in which student behaviors occur across three inclusion models. Three adolescent males with autism were observed and measures of student and educational assistant (EA) behavior were collected in general education and resource classrooms. Results indicated that in all three environments, student engagement was higher when EA focus was directed toward the student and, similarly, problem behaviors tended to decrease. Engagement levels did not differ across inclusive environments and, in fact, engagement in general classrooms was lower than in resource classrooms. Thus, full inclusion was not observed to have a direct academic benefit for students with autism. The findings suggest that full inclusion into secondary schools is not sufficient by itself to improve the intellectual development of students with autism, and environmental variables are important factors in determining adjustment. Hence, more evidence-based methods of inclusion must be examined at the secondary education level. |
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| 47. Assessment of Behavior Imaging Technology in the Classroom |
| Area: AUT; Domain: Service Delivery |
| UWE REISCHL (Boise State University), Ronald Oberleitner (Caring Technologies, Inc.), Conrad Colby (Boise State University) |
| Abstract: Functional behavior assessment is important in the educational process of children with autism. A 12-month pilot study was conducted to evaluate the benefits of a new behavior imaging technology called “BI Capture”. Thirty-two participants in eight educational settings were provided access to the BI Capture technology that allows teachers to capture and store behavior on digital video before, during, and after noticing selected events in their classroom. Twenty nine users responded to a web-based questionnaire addressing specific technology functionality / usability issues, and their perception of clinical relevance. The results indicated that the vast majority of users were in favor of using such a technology in classroom settings and believed such a technology would be widely accepted by the teaching profession when improvements in student behavior are documented and then used to improve teaching methods. Some respondents suggested that a potential obstacle to the implementation of such a new technology in schools may include opposition from parents with regards to privacy issues. These findings supported the development of marketing strategies to help introduce the BI Capture technology to the autism community nationally and internationally. This poster presentation will illustrate quantitative and graphical summaries of the key findings of this study. |
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| 48. The Effect of Priming Conducted during Home Sessions on Following Inclusive Classroom Routines for a Child with Autism |
| Area: AUT; Domain: Service Delivery |
| JANE LEE (Behaviour Institute), Joel P. Hundert (Behaviour Institute) |
| Abstract: Children with autism who are placed in general education classrooms can often have difficulty meeting academic and social goals without the implementation of specific interventions. Priming holds promise as an effective intervention to support children with autism in general education classrooms by pre-exposing the child to certain routines through the application of teaching strategies in a setting other than the general education classroom. The purpose of this study was to investigate the use of priming at home during IBI therapy sessions as an intervention to improve the routine-following behaviours of a child with autism in the general education classroom. A multiple baseline across classroom routines was conducted to probe the generalization of hand-raising behaviours, verbal responding during group circle, and independent work to the classroom setting following the implementation of priming interventions in the home. Results suggest that priming was effective in improving the target behaviours without the use of additional interventions within the classroom setting. |
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| CBM Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 49. Predictors of Child Behavior Problems in a Sample of Substance Abusing Parents Found to Neglect Their Children |
| Area: CBM; Domain: Experimental Analysis |
| Karen Herdzik (University of Nevada, Las Vegas), MICHAEL M HADERLIE (University of Nevada, Las Vegas), Tom Ray (University of Nevada, Las Vegas), James Glover (University of Nevada, Las Vegas), Erica Marino (University of Nevada, Las Vegas), Brad Donohue (University of Nevada, Las Vegas), Daniel N. Allen (University of Nevada, Las Vegas), Holly B. LaPota (University of Nevada Las Vegas) |
| Abstract: Research literature suggests that children of substance-abusing parents are at risk for undesired behaviors such as noncompliance, aggression, bullying, delinquency and substance use. Little is known about the factors in this population that contribute to such problems. The current study will examine the relationships between various parental and family characteristics and parent-reported behavior problems in children of substance abusing parents. The sample consists of mothers referred to Family Behavior Therapy services to treat co-occurring parental substance abuse and child neglect. Data was gathered immediately prior to treatment. Independent variables include mental health diagnosis, parental demographic characteristics, level and frequency of parental substance abuse, parental stress, life satisfaction, and cognitive factors such as educational level, reading level, and presence of cognitive impairments. The dependent variable is child behavior problems as measured by the Eyberg Child Behavior Inventory. Analyses will include a correlation matrix and multiple regressions. It is expected that behavior problems increase as the severity of stressors increase. Treatment and public policy implications will be discussed. |
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| 50. The Effects of Systematic Desensitization on a Phobic 15-year-old Male with Autism:
A Case Study |
| Area: CBM; Domain: Applied Behavior Analysis |
| KENDRA BEAUDET-DOMMER (Gonzaga University), K. Mark Derby (Gonzaga University), Kimberly P. Weber (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: Childhood anxieties are often associated with avoidance and discomfort and are completely natural to arise when in distressing situations; it’s when these fears affect daily functioning are they classified as phobias. A specific type of phobia is social anxiety; the fear of social situations that involve interaction with other people While many phobic individuals suffer from social impairments, relatively few end up in treatment for their problems and less than 20% seek professional help. The purpose of this study was to assess the effects of a systematic desensitization intervention program on a phobic 15-year-old male with Autism who had a specific phobia for persons who coughed or expressed cold symptoms. This study explores how relaxation techniques such as diaphragmatic breathing exercises and hand-held stress reduction coupled with a step-by-step hierarchical intervention serve as treatment in reducing social anxiety and aberrant behaviors in a family situation. |
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| 51. Social Skills Training for Japanese Adolescents with School Maladjustment: Empirical Results |
| Area: CBM; Domain: Applied Behavior Analysis |
| WATARU NODA (Kwansei Gakuin University), Kanako Otsui (Kwansei Gakuin University), Katsunori Takeshima (Kwansei Gakuin University), Yoshihiro Tanaka (Kwansei Gakuin University), Takashi Mitamura (Kwansei Gakuin University), Naoshi Ito (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: We developed an ABA-based social skills training program to benefit adolescents with prolonged school refusal and related adjustment problem in Japan. More than 180,000 children and adolescents in Japan refuse to attend school each year. The present study was conducted to train adolescents in social skills with a history of severe school refusal problem. We examined the effect of a 6-month social skills training program through multiple measures. Participants were 17 adolescents (aged from 16 to 17) with school refusal and related social adjustment problems. Training consisted of instruction, modeling, behavioral rehearsal, and reinforcement/feedback. Results showed that the training program was effective in improving the participants’ social skills measured by self-report, staff-ratings, and role-play assessment. In this presentation, we report the results specifically of assertion skills training. We also report factors contributing to individual differences in group- training outcome. The results demonstrate the feasibility of developing a package social skills training program for Japanese adolescents with severe school refusal problems and meet the needs of the community in behavioral action research. This project was commissioned by Osaka Prefectural Government as part of the Family Rebuilding Project in 2007. |
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| 52. Step-wise Exposure Therapy to Improve Functioning Across Stimulus Domains in an Adolescent with Developmental Delays |
| Area: CBM; Domain: Service Delivery |
| MELISSA COLLISON HENDRICKS (Kennedy Krieger Institute), Leanna J Herman (Kennedy Krieger Institute), Adrianna M. Amari (The Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute/ Johns Hopkins Unive) |
| Abstract: The benefits of exposure therapy to treat social phobia and reduce avoidance of medical procedures in youth with developmental delay are well documented. This case demonstrates the promise of these techniques when applied in a step-wise fashion to increasingly distressing stimulus domains. Exposure therapy was implemented with an adolescent with developmental delays who avoided three distinct situations: taking medication, having blood drawn, and social encounters with strangers thought to have resulted from a trauma experienced three years earlier. Treatment involved graduated exposure using counterconditioning, stimulus fading, discrete-trial skills training, and differential reinforcement of coping, approach and cooperation. The combined techniques were applied from least to most distressing targets to achieve, reinforce, and build upon behavioral success. Parent skills’ training was incorporated throughout treatment to prompt appropriate practice and enhance generalization and long-term maintenance of gains. Results demonstrate that treatment was successful in ameliorating behavioral avoidance of daily pill swallowing, periodic blood draws, and social situations with unfamiliar others. Data will be presented and findings that support the effectiveness of exposure therapy to promote positive behavior change across domains will be discussed. |
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| 53. Increasing Children's Daily Physical Activity Levels With The H.A.P.P.E. Classroom Project |
| Area: CBM; Domain: Service Delivery |
| CATH ADELE PRICE (Murdoch University, Western Australia), David J. Leach (Murdoch University, Western Australia) |
| Abstract: Aim: Can children increase their habitual levels of physical activity and is there a measurable effect on healthy development and well-being? To answer this, the present research conducted an eight week audit of typical Australian children’s physical activity levels and evaluated a three week school based intervention to increase physical activity- The H.A.P.P.E. Classroom Project.
Method: A convenience sample of 49 primary school students aged 8-10 years took part. An intervention group of 27 students (m = 17, f = 10) received the HAPPE program for 3 weeks. The control group consisted of 22 students (m = 14, f = 8) in a parallel class at the same school. The number of steps per day was recorded using pedometers. The intervention consisted of providing individual and group graphical feedback of pedometer data, setting weekly class targets, individual daily targets, and providing contingent reinforcement for meeting targets. The intervention took place in the children’s regular classrooms.
Results and Conclusion: Following the 3-week intervention and 1-week of follow-up boys achieved a 37% increase and girls a 34% increase in their activity levels across weekdays and weekends compared to initial baseline levels. The control group also showed an overall increase of 11% (boys) and 5% (girls). Measures of changes to body composition, physical fitness and ratings of personal well-being are reported. |
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| 54. An Evaluation of Treatment Preferences for Children Evaluated in an Outpatient Clinic for Noncompliant Behavior |
| Area: CBM; Domain: Applied Behavior Analysis |
| Jayme Mews (University of Iowa), PATRICK ROMANI (University of Iowa), David P. Wacker (University of Iowa), Kelly M. Schieltz (University of Iowa) |
| Abstract: The present study evaluated the treatment preferences of children with hypothesized escape maintained noncompliance. Participants were 2 children, ages 5 and 7 years, evaluated within a behavioral outpatient clinic for problem behavior. Trained behavior analysts conducted all procedures in clinic therapy rooms observed by the children’s parents. Inter-observer agreement was assessed across 30% of all sessions and averaged above 90%. During Phase 1, a treatment package for escape maintained behaviors was implemented for completing demands and included escape extinction, contingent access to preferred activities, a timer, and a visual schedule. During Phase 2, the treatment package used in Phase 1 was implemented but without timers and visual schedules. Phases 1 and 2 were conducted within a multi-element design. During Phase 3, a concurrent operants design was used to evaluate participants’ preferences for the treatment packages. Participants were given three opportunities to choose their treatment of choice. During all phases, problem behavior did not occur and both participants completed all demands. During Phase 3, one participant selected the package described in Phase 1 whereas the second participant selected the package described in Phase 2. These results show that children can indicate preferences for specific versions of treatments. |
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| 55. Effect of the behavior-nonspecific reinforcement in dyads mother-child with a history of physical abuse. |
| Area: CBM; Domain: Applied Behavior Analysis |
| ARIEL VITE SIERRA (Universidad Nacional de México), Raquel Corrales (Universidad Nacional de México) |
| Abstract: A growing body of knowledge suggests that the degree to which a mother is sensitive to social behavior child relates to the tendency of children to behave properly. This suggests that the rate of reinforcement of a type of conduct (approximations prosociales) may influence the rate of another type of conduct (compliance). However, many studies have used correlational designs. Therefore, a test that distinguishes naturalistic the possible causal role of maternal responsive on the rate of infant prosocial behavior could examine whether differences in child behavior correspond to differences in parental behavior at a level intra individual. Hence, the objective of this study was to evaluate the effect of non-specific behaviors reinforcement in the interaction dyads mother-child. Behavior-nonspecific reinforcement was defined as the history of reinforcement obtained by children for prosocial and aversive behaviors unrelated to mother instructions. Participated five dyads mother-child with a history of physical abuse. We used an experimental design intra-subject and procedures such as teaching behavioral instructions, modeling, and visual feedback. The results are analyzed in terms of the value of non-specific behaviors reinforcement within the context of social exchanges moment-to-moment, between mothers and their children with a history of physical abuse. |
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| 56. Co regulation of the balance to promote the social approximations in abusive mother-child dyads. |
| Area: CBM; Domain: Applied Behavior Analysis |
| ARIEL VITE SIERRA (Universidad Nacional de México), Rubén Parra (Universidad Nacional de México) |
| Abstract: The purpose of this study was testing the efficiency of a program based on the coregulación of the balance to foment the social approximations in abusive mother-child dyads. Participated nine dyads mother-child, an experimental design of the type ABC was used, and in the intervention such procedures of behavioral change were applied as shaping, visual feedback and instructions. Herrnstein’s matching law was used to analyze covariations between mothers’ attention and the children’s. This analysis was followed by correlational and sequential probability analyses to determine linkages between these 2 child responses and the children’s willingness to compliance their mothers’ instruction. Results showed consistent matching between mothers’ social attention and the children’s production of prosocial approaches and acts of compliance. An index of the proportions of these two responses also covaried with the children’s compliance probabilities, and the prosocial approach component was the direct covariate. These findings are discussed within an interactional synchrony framework in which children’s willingness to compliance their mothers is influenced by opportunities for the dyad to engage each other in specific forms of social interaction. |
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| 57. Examination of the Relationship Between Parental Dissatisfaction with Children and Child Maltreatment Potential |
| Area: CBM; Domain: Service Delivery |
| KELSEY MICHAEL BRADSHAW (University of Nevada Las Vegas), Suzanne Gorney (University of Nevada Las Vegas), Rhiannon Rager (University of Nevada Las Vegas), Stephanie Oakley (University of Nevada Las Vegas), Karen Herdzik (University of Nevada, Las Vegas), Brad Donohue (University of Nevada, Las Vegas), Daniel N. Allen (University of Nevada, Las Vegas) |
| Abstract: Previous research has shown dissatisfaction often acts as an antecedent condition to aggressive and avoidant behaviors. However, there are no measures that assess dissatisfaction across a wide array of behavioral domains. Understanding behavioral response sets for which dissatisfaction is identified may act to prevent severe aggression (i.e. child abuse) or avoidance (i.e. child neglect) in parents referred to agencies for child maltreatment. The Parental Satisfaction with Child Scale (PSCS) is a 12-item scale that measures broad areas of parental satisfaction in areas identified in the literature to be related to child maltreatment (i.e. communication, relationships, child compliance, family involvement, school activities); all with regard to children. The PSCS measures satisfaction in percentages on a continuum ranging from unhappy (0%) to happy (100%). It is divided into two sections. The first section is designed for rating all children regardless of age, while the second section is designed for children older than 18 months. The present study will demonstrate the relationship between specific areas of parental satisfaction, as measured by the PSCS, and potential for maltreatment, as measured by the Child Abuse Potential Inventory, to best predict potential abuse. Implications of this study will be discussed in light of the results. |
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| 58. Using Biofeedback (Deep Breathing and Muscle Relaxation) In Decreasing Physical Tics in Qatari children with Intellectual Disability |
| Area: CBM; Domain: Experimental Analysis |
| HAKAM M. KAIR (Shafallah Center for Children With Special Needs), Moayad Muneer Altamimi (Shfallah Center for Children with Special Needs), Sameera Abdo Althebyani (Shafallah Center for Children with Special Needs) |
| Abstract: We used deep breathing and muscle relaxation technique to decrease physical tics in a 12- year-old Qatari – boy diagnosed with mild intellectual disability. The child attends a day program at Shafallah Center or children with Special needs in Doha-Qatar. He exhibited high frequency physical tics in the form of forced jumping and body jerking in a standing position and body jumping and body jerking in a setting position. Psychotropic medications including Haldol and Tegretol were used before relaxation techniques were introduced. Then we faded these medications while introducing Respadol and Klonodin. With the new medications we introduced breathing and muscle relaxation in an (ABCD) experimental design. The (A) condition represented baseline but involved Haldol and Tegretol. The (B) condition involved fading out Haldol and Tegretol while introducing Respadol and Klonodin. In the (C) condition we stopped Haldol and Tegretol and continued Respadol and Klonodin Finally in the (D) condition we continued Respadol and Klonodin and introduced muscle relaxation technique to decrease physical tics. Results will show a decrease in physical tics. |
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| 59. The effects of positive behavior support plan for students with behavioral and emotional disturbances in public school |
| Area: CBM; Domain: Service Delivery |
| I TING CHEN (National Changhua university of Education), Shu-Chun Hung (Changhua County Tai-he elementary school), Pei-Ju Lai (Changhua County Tai-he elementary school), Tsung-Ju Wu (National Changhua University of Education), Hua Feng (National Chang-hua University of Education) |
| Abstract: Thie paper will display the effects of functional behavior assessment (FBA) and positive behavior support plan (PBS) for 3 students with behavior and emotional disturbed in regular public schools. A multi-discplinary team, which included special education teachers, regular school teachers, clinic psychologists, and a psychiatrist collaborated together to conduct FBA and then designed positive intervention strategies for 3 targeted students. For public school system in Taiwan, the ways to implement behavioral intervention systematically are developing. This study showed positive outcome for the 3 targeted students. With the successful intervention, the model to implement PBS is set-up for future intervention. The implementing model, the outcome measurement, and the social validity will be discussed in the study. Suggestions for future research and practice of BPS will be discussed, too. |
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| CSE Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 60. Behavioral intervention for overweight children to improve eating, physical and daily habit self-efficacy |
| Area: CSE; Domain: Service Delivery |
| NA-YOUNG SHIN (Yonsei university, Seoul, Korea), Joo-hee Kim (Yonsei University, Seoul, Korea), Kyong-Mee Chung (Yonsei University, Seoul, Korea), Justin Y. Jeon (Department of Sport and Leisure Studies, Yonsei University, Seoul, Korea) |
| Abstract: The purpose of this study was to examine the effectiveness of 7 day summer camp designed to teach weight management for children with BMI more than 22. The camp program consisted of physical activities, nutritional education and behavioral intervention. Behavioral intervention, including daily dietary record, instructions on dietary and daily habit, how to reinforce, how to overcome the obstacle and making a behavior contract, were held 50 minutes a day. Participants were 15 boys and 17 girls, from 10 to 12 years old. Eating, physical and daily habit self-efficacy of children was reported by both children themselves and their parents. These measures were assessed by child dietary self-efficacy scale, weight efficacy life-style questionnaire, physical self-efficacy and the daily habit questionnaire developed by researchers. A repeated measure ANOVA was used to analyze the data. Results indicated significant increase in daily habit and physical self-efficacy after the camp. No significant difference was found for weight life-style efficacy and dietary self-efficacy. Daily habit self-efficacy was continued to increase at follow-ups. Moreover, parents reported that their children’s weight life-style and daily habit self-efficacy were improved significantly. Clinical and research implications were discussed along with practical issues. |
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| 61. Prevalence of Chronic Fatigue Syndrome (CFS), in students of Psychology and Medicine careers in Mexico |
| Area: CSE; Domain: Applied Behavior Analysis |
| NORMA COFFIN (National Autonomous University of Mexico UNAM), Monica Alvarez Zuñiga (National Autonomous University of Mexico), Francisca Bejar Nava (National Autonomous University of Mexico), Blanca Estela Huitron Vazquez (National Autonomous University of Mexico), Constanza Miralrio Medina (National Autonomous University of Mexico), Lourdes Jimenez Renteria (National Autonomous University of Mexico), Clara Bejar Nava (National Autonomous University of Mexico), Leonard A. Jason (De Paul University) |
| Abstract: Jason (1998), states that initial research suggested that CFS was a relatively rare disorder. However, serious methodological problems in many of the early epidemiological studies of CFS cast doubt of these early findings. By the mid-1990’s, findings from more representative epidemiologic studies indicated considerably higher CFS prevalence rates. These findings suggest that there might be from 145, 000 to 1, 084, 000 people with CFS in the States. In Mexico, no measure exists. CFS is not well attended. In the present pilot study, an instrument from the De Paul University was applied to students of Medicine and Psychology careers at the Iztacala Campus to know its prevalence. Since CFS handicaps people to concentrate and retain information, this study might contribute to academic and health areas. In this sample (N= 60), results show so far, a prevalence of fatigue (45.5%),muscular pain, lack of memory and concentration (27.3%) as “often”; and not sleeping (28%), as “always”. Psychology students report major prevalence in the different items. Concerning to perceive energy spared in the last week (in a scale from 1 to 100), a mean of 73.3% is reported, while the mean reported for real energy used was of 57%. |
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| 62. What the...
Decreasing Inappropriate Language in a High School Special Education Classroom |
| Area: CSE; Domain: Applied Behavior Analysis |
| Tara A Glavin (HOPE Institute), VICTORIA IVORY PARKS (The Chicago School of Professional Psychology) |
| Abstract: Empirical data have shown group contingencies to be an effective intervention for behaviors that are maintained by more than one individual in a given setting. Our study utilized a group contingency to decrease inappropriate language among students in a high school special education classroom. Three ten minute Differential Reinforcement of Lower Rates of Behavior (DRL) sessions were conducted daily and each occurrence of inappropriate language was recorded. A DRL procedure was systematically decreased and implemented to reinforce instances of lower rates of the target behavior for the entire class. During intervention sessions, reinforcement was contingent upon the entire class meeting or staying below the criteria for inappropriate language used during each session. Opportunity for the class to engage in a ten-minute music and dance activity, at the end of the day was used to reinforce lower rates of inappropriate language. The data indicated a decrease in rates as a result of the group contingency intervention. |
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| 63. Supporting Family-based Alternatives for Children with Challenging Behavior: A Qualitative Analysis of Service Providers’ Needs |
| Area: CSE; Domain: Service Delivery |
| AMANDA L. LITTLE (University of Texas-Austin), Michael Tucker (EveryChild, Inc.), Nancy Rosenau (EveryChild, Inc.) |
| Abstract: Texas has more children placed in institutional settings than any other state (Texas Center for Disability Studies, 2008). Agencies are working to transition these children into family-based alternative settings. Because children who have been in institutional settings frequently have histories of engaging in challenging behavior, agencies and agency providers are often tasked with providing these families with the skills and tools they need to successfully support these children. Barriers such as inadequate training and lack of resources may render these agencies ill-equipped to support families. This qualitative study gathered information from service providers in the field in the state of Texas. Semi-structured interviews were conducted in an attempt to answer research questions related to the needs of service providers regarding how to most successfully support families in preventing challenging behavior in those children who are at risk and implementing behavior interventions for children already exhibiting challenging behavior. Themes developed, for example the need for system-wide implementation of behavior supports, will be presented to those attending the presentation. This study will impact the field due to its information gathered from services providers in which future intervention will be based. |
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| 64. Fixed and variable schedules of reinforcement on Facebook |
| Area: CSE; Domain: Experimental Analysis |
| ELIZABETH GRACE EVELYN KYONKA (University of Canterbury), Andrew D. Hucks (University of Canterbury), Lavinia CM Tan (University of Canterbury) |
| Abstract: Computer literate individuals are using social network sites (SNSs) such as Facebook with increasing frequency and ubiquity, and increasingly, SNSs are attracting the attention of psychologists and other social scientists (boyd & Ellison, 2007). Facebook is a SNS introduced for university students in 2004. Content is user-driven: members provide photo and video content, belong to groups, declare themselves ‘fans’ and post messages of various sorts. The pervasiveness and adaptive functionality of Facebook make it a catalytic environment for widespread behavior change among students. In the present research, we compare effects of fixed- and variable-interval content delivery on participation in Facebook groups. In experimental settings, response rates are typically higher under variable than fixed schedules of reinforcement. Data to be collected will examine whether content delivered at fixed and variable intervals produces different rates of group membership change and message activity. A greater understanding of the reinforcing properties of Facebook activities will facilitate their use as an educational and informational tool. |
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| 65. PROJECT RISE: DOCUMENTING ORAL READING FLUENCY NORMS AND FLUENCY GAINS AMONG STUDENTS IN AFTERSCHOOL PROGRAMS |
| Area: CSE; Domain: Service Delivery |
| DAVID REITMAN (Nova Southeastern University), Jean Thaw (Nova Southeastern University), Kathylynn Pierre (Nova Southeastern University), Tanisha Valere (Nova Southeastern University), Lyndsay Lennertz (Nova Southeastern University), Lori Hanson (The Children's Trust) |
| Abstract: Oral Reading Fluency (ORF) is widely considered to be an excellent predictor of variables such as reading comprehension and overall academic achievement. Following training from Project RISE (a quality improvement program funded by the Children's Trust), normative data were obtained by after school program staff and administrators from over 85 agencies and more than 200 programs in South Florida. ORF data gathered from over 15,000 children, show high rates of “frustrational-level” readers at the pre-kindergarten through 2nd grades (30-60%). Data obtained from a subsample of 4300 students show clear improvements in reading fluency (and sharp reductions in frustrational-level reading) though further study will be needed to isolate causal factors associated with improvements in ORF. Specifically, over an average of 219 days, mean student improvement in ORF was estimated at 30 WPM or approximately 1 wpm (i.e., .97 wpm) improvement each week. These data will serve as baseline data that can be used to evaluate the overall effectiveness of future intervention efforts designed to promote ORF and reading proficiency in the afterschool environment. Interestingly, in preliminary analyses, magnitude of ORF change was modestly related to grade level, with the largest gains realized among early elementary-aged students (e.g., grade 3). |
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| 66. Does antecedent stimuli influence substance use differentially across various drug types? |
| Area: CSE; Domain: Service Delivery |
| RUWIDA ABDEL-AL (University of Nevada Las Vegas), Renee Just (University of Nevada Las Vegas), Merilee Milner (University of Nevada Las Vegas), Angela Prieto (University of Nevada Las Vegas), Karen Herdzik (University of Nevada, Las Vegas), Brad Donohue (University of Nevada Las Vegas), Daniel N. Allen (University of Nevada, Las Vegas) |
| Abstract: Drug use is often triggered by antecedent stimuli that way vary across different drug types. Understanding how these antecedents can differ can shape how drug abuse treatment is developed and implemented. In order to evaluate the degree to which antecedent stimuli can affect drug use, sixteen empirically evidenced antecedent stimuli found in the literature to influence drug use (e.g., “how often do you get bored before drug use,” “how often do you drink alcohol before drug use”) were obtained. Drug users are given the opportunity to indicate which of these antecedents led to drug use. From the endorsed antecedent stimuli, a frequency measure is applied where drug users indicate how often the antecedent stimuli occurs (e.g., “almost always,” “sometimes,” or “almost never”) prior to drug use. An analysis variance will be presented based on the frequency data collected indicating the variance of antecedent stimuli among various drug types. |
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| 67. Presence of Suicidal Ideation and Depression in general population at one campus Clinic in Mexico |
| Area: CSE; Domain: Applied Behavior Analysis |
| NORMA COFFIN (National Autonomous University of Mexico UNAM), Monica Alvarez Zuñiga (National Autonomous University of Mexico), Blanca Estela Huitron Vazquez (National Autonomous University of Mexico), Constanza Miralrio Medina (National Autonomous University of Mexico), Clara Bejar Nava (National Autonomous University of Mexico), Francisca Bejar Nava (National Autonomous University of Mexico), Lourdes Jimenez Renteria (National Autonomous University of Mexico) |
| Abstract: This Clinic at campus Iztacala happens to be a school-clinic for Medicine and Psychology students. Hence, community services are provided in different areas, such as: Clinical Psychology, Medicine and Special Education. Thus, the major goal for this grant consists in finding out the prevalence of major depression and its relation with suicidal ideation, since therapies or medical treatments not always correspond to the initial complaint the patients report. In Mexico, social and economic factors have determined high levels of depression and suicidal ideation. However, in this clinic not always different questionnaires are applied to the initial patients in order to establish a more accurate initial diagnostic. This might affect the more appropriate service he should receive. Two validated instruments (BDI, Beck) & IOS (Casullo) were applied to all patients who were demanding for either service at this Clinic. In a sample of N=130, moderate and high levels of suicidal ideation were mostly reported; it is important to asset that most of this sample was requiring Clinical Psychology service (80%). For depressive levels, according to the BDI, moderate level is also the most reported (31.9%). Also, a correlation between both variables (depression and suicidal ideation), was found: r = .656; p<.001. |
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| 68. CANCELLED: Evaluating the Effectiveness of Providing Motorists’ Speed Feedback and Amber Roadside Incandescent Lighting to Reduce Speeding and Increase Pedestrian Yielding at Two University Crosswalks |
| Area: CSE; Domain: Applied Behavior Analysis |
| JIM SHURBUTT (Western Michigan University), Stephany Dukes (Jacksonville State University), Ron Van Houten (Western Michigan University) |
| Abstract: It is sometimes the case that as a University increases enrollment it expands the size of its campus. This phenomenon is known as campus sprawl. A sprawling campus usually lacks peripheral parking around the campus but, rather, has parking around each of the academic and administration buildings. A potential problem attributable to the sprawl is an environment that is more conducive to driving rather than walking. This often lends to increased vehicle traffic throughout the campus and pedestrians attempting to cross at dangerous crosswalks. The current study evaluates the effectiveness of providing motorists with speed feedback and exposure to amber incandescent beacons to reduce speeding and increase motorists’ yielding to pedestrians. The treatments are applied using a multiple baseline design to two mid-block crosswalks at a university campus possessing elements of campus sprawl. Each crosswalk traverses four through-lanes and a median lane of a roadway with an average daily traffic (ADT) count of 12,610 vehicles. |
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| DDA Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 69. The Effects of Behavior Skills Training and Token Economy on Adults of Atypical Development |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLY A. DANCHO (AdvoServ), Sally Rader (AdvoServ of New Jersey) |
| Abstract: The effects of behavior skills training (BST) have been assessed with a number of behaviors under a wide range of conditions (e.g., gunplay: Miltenberger, et al., 2004; abduction prevention: Johnson, et al., 2006; poison prevention: Dancho, Thompson, & Rhoades, 2008). Similarly, extensive research has been conducted on the effects of the token economy system (e.g., mining: Fox, Hopkins, & Anger, 1987; stuttering: Howie & Woods, 1982; dieting: Magrab & Papadopoulou, 1977). This investigation sought to expand the research on BST and token economy through assessing their effects on inappropriate social behavior with five adults of atypical development. Effective reductions in inappropriate social skills were not observed following BST and BST in situ. Reductions and decreased variability in socially inappropriate behavior were observed following the initiation of the token economy system. Interobserver agreement was assessed during a minimum of 30% of all sessions, and agreement ranged between 63 and 100% for all participants. |
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| 70. Production Ratios and Reinforcement Schedule Thinning in
Second-Order Schedules of Token Reinforcement |
| Area: DDA; Domain: Applied Behavior Analysis |
| KATHRYN JANN (Kennedy Krieger Institute & UMBC), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute) |
| Abstract: Token economies are second-order schedules of reinforcement commonly implemented to increase task completion in school and vocational settings. Basic research has shown that token-reinforced behavior is jointly affected by token- and exchange-production ratios (Bullock & Hackenberg, 2006; Foster & Hackenberg, 2004; Kelleher, 1957; Webb & Malgodi, 1978). Translational research is needed in the form of analogue clinical studies that assess responding while thinning token reinforcement. During the current study, rates of task completion and pre-ratio pauses exhibited by a 14-year-old male diagnosed with autism were assessed under a free-operant arrangement. Task completion was assessed during two conditions in which either the token- or exchange-production schedule was thinned. During baseline in both conditions, task completion resulted in no programmed consequence. Following token training, one production schedule was thinned in each condition while the other schedule was held constant at FR1. Data indicated that response rates decreased and pre-ratio pauses increased in both conditions as either schedule ratio was increased. Additionally, response rates were more sensitive to changes in the token-production schedule than the exchange-production schedule while the reverse was true for pre-ratio pauses. These findings build upon basic and applied research by providing information on methods of thinning token-reinforced task completion. |
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| 71. Fluency-Based Practices to Influence Frequency of Counselor Praise Statements |
| Area: DDA; Domain: Service Delivery |
| KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology), Kyosuke Kazaoka (The Chicago School of Professional Psychology), Kimberly A. Shontz (Trinity Services, Inc.), Michael Mecozzi (Trinity Services, Inc.), Thane A. Dykstra (Trinity Services) |
| Abstract: Trinity Services, Inc. is a non-profit evidence-based organization that provides a great deal of services to individuals with needs including but not limited to adult learning, behavioral-health, community living, and employment services. Within their behavioral-health unit, mental health counselors from varying fields and theoretical backgrounds assist individuals with a dual-diagnosis of a mental health need and mental retardation to live independent lives. Mental health counselors provide structured individual and group therapy to encourage psycho-educational learning and social activities. Therapy is contextual-behavior based and emphasizes the techniques of Dialectical Behavioral Therapy (DBT), Acceptance and Commitment Therapy (ACT), and Functional Analytic Psychotherapy (FAP). The mental health counselors served as Participants. Baseline data was collected on the Participants to access the frequency of positive statements delivered to their clients during group therapy sessions as well as the variety of praise statements used. Next, Participants engaged in fluency-based timings in which they vocalized as many variations of praise statements in a set amount of time. These data will explore to which extend fluency-based practices of naming variations of praise statements may or may not generalize to praising their clients served. |
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| 72. Parent training for a mother who has a child with developmental disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| MIYUKI NOGUCHI (University of Oregon), Yoichi Gomi (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba) |
| Abstract: The purpose of this study was to investigate the effects of parent training for a mother who has a child with developmental disabilities. The participant was a 40 years old woman. She had a 11-year-old boy who was diagnosed attention-deficit/hyperactivity disorder and pervasive developmental disorder. The mother reported that her child sometimes acted up and yelled in order to get things that he wanted.
We conducted 30 minute sessions once a week (total 7 sessions). The contents of the training were positive attention (3 sessions), positive reinforcement practice (2 sessions), and positive reinforcement application (2 sessions). Data were collected by observation by the mother and parental skills self rating scale. The mother observed two behaviors; inappropriate demanding (for example yelling) and following an instruction.
As a result, child’s inappropriate demanding decreased and his following an instruction increased after the training. This effect maintained 4weeks after training. However, the evaluation of parental skills did not change. We will discuss the effects of this training and the validity of data collection. |
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| 73. A Model for In-Home Intervention: Furthering the Continuum of Care for the Treatment of Severe Behavior. |
| Area: DDA; Domain: Applied Behavior Analysis |
| JASON T. CAVIN (Marcus Autism Center), Joanna Lomas (Marcus Autism Center), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Traditional models of treatment for severe behavior have often included intensive services in settings other than the natural environment. Models such as these, while often effective, have limitations that include a lack of generalization of treatment from the clinic to home (Page et al., 2007), school, and community environments; poor external validity during assessments and treatment development; the absence of problem behavior in the treatment setting (Sterling-Turner & Robinson, 2001); and the length and cost of doing an inpatient admission. This poster will present a treatment model conducted in the naturalistic environment that expands on current models of service delivery and provides further options for the treatment of severe behaviors that range from in-home intervention to intensive day treatment. Data will be presented to illustrate the relative advantages and disadvantages of assessment and intervention in settings of varying levels of intensity; how providing services in more than one settings can be integrated into a complete continuity of service delivery; applications of different functional behavioral assessment methods in various settings; and the use of in-home intervention as a method of assessment and follow-up to inpatient admission. |
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| 74. Functional Analysis of a Response Class Hierarchy Maintained by Attention in an Individual with Asperger's Syndrome |
| Area: DDA; Domain: Applied Behavior Analysis |
| AINSLEY THOMPSON (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute) |
| Abstract: Individuals who are high functioning or have good verbal repertoires may exhibit alternative behaviors, such as mands or other verbalizations, in a standard functional analysis (Iwata et al. 1982/1994) to the exclusion of problem behavior. Thus, modifications to the analysis must be considered when low rates of problem behavior occur. In the current study, we first observed low rates of problem behavior in the initial functional analysis conducted with an 8 year old female with Asperger’s Syndrome. Subsequently, we assessed a possible response class hierarchy by evaluating the effects of extinction and attention on the latency of response class members following mands for attention. High rates of mands and low rates of problem behavior were observed initially when all mands were reinforced with attention. However, when mands were put on extinction, aggression, verbal aggression and disruption emerged. The results suggest that including verbal behavior in a functional analysis may help to assess the problem behavior of higher functioning individuals. |
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| 75. Use of Restraints with Persons with Developmental Disabilities: A Review |
| Area: DDA; Domain: Applied Behavior Analysis |
| STACY L. CARTER (TTU), Devender Banda (Texas Tech University) |
| Abstract: Restrictive behavioral procedures are frequently used to treat individuals who reside in health care and/or residential facilities (Jacobson, 1992). Restraint is a restrictive procedure which has been frequently documented to be effective for reducing the challenging behaviors of individuals with developmental disabilities (Matson & Keyes, 1988; Rolider, Williams, Cummings, & Van Houten, 1991). We reviewed several studies in which restraints were used with individuals with developmental disabilities. We examined several factors associated with the use of restraint procedures such as age, gender, severity of disability, disability type, length of placement, communication level [verbal or nonverbal], health status [e.g., diagnosed medical condition or no medical conditions], types of behaviors [e.g., self-injurious behaviors, aggressions, property destruction, elopement], and other factors that typically influence or lead to restraints in individuals with developmental disabilities. Results will be discussed and recommendations provided toward minimizing use of restraints. Suggestions for future research and ethical considerations will be provided. |
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| 76. Outcome Study for Intensive Infant Development Program in Orange County, California |
| Area: DDA; Domain: Service Delivery |
| JUNELYN LAZO (Center for Behavioral Sciences, Inc), Joyce C. Tu (Center for Behavioral Sciences, Inc.), Johanna F Lorca (Center for Behavioral Sciences, Inc.), Tricia M. Canton (Florida Institute of Technology) |
| Abstract: Twenty children who qualify for early start intervention services in the state of California participated in this study. They ranged in age from 15 months to 33 months when services were initiated. All twenty children demonstrated delays in the following areas: receptive language, expressive language, self-care, social-emotional, gross motor, fine motor, and cognitive/pre-academic. Each child received 12-20 hours per week of intensive services for a period of three months to one year. The outcomes were measured when the child turned 3-years-old and no longer qualified for early start intervention services through the Regional Centers of California. The outcome measures include the type of school placement, whether or not the participant received an autism diagnosis, and if the child qualified for Lanterman services in the state of California after turning 3-years-old. |
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| 77. The Effects of Risperdal Dosage Times on Emotional Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| MELISSA M. SHULLEETA (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Lynn G. Bowman (The Johns Hopkins University School of Medicine), Katharine Leigh Litman (Kennedy Krieger Institute) |
| Abstract: Dicesare et al. (2005) suggested that medication manipulations within functional analyses may serve as motivating operations for disruptive behavior. However, few studies have examined changes in emotional behavior during functional analyses (Hanley, Iwata, McCord, 2003). The purpose of the current study was to evaluate the effects of dosage manipulations on the emotional responses of a 14-year-old boy diagnosed with q 10 chromosomal deletion and developmental disabilities. The participant was admitted to an inpatient facility for the assessment and treatment of problem behavior and was prescribed 2mg of Risperdal in the evening. A functional analysis of crying suggested that crying was maintained by access to soothing adult attention. However, following a medication time change (i.e., 2mg Risperdal delivered in morning), differences were observed in rates of crying. Medication manipulations were evaluated in a reversal design and results suggested that the time that the medication was administered affected crying. Evening dosages resulted in an average of 53% of crying during session while morning dosages resulted in 0% crying across all conditions. This study extends previous literature, suggesting that medication manipulations may affect outcomes of analyses when examining emotional behaviors. Reliability data were collected for one-third of observations and averaged above 80%. |
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| 78. Discounting of Delayed Tokens and Consumable Reinforcers
in Individuals with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER A HOYLE (James Madison University), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank (Kennedy Krieger Institute), Sherry L. Serdikoff (James Madison University) |
| Abstract: Interventions based on positive reinforcement are often with individuals diagnosed with developmental disabilities to decrease problem behavior or enhance performance in educational work. Although reinforcement procedures have been shown to be most effective in increasing appropriate behavior when a reinforcer is provided immediately following the targeted behavior, in order to make interventions more practical for use in daily living environments, reinforcement is often delayed. All else being equal, an imposed delay will typically render a reinforcer less effective, a phenomenon known as temporal discounting, and results from recent studies suggest that directly consumable, primary reinforcers are discounted more steeply than conditioned reinforcers. The primary objective of the current study is to determine behavioral sensitivity to manipulations of delay and magnitude of reinforcement for conditioned reinforcers and primary reinforcers. Specifically, the purpose of the current study is to examine whether conditioned reinforcers are discounted less steeply than food, a directly consumable, primary reinforcer. This is examined by manipulating the delay to reinforcement (while holding magnitude of reinforcement constant) and then by manipulating the magnitude of reinforcement (while holding delay to reinforcement constant). The data suggest more effective methods for designing training and teaching programs for individuals with developmental disabilities. |
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| 79. Further Examination of Discriminated Functional Communication |
| Area: DDA; Domain: Applied Behavior Analysis |
| YANERYS LEON (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Jessica Smith (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) is often used as a treatment component for individuals who exhibit severe problem behavior. FCT generally consists of delivering the functional reinforcer contingent on the emission of a specific, socially acceptable response, while withholding the reinforcer contingent on problem behavior (i.e., extinction). One potential limitation of FCT is that once the communicative response is trained, individuals may request the relevant reinforcer at high rates. Multiple schedules have been demonstrated to be effective in facilitating schedule thinning and managing the rates of the communicative response (e.g., Hanley, Iwata, & Thompson, 2001). In such arrangements, arbitrary stimuli (e.g., picture cards) are correlated with different schedules of reinforcement (i.e., FR 1, extinction) and serve as discriminative stimuli for the availability of reinforcement. Kuhn, Chirighin, and Zelenka (in press) extended this line of research by teaching individuals to attend to naturally occurring stimuli (e.g., caregiver behavior) and differentially request reinforcement based on whether the caregiver was engaging in “busy” or “non-busy” behavior. The current investigation replicated the general findings of Kuhn et al. and extended the findings by generalizing the treatment gains to novel situations, settings, and therapists. Interobserver agreement was collected for one-third of sessions and averaged over 90%. |
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| 80. Identification of a Response Class Hierarchy: Implications for Treatment |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMBER BORKOSKI (Kennedy Krieger Institute), David E. Kuhn (Westchester Institute for Human Development) |
| Abstract: Response-class hierarchies exist when termination of the reinforcer for one response results in the demonstration of other behaviors to produce the same reinforcer (Richman, et al., 1999). Research on response class hierarchies has shown that oftentimes individuals will initially engage in "mild" behaviors, but escalate to “intense” behaviors when initial responding no longer produce the putative reinforcer (Harding et al., 2001). In the current case example, caregiver attention was found to be the reinforcer maintaining the problem behavior of a 19-year old girl with Down’s Syndrome. An attention analysis was conducted to evaluate the differential effects of attention quality (i.e., verbal vs. verbal + physical) on problem behavior. No difference in responding was observed; however, only1 topography of problem behavior was displayed. Subsequently, extinction was systematically applied to the behavior(s) most frequently observed. No change in behavior intensity was evident following the introduction of extinction; however, the participant began to display behaviors that required physical interruption, including disrobing and pica. Implications of these findings are discussed. Interobserver agreement data were collected for 50% of the sessions and averaged above 98%. |
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| 81. Increasing Tolerance to Non-Invasive Medical Procedures |
| Area: DDA; Domain: Applied Behavior Analysis |
| DENISE KUREK (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Daniah Amir (Kennedy Krieger Institute), Chris Dillon (Kennedy Krieger Institute) |
| Abstract: Children diagnosed with developmental disabilities are commonly prescribed medications to augment the effects of behavioral interventions. Oftentimes, side effects of these medications (e.g., increase or decreases in blood pressure and heart palpitations) necessitate an individual’s compliance with noninvasive medical procedures. In the current investigation, we conducted a functional assessment of medical procedures with a 17-year-old boy with autism and severe mental retardation. This assessment indicated that problem behaviors were maintained by escape from the medical equipment. Treatment was then introduced, consisting of competing items and response cost for problem behavior. The participant was given 30-s access to preferred tangible items contingent on meeting increasing schedule requirements for equipment application. If a problem behavior occurred during the assessment, the competing item would then be removed. Results suggested that this treatment package was successful at decreasing levels of problem behavior associated with medical procedures, as well as increasing the amount of time medical procedures were tolerated. Reliability data were collected for one third of sessions and averaged above 80%. |
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| 82. Functional Analysis and Treatment of Property Destruction in a Self Contained Classroom |
| Area: DDA; Domain: Applied Behavior Analysis |
| REBECCA RENEE WISKIRCHEN (ACCEL), Bryan J. Davey (ACCEL) |
| Abstract: This study addresses the efficacy of a comprehensive functional analysis and treatment of aggression and property destruction at a private day school. A nonconcurrent multiple baseline design was used across therapists (teacher and occupational therapist) in a self-contained special education classroom setting. Functional analysis results showed higher rates of aggression during the tangible condition, while higher rates of property destruction were associated with the escape condition. Due to the adverse impact property destruction had on the participant’s educational progress the decision was made to address this behavior first. Treatment included the systematic use of 3-step prompting, differential reinforcement of alternative behavior (DRA), and differential negative reinforcement of alternative behavior (DNRA). Treatment analysis indicated that the treatment package eliminated property destruction across therapists. Interestingly, aggression, although not specifically targeted also decreased. Discussion points will include classroom-based functional analysis and treatment, and the importance of including multiple service providers in analysis and treatment. |
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| 83. The Use of Chronotherapy to Treat Sleep Problems in an Individual with Developmental Disability |
| Area: DDA; Domain: Applied Behavior Analysis |
| CAROLINA F. REYES (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute), Melissa Luke Gonzalez (Kennedy Krieger Institute) |
| Abstract: This year, Karakowaik et al, reported that parents with children with developmental disabilities and autism spectrum disorders perceive their children as having more sleep problems than those of typically developing children. Few studies have examined the efficacy of treatments in sleep problems, such as frequent night wakes and irregular sleep onset times, in children (Piazza & Fisher, 1991). However, current literature suggests that sleep disturbances have been treated with reinforcement, contingency contracting, sedative hypnotic drugs to induce sleep, and faded bedtime with response cost (Piazza & Fisher 1991). Chronotherapy involves fading the patient’s bedtime by systematically delaying it (Piazza et al., 1998). An initial schedule is set such that the individual alternates between scheduled sleep times and regular daytime activities. Systematic manipulations are subsequently made until an age-appropriate pattern is achieved. We evaluated chronotherapy in combination with medication to treat irregular sleep-wake patterns for a 7-year-old individual diagnosed with ROHHAD syndrome. The intervention in combination with medication was effective at stabilizing overall sleep resulting in increased sleep during nighttime and decreased day sleep. |
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| 84. Increasing Appropriate Social Interactions in an Individual with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Behavior Analysis |
| LYNDSAY CHRISTINE LUNDERS (St. Cloud State University), Chaturi Edrisinha (St. Cloud State University) |
| Abstract: There has been a lack of examination of teaching social skills training within a leisure context as well as the utilization of social skills interventions for individuals with traumatic brain injury (TBI). The current study focused on increasing appropriate social interactions, within a movie setting, for an individual with TBI through the use of a treatment package which consisted of pictorial question cards. The participant demonstrated minimal appropriate social interactions and rarely initiated any interactions with both staff and peers. Experimental control was demonstrated through the utilization of a multiple baseline across staff and a peer. Baseline consisted of the observation of spontaneous speech through the use of 10-s partial interval recording. Following baseline, training session were conducted which included a treatment package which consisted of presenting pictorial question cards to the participant to determine whether he could answer the question and answer it appropriately. Post treatment sessions were implemented to determine whether appropriate social interactions increased as a result of the treatment package. Results indicated that the use of the pictorial question cards increased the percent of appropriate social interactions. Specifically, the percent of appropriate social interactions were higher for sessions ran with peers than those with staff. |
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| 85. Increasing Communication and Engagement in Functional Activities of People with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| ANDREA B. COURTEMANCHE (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: Developing functional communication and engagement in appropriate activities are often problems for teachers and other staff members who serve people with severe developmental disabilities. In the present study, three participants who were diagnosed with severe developmental disabilities were taught, using graduated guidance and shaping procedures, to: approach a teacher, gain the teacher’s attention by lightly taping the teacher on the shoulder, and display manual signs to gain access to one of three different highly preferred consequences. After participants were independently requesting the different preferred items, they were then taught to participate in several activities (e.g., daily living skills) within the home in order to gain access to the preferred item that they had requested. All participants learned to gain the attention of the teacher, ask for preferred items, and engage in home activities to obtain the preferred items. Additionally, as the participants learned how to request preferred items, their overall occurrence of problem behaviors decreased. |
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| 86. Effects of Video-Based Preference Assessment on Subsequent Community Job Performance |
| Area: DDA; Domain: Applied Behavior Analysis |
| ROBERT L. MORGAN (Utah State University), Erin Horrocks (Utah State University) |
| Abstract: Researchers investigated identification of high and low preference jobs using the video web-based assessment and subsequent job performance in preferred and non-preferred jobs. Using a stimulus preference assessment model, three young adults ages 18 to 20 with intellectual disabilities identified high and low preference jobs using the web-based assessment. Individual participants were then taught to perform the steps of high and low preference jobs in community locations with the assistance of a job coach. The order of 25-min sessions in preferred and nonpreferred jobs was randomized. A third daily session allowed the participant a choice of preferred or nonpreferred jobs. Two data collectors, unaware of high and low preference jobs, collected data on on-task behavior and productivity. Using an alternating treatments design, researchers found that three participants (a) were engaged in tasks at higher rates on high preference versus low preference jobs, (b) produced more work output on high preference jobs, (c) usually selected high preference jobs in the “choice” session, and (d) identified the high preference job as the favored one at the conclusion of 8-10 sessions. Results were highly consistent with selections on the video web-based assessment. |
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| 87. Increasing Chewing Skills in Children with Feeding Disorders |
| Area: DDA; Domain: Applied Behavior Analysis |
| JANA FRESE (Munroe-Meyer Institute), Petula Vaz (Munroe-Meyer Institute), Cathleen C. Piazza (Munroe-Meyer Institute), Valerie M. Volkert (Munroe-Meyer Institute), Kristi Rivas (Munroe-Meyer Institute), Victoria Stewart (University of Nebraska Medical Center) |
| Abstract: Children diagnosed with pediatric feeding disorders often display oral motor deficits such as tongue thrusts, swallowing difficulties, or poor chewing skills. Many children with feeding disorders fail to advance to age appropriate textures (i.e., table food) due to chewing deficits. Although several studies have examined the effectiveness of treatments to increase consumption of pureed foods (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004), little research has evaluated treatments to increase chewing of table food. The purpose of the current investigation was to examine a procedure to increase chewing in two children who exhibited chewing deficits. During treatment, a ¼ inch by ¼ inch piece of table food was placed inside a clear plastic tube and a least-to-most prompting sequence was used to increase chewing on the tube. Once fully masticated, the food was removed from the tube and placed in the child’s mouth to swallow. Both children packed (i.e., did not swallow within 30 s) the masticated food; thus, a flipped spoon procedure was implemented to decrease packing behavior. |
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| 88. Comparison of Analogue and In-Class Functional Analysis of Problem Behaviors exhibited in the Context of Demand Settings for Two Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMANDA ZANGRILLO (University of Southern Maine and Providence's Achieve!), Dana Trahant (Marcus Institute) |
| Abstract: We completed analogue functional analyses (FAs) and in-class FAs for two children referred for the assessment of problem behavior in the classroom setting. For both students, anecdotal reports indicated that problem behaviors occurred mainly in the context of academic demands; however, descriptive assessment results suggested that these behaviors were not maintained by negative reinforcement (i.e., escape from task demands). Analogue FAs yielded unclear or undifferentiated results. Additional FAs were conducted during academic activities reported to be associated with problem behavior. The in-class FAs yielded clear results suggesting that the students’ problem behaviors were each maintained by access to attention or access to tangible items. In addition to yielding clear results, the in-class analyses were completed more efficiently and allowed the student to remain in the academic setting during the assessment process. This study lends support for the use of FA methodology to be conducted in the student’s natural environment during on-going classroom activities. |
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| 89. The Effects of Interspersal on the Sight Words Reading of Students with Moderate Mental Disabilities |
| Area: DDA; Domain: Experimental Analysis |
| ANGELA THEUS (Indiana University Northwest) |
| Abstract: Provided its purpose is highly structured, peer tutoring is a useful and cost-effective method of instruction. Results have been positive with various ages of students and with students with and without disabilities. Little research has been done on the effects of peer tutoring on the reading skills of students with moderate disabilities. An effective method for teaching sight words includes the interspersal of known words with unknown words (Dunlap, 1984). Gickling and Thompson (1985) recommended interspersing 70% to 85% of known items with 15% to 30% of unknown items. This ratio of known to unknown information provided the most effective level of correct responses and was considered the instructional level. The purpose of this study was assess the effects of interspersing known and unknown words in teaching basic sight words to students with moderate mental disabilities utilizing peer tutoring. An alternating treatments design was used to determine whether students retained the words better with the Interspersal or Unknown conditions. Results indicate the interspersal method resulted in more learning for two of the four students. The other two students learned equally well in both conditions. |
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| EAB Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 90. Acquisition of Operant Behavior in Long-Living Ames Dwarf Mice: Effects of Age and Frequency of Training |
| Area: EAB; Domain: Experimental Analysis |
| GRANT THOMAS CORBETT (University of North Dakota), Kathryn Ann Feltman (University of North Dakota), Serena May Lackman (University of North Dakota), Adam Derenne (University of North Dakota) |
| Abstract: The Ames dwarf mouse is one of a small number of mammalian models of longevity. The mutation distinguishing these mice from their wild-type counterparts creates dwarfism but has also been linked with upregulation of defenses against neurodegeneration and other consequences of aging. Unclear is whether the Ames dwarf mouse can also serve as an animal model of successful behavioral aging. Relatively young and old Ames dwarf and wild-type mice were compared on several measures of operant behavior: a simple discrimination task, a DRL 10 s schedule of reinforcement, and a FI 30 s of reinforcement. In all cases, a nose-poke response in the appropriate aperture made available a dipper-delivered saccharin solution in an adjacent food cup. Comparisons revealed that relatively young wild-type mice were more efficient in acquiring reinforcement than relatively young dwarf mice. Relatively old Ames dwarf yielded similar performances to relatively old wild-type mice. In some instances, the relatively old Ames dwarf mice also responded more efficiently than relatively young Ames dwarf mice. The results suggest a partial retardation of central nervous system development in young Ames dwarf mice that can be remedied by training. |
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| 91. Acquisition of Operant Behavior in Long-Living Ames Dwarf Mice: Effects of Social and Physical Enrichment |
| Area: EAB; Domain: Experimental Analysis |
| SERENA MAY LACKMAN (University of North Dakota), Kathryn Ann Feltman (University of North Dakota), Adam Derenne (University of North Dakota) |
| Abstract: The Ames dwarf mouse is one of a small number of mammalian models of longevity. The mutation distinguishing these mice from their wild-type counterparts creates dwarfism but has also been linked with upregulation of defenses against neurodegeneration and other consequences of aging. Unclear is whether the Ames dwarf mouse can also serve as an animal model of successful behavioral aging. Relatively young Ames dwarf and wild-type mice were compared on several measures of learning, memory, and anxiety, including an elevated plus-maze, an open-field test, a T-maze, and a recognition of novel object task. Half of the subjects in each group were housed individually prior to data collection; the other half were raised communally and with physical enrichment. The research determined whether social and physical enrichment would overcome indications of central nervous system retardation in young Ames dwarf mice. Social and physical enrichment reduced anxiety as measured by the elevated plus-maze and open-field tests, and improved learning and memory as measured by the T-maze and novel object task. |
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| 92. Sensitivity to Increasing Ratio Requirements on Progressive Ratio Schedules |
| Area: EAB; Domain: Experimental Analysis |
| ANDRES H GARCIA-PENAGOS (West Virginia University), David P. Jarmolowicz (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Multiple contingencies have been shown to influence responding on progressive-ratio (PR) schedules. Jarmolowicz and Lattal (2008), have identified three consequences of responding in the conventional PR schedule: (a) the delivery of a reinforcer after the completion of the ratio-requirement; (b) an increase in the ratio-requirement for the next reinforcer after one is earned; and (c) an extension of the session with each response. An experiment was conducted to determine the sensitivity of responding to the increase in ratio-requirement. Specifically, pigeons responded on concurrent operant schedules wherein responding on one alternative resulted in the ratio-requirement for both alternatives to advance (yoked ratio requirement), whereas the ratio-requirement did not increase if the pigeon chose the other alternative. Responding was clearly differentiated in favor of the non-advancing alternative. This sensitivity in responding to the variation in the schedule parameters emphasizes the influence of increasing ratio-requirements on responding under PR schedules. Discussion is made on the importance of a distinction between different procedures that progressively increase ratio requirements |
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| 93. Characteristics of Responding Under a Progressive-Duration Schedule |
| Area: EAB; Domain: Experimental Analysis |
| Kara Gulotta (MCLA), Patrick Malloy (MCLA), THOMAS P. BYRNE (MCLA) |
| Abstract: Laboratory rats were trained to respond on a progressive-duration schedule of water delivery. Under this schedule, the first reinforcer was delivered when rats exerted force on a response lever for duration of 2 seconds. The duration requirement increased by 2 seconds for each subsequent reinforcer delivery. Like responding under a progressive-ratio schedule, lever-pressing under a progressive -duration schedule may to be sensitive to changes in motivational operations, and can therefore be used to assess effort. However, unlike progressive-ratio schedules, progressive-duration schedules include both temporal and motor-response requirements. In the current study, response rates, reinforcers earned, and breaking points were examined as across various water-deprivation levels. This was done both by manipulating the number of hours of water depravation and by allowing brief access to water just prior to experimental sessions. |
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| 94. Assessing and expanding the behavior of primates in captivity |
| Area: EAB; Domain: Experimental Analysis |
| KATHRYN LYNN TUCKER OBERRENDER (University of North Texas), Jay Hinnenkamp (University of North Texas), Zachary H Morford (University of North Texas), Katie L Kalafut (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: In today’s society, the issue of primates in captivity is of high importance to several groups, including those interested in animal welfare, ex situ conservation and laboratory research. The primary concern of housing primates, or any animal, is maintaining an environment which benefits all aspects of the individual’s health. Behavioral research was conducted at the Heard Museum in McKinney, Texas with several non-native species, including a group of Common Brown Lemurs (Eulemur fulvus). Observation and data collection in the form of ethograms was based off the Captive Animal Activity Tracking (CAAT) system (Kalafut, Rosales-Ruiz, 2007), for assessing the behavioral health of captive American Black Bears (Ursus americanus). As part of this experiment, the behaviors and postures to be coded have been altered to accommodate social primates and vary according to the individual species. Baseline behaviors were observed and recorded in the presence of existing minimal environmental enrichment. After a baseline was measured, enrichment plans were implemented, and the results recorded and analyzed. Both groups underwent shaping procedures to train new and necessary behaviors, such as “crating” and “stationing”. Results pending. |
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| 95. Expanding stimulus classes through a common response |
| Area: EAB; Domain: Experimental Analysis |
| ERICA FEUERBACHER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Studies suggest that animals respond differentially to positive and negative instances of human beings (e.g., Herrnstein & Loveland, 1964). How such concepts can be formed, especially in a natural environment is not fully understood. Sidman’s (2000) formulation of equivalence relations predicts that disparate stimuli can be united in a stimulus class through a common response. In this study, we investigated whether a common response could be used to expand the stimulus class of toys in a domestic dog. We first tested for the existence of a toy stimulus class, by placing toy and non-toy objects on the floor and cued the dog to retrieve the object. The results showed that the dog only retrieved toy objects. We then investigated whether we could expand the class by providing experiences similar to the ones with the toy class (e.g. tug on them). After such a manipulation, the dog did then retrieve the previously non-retrieved object. We further tested for a stimulus class by training a new response to one member of the toy class and testing for transfer of function to the other toys. The results are discussed in terms of procedures to build stimulus classes. |
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| 96. THE ROLE OF THE EXISTING REPERTOIRE IN THE GENERATION OF NOVEL BEHAVIOR |
| Area: EAB; Domain: Experimental Analysis |
| APRIL M. BECKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: It has been suggested that variable and novel behavior may come under operant control (Neuringer 1985, Pryor 1969). Other variables involved in the generation of wide repertoires of behavior include resurgence and adduction during extinction. In turn, resurgence and adduction depend on the available repertoire, which thus determines the amount of variability that may arise under extinction conditions or variability contingencies. The purpose of this experiment is to show the role of the existing or newly created repertoire in the generation of novel topographies. Cats were first exposed to a condition where any interactions with an object were reinforced for three objects (ANY). With two objects, subjects were then exposed to a variation contingency (VAR). Subjects experienced an extinction condition with the third object. The subjects continued in each condition until stability was reached. Novel behavioral “atoms” were then trained using a shaping procedure and the VAR condition was re-imposed with one object at a time in a multiple baseline design to see if this newly trained behavior would be emitted or combined with other behaviors to produce novel responses as a function of the new training. Results are pending. |
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| 97. Are all Conditioned Reinforcers Equal? |
| Area: EAB; Domain: Experimental Analysis |
| KATHRYN L KALAFUT (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: There are several ways to create a conditioned reinforcer. Research suggests (Kalafut, Feuerbacher, Rosales-Ruiz, 2007) that the different ways of establishing a conditioned reinforcer may differ in the effects they have on behavior. In the following experiment a conditioned reinforcer was created by the traditional method of pairing. The sound of the clicker was immediately followed with the delivery of food. This method of pairing creates a dual function of conditioned reinforcer and discriminative stimulus for approaching the feeder (Kalafut, Feuerbacher, Rosales-Ruiz, 2007). A second conditioned reinforcer was created by pairing the word “bien” with the sound of the click, followed by food presentation. The function of “bien”, and other signals like it, is unclear. The following experiment tested whether a conditioned reinforcer created in this manner can sustain behavior (much like a “keep on going signal”), or if can serve to select behaviors, much like the traditional conditioned reinforcer. The subjects of this experiment were dogs. Results pending. |
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| 98. Bipolar Modulation of Behavior in a Repeating Cycle Autoshaping Procedure |
| Area: EAB; Domain: Experimental Analysis |
| DANIEL LEE HUTCHISON (Jacksonville State University), William L. Palya (Jacksonville State University) |
| Abstract: Previous research has demonstrated that responding to a short repeating sequence of stimuli in a fixed time schedule conforms to a bipolar gradient. The current research determined the degree to which the effect was sensitive to the interfood interval. This was done by altering the number of cycles presented across the interfood interval. The data showed that as the interfood interval increased the response rates reached asymptote more slowly, but the pattern of responding remained. Additionally, as more cycles were added to the trial the bipolar control of responding became more evident. |
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| 99. Enrichment and History Effects on Behavior for Self-Administration of Caffeine in Rats |
| Area: EAB; Domain: Applied Behavior Analysis |
| DEBRA J. SPEAR (SDSU), Stacy D Jacobson (South Dakota State University) |
| Abstract: Previous drug exposure and environmental conditions have an affect on drug self-administration. In the current experiment, rats experienced one of three fluid histories (1% caffeine solution, 1% saccharine solution, and water) and one of two housing conditions (isolated or enriched environment). Rats were autoshaped to lever press for food pellets with free access to water within the chamber. Housing history had a significant effect on the number of days to reach the FR 50 criterion (isolation averaged 17 days and enriched averaged 21 days). Although rats exposed to caffeine averaged 17 days, those with saccharin or only water averaged 19 days. However, there was not a significant main effect of fluid type, nor was there a significant interaction. Once behavior stablized on an FR 50 schedule, there was a slight, but not statistical increase in polydipsic drinking for rats with an isolation history. Rats with isolation and caffeine history self-administered more caffeine than rats in an enriched environment. There was a significant interaction between histories with respect to lever pressing: caffeine history produced greatest responding for rats raised in isolation, however a history of only water produced the greatest number of lever presses for rats raised in an enriched environment. |
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| 100. Behavioral Variability: Effects of Quinpirole and SKF 38393 on the "VARY" Contingency. |
| Area: EAB; Domain: Experimental Analysis |
| ERIN FAE PESEK (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Response variability is an operant dimension of behavior that can be studied, measured, and manipulated. To examine the effects of dopamine specific drugs on this performance,
Long Evans rats were first trained under a multiple VARY 8:4 FR 4 schedule. In the VARY 8:4 component, all four-response sequences that differed from previous 8 were reinforced. In the FR 4 component, any four-response sequence was reinforced. Discrimination between the two components was evidenced by high entropy (variability) in the VARY 8:4 component and low entropy in the FR 4 component. Drugs that exert action at specific dopamine receptor subtypes were then administered. Moderate doses of SKF 38393, a D1 receptor agonist, did not affect variability in either component. Quinpirole, a D2 receptor agonist, increased variability when it was low, as in the FR 4 component, in a dose-related fashion but had no effect when variability was high, as in the VARY 8:4 component. |
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| 101. Choice and Consumer Behavior: Evaluating indifference values among coffee brands. |
| Area: EAB; Domain: Experimental Analysis |
| CRISTIANO COELHO (Universidade Católica de Goiás), Murilo Sérgio Vieira Silva (Centro Universitário de Anápolis), Lávia Carla Campos (Universidade Católica de Goiás) |
| Abstract: The present study aimed to estimate prices, quality and knowing, as well as indifference values among 500gr coffee packs. A questionnaire was applied to 30 participants buying in a supermarket in order to estimate how well known, and quality level of different coffee brands. These data permitted to estimate five levels of informative reinforce, and provided five coffees to be used in the experimental phase. This phase was carried out with other 30 participants: While one coffee’s brand price remained constant at R$7.00, the alternative brand’s price adjusted up and down from R$0.50 to R$7.00 to obtain equivalences values, and test discount functions. These participants showed two patterns: exclusive preference for some participants and diminishing equivalence values related to coffees prices obtained in supermarkets, similar to data obtained which different methodologies. For participants with diminishing equivalence values, a power function described data. The present work provided high correlation rates among individual Knowing-Quality Mean (KQM), and equivalence values, indicating that the first measure may serve as a good preference predictor. The present work still tried to contribute to understand consumer behavior by incorporating a new methodology to access choice between products or brands. |
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| 102. On the role of responses to sample stimuli in matching-to-sample tasks |
| Area: EAB; Domain: Experimental Analysis |
| ERIK ARNTZEN (Akershus University College), Erik Arntzen (Akershus University College), Torunn Lian (Akershus University College), Ingvil Ro Tonnessen (Akershus University College), Guro Sylte (Akershus University College) |
| Abstract: In matching-to-sample tasks and research on stimulus equivalence classes, most of the existing papers have reported about inclusion of a response to the sample stimulus which is followed by the presentation of the comparisons. Some other studies have not reported about such a requirement, i.e., the sample is presented and then either simultaneously or after a short interval the comparisons are presented without any response requirement. We have done two experiments with groups of adults and children in which all of the participants have been exposed to both conditions (response requirement and no-response requirement to sample stimulus). In both experiments, half of the participants started with the condition including a requirement of a response to sample stimulus and the other half started with the condition with no response requirement. The results show that more children are responding in accord with equivalence in the condition with a requirement of a response to sample stimulus compared with the condition with no such requirement. However, in adult participants we did not find any difference between the two experimental conditions. |
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| 103. The role of pictures as nodes in equivalence classes in children |
| Area: EAB; Domain: Experimental Analysis |
| CHRISTOFFER EILIFSEN (Akershus University College), Tore Vignes (Akershus University College), Erik Arntzen (Akershus University College) |
| Abstract: Some earlier studies have found that the use of pictures as nodes in different training structures have resulted in a higher yields of responding in accord with equivalence (e.g., Arntzen, 2004; Holth & Arntzen, 1998). Contrary these findings Smeets and Barnes-Holmes found that the use of pictures did not have such an effect, rather the opposite effect. We wanted to replicate the findings from Smeets and Barnes-Holmes (2005) and to expand the study by introducing more classes and other types of stimuli, both as abstract stimuli and pictures. Experiment 1 would be a direct replication except that we exclude the specific instruction used in Smeets and Barnes-Holmes (2005). We found that the conditions with pictures as nodes were more effective in producing equivalence responding than the conditions with all abstract stimuli. Experiment 2 would be done with three 3-member classes and different types of stimuli. So far we have replicated the findings with an increasing number of classes. Finally, Experiment 3 would be done with three 5-member classes. |
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| 104. Emergent conditional relations and transfer of function using a go/no-go procedure with compound stimuli |
| Area: EAB; Domain: Experimental Analysis |
| LUIZA CHAGAS BRANDÃO (Universidade de São Paulo), Paula Debert (University of Sao Paulo - Brazil) |
| Abstract: Past studies established equivalence classes using a go/no-go procedure with compound stimuli. The present study investigated if this procedure also generates functional classes. This evaluation was conducted with one naive college student. During Phase I, each compound stimulus was presented successively at the computer screen for four seconds. Responses emitted in the presence of certain compound stimuli (A1B1, A2B2, B1C1 and B2C2) were reinforced; while responses emitted in the presence of others (A1B2, A2B1, B1C2 and B2C1) were not. Phases II and III were tests with new compounds (BA, CB, AC, and CA), resembling tests usually employed in equivalence studies. In Phase IV, two different responses were established in the presence of components A1 and A2. In Phase V, subject was instructed to emit one of the two responses to each of the other components of the compounds to verify transfer of function. Results showed that participant established equivalence classes but stimuli from the same class did not controlled the same responses. Additional data is being collected with other three participants. For these participants, transfer of function will be tested before testing emergent conditional relations in order to prevent negative results in transfer of function tests. |
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| 105. Keyboard Typing Acquisition With an Automated Training Program Across Multiple Baselines |
| Area: EAB; Domain: Applied Behavior Analysis |
| WENDY DONLIN (University of North Carolina Wilmington), Todd W. Knealing (Briar Cliff University), Mick J. Needham (Johns Hopkins University), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Seventy two participants enrolled in a Therapeutic Workplace clinical trial received paid job skills training while undergoing a contingency management intervention to decrease opiate and cocaine usage. An automated computer program, described in Silverman, Wong, Grabinski, Hampton, Sylvest, Dillon et. al. (2005) was used present typing stimuli in one minute blocks. Participants typed each line, which contained three letters and pressed enter to move on to the next stimuli. Two correct keystrokes earned up to one cent, while three incorrect keystrokes lost one cent. The program recorded each keystroke; correct and incorrect keystrokes were reported to the participant after each block ended, as well as money earned for completing the trial. Thirty second probe trials were used to assess entire keyboard typing before training and at seven points during training. Letters were taught in specific combinations of four letters until a fluency of ninety correct responses per minute were reached, which was then followed by whole-keyboard probe segment. Participants earned on average $0.27 for each probe trial. Probes revealed that rate of correctly typed letters for trained letter combinations always exceeded correct rates of untrained letter combinations, but rarely reached the maximum rates obtained during training. The greatest improvement for typing directly followed fluency training on for each of the combinations. However, performance of typing untrained letter combinations increased across trials as well, indicating that the act of typing small combinations of letters may improve performance on the entire keyboard. |
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| 106. Follow-up Outcomes of Children in Kennedy Krieger Institute’s Pediatric Feeding Disorders Program from 2001-2006 |
| Area: EAB; Domain: Applied Behavior Analysis |
| Rinita B Laud (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute), AARON D. LESSER (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Institute’s (KKI) Pediatric Feeding Disorders Program (PFDP) was one of the first interdisciplinary programs established to assess and treat pediatric feeding disorders. For children admitted to this program, the etiology of food refusal behaviors varies from behavioral mismanagement to food refusal that is associated with multiple physiological disorders. In the most severe cases, chronic food refusal leads to a dependence on gastrostomy tube feedings in order to sustain a child’s caloric needs. A typical admission to KKI includes comprehensive evaluation and treatment by a team of specialists from various disciplines including a gastroenterologist, behavioral specialist, nutritionist, occupational/speech therapist, and a social worker. Goals for behavioral interventions have included decreasing tube dependence, increasing food and liquid consumption, decreasing food selectivity by texture or type, decreasing inappropriate mealtime behaviors and training parents to maintain the gains made in the program. The purpose of this study is to describe the follow-up outcomes of a five-year sample (N=144) of tube dependent children receiving intensive treatment in KKI’s inpatient and day treatment feeding program. Outcomes examined include change in percent tube dependence, weight status, oral intake, mealtime behavior, and parent satisfaction. |
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| 107. Effects of Manipulating Earnings Budget on Choice Between High and Low Risk Options with Multiple Targets |
| Area: EAB; Domain: Experimental Analysis |
| AMBER L. WATTS (Western Michigan University), Gabriel D Searcy (Western Michigan University), Adam E. Fox (Western Michigan University), J. Adam Bennett (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Risky choice in 9 adult humans was investigated across procedural manipulations designed to model energy-budget manipulations conducted with non-humans. The purpose of the study was to investigate risky choice in humans under positive and negative earnings budgets when there was both a lower and upper requirement. An energy-budget was simulated by use of an earnings budget, wherein a participant needed to meet a minimum income requirement within a 5-trial block in order to keep the accumulated earnings. Falling below the lower requirement resulted in no payment. Meeting the upper requirement resulted in bonus earnings. Subjects were presented with repeated choices between high-variance and low variance options that delivered money. Preliminary results suggest that in the conditions when the bonus was present participants’ responding was slightly risk prone. |
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| 108. Preference for Reinforcers of Different Efficacies with Adults with Developmental Disabilities |
| Area: EAB; Domain: Experimental Analysis |
| Dickie C. T. Yu (St. Amant Research Centre and The University of Manitoba), MAY S. LEE (University of Manitoba), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: In previous research on preferences and reinforcer effectiveness, the reinforcer tests followed preference assessments and typically only the most and least preferred stimuli were tested as reinforcers. Although studies have shown that preference and reinforcer efficacy are positively correlated, no study has studied this relationship by treating reinforcer efficacy as an independent variable. In this study, we first conducted reinforcer assessments to quantify the reinforcing efficacies of six food items using a single operant arrangement, FR-1 schedule reinforcement, and an ABAB research design. We then assessed preferences for all items using paired-stimulus preference assessments. The preference assessments identified one of the two strong reinforcers as an HP stimulus for both participants. Preference ranking of the strong reinforcers was consistent with reinforcer efficacy, but not for moderate and weak reinforcers due to a tendency for weak reinforcers to be ranked higher than expected. We recommend this approach for future research on the relation between preference and reinforcer efficacy. |
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| 109. Comparison of Responding Under Token and Tandem Schedules in a Clinical Setting: Manipulation of Production Schedule |
| Area: EAB; Domain: Applied Behavior Analysis |
| JONATHAN SEAVER (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Relatively little work has been done evaluating the effects of second-order token schedules on response rates and patterns in clinical settings. In the current study, patterns of responding on second-order token and tandem schedules of reinforcement were examined. The participant was a student at a residential school for individuals diagnosed with autsim. In Study 1, the token production schedule was held constant and the token exchange schedule was manipulated. In Study 2, the exchange schedule was held constant and the token production schedule was manipulated. Response requirements on the tandem schedule were yoked to the number of responses required for token exchange on the second-order token schedule. Implications in terms of expected response patterns on token schedules used with humans in a clinical setting and overall clinical benefits of the use of token schedules are discussed. |
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| 110. Applying Signal Detection Theory to the Study of Observer Bias: An Examination of Operational Definitions |
| Area: EAB; Domain: Applied Behavior Analysis |
| ALYSON N. HOVANETZ (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: A number of factors may influence observer accuracy. One variable that has not been examined is the ambiguity of the behavior sample. Signal Detection Theory (SDT) provides a useful framework for the study of observer accuracy and bias in the presence of ambiguous samples. In a previous study, we evaluated the feasibility and utility of a laboratory model for examining observer accuracy within this framework. The current study extended our prior research by examining the impact of the operational definition on observer accuracy and bias. A total of 37 participants collected data on aggression while viewing videotaped segments of simulated child-teacher interactions. The segments consisted of clear and ambiguous samples and non-examples of the target behavior. All of the participants were exposed to conditions that have been shown to produce bias (brief feedback and contingencies for scoring accurately). Half of the participants were provided with a general definition of aggression, and the other half were provided with a more complete and detailed definition. The type of definition appeared to have a small but notable influence on response bias, as well as on the overall accuracy of the scoring. |
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| 111. Contextual Control of Perceptual Behavior |
| Area: EAB; Domain: Experimental Analysis |
| EMILY ALYCE BOWES-BLOOMQUIST (University of Nevada, Reno), Timothy C. Fuller (Washoe County School District), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Examination of effects on responding in ambiguous situations was observed through a training and test methodology. Training consisted of visual interaction with a contextual stimulus and its associated with a correct response to establish consistent responding in a non-ambiguous context. After consistent responding had been observed, the non- ambiguous contextual stimuli were then blended to create ambiguous contextual stimuli that shared equal properties of two previously trained stimuli. Both the ambiguous and non-ambiguous contextual stimuli where then presented in an ordered fashion. Responses were observed for any transfer of contextual function from the previously trained non-ambiguous stimuli. |
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| EDC Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 112. Overcoming Rate-Busting Manipulative to Establish Fluent Math Facts |
| Area: EDC; Domain: Applied Behavior Analysis |
| AUDREY MITTAN (Student) |
| Abstract: A second grade student's of manipulatives to complete basic math problems became a rate buster when it was not properly faded. Precision teaching procedures were used to establish proper stimulus control and increase math-fact rates. Data illustrate how firming preskills resulted in large rate increases. |
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| 113. Teaching Shoe Tying Using a Large Scale Model |
| Area: EDC; Domain: Applied Behavior Analysis |
| JILL HUNT (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: In this study, we will discuss the use of specially created adaptive equipment in teaching shoe tying. We developed models with large scale representations of a shoe. Students became fluent on the skills, using the large shoe, and using small, pre-determined steps that are taught in a backward chaining sequence. Data will be plotted on a standard celeration chart. We will examine the generalization and long term retention of the skills taught using this adaptive equipment. |
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| 114. Effects of Using Explicit Instruction in Phonological Awareness in Preschoolers At Risk for Reading Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| Ashley Shaheen (Council for Exceptional Children), TEMPLE SHARESE LOVELACE (Duquesne University), Ralph Gardner III (The Ohio State University) |
| Abstract: The National Reading Panel (2000) suggests that reading is a fundamental skill and explicit instruction in five areas, including phonological awareness, are critical to the success of all students. Explicit instruction has also been found to be a reliable instructional method for use with at risk preschool groups in the area of early literacy (National Early Literacy Panel, 2007). This study analyzed the effects of explicit instruction in three skills related to phonological awareness: phonemic awareness, rhyme awareness and awareness of alliteration and used a multiple-baseline design across skills. Students were instructed in a small group format by the classroom teacher (primary researcher). A traditional assessment as well as a new computerized version of the assessment was compared. Results indicate that students responded favorably to explicit instruction in these areas and that the skills learned were maintained after instruction ceased. The computerized version of the assessment tool was found to be a reliable measurement tool with this group. Lastly, contributions of this study and future research will be presented. |
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| 115. Improving Oral Reading Fluency in Elementary Students of American Indian Heritage with Learning Disabilities Using the Repeated Reading Instructional Approach |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNIFER SUZANNE HEATH (Tiospa Zina Tribal School & The University of South Dakota), William J. Sweeney (The University of South Dakota) |
| Abstract: The purpose of this research demonstration project was to document the importance and effectiveness of a repeated practice procedures combined with Precision Teaching measurement approaches for assisting elementary students of American Indian ancestry who were diagnosed and enrolled in special education programs for students with learning disabilities and exhibited deficits in basic reading skills to improve their overall oral reading fluency. Few research studies focus on building oral reading fluency skills with students of American Indian ancestry, especially those exhibiting learning disabilities in the area of reading, and fewer yet combine Precision Teaching measurement approaches in the evaluation and effectiveness of repeated reading approaches to document gains in oral reading fluency. Besides the combination of Precision Teaching measurement methodologies to evaluate the relative effectiveness of these intervention procedures, few studies set out with the intent to document generalization and maintenance effect of these types of repeated practice procedures with students of American heritage enrolled in special education programs for students with learning disabilities. Students were selected from the special education program based upon identified reading deficits and the need to improve their speed and accuracy of reading decoding skills to assure that they were able to progress to more complex reading fluency related concepts. Students from these special education classes worked on a one-on-one or in small groups of 2 to 3 students with a trained and highly qualified special education teacher. This special education teacher used a combined one-minute repeated readings procedure with error correction as well as Precision Teaching evaluation approaches to document the students’ progress at building oral reading fluency. Maintenance and generalization procedures were also implemented to document the generalization of reading fluency across multiple reading probes as well as the relative ability of the participants to maintain this oral reading fluency performance 2, 4, and 6 weeks after the completion of the repeated readings and error correction procedures. The Standard Celeration Chart and the student’s daily performance were then evaluated at the conclusion of each repeated readings and error correction session. Implications and recommendations for use of these demonstration research activities for both students in general and special education settings as well as students of American Indian ancestry are also discussed. |
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| 116. The Effects of Response Amplitude on the Acquisition of Vocal Verbal Repertoire Using Fluency-Building |
| Area: EDC; Domain: Applied Behavior Analysis |
| TAMRY L JUNTUNEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles Merbitz (The Chicago School of Professional Psychology) |
| Abstract: Response amplitude has been largely under-researched in the field of Applied Behavior Analysis. Response amplitude indicates the force or intensity of a response and may be related to relative resistance to digression or extinction. Socially and academically it is important to be able to modulate the amplitude of speech. In this way, response amplitude holds social significance and justifies research in it’s own right. In this study, the relations among response amplitude and acquisition of vocal verbal behavior were evaluated using fluency-building. Eight graduate students served as participants in this study. Each participant was given SAFMEDS (flashcards) and assigned a specific response topography to emit during the practice and timing of the cards. Levels of fluency were then be compared across individuals and response topographies. The data are to be collected and analyzed. Results will be displayed on Standard Celeration Charts. The data may suggest that response amplitude contributes to the efficiency of acquiring vocal verbal behavior using fluency-building.
Key Words: SAFMEDS, fluency, vocal verbal, response amplitude, voice volume, graduate students |
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| 117. Using Fluency Instruction and Culturally Relevant Material to Increasing Oral Reading Fluency of At-Risk Urban Learners |
| Area: EDC; Domain: Applied Behavior Analysis |
| LENWOOD GIBSON (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Starr E. Keyes (The Ohio State University) |
| Abstract: Reading fluency is one of the five sub-skills identified by the National Reading Panel (NRP) as critical to overall reading achievement. Research suggests that there is a high correlation between reading fluency and reading comprehension. Although this is the case, many readers fail to meet benchmark levels for reading fluency and continue to struggle as their school reading requirements become more difficult. If explicit instruction on reading fluency is implemented with early primary students (i.e. first grade) it may be possible to prevent reading failure with these students. The current investigation is being conducted to examine the effects of fluency instruction on the oral reading fluency and comprehension of first grade, urban students that are at risk for reading failure. This activity will consist of the following components: sight word recognition, modeled reading, guided practice with corrective feedback, one-minute timed readings, and comprehension checks. To test if culturally relevant (CR) reading material has any substantial effect on the reading and comprehension of the participants, the fluency activity will alternate between CR stories and stories from a standard reading curriculum. |
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| 118. A Comparison of Yoked to Double Yoked Learning Channels on Skill Acquisition, Generalization, and Retention. |
| Area: EDC; Domain: Applied Behavior Analysis |
| VANESSA MOLDES (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology) |
| Abstract: The term “learning channels” was first coined by Ogden Lindsley in 1974 but they have been in use since 1969 (Lindsley, 1998). Learning channels can be described as behavioral throughputs which describe “the input or sensory modality involved with a stimulus and an output or behavior contained in the response” (Lin & Kubina, 2004, p. 1). The “in” part of the channel pertains to basic senses such as; think, touch, taste, sniff, see, hear and feel. The “out” part of the channel includes “movement cycle” verbs such as: aim, do, draw, mark, match, say, select, tap, and write. Learning channels have proven useful in the education system because they provide clear descriptions on how a student receives instruction and how the student is to respond to what is being presented. Haughton (1980) played an influential role in helping teachers develop a system for selecting learning channels by organizing sets of learning channels into matrices. The present study used a single-subject, multiple-baseline treatment design to evaluate and compare the learning, performance, generalization, and retention obtained from two yoked channels and one double yoked channel in teaching school-ages children with developmental disabilities universal symbols. The learning channels under investigation were: hearsee/say, hearsee/write, and hearsee/saywrite. |
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| 119. Using Empirically Validated Reading Strategies to Improve Middle School Students' Reading Fluency of Classroom Textbooks |
| Area: EDC; Domain: Applied Behavior Analysis |
| AMY C. SCARBOROUGH (Georgia State University), Laura D. Fredrick (Georgia State University) |
| Abstract: According to the National Center for Education Statistics (2007), twenty-seven percent of the nation’s 8th grade population scored below the basic reading level in 2006-2007. Reading fluency strategies are a viable practice for improving reading achievement yet seldom are they incorporated into the 8th grade curriculum. In this study, I will examine the effects of a comprehensive treatment package consisting of skill-deficit and performance-deficit strategies on oral reading fluency using students’ required grade-level social studies textbooks. Additionally, I will examine the extent to which fluency generalizes to the students’ reading of required literature textbook passages and passages from the Georgia Criterion-Referenced Competency Tests Coach in Science and Social Studies. Specific components of the treatment package include repeated reading, listening passage preview, phrase drill error correction, and performance feedback with self-graphing. This study will contribute to the literature by using content-area texts with middle school students and by assessing generalization to other grade level, curricula materials.
To determine if a functional relation exist between the intervention and the students’ reading visual, I will employ a multiple probe across participants design. Six to eight middle school students reading one to two years below grade level will participate. Visual inspection of the data will be used to determine if a functional relation exist. An independent observer will record students’ responses for 25-30% of the sessions. I will calculate point by point interobserver agreement by dividing the total number of agreements by agreements plus disagreements and multiplying by 100.
Data to be collected during the fall and winter of this year. |
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| 120. Evaluating the Effects of the REWARDS Reading Program on Fluency, Comprehension and Reading Achievement with Older Struggling Readers. |
| Area: EDC; Domain: Applied Behavior Analysis |
| KRISTALL J. GRAHAM (Ohio State University), Ralph Gardner III (The Ohio State University), Dorothy Morrison (The Ohio State University) |
| Abstract: This study examined the effects of the REWARDS program (Reading, Excellence, Word Attack and Rate Development Strategies) on the reading skills of 5 students across grades 4 through 10. REWARDS is a semi-direct instruction program that teaches students a strategy to decode longer words. The students in the study were considered to be at-risk or were diagnosed with a mild disability. The study took place in the Ohio State University Teaching and Learning reading clinic using small group instruction. The dependent variables included oral reading fluency, comprehension and overall reading achievement. The students were assessed using AimsWeb materials, generalization probes from grade level texts and the Woodcock Reading Mastery Tests. A multiple baseline design across 3 groups was utilized to assess changes in reading behavior. Results indicate that overall reading achievement increased for all of the participants. Fluency and comprehension did increase for some of the students, but there were high levels of variability in responding. Students reported that they enjoyed the program and felt that it helped them read bigger words. |
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| 121. The Effects of Two Reading Interventions on Fluency and Comprehension with Students with Developmental Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MALIHA ZAMAN (University of Iowa), William Therrien (University of Iowa), Devender Banda (Texas Tech University) |
| Abstract: We implemented continuous reading and repeated reading interventions with two students to examine the effects of these reading strategies on their fluency and comprehension. Participants were 2 boys aged 13 and 14 years, diagnosed with developmental disabilities, and reading 3-4 grade levels below their current placement. The interventions were administered individually with both students in a school setting. We used a multiple baseline design across participants to evaluate the interventions. Interobserver agreement was calculated and the mean agreement was above 80%. During the intervention implementation, reading fluency was measured using instructional level reading materials. Treatment effects were assessed via Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (DORF) passages and Maze comprehension passages which were at the students’ grade levels. Results indicated that both students improved reading fluency in at least one of the reading intervention conditions relative to baseline in the grade level passages. Results also showed that repeated reading was a more effective treatment than continuous reading in improving fluency in instructional level passages for both students. Treatment effects on comprehension were also examined.
Keywords: reading, fluency, developmental disabilities |
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| 122. Promoting Literacy with English Language Learners: Comparing a Small-group and One-on-one Reading Intervention |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARAH G ROSS (North Carolina State University), Elizabeth A Koenig (Syracuse University), Ho Yan Tsuen (North Carolina State University), John C. Begeny (North Carolina State University) |
| Abstract: In 2007, 50% of Hispanic 4th graders were reading below a basic level compared to 33% of the general population of 4th grade students. Because of the relatively recent rise in Hispanic students in the United States, it is important to develop reading interventions to aid in their literacy development. Reading fluency is considered one of the five essential early-reading skills students must develop. Because of the large number of students in need of intervention, small-group interventions are a practical and time-efficient way of maximizing resources. This study utilized an alternating treatments design with five second grade English language learners to compare the effects of a small-group and one-on-one reading fluency intervention. Both interventions included Repeated Reading, Listening Passage Preview, and Phrase Drill/Error Correction. Words correct per minute (WCPM) gains were analyzed at an immediate pre-post level and at a pre-retention (2 days later) level using visual analysis and Hierarchical Linear Modeling (HLM). Discussions of our findings from both HLM and visual analysis should offer attendees increased conceptualizations for interpreting single-case design methodology. |
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| 123. Effects of a Reading Fluency Intervention Program for At-risk Students Attending an After-school Program |
| Area: EDC; Domain: Applied Behavior Analysis |
| JOHN C. BEGENY (North Carolina State University), Bridget Hier (North Carolina State University), Chelsea Bartel (North Carolina State University), Pamela Martin (North Carolina State University) |
| Abstract: Fluency—the ability to perform a task with speed and accuracy—is a critical aspect of skill acquisition for all behaviors. Within education, research has identified reading fluency as a critical component of effective early reading instruction. However, national data suggest that 40% of U.S. fourth-grade students are “nonfluent” readers. Implementing evidence-based, time-efficient, and procedurally standardized intervention strategies may help address this problem. This study evaluates the efficacy of a brief, procedurally standardized intervention called the Helping Early Literacy with Practice Strategies (HELPS) Program. The HELPS Program integrates numerous intervention strategies described and evaluated by behavioral education researchers, and previous studies have demonstrated the effectiveness of the HELPS Program with a range of first and second grade students. The purpose of this presentation is to report the effects of the HELPS Program with students across multiple grades who are at-risk for (or identified with) reading difficulties. As part of their involvement in an after-school program, participants received the HELPS Program 2-3 times per week for five months. Results indicated that the HELPS Program was generally effective, though we found individual differences in response to the intervention. The presentation will highlight the research methods, findings, implications, limitations, and future research directions. |
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| 124. Relative Effects of Two Reading Interventions Aimed to Improve English Language Learners’ Fluency and Vocabulary |
| Area: EDC; Domain: Applied Behavior Analysis |
| HO YAN TSUEN (North Carolina State University), Sarah G Ross (North Carolina State University), John C. Begeny (North Carolina State University) |
| Abstract: In the United States, Spanish is the language spoken by the largest population of English Language Learners (ELLs). In 2007, national statistics indicate that only 17% of fourth grade Hispanic students were reading at or above a proficient level. In contrast, 43% of Caucasian fourth graders read at this level, marking a gross disparity between these two groups. Using a single-subject alternating-treatments design with Hispanic ELLs, this study investigated the relative efficacy of a brief vocabulary intervention and a brief reading fluency intervention, both of which were compared to a non-intervention control condition. Four Hispanic ELLs from a second-grade classroom in a rural southeastern school participated in this study. Students’ vocabulary development and oral reading fluency were measured following exposure to the alternating conditions. Results indicated that only the fluency intervention was more effective than the control condition, but only with respect to student improvements in reading fluency. Findings suggested that elementary-aged ELLs with limited vocabularies may require intervention of considerably greater intensity than those provided in this study. The relationship between fluency and vocabulary development for ELLs will be presented within the context of behavior analytic principles such as response opportunities and stimulus control. |
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| 125. The Effects of Fluency-building Compared to Accuracy-only Conditions on Retention and Endurance |
| Area: EDC; Domain: Applied Behavior Analysis |
| SHANNON S. FLEMING (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: The significance of fluency-building methods, compared to accuracy-only methods, of a skill as a predictor of positive, long-term educational outcomes has emerged as a salient issue in behavior analysis in recent years. The variables that determine fluency, what is required to produce fluency, and whether or not training behavior to fluency is necessary represent important sources of controversy within the field of behavior analysis. The purpose of this study was to examine the effect rate of response has on fluency, endurance, and retention. A changing conditions design, which allowed for both a within and a between group comparison, was used across two groups of school-aged individuals with a verbal repertoire. A fluency-building and an accuracy-only condition comprised the independent variables. The correct and incorrect responses recorded as independent frequencies and the total time for all responses to be emitted comprised the dependent variables. Data is to be collected and the results of each participant will be displayed on both Standard Celeration Charts and Excel graphs.
Key Words: fluency, accuracy-only criterion, endurance, retention, school-aged children |
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| 126. Teaching and re-teaching handwriting skills: promoting fluency with precision teaching |
| Area: EDC; Domain: Applied Behavior Analysis |
| Federica Berardo (Tice Learning Center), Sara Andolfi (Tice Learning Center), FRANCESCA CAVALLINI (university of parma) |
| Abstract: The study details the efforts to re-teach handwriting skills to 5 children with a diagnosis of dysgraphia The intervention focused on practicing handwriting tool elements. Participant were 5 boys (between the age of 8) with dysgraphia.The setting was located at Tice Learning Center in Italy. Skills were initially selected out of a list that are recommended for handwriting fluency (Freeman & Haughton, 1993 and Tice 2008, in press). We also used multiple-baseline to assess the effects of self-evaluation training on the legibility of cursive handwriting. All participants improved the legibility of their handwriting during the training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the training. |
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| 127. Endurance and application in young basketball players: effects of fluency in dribbling |
| Area: EDC; Domain: Applied Behavior Analysis |
| Silvia Perini (Università di Parma), FRANCESCA CAVALLINI (university of parma) |
| Abstract: Binder (1982, 1984; Binder et al., 1990) has reported research on the ability of students to perform for extended periods of time as a function of initial performance frequency. The study examines the effects of initial dribbling frequency in a group of 25 subjects (18 children, mean 9 years and 8 young man, mean 19 years) on endurance and application. Coaches collected samples of each players from repeatedly dribbling (in four conditions: right hand, right hand and blind, left hand and cross over) in ascending sequence: 5 s, 10 s, 1 min. Graphical and statistical analysis shows the effects of duration on frequency and errors in fluent and not fluent players. |
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| 128. Comparing Text Difficulty: Effects of Fluency Activity using Instructional and Frustration Passages with Second Graders |
| Area: EDC; Domain: Applied Behavior Analysis |
| STARR E. KEYES (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Lenwood Gibson (The Ohio State University) |
| Abstract: Instruction in reading fluency is vital for developing proficient readers; however, reading programs often neglect to include this component for explicit instruction (Kame’enui & Simmons, 2001). Additionally, urban learners tend to start school with fewer reading skills (i.e. decoding, vocabulary), so it is imperative that teachers provide interventions that increase the reading skill of children in the primary grades, especially in fluency. This poster will report the effects of a fluency intervention using different levels of text difficulty on the oral reading fluency (ORF) of urban second grade students at risk for reading failure. The procedures include: sight word recognition, modeling, guided reading with corrective feedback, timed reading, and comprehension tests. An alternating treatments design will be embedded within a multiple baseline design to study the effects of fluency instruction and levels of text difficulty. Potential impact of this study include increasing ORF and comprehension skills of students at risk for reading failure, strengthening the use of fluency instruction in classrooms, adding to current knowledge about the effectiveness of fluency interventions for second grade students, and adding to the limited empirical studies using different levels of text difficulty to teach ORF. Data to be collected. |
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| 129. Precision Teaching with Music Instruction: Are fluent fingers music to our ears? |
| Area: EDC; Domain: Applied Behavior Analysis |
| ELIZABETH A MILES (Behavior Analyst) |
| Abstract: Music theory can be a difficult subject to teach, and often poses issues of skill mastery and retention. However, it is a crucial part of learning to play an instrument. The purpose of this study was to see if certain methods of study increases mastery and retention in music theory skills. The skills taught and tested were key signatures, time signatures, note names on, above, and below the staff via computerized lessons. An alternating treatment design was used with multiple subjects to compare teaching to fluency vs teaching to accuracy only. In the accuracy condition the participants were allowed to study until they reached an accuracy criterion and the fluency condition the participants were required to attain a fluency criterion. To test for retention, the students took a final quiz and then retested at two week intervals. Data will be collected on the duration required to complete each question on the quiz as well as their percent correct score under each condition. |
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| 130. Increasing Writing Fluency in Two Third-Grade Students |
| Area: EDC; Domain: Service Delivery |
| KATHLEEN BRIANA ASPIRANTI (University of Tennessee), Christopher Skinner (University of Tennessee), Sara J. McCane (University of Tennessee) |
| Abstract: Despite the emphasis on writing in schools, more students have difficulty with writing than with reading or math. In this study, a writing intervention with an A-B-C-B-C design was used to increase two struggling third-grade students’ number of word written. In baseline, the students were given one minute to think about a prescribed topic and ten minutes to write on the topic. During the intervention phase, they were given 4 minutes to discuss the topic given and 10 minutes to write, along with reinforcement for increasing words written from the previous day. Next, the students thought for a minute and then wrote, but also followed the reinforcement contingency. Results showed that the students wrote more when they thought for a 1 minute before writing and were reinforced for writing more. These results are contrary to the popular belief that discussing the topic before writing will increase writing fluency. This study helps further the research on writing interventions for struggling students and will discuss the paradox between these findings and preconceived thoughts on writing interventions. |
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| 131. Using the Taped-Problems Intervention and Reinforcement to Increase Math Fluency |
| Area: EDC; Domain: Service Delivery |
| KATHLEEN BRIANA ASPIRANTI (University of Tennessee), Christopher Skinner (University of Tennessee), Sara J. McCane (University of Tennessee) |
| Abstract: Taped-problems is an intervention that works to increase students’ basic math fluency, which is a possible predictor of later math skills. Taped-problems combines time delay and immediate academic feedback to increase high rates of active, accurate responding. In this study, a multiple-baseline across behaviors was used to evaluate the taped-problems intervention in an intact, rural first-grade classroom. Students responded to a tape that supplied basic addition problems and attempted to answer the problem before the answer was supplied on the tape. Students then received individual feedback and rewards based on improvements in fluency. Group rewards were given contingent upon class average fluency improving from the previous day. Results revealed increases in students’ addition fact fluency (digits correct per minute) immediately after the intervention was applied to each set and no similar increases on sets still in baseline. Thus, taped-problems is an effective intervention to increase student’s math accuracy and fluency and can be incorporated in other classrooms to help children learn basic math facts. |
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| 132. The effects of electronic self-graphing on reading fluency for elementary aged students with behavioral disorders. |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARAH LUCILLE RAMAGE (Weber State University), Natalie Allen-Williams (Weber State University) |
| Abstract: This poster presentation will display the results of a self-graphing intervention using a multiple baseline design. The participants involved in the project were elementary aged students with behavioral disorders. The dependant variable was the number of correct words per minute. Each student completed a one minute timing to determine fluency rate. The independent variable was the method used to graph student performance. The intervention involved the researcher initially graphing student performance without allowing the students to visually observe the results. As students were moved into intervention they graphed their own performance electronically and were able to visually assess their own performance. One student averaged an error rate of 11.71 prior to intervention. During intervention this student averaged an error rate of 5.36. This same student averaged 23.00 words per minute correct prior to intervention and 26.54 words per minute correct once the intervention was in place. Complete student data will be present during the poster session. The authors will present all student data, teacher comments on the intervention, and suggestions for future research in an applied setting for students with behavioral disorders. |
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| 133. Automated Text Messaging to Improve Teacher Reinforcement and Student Behavior in School |
| Area: EDC; Domain: Applied Behavior Analysis |
| Daniel P Davidson (Another Perspective), ANDREW W. GARDNER (Behavioral Consultation Services of Northern Arizo) |
| Abstract: Differential Reinforcement of Other behavior (DRO) can be an effective approach to preventing challenging behaviors in school settings. But many such plans fail because of poor fidelity or follow through on the part of the teacher. This presentation details the process and results of using cell phone text messaging at prescribed intervals to remind a teacher to: a) record the student’s behavior and b) reward the student for desirable behavior. Data will be presented on both the teacher’s adherence to the reminders and the student’s behaviors. |
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| 134. An Evaluation of Treatment Integrity Failures on Token Economies |
| Area: EDC; Domain: Applied Behavior Analysis |
| ELLEN NICOLE BROSH (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Allison Tetreault (West Virginia University), Shari Marie Winters (West Virginia University) |
| Abstract: Particular types of treatment integrity failures, such as reinforcing problem behavior, are more detrimental to treatment outcomes than other types, such as failing to reinforce appropriate behavior. Little is known, however, about the impact of treatment integrity failures on behavior maintained by token economies, and most of the existing research has targeted rate as the primary dependent measure. The current study examined the differential effects of treatment integrity failures on the quality of academic writing maintained by token economies. Token economies were implemented at 100% and 50% integrity. Treatment integrity failures affected quality of writing, but the results were variable across participants. These results demonstrate that the integrity failures may have detrimental effects on multiple dimensions of performance. |
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| 135. Evaluating Staff Training in an Inclusive Elementary Education Program |
| Area: EDC; Domain: Service Delivery |
| VALORI N. BERENDS (Academy for Precision Learning), Lovelle T Suarez (Academy for Precision Learning) |
| Abstract: This study investigated the application of a precision teaching staff training protocol created for a home-based intervention program and applied in an inclusive elementary education program. Nine male and female staff members participated in the study. Approximately half of the staff members participating in the study possessed some degree of relevant experience from past employment. Staff ages ranged from 20 to 30 years. The study used a comparison design, and the program’s clinical director measured staff members’ knowledge and skill-building using a performance evaluation tool, assessments, and self-evaluative worksheets. Staff voluntarily scheduled evaluations, completed assessments and self-evaluative worksheets, and graphed their progress through the training. Staff received periodic opportunities to present their progress to the clinical director and earn performance-based pay for meeting training criterion. Findings of the study indicate future selection criteria for the inclusive elementary education program as well as considerations for training future staff in this setting. |
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| OBM Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 137. Comparing functional assessment methods in pinpointing performance problems: Performance Diagnostic
Checklist v. Behavioral Systems Approach |
| Area: OBM; Domain: Theory |
| MARY ELIZABETH HERRON (Appalachian State University), Tiffany L. Henderson (Appalachian State University), Timothy D. Ludwig (Appalachian State University) |
| Abstract: In this study, organizational effectiveness of a distribution company was analyzed using system analysis approach. Processes were mapped according to three levels: the organization, the process, and the manager. A relationship map revealed a lack of managerial communication in three key areas: the Vendor, the Receiving and Inventory Control department, and the Work Order Processing department. Barriers in communication were determined using an ABC analysis identifying antecedents and consequences in the behavior of the managers in these key areas. changes are specified through a "should" relationship map, which streamlines these communication behaviors. This study indicates that
system analysis is an effective method of correctly identifying organizational
problems and designing new solutions. |
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| 138. Apply Gilbert's (1978) Vantage Views to a Business Best Seller Book |
| Area: OBM; Domain: Applied Behavior Analysis |
| YUKA KOREMURA (University of North Texas) |
| Abstract: This is an attempt to use vantage views by Gilbert (1978) to conduct content analysis to one of the best selling business books about organizational behavior.
In Human Competence: Engineering Worthy Performance (Gilbert, 1978), worthy performance is defined as "a function of the ratio of valuable accomplishments to costly behavior (p. 18)." It is determined in a context of a system of performance engineering. The performance matrix (Gilbert, 1978) is the representation of this particular system, and the first to the third leisurely theorems in Gilbert (1978) are the prerequisites to the fourth theorem, which describes performance matrix.
The fourth leisurely theorem contains six levels of vantage points and three stages of analysis, and they become rows and columns of the performance matrix. Six vantage levels are philosophical, cultural, policy, strategic, tactical, and logistics. The first step of completing the performance matrix is to know the vantage points for each level to get first stage of analysis, models of accomplishment.
In this paper, content of Lencioni's (2002) The Five Dysfunctions of a Team is descriptively analyzed to show what vantage level is emphasized in the book. |
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| 139. Developing a Technology for Sustainability: What We Know and Where Do We Go From Here |
| Area: OBM; Domain: Theory |
| JEFFREY M GORDON (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: Programming for sustainability has been a long-standing issue in the field of applied behavior analysis. In recent years, more funding sources, grants, applied settings, and school districts have asked behavior analysts to outline how interventions could achieve sustainability without resources, money, or researcher support. Behavior analysts cannot easily answer this question, as there are no evidence-based technologies for programming for sustainability. Although sustainability’s importance has been recognized, much of the knowledge is artisan, meaning that no technology has been developed to program systematically for sustainability. A review of Journal of Applied Behavior Analysis, Journal of Organizational Behavior Management, Journal of Positive Behavioral Interventions, and several other journals has revealed more than 700 studies discussing sustainability. Of these studies, approximately 20% reported sustainability; 15% reported non-sustainability; and 65% anecdotally reported some of the variables that affect sustainability, including reactivity, countercontrol, champions, and institutionalization. Given the evidence for sustainability, it appears that the field is on the cusp of developing an evidence-based technology for programming for sustainability. Therefore, it is up to those in the field to explore available resources and develop a reliable, evidence-based technology that allows researchers to program for sustainability. |
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| 140. Ten case studies in the long term sustainability of behavior analytic interventions |
| Area: OBM; Domain: Applied Behavior Analysis |
| L. KEITH MILLER (University of Kansas), Thomas M. Welsh (Florida State University), Deborah E. Altus (Washburn University), Thomas J. Zwicker (CLG), Constance Tieghi (University of Kansas), Jeffrey M Gordon (University of Kansas), Veronica J Howard (University of Kansas), Hang Wu (University of Kansas) |
| Abstract: This poster describes 10 experimental analyses of effective client interventions, their corresponding survival programs and follow up probes. The settings/participants included a public middle school/teachers, a co-op dormitory/college students, a group home/adults with dd, a pre-school/child with autism, and a private home/husband and wife. The conditions prevailing during the experimental analyses were post-research conditions simulated by withholding all researcher supports. The survival programs produced sustained implementation of the client interventions when treatment was in effect during those simulated post-research conditions. Upon completion of each experiment, the researcher left the setting with the survival programs in place. Follow up observations found sustained implementation with durations ranging from one half year to 23 years with one intervention surviving 14 years and then discontinued. The long term survival suggests that the simulation of post-research conditions was valid. The poster draws lessons for the study and programming of sustainability. Four of the experiments were published in JABA, one in ETC, and one in JPBI, one is under review, one is in preparation, and two are awaiting write-up. |
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| 141. “Everyone Thinks of Changing the World, But No One Thinks of…” Organizational Citizenship Behavior |
| Area: OBM; Domain: Applied Behavior Analysis |
| CYNTHIA MICHELLE FIFE (Virginia Polytechnic Institute & State University), E. Scott Geller (Virginia Tech), Remmie LeRoy Arnold (Virginia Tech University) |
| Abstract: Researchers and practitioners alike have long recognized the necessity of extra-role helping behavior (OCB) to organization survival and growth. However, despite the vast amount of research on the topic, a reliable, valid measure of OCB is yet to be developed for research and organizational use. The purpose of this study is the development and initial testing of a measure of OCB for use in further research. The development of the OCB survey in this study was based on LePine, Erez, & Johnson’s (2002) call for a social cognitive assessment of OCB which treats OCB as a unidimensional construct. The assessment will be pilot tested on undergraduate students at a large research university, and professionals employed in safety, real estate, and construction industries. Based on pilot test results, the OCB survey will be reduced in length and used for further research in the examination of the relationship between personality, situational cues, and performance of OCB. Following this research and refinement, researchers and organizations alike will have a reliable, valid assessment of OCB. |
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| 142. The Role of Avoidance Contingencies in Organizational Settings |
| Area: OBM; Domain: Applied Behavior Analysis |
| LEAORA L. WAGNER (Kennedy Krieger Institute), Lynn G. Bowman (The Johns Hopkins University School of Medicine), Samantha Hardesty (Kennedy Krieger Institute), Dawn E. Resau (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County) |
| Abstract: The use of aversive control techniques is seldom explored within the field of Organizational Behavior Management; however, it can be a powerful mechanism to affect behavior change (Malott, 2001). The purpose of the current study was to evaluate the effectiveness of several components for increasing communication between behavioral therapists and direct care personnel working on a hospital unit. Participants included 16 graduate-level therapists who were required to provide information to direct care staff assigned to their patient prior to the start of each shift. During baseline on average only 21% of the time information was provided. Despite a group in-service and prompting for therapists, communication failed to improve (on average only 15% and 27% of the time information was provided respectively). Group feedback delivered electronically improved performance to approximately 70%; however, near 100% compliance was not achieved until individual electronic feedback was delivered by the clinical director. Minimal on-going electronic feedback (delivered approximately every 2 weeks) was necessary to maintain treatment gains over 40 weeks following introduction. Results suggest that feedback by upper management may have functioned as aversive control over staff communication (Daniels, 1989). Reliability data were collected for least one-third of observations and averaged above 80%. |
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| 143. CANCELLED: The Impact of Pay on Feedback Solicitation in the Workplace. |
| Area: OBM; Domain: Applied Behavior Analysis |
| JULIE M. SLOWIAK (University of Minnesota Duluth), Alyce M. Dickinson (Western Michigan University) |
| Abstract: The frequency of feedback solicitation under hourly pay and individual monetary incentive pay conditions was examined. A two-group between-subjects design was used with 30 college students in each group. Participants attended three experimental sessions and entered the cash value of simulated bank checks presented on a computer screen. Results indicated that (a) participants who were paid individual monetary incentives did not self-solicit feedback more often than those who were paid an hourly wage, (b) task performance was higher for individuals who were paid monetary incentives, (c) participants in both pay groups solicited feedback frequently, and (d) task performance was not related to feedback solicitation. These results suggest that the incentives did not make feedback more reinforcing even though the incentives were functional rewards, and the feedback was correlated with the amount of pay earned. These results also support the contention that it may be necessary to pair objective feedback with an evaluative component in order to enhance performance. |
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| VRB Poster Session 3 |
| Sunday, May 24, 2009 |
| 5:30 PM–7:00 PM |
| North Hall A |
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| 144. The Effects of Writer Immersion on the Functional and Structural Components of Writing with Middles School Students |
| Area: VBC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), JINHYEOK CHOI (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of writer immersion and the responses emitted by a reader. Two 8th graders served as the participants who were in a self-contained classroom under the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model. The participants were chosen for this study due to their inability to write functionally and high structural errors. A delayed multiple probe across participant design was used to test the effects of writer immersion on the structural and functional components of written response. The dependent variables were the number of accurate structural components written during the pre- and post-probes, the number of components drawn by the reader during the pre- and post-probes, the percentage of accurate structural components of writing during the writer immersion phase, and the number of number of components completed by the reader during the writer immersion phase. The independent variable was a writer immersion package that included writer immersion, the yoked contingency of the reader, and teacher editing of structural components. Results of data demonstrated that participants’ functional and structural components of writing increased across all two participants. |
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| 145. The effects of peer tutoring and peer monitoring on the acquisition of tacts and math formulas |
| Area: VBC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College Columbia University), ELISABETH L HAYES (Teachers College Columbia University) |
| Abstract: We tested the effects of peer tutoring on the acquisition of tacts of math formulas and United States Presidents for five Middle School students. The participants in the study were taught formulas for finding the area of polygons and tacting American presidents, as well as tacting seacreatures, using a delayed multiple design across participants. Four of the participants served as the tutee and the tutor and the fifth participant functioned as a monitor. Criterion was set to 90% for one session for correctly tacting. Results showed that all of the participants acquired tacts as a function of peer tutoring and peer monitoring. |
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| 146. An Investigation of the Relationship between Reading and Tact Acquisition |
| Area: VBC; Domain: Applied Behavior Analysis |
| LISA GOLD (Teachers College, Columbia University), Jennifer Longano (Teachers College Columbia University) |
| Abstract: The purpose of this study was to test the effects of reading on tact and vocabulary acquisition. Three elementary students participated: included two 7 year old females and a 7 year old male. All the participants were selected based on their reading and reading comprehension abilities, which ranged from average to high average. Participant A, B, and C were all in a regular education second grade classroom. The study took place in a separate location from their classroom. The design of the study was a time lagged multiple probe design. The dependent variable was tact acquisition probes. Probes were conducted prior to and after each participant read a contrived story that incorporated a written description of the pictures used during the probe conditions. No pictures were used in conjunction with the story. The results showed that all three participants acquired novel tacts and vocabulary following the reading of the contrived stories. Results also showed the potential relationship between reading and the tact acquisition. |
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| 147. Reinforcing Functions of Making Sense Using Socially Relevant Stimuli |
| Area: VBC; Domain: Experimental Analysis |
| ALISHA M WRAY (University of New Mexico), Michael J. Dougher (University of New Mexico) |
| Abstract: Researchers have devoted attention to the apparent human tendency to make sense of events in the environment (e.g., Gergen & Gergen, 1988; Janoff-Bulman & Frieze, 1983; Hayes, Barnes-Holmes, & Roche, 2001; Pennebaker & Seagal, 1999), and have proposed theoretically that this phenomena may function as a reinforcer. Making sense recently has been shown to function as a reinforcing event in a study that compared participants' preference for a solvable laboratory task with response-contingent reinforcement to a formally similar but unsolvable task, on which equal or greater amounts of reinforcement are presented independent of participant's performance (Wray, Dougher, & Bullard, 2008). The previous study used nonsense syllables and abstract symbols as stimuli to reduce the amount of confounding effects from the participants’ learning histories, however making sense is embedded in a social context. Others have found that humans are better able to solve abstract problems when they are socially relevant (Cosmides & Tooby, 1992). This study examines whether the effects observed in Wray et al., (2008) can be replicated with the use of social stimuli, thus extending external validity. |
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| 148. The effects of peer tutoring on the tutors level of responding to tact stimuli through observational learning. |
| Area: VBC; Domain: Applied Behavior Analysis |
| ADAM DREYFUS (Columbia University Teachers College), Yasmin J. Helou-Care (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: We used a multiple probe design across participants to examine the effects of peer tutoring on 4-middle school students diagnosed with emotional disabilities the acquisition of untaught tacts for the tutor through the delivery of learn units used to teach the tacts to the tutee. The dependent variable was the acquisition of tacts by the tutors as a function of observing the delivery of learn units to the tutees. The independent variable was the observational learning. Results showed that Participant A acquired the untaught tacts through observing the correction procedure provided to the tutee, whereas Participant B, C and D did not acquire the untaught tacts. While a functional relationship was not shown across Participants B, C and D, they may not have had the pre-requisite capability of observational learning in order to acquire the tacts of the peer through presentation of the learn unit within the peer tutoring procedure. |
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| 149. Using Yoked Peer Contingencies To Induce Observational Learning Repertoires in Two Middle School Students |
| Area: VBC; Domain: Applied Behavior Analysis |
| PEI-FANG WU (The Ohio State University), Lindsay J. Cherry (Teachers College, Columbia University) |
| Abstract: This study replicated Experiment I of Stolfi’ s (2005) study on testing the induction of observational learning repertoires as a function of peer-yoked contingencies. The purpose of this study was to test the effects of peer-yoked contingencies on the observational learning repertoires of two middle school students with behavioral disorders. The participant was taught to play a game using a game board with a peer, and the only way to win was by observing the peer’s responses. The contingencies for reinforcement were yoked between the participant and the peer. The dependent variable in this study was a pure tact response that was learned as a function of observation. The independent variable was the peer-yoked contingencies. This study employed a delayed multiple probe design across participants. Results of this study showed a functional relationship between peer-yoked contingencies and the acquisition of observational learning repertoires. Both participants acquired observational learning repertoires after peer-yoked contingencies game board was implemented as an intervention. |
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| 150. An Investigation of the Effects of Mood Induction on the Reinforcing Value of Consequences |
| Area: VBC; Domain: Experimental Analysis |
| RACHEL FREUND (University of New Mexico), Michael J. Dougher (University of New Mexico) |
| Abstract: Verbal events, including those that change mood, have been suggested as motivating operations, but evidence for this claim is incomplete. Some evidence reveals the effects of these events on stimulus control, but without a demonstration of their effects on consequences, it is inconclusive whether they are functioning as motivating operations. Studies have shown that after negative mood induction, participants attend to and recall more unpleasant events, whereas after positive mood induction they attend to and recall more pleasant events. Although it makes logical sense to infer that events that evoke mood function to potentiate certain reinforcers, empirical evidence is limited. This poster will present data from a mood-induction study of the differences in the reinforcing value of consequences within individuals across mood states. This study involved within-subjects manipulation of positive and negative mood states via self-statements and music. Afterward, responses on an explicit measure of pleasant activities, as well as reaction time performance on the Implicit Relational Assessment Procedure (IRAP) were measured. Data presented here will contribute to empirical verification of verbal events, specifically those with mood-altering effects, as motivating operations. |
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| 151. The Effects of 2-Dimensional Visual Tracking on Listener Programs with 2-Dimensional Stimuli |
| Area: VBC; Domain: Applied Behavior Analysis |
| SUNNY CHOI (Teachers College, Columbia University), Victoria Sterkin (Teachers College Columbia Univ.) |
| Abstract: We tested the effects of the 2-dimensional visual tracking procedure on listener programs with 2-dimensional stimuli. Participants were four kindergarten to first grade level students diagnosed with autism that had difficulties with visually tracking stimuli. A multiple baseline design across subjects was used in this study. The independent variable was the implementation of the 2-dimensional visual tracking procedure. The dependent variable was the total learn units to criteria for listener programs with 2-dimensional stimuli. Acquisition of visual control stimuli and decreased learn units to criteria were demonstrated for all participants as a function of the intervention. |
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| 152. Transformation of Functions: Relational Frames of More-than and Less-than and the IRAP |
| Area: VBC; Domain: Experimental Analysis |
| TAYLOR HARRIS (California State University, Fresno), Marianne L. Jackson (California State Unversity, Fresno), Karl Oswald (California State University, Fresno), Lorin Lachs (California State Unversity, Fresno) |
| Abstract: Sixty-four participants were taught more-than and less-than relationships among arbitrary nonsense syllables. After learning that one of the nonsense syllables corresponded to a particular mood (either happy or sad), participants were expected to derive relationships among the other stimuli and be able to indicate which stimuli reflected more intense moods based on the relational network initially trained. Participants underwent an IRAP procedure, which measured reaction times for rating each nonsense word as either same as or different than one of two target words (“Happy” or “Sad”). It was predicted that only the participants who were able to derive the initial more-than and less-than relations would respond faster to stimuli presented in consistent IRAP tasks than in inconsistent IRAP tasks. Furthermore, it was predicted that among participants who could derive relations, response latencies would reflect the hierarchy of the stimuli of the relational network. For example, when identifying nonsense words that had been trained to mean happy as same as HAPPY, participants would respond fastest to the nonsense word that meant “happiest” based on the relational network. Results are presented and discussed. |
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| 153. The Effects of Daily Intensive Tact Instruction on the Emission of Vocal Verbal Behavior |
| Area: VBC; Domain: Applied Behavior Analysis |
| JALENE D. MORENO (Teachers College, Columbia University), Mika Fas (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: We tested the effects of Daily Intensive Tact Instruction on students’ emission of vocal verbal behavior. Specifically, we measured the number of approvals, disapprovals, tacts, mands, conversational units, W/H questions, and sequelics emitted during probes in generalized settings. The generalized settings included the classroom during various academic subjects, the lunchroom, and the gymnasium where physical education was conducted. The Daily Intensive Tact Instruction involved increasing the participants’ tact instruction to 100-tact learn units above the daily learn units participants were receiving daily. Four eleven-year-old middle school students diagnosed with learning disabilities who all function on reader/writer levels of verbal behavior participated in the study. Participants were selected because of their insufficient number of emitted approvals, tacts, mands, conversational units, W/H questions, and sequelics in generalized settings. In a delayed multiple probe design, we found that the intensive tact instruction was effective in increasing the number of approvals, tacts, mands, conversational units, W/H questions, and sequelics emitted in generalized settings for participants. |
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| 154. Shaping vocalizations in dogs |
| Area: VBC; Domain: Applied Behavior Analysis |
| ROBIN M. KUHN (University of North Texas), Erica Feuerbacher (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study investigates shaping vocalizations in dogs. Initial procedures included reinforcing any vocalizations and reinforcing vocalizations under a variability contingency. These procedures were compared using a reversal design during six successive two-minute conditions. To systematize measurement of vocalizations within the variability contingency, a response band was specified and responses were alternately reinforced inside and outside of the specified response band across five two-minute conditions. A final two-minute condition wherein any vocalization was reinforced culminated each session. A voice-recording program (Audacity ™) was used in vivo to record data and to discriminate vocalizations meeting the reinforcement criterion. Results reveal that reinforcing any vocalizations produced economical stereotypic responding and reinforcing variability resulted in varied responding. Implications of this research can be brought to bear on other populations, most notably children with autism. These results are discussed in the context of speech production literature (e.g. Koegel, O’Dell & Dunlap, 1988; Kerr, Meyerson, & Michael, 1965) in non-vocal populations such as autism. |
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