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| AUT Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 1. Using TAG Teach Methods to Develop Eye Contact Behavior in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| REGINA L. MAENDLER (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: Many children diagnosed with autism demonstrate limited eye contact behavior with others. Eye contact can be an important prerequisite for the development of other behavioral repertoires including mands, imitation, and social interaction. Because the eye contact movement cycle can be quite brief, it is not always possible to provide immediate reinforcement and often one may inadvertently reinforce another behavior (e.g. looking away). The purpose of this study was to increase eye contact behavior in children diagnosed with autism using two reinforcement methods; contingent positive reinforcement and Teaching by Acoustical Guidance (TAG). During the first treatment condition, descriptive praise statements as well as access to preferred items and activities were made contingent upon occurrences of eye contact behavior. During the second treatment condition, occurrences of eye contact behavior were immediately tagged with an acoustical marker and directly followed by access to a backup reinforcer in the form of descriptive praise statements as well as access to preferred items and activities. Treatment conditions were presented during randomly alternating sessions through a multielement design. Differences in responding between conditions were attributed to the effectiveness of each treatment variable as an intervention for developing eye contact behavior among children with autism.
KEY WORDS: TAG teach, conditional reinforcement, contingent reinforcement, immediacy of reinforcement, eye contact, autism, children, multielement design |
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| 2. Comparing the effectiveness of mobile and immobile floors for teaching fine motor skills. |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICOLE ANN CISSELL (The Chicago School of Professional Psych.), John W. Eshleman (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology) |
| Abstract: Abstract:
Ogden Lindsley (1963) was one of the first behavior analysts to define the need for fluency. Fluency is necessary to achieve automaticity and permanency in responding (Binder, Haughton, & Eyk, 1990) and has been defined as accuracy plus speed (Binder, 1996). Precision teachers use the tools of fluency and the Standard Celeration Chart (SCC) in order to improve learning and track changes in behavior. The SCC is a semi-logarithmic chart in which changes in learning may be observed. The chart utilizes many symbols in order to denote the frequency of behaviors, the length of fluency timings, and celeration as a function of time. This paper reports the results of a study aimed as evaluating the efficacy of mobile versus immobile floors for teaching fine motor skills to children that have been diagnosed with autism. The study was conducted using Big 6+6 programming in order to teach the component fine motor skills.
Key words:
Precision teaching
Mobile floors
Immobile floors
Standard Celeration Chart
Component fine motor skills |
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| 3. The Effects Discrete Trial Training on the Acquisition of Social Skills by Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHERIE ANN FISHBAUGH (SPARC), Corinne M. Murphy (West Chester University), Jennifer E. Dawson (SPARC), Phillip K. Duncan (West Chester University) |
| Abstract: Children with autism experience difficulty in acquiring and generalizing appropriate social skills such as looking at speaker/listener, initiating a conversation, sustaining a conversation, requesting an item, sharing, and playing cooperatively with others. Research shows that exposure to typically developing peers is not enough to acquire social skills and that such skills need to be systematically taught and then generalized to peers. Research is needed to identify effective teaching protocols for social skill development by children with autism. Five students, ages 3-5 years participated in a discrete trial training protocol targeting social skill development. All training took place in small group settings ranging from 3 to 5 participants. Social skills were assessed for each participant before, during, and after training. The results for all participants showed increases compared to baseline levels for all social skills measured when discrete trial was used as the intervention. Generalization and maintenance data will be provided. |
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| 4. Teaching reading and reading comprehension using a stimulus equivalence paradigm:
A case study in an IBI classroom. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ROSEMARY A. CONDILLAC (Brock University), Lisa Danielle Giewercer (Surrey Place Centre and Brock University), Leanne Small (Surrey Place Centre) |
| Abstract: This poster will present a stimulus equivalence paradigm that was used in an effort to teach reading and reading comprehension to a young boy with Autism, who had not responded to conventional phonetic or whole word approaches. The assessment and training was delivered by instructor therapists in his Intensive Behavioural Intervention (IBI) program. Baseline assessment indicated that for the chosen words, the boy was able to matching picture to dictated name, he could name the picture orally but was unable to name (read) written word, unable to match printed names to the dictated name, or match picture to written word. He was then taught to match the printed names to the dictated names, using standard matching to sample procedures. The results indicated that after teaching the boy to match dictated names to the printed names he was able to orally name the written words, match the pictures to the printed names, and match the printed names to the pictures without any additional teaching. This study provides preliminary evidence of field-effectiveness for the use of a stimulus equivalence paradigm in teaching reading comprehension to a young child with Autism within an IBI program. |
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| 5. The Role of Choice of Task Duration on Percent Success and Acquisition Rate |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL MARIE ADAMEK (Lovaas Institute Midwest), Melissa J. Gard (The Lovaas Institute Midwest), Courtney Whitcraft (Lovaas institute) |
| Abstract: Being given a choice of tasks to complete, rather than being told by a caregiver or teacher which task to complete, can be a highly reinforcing for children diagnosed with autism but does not necessarily promote the highest levels of success or acquisition rate. In this study, we will investigate the effects of child’s choice on percent success and acquisition rate in three different previously mastered skill areas. Conditions include child choice and therapist choice with differing task durations and magnitudes of reinforcement. For example, in the child’s choice condition the child may choose between completing 5 pieces of a puzzle for 1 pretzel or completing the entire puzzle (20 pieces) for 5 pretzels. The goal of this study is to more closely examine the child’s preference of task duration and magnitude of reinforcement and how that relates to correct and incorrect responding. The results will lead us to a greater understanding of the child’s specific preferences, which can then be utilized to increase the child’s skill acquisition by adhering to the condition to which the child demonstrated the most success. |
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| 6. Effects of Training on Discrete Trial Teaching Knowledge and Performance |
| Area: AUT; Domain: Service Delivery |
| ANDREW DOWNS (University of Portland), Alex Siwiec (Central Washington University), Robyn Conley Downs (Children's Village), Cindy K. Carroll (Children's Village) |
| Abstract: Parents of children with autism have increasingly demanded that their children be provided publicly funded Discrete Trial Teaching (DTT) based educational programming. Unfortunately, most school professionals receive no training in DTT in their undergraduate or graduate programs, making the training of such individuals critically important. This study evaluated the effects of training on instructor knowledge and performance of DTT and related skills. Nine undergraduate students received an eight-hour DTT training and taught a range of behaviors to six preschoolers with autism. Instructor knowledge was assessed pre- and post-training in the domains of work preparation, DTT technical procedures, and student engagement/management. Instructor performance was assessed in the same domains across several instructional sessions. Pre-training knowledge scores ranged from 4% to 57% and post-training knowledge scores ranged from 52% to 82% correct with instructors scoring highest on the domain of student engagement/management and lowest on work preparation. During DTT sessions with children with autism instructor performance ranged from 59% to 97% correct across domains, with the highest percentage of errors occurring in the domain of DTT technical procedures. The results highlight the need for training programs that effectively improve the knowledge and performance of professionals who provide DTT to children with autism. |
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| 7. Evaluation of a Self-Instructional Package for Instructing University Students to Conduct Discrete-Trials Teaching with Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SANDRA SALEM (University of Manitoba & St. Amant), Daniela Fazzio (St. Amant Research Centre), Lindsay Maureen Arnal (University of Manitoba & St Amant Research Center), Pamela Jane Fregeau (St. Amant), Kendra Thomson (University fo Manitoba and St. Amant), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre) |
| Abstract: A self-instructional package to train four university students to implement Discrete-Trials Teaching (DTT) sessions with children with autism was investigated. Using a modified multiple-baseline design across participants, the students’ ability to conduct DTT to teach a confederate role-playing a child with autism was evaluated, before and after studying a self-instructional manual (Fazzio & Martin, 2007) plus watching a video demonstration. All scoring was conducted with the use of the Discrete Trials Teaching Evaluation Form, known as the DTEF (Fazzio, Arnal, & Martin, 2007). For each participant overall improvement in performance was made, although not all the participants performed as well as expected. Of the four participants, two achieved mastery and those two participants then demonstrated considerable DTT skill while conducting a teaching session with a child with autism. Future research using this self instructional package could come in the form of studying with a partner and should take into account factors such a motivation. |
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| 8. Instructing and Assessing Individuals to Conduct Discrete-Trials Teaching: A Review and Future Directions |
| Area: AUT; Domain: Applied Behavior Analysis |
| KENDRA THOMSON (Universityof Manitoba and St. Amant), Garry L. Martin (University of Manitoba), Lindsay Maureen Arnal (University of Manitoba & St Amant Research Center), Daniela Fazzio (University of Manitoba and St. Amant), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre) |
| Abstract: Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. A review of 20 experiments that focused on teaching individuals how to conduct DTT illustrated that many different forms of DTT instruction exist, and are often reported briefly which makes replication difficult. Further, evaluations of assessment tools for scoring individuals’ DTT performance are lacking. In response to this need, we developed a 21-item component checklist, the Discrete-Trials Teaching Evaluation Form (DTTEF) to assess instructors’ DTT performance. The DTTEF has been shown to have high face validity, high interobserver reliability for live scoring, and high concurrent validity with trainees attempting to apply DTT to teach a confederate role-playing a child with autism. The DTTEF differentiated between DTT performances of trainees before and after receiving DTT instruction. Considering the high demand for personnel trained in delivering DTT to children with autism, further research in developing a more standardized method of instructing and assessing individuals’ DTT performance is highly warranted. |
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| 9. Improving Treatment Integrity: Increasing Correct Parent Implementation of Instructional Programs |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER SMITH (BEACON Services), Kim Klemek (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: A critical variable in implementing interventions in home-based settings is the ability of that environment to support the implementation of those procedures. Specifically, interventions to be implemented by parents/caregivers must be selected for their ability to be delivered by parents/caregivers. Additionally, training protocols must result in successful implementation of the procedures. Previous studies have found that improving correct implementation of treatment procedures with parents, specifically with discrete trial teaching, has resulted in generalization to teaching other skills (Lafasakis & Sturney, 2007). Although, researchers have made an effort to reveal best practice for improving treatment integrity with teachers (Codding et al., 2005) few studies have been conducted to identify strategies for improving treatment integrity with parents. The current study conducted a parametric analysis of the variables associated with implementation of treatment procedures. They identified the most common errors associated with failure to implement treatment and instructional procedures correctly, as well as variables associated with successful implementation. Study findings suggest that failure to produce fluent skill performance in training settings as well as high levels of correct initial performance in in-vivo settings, is correlated with poor implementation outcomes. Results are discussed in terms of training implications for home-based consultants. |
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| 10. Increasing Staff Performance of PRT Motivational Strategies Using Staff Self-Management |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL L RODRIGUEZ (Behavioral Support Partnership), Yvonne Bruinsma (Behavioral Support Partnership) |
| Abstract: Providing consistent high quality state-of –the-art interventions for children and their families with ASD in the community can be a challenge. Staff training plays a central role in maintaining high quality standards in the provision of services. Relatively little research has been conducted on the most efficient and effective way to teach staff to implement PRT strategies during direct intervention sessions. Most typical staff training and support in the field consists of initial one to two week training followed by weekly or monthly supervision groups with limited in-field support. This study explores the effectiveness of staff self-management as a tool to increase staff performance of PRT motivational strategies. During the intervention phase, following a short refresher by a supervisor, staff self-monitored their correct use of a PRT technique for 10-minute intervals during a direct intervention session with a child with ASD. A multiple baseline across participants was employed to investigate the efficacy of self-management in improving staff performance. Data suggested improvements across participants and may indicate that self-management is a valuable tool, especially as it requires relatively few supervisory hours for a field with limited resources. Future directions will also be discussed. |
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| 11. A Literature Review: Evaluation of treatment options for students who engage in ritualistic behavior. |
| Area: AUT; Domain: Theory |
| HESTER BEKISZ (The Genesis School), Mary Ellen McDonald (Hofstra University), Erin Sparacio (Eden II Programs/ The Genesis School) |
| Abstract: Students diagnosed with Autism Spectrum Disorder often have repetitive and stereotyped patterns of behavior (APA, 1994). These characteristics often overlap with the diagnostic criterion of Obsessive Compulsive Disorder (OCD). OCD is an anxiety disorder characterized by intrusive thoughts, worries and/or repetitive behaviors that individuals engage in to reduce anxiety (APA, 1994). Features such as repetitive behavior and thoughts, ritualistic behaviors and compulsions are common in both disorders. The purpose of this literature review is to examine the current literature base of treatment options for individuals who engage in ritualistic and repetitive behavior. Typical interventions may involve cognitive behavioral therapy, such as exposure and response prevention. This review will examine the research on these treatment options and their effectiveness for students diagnosed with autism who engage in ritualistic behavior. It will also assist in future research in the area of treatment options for ritualistic and repetitive behavior and autism spectrum disorders. |
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| 12. The Relative Contributions of Preference and Functionality in Noncontingent Reinforcement Schedules |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAMARA L. PAWICH (Eastern Michigan University), James T. Todd (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Noncontingent reinforcement (NCR), the response-independent delivery of reinforcers, has been demonstrated to be an effective response suppression method for a variety of problem behaviors displayed by children, even when not combined with extinction. The purpose of the current study was to determine whether preference for specific reinforcers in another context led to greater response suppression through an experimental comparison of NCR with a functional reinforcer versus preferred stimuli. Two preschool-aged children with autism and tantrums maintained by tangible reinforcement participated. Preference values were evaluated through paired-choice assessments. Three preferred stimuli were selected for NCR-Preferred experimental conditions, based on varied levels of preference (i.e., highest, lowest, moderate). Results indicated that NCR-Functional and NCR-Preferred had suppressive effects across participants, but the predetermined level of preference did not have an effect. These data provide additional empirical support for the use of NCR without extinction in the treatment of tangibly-maintained behaviors and question the utility of a priori identification of alternative, tangible stimuli via preference assessment. |
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| 13. Effects of Response Restriction and Reallocation on Automatically Reinforced Behavior: An Analogue for Studying Stereotypic Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| Regina A Carroll (Saint Cloud State University), John T. Rapp (St. Cloud State University), KENDRA L WICKLAND (St. Cloud State University) |
| Abstract: Response allocation has been studied with both animal and human participants and included one response or multiple responses. Researchers also became interested in the concepts of response restriction and reallocation. In other words, what would happen to baseline levels of responding after restrictions were placed on certain stimuli or operants. Preference assessments provided an easy way to impose restrictions and assess response reallocation. Similar to previous studies, the present study utilized free-operant preference assessments and examined response restriction as a factor affecting response allocation. Unlike previous studies, the restrictions were not placed on the “highly preferred” items, but rather on the “moderately preferred” items. Additionally, instead of continuing the restrictions throughout the assessment, reversals back to baseline conditions were conducted to analyze shifts in response allocation. The purpose of the present study was to determine the effects of restricting access to moderately preferred items. More specifically, the purpose was to determine if shifts in response allocation will occur during free-operant and restricted access conditions and how these results may apply to the conceptual understanding and treatment of stereotypic behavior. Results for two of three participants indicated that the restrictions produced changes in the levels of free-operant responding in the subsequent phases. An additional study placed restrictions on participants high-preference item determined from initial free-operant assessments. For one of the participants, restricting the high-preference item produced increases in engagement with other items. For the two remaining participants all items were restricted except the high-preference item and responding with that item increased during the restriction phases and then returned to initial free-operant levels following the restrictions. Data was collected from an internship project conducted in a local elementary school and the presentation will allow behavior analysts and those aspiring to their degree how to conduct research utilizing behavioral concepts in analogue conditions. Additionally, how the results of such research can further the conceptual understanding and create new ideas for work with individuals in applied settings. |
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| 14. Fading Protective Equipment for a Self Injurious Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ARIANNA SCATTONE (Alpine learning group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Wayne Fisher (Munroe-Meyer Institute, UNMC) |
| Abstract: Some individuals with autism engage in self injurious behavior (SIB) requiring the use of protective equipment. Some of these individuals seek out the equipment, making it difficult to fade. The participant was a boy with autism with a history of severe SIB (e.g., slapping face, punching ears). Arm splints similar to those worn for orthopedic purposes were used that prevented hand-to-head contact. During times it was necessary to remove the splints (e.g., to complete tasks requiring arm use), the participant repeatedly requested splints and engaged in SIB to have the splints reapplied. The purpose of this study was to shape tolerance of splint removal for increased durations. A preferred reinforcer was reserved for use in sessions during which the participant was required to complete tasks with one splint removed. The participant was asked to make a choice between accessing the splint or continuing to work for the preferred reinforcer. A changing criterion design demonstrated that the participant learned to perform an increased number of responses to complete tasks (e.g., additional pieces of a puzzle) without engaging in SIB. Data also indicated that the participant increased the number of times per session that he chose to work without the splint. |
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| 15. Reducing Stimulatory Behavior with Toys through the Use of Structured Play Scripts |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTINE FAIS (BEACON Services), Gilah Haber (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The use of toys or other play objects in repetitive or unusual manner, often described as “stimulatory behavior”, is seen in many young children with autism. For many of these children modeling of appropriate toy use or correction procedures for “inappropriate” toy use does not result in reduction of stimulatory behavior or production of adaptive/functional toy use. The current study attempted to directly establish a repertoire of functional play skills with toys using specific play scripts. The goal was to determine if the presence of increased adaptive/functional play skill repertoires with some toys would result in an increase in functional play with untrained toys. The study also assessed rates of stimulatory behavior with untrained toys. Results indicate that as the repertoire expanded across multiple toys rates of targeted stimulatory behavior decreased in untrained toys. Issues of generalization of skills across materials as well as implications for selection of strategies for addressing problem behavior are discussed. |
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| 16. Assessing and Treating Vocal Stereotypy in a Child with Autism Using Response Interruption and Redirection Procedures. |
| Area: AUT; Domain: Applied Behavior Analysis |
| James C. K. Porter (Brock University), JENNIFER ELAINE WATTS (Kinark Child & Family Services) |
| Abstract: Previous research implies that stereotypic behavior may be maintained by the sensory consequences produced by engaging in the response. Ahearn, Clark, MacDonald, and Chung (2007) used verbal response interruption and redirection (RIRD) procedures to decrease vocal stereotypy in children with autism. This treatment resulted in decreased levels of vocal stereotypy, as well as increased levels of appropriate communication. Kodak and Karsten (2008) extended this research by comparing motor and verbal RIRD procedures. Their research showed that both procedures were effective in reducing levels of vocal stereotypy. The current study was designed to replicate the findings of Kodak and Karsten (2008). The purpose of the current study was to evaluate the effectiveness of using gross motor demands to reduce the frequency of vocal stereotypy in a 6 year old boy diagnosed with an autism spectrum disorder. A functional analysis was conducted and following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. Gross motor demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. Results are consistent with the findings of Kodak and Karsten (2008) that gross motor based RIRD was successful in reducing the vocal stereotypy. Results are discussed with respect to possible mechanisms associated with the reduction in stereotypy and suggestions for future research.
References:
Ahearn, W. H., Clark, K.M., & MacDonald, P.F. (2007). Assessing and treating vocal
stereotypy in children with autism. Journal of Applied Behavior Analysis, 40, 263-275.
Kodak, T., & Fisher, W. (2008, October). An Evaluation of treatment procedures for reducing
vocal stereotypy and increasing functional verbal behaviour. In V.M. Volkert (Chair),
Functional-based interventions: linking assessment to treatment for a variety of problem
behaviours. Symposium conducted at the Third Annual Conference of Educational and
Clinical Applications of Applied Behavior Analysis, Omaha, Nebraska.
Kodak, T., & Karsten A. (2008, May). An Evaluation of Treatment Procedures for Reducing Vocal
Stereotypy and Increasing Functional Verbal Behavior. Presented at 34th Annual Applied Behavior
Anaylsis (ABA) International Convention, Chicago, Illinios. |
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| 17. A Comparison of Treatments Using RIRD to Reduce Hand Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN COPELAND (Spectrum Intervention Group), Jonathan R Pehleman (Spectrum Intervention Group), Lynne Thibodeau (Spectrum Intervention Group) |
| Abstract: Stereotypy behaviours can interfere with a person’s ability to acquire skills, as well lead to social stigmatization. Current research suggests that response interruption and redirection (RIRD) procedures may be helpful in reducing stereotypy. The purpose of this research is to determine if RIRD will reduce stereotypy for two learners with ASD. The topography of the learners’ stereotypy takes the form of inappropriate gestures with their hands (for example, hand flapping and leg rubbing). For the 8 year old learner, an RIRD procedure will be implemented throughout the entire session. Every time the learner engages in hand stereotypy, he will be directed to engage in three consecutive tasks with his hands. Preliminary rate per minute data suggests that this procedure is reducing the rate of inappropriate hand stereotypy across the session. For the 4 year old learner, a similar procedure will be used, however, the procedure will only occur in designated locations of the house for a set period of time. Preliminary data indicates that hand stereotypy has decreased in these settings. Rate per minute data will be collected to determine if the decrease has generalized to different locations throughout the therapy session. |
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| 18. Examining Classroom Rotation Schedules for Elementary Students with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEPHANIE A NORGARD (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Sarah M. Dunkel (Southern Illinois University), Michael Bordieri (Southern Illinois University Carbondale), Susan Szekely (Illinois Center for Autism) |
| Abstract: Transitioning between environments and activities has been a challenge for many children with autism spectrum disorders. Many schools opt to limit the number of transitions necessary for this population. The purpose of this study was to compare varying lengths of classroom rotation schedules and their effects on engagement, frequency of crisis interventions and the stress level of staff in a school for students with autism spectrum disorders. Using an A-B-A-B withdrawal design, the existing 30 minute rotation of eight elementary classrooms was compared with a less frequent 60 minute rotation schedule. The results and implications of rotation schedules on classroom set up and staff performance will be discussed. |
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| 19. Using a Fading Procedure to Increase the Practicality of Response Blocking as Treatment |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELISSA COCO RAYMOND (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: Response blocking has been found to be an effective treatment for various forms of problem behavior. However, few studies have examined ways to successfully fade this intervention. The purpose of this study was to assess the generality of response blocking as a treatment for self-injurious behavior (SIB) maintained by automatic reinforcement and to examine a method for fading response blocking. A 6-year-old boy diagnosed with autism participated. First, a reversal design was used to demonstrate the effects of response blocking on SIB and toy play. Next, the intervention was faded by increasing the distance between the participant and the therapist until the therapist remained 5 feet away from the participant when not blocking. Results showed that blocking produced substantial decreases in SIB and concomitant increases in toy play. Furthermore, rates of SIB remained low throughout the fading process, and the results generalized to a novel setting and novel therapist. |
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| 20. Investigating the Effectiveness of Functional Communication Training To Reduce Problem Behavior Maintained by Escape-to-Attention |
| Area: AUT; Domain: Applied Behavior Analysis |
| JANA SARNO (The University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Daniel H. Tingstrom (The University of Southern Mississippi), Sara S. Jordan (University of Southern Mississippi) |
| Abstract: The goal of a functional behavior assessment (FBA) is to help build intervention plans that focus on redesigning the classroom environment and building new skills that make problem behavior ineffective, irrelevant, and inefficient (Horner & Carr, 1997). Incorporating a functional analysis into the FBA process has been found to be an effective approach for the assessment and treatment of problem behavior in the school setting (Hanley et al., 2003). With the integration of the functional analysis methodology into the school setting, questions are being raised about the utility of traditional functional analysis conditions. To address these questions, procedural variations and the need to examine idiosyncratic variables is recommended. The current study sought to replicate and extend the findings of Mueller, Sterling-Turner, and Moore (2005) and Sarno (2007) of the functional analysis condition, escape-to-attention (ETA), as an alternative for assessing for problem behavior in the classroom. A secondary aim was to investigate subsequent treatment implications for the ETA condition, specifically investigating the effects of functional communication training (FCT) on rates of problem behavior. Finally, the limitations of the present study and future directions for functional analysis research in the schools will also be discussed. |
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| 21. Clinic and School-Based Evaluation and Treatment of Stereotyped Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| TODD G. KOPELMAN (University of Iowa - Hospitals and Clinics), Joel Eric Ringdahl (University of Iowa), Tory J. Christensen (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Carrie Mitchell (Lincoln Elementary School) |
| Abstract: Repetitive behaviors, such as hand-flapping, rocking, and acontextual vocalizations, can significantly interfere with a child’s ability to learn and to interact with peers. This poster describes clinic and school-based evaluation and treatment of a child’s stereotyped behaviors. In clinic, a functional analysis indicated that hand flapping and other repetitive behaviors were maintained by automatic reinforcement. Behavior maintained by automatic reinforcement can be difficult to successfully treat because the specific maintaining variables cannot be identified. In this case, treatment, consisting of differential reinforcement of appropriate behavior and response cost, resulted in a substantial decrease in stereotyped behavior relative to a noncontingent reinforcement baseline. Upon completion of the clinic evaluation, the child’s teachers implemented a variant of the procedures and observed a substantial decrease in stereotyped behavior. Data from both settings will be displayed. Interobserver agreement was calculated for at least 20% of all clinic sessions and averaged above 90% for all dependent measures. |
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| 22. Decreasing severe unwanted behavior using a comprehensive structured behavioral program in a student with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| REBECCA RUBIE (Judevine Center for Autism), John M. Guercio (Judevine Center for Autism) |
| Abstract: The prevalence of severe unwanted behavior in the autism population is high given the communication challenge present in the disorder. This project involved a 19-year-old student with autism who displayed severe unwanted behavior including aggression, property destruction, SIB, and interfering behavior in a specialized autism classroom. He had not been in a formal school setting for several years due to difficult behaviors. During baseline, reported rates for aggression occurred an average of 5 incidents/day; the rate of property destruction was 7 per day; an average of 23 reported incidents of SIB per day and an average of 44 reported incidents of interfering behaviors. A comprehensive structured behavioral program was implemented to include reinforcement schedules for appropriate behaviors, environmental restructuring, communication training, staff training related to consistency of behavioral programming, and an ultra high risk supported area. After the introduction of the various components of the treatment plan, the student’s rates of severe behaviors decreased over time. After one year, the student’s rates dropped to an average of less than 1 reported incident/day of property destruction; an average of 9 reported incidents of SIB per day; 2 reported incidents of aggression per day and 10 reported incidents of interfering behaviors per day. |
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| 23. Use of self-monitoring to reduce disruptive behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEFANIE FILLERS (May Institute), Hilary Collins (May Institute), Lara Bollinger (May Institute), Hanna C. Rue (The May Institute) |
| Abstract: The purpose of the study was to reduce disruptive behavior through training the use of a self-monitoring checklist. The participant in the study was a 19-year-old male with a diagnosis of autism enrolled in a private school for students with developmental disabilities. Sessions took place across 3 school settings: the hallway, the cafeteria, and the music room. The participant was trained to mark the occurrence or non-occurrence of a behavior in a self-monitoring book. Student earned a specific reward for nonoccurrence of behavior in the specified setting. Effectiveness of the intervention was evaluated using a multiple baseline across settings design. Data were collected on occurrence and non-occurrence of the target behaviors. Results indicate that training the use of the self-monitoring checklist was effective at reducing the target behaviors to near-zero levels. |
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| 24. Person-Centered Transition Planning for Individuals with ASD: A Pilot Study |
| Area: AUT; Domain: Service Delivery |
| XIUCHANG HUANG (Duquesne University), John J. Wheeler (Tennessee Technological University), Jie Zhang (SUNY Brockport) |
| Abstract: This research project is a pilot study. It investigates how to employ transitional supports and services to build an effective transition model through person-centered planning to help adolescents and young adults with ASD obtain competitive community-based employment, so that they are able to enjoy a rich, productive and high-quality lifestyle, reflecting their individual preferences, interests, strengths, and self-determination. This project offers the participants the following transition support and services based on individual needs: vocational assessments and vocational training, work-related social skill training, and daily functioning skills training. A total of 10 individuals with ASDs aged between 13 to 21 years old participate in this pilot study for 18 months. The researchers conducts both formative and summative assessments in order to (a) ensure training integrity during the process of implementing this project; and (b) document these individuals’ progress over time using both quantitative and qualitative data. This project aims to achieve the following positive outcomes in participants: (a) improve vocational, social, and daily functioning skills; (b) decrease challenging and repetitive behaviors; (c) improve self-determination in decision making and self-advocacy; and (d) improve overall quality of life. |
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| 25. Exploring Differential Rates of Language Acquisition in Response to Early Intensive Behavioral Intervention in Young Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH KURIAKOSE (UC Santa Barbara), Shannon Barnard (UC Santa Barbara), Natalie Helms (UC Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara) |
| Abstract: Young non-verbal children with autism have differential rates of language acquisition in response to early intensive behavioral treatment. Studying rate of treatment response provides information about treatment effectiveness as well characteristic patterns of language acquisition in this population. Twenty-two non-verbal children with autism between the ages of 20 and 45 months received 200 hours of Pivotal Response Treatment, including a parent education component. Ten minute video probes with a parent or clinician were taken once every ten hours of intervention. Independent blind observers scored probes for expressive communication used functionally by the child. These probes were scored for number of utterances, number of diverse utterances, percent of self-generated utterances, and number of self-generated diverse utterances. This study examined number of hours of intervention to standard communication milestones. Preliminary data are available on profiles of children who responded earlier and later as well as acquisition of different language skills (diverse utterances vs. self-generated utterances). |
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| 26. Intensive Behavioural Intervention for Preschool-age Children with Autism Spectrum Disorders: Some Retrospective Analyses |
| Area: AUT; Domain: Service Delivery |
| LESLIE THORNE (University of Manitoba and St. Amant), Daniela Fazzio (University of Manitoba and St. Amant), Dickie C. T. Yu (St. Amant Research Centre and The University of Ma), Angela Cornick (St. Amant) |
| Abstract: Applied behavior analysis (ABA) is considered the most effective intervention for children with Autism. The ABA Preschool Program at St. Amant provides 31 hours per week of one-to-one intensive behavioral intervention and provides training for 5 hours of parent led intervention. The service is available for up to 3 years. The ABA team consists of a Consultant, Senior Tutor, and Tutors. Prior to the start of intervention, children are assessed on measures of adaptive, cognitive, language, motor skills, as well as autism characteristics and severity. All assessments are administered at intake and repeated each year the child is receiving services. The outcome data are used by the ABA Program to evaluate service outcomes on children’s abilities. We examined potential predictors of outcome for approximately 50 children. Specifically, we examined whether autism severity, age, adaptive, and cognitive skills at intake are significant predictors of personal-social skills (Battelle Developmental Inventory), communication (Preschool Language Scale 4th Edition), maladaptive behaviors (Scales of Independent Behavior Revised), and skill acquisition (Assessment of Basic Learning and Language Skills, ABLLS) after one year of intensive behavioral intervention. |
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| 27. Longitudinal Program Outcome Evaluation of the St. Amant ABA Program |
| Area: AUT; Domain: Applied Behavior Analysis |
| DUONG NGUYEN (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre) |
| Abstract: The St. Amant Research Centre is conducting a 5-year longitudinal study. Participants will be 50 children with Autism Spectrum Disorders (ASDs) who have completed the St. Amant Preschool Applied Behaviour Analysis intensive behavioural intervention program (ABA program), and 35 children with ASDs who have not received ABA treatment. The primary objectives of the study are to describe the developmental trajectories of the children in cognitive, communication, social, behavioural, and academic domains; examine relations between child outcomes in the above domains and how they relate to factors such as the learning environments at school and home, diagnosis, developmental characteristics, past learning in any treatment programs they may be in, and parent stress; and compare the developmental trajectories of the two groups of children. Direct and indirect child, parent, and teacher assessment measures are administered either annually or quarterly to provide academic and instructional program information. Preliminary follow-up data of participants who have completed the St Amant Preschool ABA program suggest that gains made during treatment maintained into their school years. This project will contribute to the existing literature by providing a better understand of the long-term impact of ABA treatment and it may help to improve early intervention programs. |
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| 28. Effectiveness of Direct Instruction Programming with Children Diagnosed with ASD: Preliminary Findings |
| Area: AUT; Domain: Applied Behavior Analysis |
| DANIELLE W. BRADLEY (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Amber L. Valentino (The Marcus Autism Center), Erika James (Marcus Autism Center) |
| Abstract: Although some children diagnosed with ASD develop functional communication, difficulties with complex language and social communication may persist. Thus, the primary impairments may be seen in the use of tense, prepositions, pronouns, reciprocal conversations, and responses to the complex language of others. Language requiring inferences of causality, sequencing, abstract reasoning, and comprehension often pose an additional challenge. Given the most recent prevalence estimates by the CDC of 1 in 150 children and the dearth of trained professionals offering intervention to children with ASD, it is even more important to evaluate the effectiveness of widely accessible and easy to implement methods of intervention, particularly those requiring a relatively small amount of training time. Direct Instruction is an empirically supported curriculum designed to teach these complex language skills to children and has been used successfully with children from impoverished backgrounds and those with learning disabilities, speech and hearing impairments, and most recently with developmental disabilities. The purpose of the present study is to evaluate the effectiveness of Direct Instruction with children diagnosed with ASD. |
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| 29. Increasing the Duration of Tooth Brushing in an Adolescent with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NATHAN C. HAHN (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Appropriate tooth brushing habits are an essential element of oral hygiene and overall health. The American Dental Association recommends brushing thoroughly (2 minutes) at least twice daily. This study was designed to evaluate the effectiveness of using a visual/auditory cue (a timer) and contingent access to reinforcement to increase the duration of tooth brushing for a 13-year-old boy diagnosed with Autism. Training sessions involved setting the timer for a pre-determined amount of time and giving the instruction “Brush your teeth”, at which point the student was required to brush continually until the timer sounded. The duration was systematically increased until the student independently brushed for two minutes. Additionally, when the duration requirement was reached a new toothbrush with an automatic run interval (i.e., the brush automatically turned off after 2 minutes) was introduced, and use of the timer was no longer required to maintain brushing for the target duration. Maintenance of the skill was assessed at one and three month intervals. |
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| 30. Teaching a child with autism to mand for assistance: Effects of an audio taped prompt |
| Area: AUT; Domain: Applied Behavior Analysis |
| JAIME M. SCHILLING (Alpine Learning Group), Joanna Reyes (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Due to social and language deficits, individuals with autism may have difficulty learning to approach an adult to ask for help. This skill deficit may impact their ability to seek assistance when necessary. A multiple baseline design across tasks was used to assess the effects of an audiotaped prompt on the assistance seeking skills of a 10 year old girl with autism. Graduated guidance was used to teach the participant to approach an adult and an audio taped stimulus was used to prompt the participant to ask for help with the target task. Data indicated the participant did not initially seek out the adult and ask for assistance. With the introduction of the audio taped prompt and systematic prompt fading, assistance seeking skills increased for all tasks. Results indicated that after intervention the participant was more likely to approach an adult to request assistance when she was unable to complete a task. Interobserver agreement and procedural integrity data were calculated for at least 30% of sessions and was 100%. |
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| 31. A Systematic Desensitization Intervention to Treat Hypersensitivity to Haircuts in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC), Robert L. Koegel (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara), BETHANY DEMORE CHADD (Southwest Autism Research and Resource Center) |
| Abstract: Many parents report that their children with autism exhibit extremely negative reactions in response to getting their hair cut. Previous research has shown success in decreasing negative behaviors in response to auditory stimuli such as vacuums, blenders and toilets using systematic desensitization procedures (Koegel, Openden, & Koegel, 2004). Desensitization procedures were replicated in the current study to decrease hypersensitivity to haircuts in three children with autism and evaluated using multiple baseline and changing criterion designs. Data were collected on the mean level of anxiety in three-minute intervals, as well as the number of hierarchical steps completed at a comfortable level per probe. The data indicate that desensitization procedures were successful in reducing hypersensitivity to haircuts. These findings extend those in Koegel, Openden, & Koegel (2004) and suggest that the children’s negative reactions may be more related to a phobia than to hypersensitivity with haircut stimuli. |
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| 32. Child safety: A comparison of parent and educator perspectives on the safety needs of children with and without Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL N STRAUB (Binghamton-SUNY), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: According to the Centers for Disease Control and Prevention, unintentional injuries are the number one cause of hospitalization and death for children over the age of one in the United States (2004). Most serious injuries for this age group occur either in the home or community, but about 10-25% of minor unintentional injuries occur at school (CDC, 2001). Previous research has focused primarily on parent report to assess safety concerns and injury rates for children in the home, but few researchers have investigated these variables through educator report in school settings. Further, there is a lack of current research concerning injury rates and safety concerns for children with ASD in both home and school settings, even though children with mental or developmental disabilities have been found to be more likely to experience nonfatal injury, with greater severity, than non-disabled peers (Xiang, et al., 2005). The purpose of this poster is to present data from a recent study conducted at the Institute for Child Development comparing the perspectives of parents and educators regarding safety needs of children with and without ASD in home and school settings. Future directions will be discussed, including methods for assessing injury risk through parent and educator report. |
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| 33. A Case Study: An Application of Rapid Toilet Training for an Adolescent with Autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHARON E. BAXTER (The Children's Foundation), Stephanie R Price Evans (The Children's Foundation), Julia Plummer (The Children's Foundation), Richard M. Foxx (Pennsylvania State University) |
| Abstract: Incontinence can be a major quality of life issue for individuals diagnosed with Autism. The negative social impact of incontinence is exacerbated by the age of the individual and the severity of autism affecting the individual. The current case study was an application of the rapid toilet training method introduced by Azrin and Foxx (1971) with an adolescent male who demonstrated severe aggression, property destruction and self-injury. Treatment was delivered in the male’s residence, an Applied Behavior Analysis Teaching Home, staffed with a one to one instructor to student ratio. The student was 15 years of age and had experienced multiple failed attempts at toilet training previous to admittance to the Teaching Home. Severe aggression towards others, property destruction and self-injurious behaviors were demonstrated by the student and had presented as obstacles to successful toilet training in the past. A systematic shaping procedure based upon the key elements of the Azrin and Foxx method which included increasing fluid intake to increase the frequency of opportunities to urinate, contingent positive reinforcement for voiding, overcorrection for accidents, extinction of aggression, property destruction and self-injury and cleanliness training were employed. Treatment resulted in a reduction of accidents to zero. Stimulus control of the underpants generalized to nighttime and a reduction of overnight accidents to zero-levels was observed. Maintenance of independent toileting behaviors were observed at more than 12 months post-treatment, after levels of reinforcement for independent toileting had been reduced to zero. |
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| 34. A Literature Review: Teaching sexual awareness and sex education to adolescents and young adults in a group home. |
| Area: AUT; Domain: Applied Behavior Analysis |
| WILLIAM J. DONLON (Eden II/ Genesis School), Hester Bekisz (The Genesis School), Mary Ellen McDonald (Hofstra University), Peter F. Gerhardt (Organization for Autism Research) |
| Abstract: "Appropriate education in sexuality is critical to the development of a person's positive self-esteem. The development of a healthy self-image may overcome potential feelings of depression and loneliness for the person with autism." (Koller,2000) "For young people with autism spectrum disorders (ASD), social expectations are typically a mystery. This becomes a particular problem as they approach puberty. Individuals with autism typically do not model others successfully and are able to figure out what they need to do by following the example of others. They have difficulty processing auditory information and the inability to understand social rules. They need information presented in a clear, concise and simple way at their level of comprehension." (Satter,2007) The purpose of this literature review is to examine the current literature base of sexual awareness and sex education in young adults and adolescents with autism. The review will assist in future research in the area of sex education and autism spectrum disorders. |
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| 35. A Fluency Program Using the “Big 6+6” to improve Tooth brushing Skills for Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ERICA CHRISTINE LIDDICOAT (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: Children with autism may experience more dental problems due to oral sensitivities around the mouth, diet, difficulty accessing dental care, and difficulty brushing. Tooth decay can attack the teeth at any age, in fact, 84% of 17-year-olds have the disease and 60% of 15-year-olds experience gingivitis, the first stage of gum disease (Nemours Foundation, 2008). Tooth decay can cause severe pain and result in tooth loss. Losing teeth affects how you look and feel about yourself as well as your ability to chew and speak. The participants were school-age students who attended a school that provides services children with autism. The students age range from 8 to 22. Fluency training of the “Big 6+6” was used to improve the fine motor movements required for toothbrushing (reach, twist, place, grasp, squeeze, release, push, pull). Data to be collected and will be presented on Standard Celeration Charts.
Keywords: fluency, “Big 6+6”, dental hygiene, autism |
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| 36. Effect of Group Life-Adaptation Activity to Increase Self-Help Skills for Children with Autism |
| Area: AUT; Domain: Service Delivery |
| JEONGIL KIM (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center & International Society of Awareness), Jung Yeon Cho (Daegu Cyber University, Korea) |
| Abstract: This study examined the effect of group activity focusing on life-adaptation training in real situations to increase daily routine self-help skills for children with autism. Nine of children with autism, attending elementary school, participated in the study. The intervention program consisted of a packet of structured daily routine skills training, using community resources training, and recreation training in a 3 to 4 member group. The results showed that the life adaptation including self-help skills, positive behavior expression, and anger mamagement with all the subjects. |
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| 37. The Use of Bluetooth Technology to Promote Independence and Social Acceptance in Adolescents with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| GLORIA M. SATRIALE (PAAL), Kaori Nepo (PAAL), Louis M Chance (Chester County Intermediate Unit) |
| Abstract: Community based instruction is a complex process made more complicated by the stigma associated with overt and conspicuous levels of prompting. Historically, the use of assistive technology has been limited. A variety of modes of technology commonly utilized in society are available that can be used to increase independent responding in the community and reduce the stigma associated with instructions in community programming. The current research study investigated a method by which the stigma associated with such overt level of prompting could be reduced through the use of Bluetooth technology and a remote cell phone. The participant was 16 year-old male student diagnosed with moderate to severe autism. In the present study, the multiple baseline treatment design was used across behaviors for the purchasing sequence, including locating item, waiting in the line, and paying for the item with a credit card. Verbal prompting was implemented by utilizing a Bluetooth technology and a remote cell phone across behaviors to complete the purchasing sequence in a local drug store. Results indicated that the Bluetooth technology and a remote cell phone had positive effects on decreased level of gestural prompts, increased distance between the participant and the instructor, increased levels of social acceptance, and increased levels of independence. |
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| 38. Implementation Peer-to- Peer Manding Sessions for Non-Vocal Preschool Children Diagnosed with Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| SUZANNE TAYLOR (Autism Concepts, Inc.), Nancy J. Champlin (Autism Concepts, Inc.) |
| Abstract: Mand Training is a set of teaching procedures that focus on altering the MO to evoke verbal behavior (Sundberg & Partington, 1998). Teaching children to mand for preferred items is most successful when taught under a variety of environmental conditions (Sundberg & Michael, 2001). This study was designed to demonstrate that non-vocal children with autism spectrum disorders can spontaneously mand to multiple peers for preferred items. Participants include 2 non-vocal boys, ages 4.3-5.5, diagnosed with autism spectrum disorders. The boys are enrolled in an Applied Verbal Behavior center-based program. Participants were taught signs for preferred food items prior to the initiation of peer to peer manding. Training was conducted throughout their daily one-on-one direct instruction sessions. Peers on the autism spectrum were trained to respond and provide the requested edible reinforcer when the target child used the appropriate sign and/or vocal approximation during the timed sessions. Results of the study demonstrate that non-vocal children can independently mand to multiple peers for edible reinforcers using signs and/or vocal approximations. |
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| 39. An evaluation of Total Communication vs. Vocal Alone for teaching vocal labels and improving vocal articulation in a boy with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| BEVERLEY JONES (Bangor University) |
| Abstract: Total Communication (TC) and Vocal Alone (VA) are two teaching approaches used to facilitate vocal responding with children with language delays and autism. TC involves the simultaneous use of the manual sign and the spoken word; VA involves the use of the spoken word only.
This single subject study aimed to compare the two approaches using an alternating treatment design to find which condition produced the fastest and most effective acquisition rate of vocal tacts to a minimally verbal echolalic child with autism. Additionally, an evaluation of the collateral effects of both conditions on articulation of speech was also conducted. Likert scales were used to measure articulation, with transcription of the spoken word conducted by a trained Speech and Language Therapist (SALT). An errorless teaching procedure was implemented throughout the study, with a token system signalling the availability of reinforcement to decrease the probability of stress for the participant. Results indicated that the TC condition produced six times as many more vocal tacts than the VA condition; this is considered to be due largely to the additional use of the manual sign. Following analysis of the results in the articulation phase of the study; outcomes from the Likert scale and SALT assessment proved inconclusive. |
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| 40. A comparison of the instructional time for two tact instruction procedures with adolescents with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LESLIE MARGARET CANHAM (The Chicago School of Professional Psychology), Charles Merbitz (Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study investigated the instructional time required for adolescents with autism to acquire tacts using two different instructional procedures. The experiment compared the Accelerated Independent Learner (AIL) model used in the Comprehensive Application of Behavior Analysis (CABAS) educational model and the AIL model with Precision Teaching components. Intensive Tact Instruction (ITI) was used in the AIL alone condition. A yoked control comparison, over 5 sets of curricular materials counterbalanced for difficulty, was used to measure AIL/ITI procedures against AIL with Precision Teaching components. Data were collected on the number of correct and incorrect responses to probe trials and the teaching time required for mastery using the AIL/ITI method, and the frequency of correct and incorrect responses to timed probe trials using the AIL model with Precision Teaching components. Results will be discussed in terms of the number of tacts acquired and the rate of responding, when instructional time was held constant, using the AIL/ITI method and the AIL model with Precision Teaching components. |
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| 41. Teaching “social referencing” in children with autistic disorders. |
| Area: AUT; Domain: Applied Behavior Analysis |
| HITOMI KUMA (Keio University, Japan), Yoshiko Hara (Keio University), Yuno Takeuchi (Keio UniverSity), Nozomi Naoi (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Social referencing, a form of nonverbal communication, involves looking for stimulus produced by other person in an ambiguous situation in order to respond in a way that produces reinforcement. In this study, we taught “social referencing” to three young children with autistic disorders by prompt and deferential reinforcement. They were 4 –5 years old. In intervention, we made ambiguous situation by using 3 un-transparent plastic jars. Only one jar had a snack or toy and others were empty. Subjects were required to select a jar by observing a facial expression (a smile and frown)presented by adult, when they didn’t know which jar had reinforcement. When they selected the jar with an adult smile face, they found reinforcement in that jar. When they selected the jar with a adult frown, they found that the jar was empty. Target behavior was spontaneous social referencing and behavior shift as to facial expression(for example ,the jar with a smile?open / the jar with a frown?shift to other jars).As result, they learned spontaneous social referencing and behavior shift. And all skills were generalized to untrained facial expression and situations. |
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| 42. Social Stories and students with ASD: A review of the literature |
| Area: AUT; Domain: Theory |
| NANCY PHILLIPS (The Genesis School), Mary Ellen McDonald (Hofstra University), Erin Sparacio (Eden II Programs/ The Genesis School), Geoffrey D. DeBery (The Eden II School) |
| Abstract: Social stories (originally developed by Carol Gray) have been used to promote a variety of skills in students with autism spectrum disorders. Specific areas that have been targeted include: pro-social behavior (Delano & Snell, 2006), self-help skills and maladaptive behaviors. In addition to being used to increase social competence in students with autism spectrum disorders they have also been used to decrease problem behavior and increase appropriate behavior (Kutter, Myles & Carlson, 1998). As social stories are becoming more widely used in clinical settings with individuals with autism spectrum disorders, it is important to assess the efficacy of the treatment through rigorous research. The purpose of this literature review is to examine the current literature base of social stories and determine the efficacy of their use thus far as well as the parameters that may play a role in their effectiveness for students with autism. The current literature review will provide ideas for possible future research in the area of social stories and autism spectrum disorders. |
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| 43. Comparison of Effects Using Picture and Video Prompting on Task Performance by Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDA MECHLING (University of North Carolina, Wilmington) |
| Abstract: Although static pictures and video technology have each been demonstrated to be effective in teaching skills to students with autism and prompting task completion, the question remains whether one system is more effective for some learners. Whereas only a small number of studies have compared the effectiveness of the two strategies, the purpose of the study presented in this poster session was to compare the effectiveness of static photographs and video prompts on the task performance of six young men with autism. An adapted alternating treatment design with baseline, comparison, withdrawal, and final treatment conditions was used to measure the percentage of tasks completed independently by each participant across the two treatments. Results indicated that both procedures were effective in increasing correct performance of tasks for each student when compared to baseline levels (verbal task directions). Results further indicated that each participant correctly completed a greater number of tasks when using video prompting compared to static pictures and increased his level of performance during the final treatment phase when using video prompting with sets of tasks receiving static picture prompts during the comparison phase. Overall results support video technology as a means for providing visual supports to students with autism. |
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| 44. Facilitating video modeling via a portable handheld device |
| Area: AUT; Domain: Service Delivery |
| D. REED BECHTEL (Bechtel Behavioral Services), Sue Heatter (Sue Heatter & Associates) |
| Abstract: “Visual learners” is a term often used to describe the learning style of individuals on the autism spectrum. One methodology that specifically utilizes this strength is visual modeling. A recent review and meta-analysis (Bellini & Akullian, 2007) has indicated video modeling is an efficient and effective approach to teach a wide variety of skills to individuals on the spectrum. In addition, it has been used to teach alternatives to inappropriate behavior and to assist in the reduction of behavioral excesses.
This poster provides information regarding the use of an iPod© to facilitate video modeling and prompting in the natural environment. A three stage acquisition program is described in which a 16 year old male with autism learned to imitate in response to a variety of modeled responses presented on a computer. The scenes were transferred to an iPod and the student again responded until mastery was achieved in the training environment. The iPod then was used to prompt the student to imitate the model while in the actual community environment in which the behaviors were to occur. Discussion of issues in the application of the technology in social, recreational and vocational environments is provided. |
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| 45. Video Self-Modeling to Teach Classroom Rules to Two Students with Asperger’s |
| Area: AUT; Domain: Service Delivery |
| SONIA DENISE BAKER (The University of Texas at Austin), Russell Lang (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), Karrie Shogren (The University of Texas at Austin) |
| Abstract: Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger’s classroom rules. |
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| 46. Using embedded rules to enhance videotaped modeling to teach vocational skills to young adults with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Behavior Analysis |
| KEITH D. ALLEN (Munroe-Meyer Institute), Diana Renes (University of Nebraska - Omaha), Dustin Wallace (Mayo Clinic), Raymond V. Burke (The Prevention Group) |
| Abstract: Individuals with Autism Spectrum Disorders experience unemployment and underemployment because of difficulties responding appropriately to the social and environmental demands of the workplace. An initial investigation suggested that videotaped modeling can teach some vocational skills to individuals with Autism. This investigation extended that research by evaluating whether embedded rules could enhance the effects of video modeling to teach vocational skills. Participants were 3 young adults, ages 18-22, diagnosed with Autism Spectrum Disorders. Participants were asked to wear an inflatable costume as a part of the event to promote sales and new products in a large discount retail store. In a multiple baseline design across subjects each participant was directly observed before and after watching a 6 minute videotape showing both scripted and naturalistic models of the vocational skills required of individuals wearing the costumes (e.g, waving, shaking hands, giving “hi fives”, jumping, and wiggling various body parts such as ears, eyes, tail, and tongue). The embedded rule “In this situation, you should do the same” was paired with the naturalistic models. Results revealed that the participants quickly acquired the targeted vocational skills after watching the videotaped model, that the participants and parents found the “job” to be highly rewarding, and that the employers rated the participant performances as competent. Implications are discussed. |
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| 47. Teaching Self-Help Skills: A Comparison of Video Modeling and In-Vivo Prompting |
| Area: AUT; Domain: Applied Behavior Analysis |
| SOLIDA H. MEKPONGSATORN HOUL (California State University, Los Angeles), Shane To (SEEK Education, Inc.), Hank Schlinger (California State University, Los Angeles) |
| Abstract: The purpose of this study is to compare the effectiveness of video modeling and in-vivo prompting in teaching self-help skills to three children with autism. In particular, speed of acquisition and generalization across persons and stimuli will be examined. The time and cost efficiency of both teaching techniques will also be considered. The participants will be two males and one female, six to seven years of age, with a diagnosis of Autistic Spectrum Disorder. Each child will be presented with two tasks (making a peanut-butter and jelly sandwich and making a bed), and the effectiveness of teaching these tasks by video modeling and in-vivo prompting will be assessed within a multi-element design. The participants will be shown a video of a typical developing peer performing each task. All three children will also be exposed to in-vivo prompting of both tasks by the experimenters or an Applied Behavior Analysis trained technician. The number of presentations of each task and acquisition data will be collected. |
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| 48. The Comparison of Video Self-Modeling and Video Peer-Modeling and their Effects on Skill Acquisition and the Duration of Viewing the Videos |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATIA PULLENAYEGAM (SEEK Education, Inc.), Allegra C Turner (SEEK Education, Inc) |
| Abstract: The purpose of this study is to compare two prompting techniques: video self-modeling (VSM) and video peer-modeling (VPM) and their effects on rate of skill acquisition of two self-help tasks as well as duration of viewing of the videos by the participants. This study will implement an alternating treatments design. There are three male participants in this study, with the age range from 5 to 8 years old, who are performing two self-help tasks (i.e., making a cup of noodles, and packing the backpack). Each participant will be shown a video of the VSM performing the tasks as well as a VPM consisting of a typically developing peer performing the same tasks. The mastery criteria for these tasks are established at 80% independence, for three consecutive days. In addition, frequency and duration data will be collected during the observation to determine the length of time each participant is looking at the screen. Furthermore, the VPM footage will be shot with a typical-developing child similar to the participants’ age range. All of the participants are diagnosed with Autism Spectrum Disorder and have fulfilled the prerequisite skill criteria for the self-help tasks in the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) categories. |
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| 49. Scene Video Modeling versus Point of View Video Modeling: A Direct Comparison |
| Area: AUT; Domain: Applied Behavior Analysis |
| ERIN MANGINI (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Video modeling involves videotaping an individual perform a target skill and then having the participant view the video and perform what was viewed. Research shows that video modeling may be more effective than in-vivo modeling for teaching a variety of skills. (Charlop-Christy, Le & Freeman, 2000). One form of video modeling, point of view video modeling (POV) , involves the experimenter carrying the video camera at eye level to show the participant how the skill is performed, as though they were completing the target skill. Another variation of video modeling is Scene Video Modeling (SVM), which involves videotaping the experimenter or other model completing a task from a distance that enables the entire condition to be observed. Little data exists comparing the relative effectiveness of the two procedures. In this study a play skill routine was videotaped using both VM formats. Subjects were assessed for baseline performances with the play materials and then shown one of the two versions of video modeling. Immediately after viewing the video; play routine performances were assessed. Data on the performances of over 20 students ages 3-5 and diagnosed with autism are presented. |
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| BPH Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 50. Incremental Repeated Acquisition: Forward Chaining and d Amphetamine |
| Area: BPH; Domain: Experimental Analysis |
| JORDAN M BAILEY (Auburn University), Joshua Johnson (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: With an incremental repeated acquisition (IRA) procedure, a new response sequence is acquired within a single session. It begins with a one-link “chain” (single response) and new links are added when accuracy meets the preset criterion. Typically, accuracy on a new chain (“learning condition”) is compared with a “performance condition” in which the same chain is used repeatedly. However, a comparison of the training strategy used to build chains has not been examined. Therefore, forward and backward training strategies were used to build chains in an IRA procedure. When behavior stabilized, a broad range of d amphetamine doses (0.01 to 3.0 mg/kg) was administered. While there was no effect of training procedure on the learning condition, forward chaining significantly improved accuracy during the performance component, and this benefit was sustained across all doses of d amphetamine. Thus, the training strategy influences the accuracy and robustness of behavioral chains that have already been learned. |
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| 51. Temporal Context Affects Preference for Alcohol-Associated Conditioned Reinforcement on Concurrent-Chains Schedules |
| Area: BPH; Domain: Experimental Analysis |
| CORINA JIMENEZ-GOMEZ (University of Michigan Medical School), Timothy A. Shahan (Utah State University) |
| Abstract: Contextual cues associated with drugs become conditioned reinforcers and play an important role in drug taking. Extensive work has been conducted using concurrent-chains procedures to study the role of contextual variables on preference between different reinforcement contexts. The present experiments attempted to extend these findings by using a concurrent-chains procedure to examine whether the value of alcohol-associated contexts can be modulated by changes in temporal context. In Experiment 1, rats responded on concurrent chains with equal initial-link variable-interval (VI) 10-s schedules. Across conditions, terminal-link fixed-interval schedules were varied to yield 1:1, 9:1, and 1:9 reinforcement ratios of alcohol delivery. Initial-link response rates reflected changes in terminal-link schedules, with indifference in the 1:1 condition and preference for the rich terminal link in other conditions. In Experiment 2, terminal-link schedules remained constant with a nine-fold reinforcement ratio while initial-link schedules were changed to VI 60 s, 10 s, and 60 s. Preference for the rich terminal link was less extreme when initial links were longer. These findings suggest that the concurrent-chains procedure could be a useful animal model for the study of alcohol-associated conditioned reinforcers and the evaluation of behavioral and pharmacological treatments aimed at decreasing the value of drug-associated contexts. |
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| 52. d-Amphetamine Improves Accuracy for Some Chain Types in an Incremental Repeated Acquisition Procedure |
| Area: BPH; Domain: Experimental Analysis |
| JORDAN M BAILEY (Auburn University), Joshua Johnson (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: In the incremental repeated acquisition procedure, the structure of the chain is often overlooked as an important variable. Chain structure may interact with other experimental variables, including training strategy and drug effects. Two chain structures were examined using an incremental repeated acquisition (IRA) procedure, in which chain length progressively incremented from one to four in a single session. Three levers (R, L, B) were used. In “repeating” chains, a particular lever was repeated (e.g., RLLB) during the chain. In a “non-repeating” chain (e.g., RLBL) no consecutive repeats occurred. For one group, chains were built using forward chaining and for the other, backward chaining was used. An extremely broad range of d amphetamine doses was administered (0.01 to 3 mg/kg). Very low doses of d amphetamine increased accuracy in “repeating” chains, when trained using backward chaining. This drug-induced improvement in accuracy may reflect a tendency to repeat a previously reinforced response after low-doses d amphetamine. |
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| 53. Effects of chronic MDMA on sensitivity to reinforcement |
| Area: BPH; Domain: Experimental Analysis |
| Celia Lie (Victoria University of Wellington), Maree J. Hunt (Victoria University of Wellington), DAVID N. HARPER (Victoria University of Wellington, NZ) |
| Abstract: Long-term use of 3,4-methylenedioxymethamphetamine (MDMA) is associated with impairments in behavioral tasks such as decision making and self-control (see Kalant, 2001). However, the mechanism by which MDMA decreases performance in these tasks is not clear. One possibility is that MDMA influences choice behavior generally via an alteration in reinforcer sensitivity. The present experiment assessed the effects of chronic MDMA exposure on sensitivity to reinforcement in rats using an established operant choice paradigm (Davison & Baum, 2000). The relative rates of reinforcement for pressing the two levers were varied across five conditions (15:1, 5:1, 1:1, 1:5, 1:15) within each session. Following extensive pre-drug training, rats were exposed to a chronic MDMA exposure regime administered post-session five days a week. Results indicated that although ongoing MDMA exposure reduced overall response rates, there were no systematic changes in reinforcer sensitivity. These results suggest that changes in reinforcer sensitivity across concurrently available response options may not underlie the performance impairments found in other behavioral tasks with long-term use of MDMA. |
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| 54. Differential effects of haloperidol on operant versus locomotor tasks in BALB/c and C57BL/6 mice |
| Area: BPH; Domain: Experimental Analysis |
| JOSHUA JOHNSON (Auburn University), Jordan M Bailey (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Inbred mouse strains, specifically BALB/c and C57BL/6, mice provide an excellent template for assessing behavioral and physiological differences. The current literature is at odds over which strain is more sensitive to the rate depressing effects of haloperidol. The current study investigated the difference in sensitivity to the rate suppressing effects of haloperidol between BALB/c and C57BL/6 mice across two different responses (nose poking, wheel running). In addition, a recent quantitative model was used to partition bouts of nose poking into three composite measures (within-bout response rate, bout initiation rate, bout length). Haloperidol decreased nose poking in a dose-dependent fashion with BALB/c mice being more sensitive to the rate depressing effects. The bout parameter most affected by haloperidol administration was bout initiation rate, which mirrored the decrease of overall nose poking. However, the same strain difference did not exist for wheel running. Wheel running was relatively unaffected by haloperidol administration for both strains. Only at its highest dose (0.56mg/kg), and for C57BL/6 mice exclusively, did haloperidol significantly decrease wheel running. The present study provides more support for the differential or task-dependent nature of drug sensitivities for C57BL/6 and BALB/c mice. |
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| 55. Effects of Pramipexole on Choice for Differential Rewards Using a Within-Session Increasing-Delay Procedure |
| Area: BPH; Domain: Experimental Analysis |
| PATRICK S. JOHNSON (University of Kansas), Adam T. Brewer (University of Kansas), Jeff S. Stein (University of Kansas), Monica T. Francisco (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: In recent years, a number of clinical reports have implicated pramipexole, a common component of dopamine replacement therapy for Parkinson’s disease (PD), in the development of a range of impulse control disorders in patients with PD (Dodd, Klos, Bower, Geda, Josephs, & Ahlskog, 2005; Driver-Dunckley, Samanta, Stacy, 2003). Pramipexole is a dopamine agonist with preferential affinity for D3 receptors, which are predominantly localized in and around the limbic system (Sokoloff, Giros, Martres, Bouthenet, & Schwartz, 1990), an area thought to be linked to ‘reward pathways’ (Esch & Stefano, 2004). A recent study from our laboratory showed pramipexole administered prior to session dose-dependently increased percent choice for a smaller, immediate reward relative to a larger, delayed reward (Madden, Brewer, Pinkston, Johnson, Fowler, & Woods, in preparation). The present study attempted to further investigate these drug effects using a procedure in which delays to the larger reward were changed within (Evenden & Ryan, 1996) rather than between sessions (as in Madden et al.). Initial results suggest unsystematic changes in percent choice for the smaller, immediate reward across drug doses; however, data collection is still ongoing. Findings will likely be discussed with respect to procedural differences between the two studies. |
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| 56. Behavioral Effects of Cholinergic and Gabaergic Drugs on Serial Recall in Long Evans Rats. |
| Area: BPH; Domain: Experimental Analysis |
| Benjamin Melchor-Hipolito (UNAM FES Izyacala), Edith Juarez-Maldonado (UNAM FES Iztacla), Guadalupe Ortega-Saavedra (UNAM FES Iztacala), Sara E. Cruz-Morales (UNAM FES Iztacala), J C PEDRO ARRIAGA-RAMIREZ (UNAM FES Iztacala) |
| Abstract: Studies in social transmission of food preference have shown reliable serial position functions in Long Evans rats. Functions may show primacy or recency depending of different parameter values. In these studies, a demonstrator rat that has consumed flavored food will increase preference for that flavor in naive observer rats. Studies in behavioral pharmacology have shown that cholinergic antagonists may produce deficits in acquisition and recall in different tasks. In contrast, GABA b antagonists have shown improved acquisition and recall. These effects depend on different factors. In this study scopolamine (8 mg/ 2ml/ kg, ip), a cholinergic antagonist, CGP 35348 (50 mg/ 2 ml/ kg, ip) a GABA b antagonist, and isotonic saline (2 ml/ kg, ip) were administrated to observer rats (n=12) before interacting with a list of three demonstrators that had eaten one of three different flavored foods. These groups were compared with a control group. Repeated measures ANOVA showed no difference between the control and saline groups, so saline group was compared with the drug groups. Between groups comparisons showed a reliable difference between saline, scopolamine, and CGP 35348 groups. Scopolamine showed impaired acquisition and recall whereas CGP 35348 showed an increase in the first item recall. |
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| 57. Differential Effects of Morphine and Naloxone on Escape and Reflex Responses to Nociceptive Thermal Stimuli in the Rat |
| Area: BPH; Domain: Experimental Analysis |
| JILL MCDANIEL (Vanderbilt University), Robert Kline (Veterans Administration Hospital), Craig H. Kennedy (Vanderbilt University), Ronald G. Wiley (Vanderbilt University) |
| Abstract: Traditionally, assessment of the analgesic-like effects of opiates has been conducted in animals using withdrawal reflexes as the dependent variable. Recently, assessment of pain-related behaviors via an operant escape task has provided an experimental approach for measuring motivational and affective components of pain. In the present study, a time-course analysis of operant and reflex tests was used to measure pain-related behavior. We sought to determine if endogenous opioidergic controls modulate pain-related behaviors by comparing the effects of either systemic morphine or naloxone in rats. Low dose systemic morphine attenuated operant escape from noxious heat at 44oC compared to saline, while low dose systemic naloxone enhanced escape from 44oC. In contrast, a separate group of rats exhibited hyper-reflexia during thermal plate testing with no escape option after morphine or naloxone. Time-course analysis of pain-related behavior illustrates the differences between reflex and operant behaviors. These results indicate endogenous opioidergic controls function to modulate escape behavior from nociceptive thermal stimuli in naïve animals. |
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| 58. Effects of acute and repeated administration of d-amphetamine on delay discounting in Lewis and Fischer 344 rats. |
| Area: BPH; Domain: Experimental Analysis |
| CHRISTOPHER KREBS (West Virginia University), Sally Huskinson (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Delay-discounting tasks involve choosing between smaller, more immediate reinforcers (impulsive choice) and larger, delayed reinforcers (self-controlled choice). Previous research (Anderson & Woolverton, 2005) has reported that Lewis rats have steeper rates of delay discounting (indicating more impulsive choices) than Fischer 344 rats. The present experiment was designed to further investigate strain differences and effects of acute and repeated administration of d-amphetamine on delay discounting. Lewis (n=8) and Fischer 344 (n=8) rats were given the choice between one food pellet delivered immediately and three food pellets delivered after a varying delay. Delay to the larger reinforcer was systematically increased across five blocks of trials during daily sessions. All subjects demonstrated a decreased preference for the larger reinforcer as its delay to presentation increased. At pre-drug baseline, Lewis rats had lower indifference points, indicating greater delay discounting, than Fischer 344 rats. Low doses of d-amphetamine (0.1-0.3 mg/kg) generally increased larger-reinforcer choice in both strains. Following repeated exposure (chronic administration) of d-amphetamine, choice for the larger reinforcer returned to approximate baseline levels for both strains. This research has implications for better understanding the biological and behavioral determinants of impulsive choice. |
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| 59. Training Discrimination of Blood Alcohol Level following
Oral Ethanol Self-Administration in College Students |
| Area: BPH; Domain: Experimental Analysis |
| THERESA E. EGAN (James Madison University), Leah F Power (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Research on blood alcohol level (BAL) discrimination suggests that individuals can be trained to discriminate their BAL under some circumstances. The current study is an ABA multiple baseline design to determine if college students can be trained to discriminate whether their BAL is above or below the legal limit for driving. During each session, each participant consumes a priming dose of .75g/kg body weight of 80-proof vodka and juice, followed by a maintenance dose of .31g/kg every fifteen minutes for two hours; a rate of administration that matches that of a normal social drinker. Fifteen minutes after each drink and every fifteen minutes after the last drink participants report whether they think their BAL is above or below the legal limit and a Breathalyzer is used to determine the participant’s actual BAL after each self-report. During baseline phases, the participants are paid per hour for participating, with no contingency for accurate BAL self-reports while during training sessions, the participants receive monetary reinforcement contingent upon accurate BAL self-reports. The data are compared to earlier studies using accuracy feedback as opposed to monetary consequences during training and implications for designing programs to improve individuals’ accuracy in estimating their intoxication levels are reviewed. |
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| 60. College Students’ Discrimination of Blood Alcohol Concentration
Following Oral Ethanol Self-Administration |
| Area: BPH; Domain: Experimental Analysis |
| LEAH F POWER (James Madison University), Theresa E. Egan (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Previous studies have involved training alcoholics to discriminate blood alcohol concentration (BAC) at high and low doses of alcohol and have shown that high doses of alcohol disrupted accurate BAC discrimination. The current study involves training college students to discriminate whether their current BAC is above or below the legal limit for driving. Each session begins with administration of a priming dose of .75 g/kg of ethanol served in juice, followed by .62 g/kg administered every 15 min for 2 hours; a rate of consumption intended to mimic the high consumption rate that characterizes binge drinking. Fifteen minutes after each drink and every fifteen minutes thereafter, participants provide a self-report regarding their BAC. During the training phases of this ABA multiple-baseline study, participants earn $5 per hour and $2.50 for each correct BAC self-report while only hourly pay is provided during baseline phases. The data are compared to previous research examining the use of feedback in training accurate BAC discrimination. Additionally, they provide valuable information regarding the extent to which individuals can accurately discriminate intoxication levels during and following high-rate alcohol consumption. |
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| 61. Employment-based reinforcement of acceptance of depot naltrexone injections in opioid-dependent adults |
| Area: BPH; Domain: Applied Behavior Analysis |
| JEFFREY J. EVERLY (Johns Hopkins University School of Medicine), Annie Umbricht (Johns Hopkins University School of Medicine), Michael Fingerhood (Johns Hopkins University School of Medicine), George Bigelow (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Naltrexone is an opiate antagonist that could be an effective treatment for opiate addiction. Extended-release depot naltrexone injections provide antagonism for up to four weeks. Concurrent behavioral treatment may be needed to ensure adherence to the depot treatment given that patients typically reject orally-administered naltrexone. This study used employment-based reinforcement in an attempt to increase acceptance of depot naltrexone injections. Participants were unemployed heroin-dependent adults who were randomly assigned to either the Naltrexone Contingency (n = 18) or Naltrexone Offered (n = 17) group. Both groups could attend a therapeutic workplace where they could work and earn vouchers each weekday. Both groups were prescribed depot naltrexone injections every 3 weeks. Participants in the Contingency group could only work if they accepted the depot injections. Participants in the Offered group could work independent of whether or not they received the injections. Eighty-one percent of the scheduled injections were accepted by participants in the Contingency group, whereas 42% of the injections were received by participants in the Offered group. The difference between the groups was statistically significant (p=.008; OR = 5.68; 95% CI = 1.61-20.02). The study shows that employment-based reinforcement can increase acceptance of depot naltrexone injections. |
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| CBM Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 62. When the old responding turns a new behavior: describing a clinical change process |
| Area: CBM; Domain: Applied Behavior Analysis |
| Francielly - Perón (Federal University of Paraná), Maura Alves Gongora (State University of Londrina), JOCELAINE MARTINS SILVEIRA (Federal University of Paraná (Brazil)) |
| Abstract: The response class notion is crucial to the assessment and the conceptualization of clinically relevant behaviors. The main assumption of this study was that the clinical change is related to a response class that lacks strength while another gains it, according to the Functional Analytic Psychotherapy (FAP). The concepts of shaping, differentiation and induction were used to analyses and to discuss a clinical change process. The aim of this study was to describe a clinical change process in which the so called problematic response turns to a response related to improvement. The method consisted in recording fifteen sessions of therapeutic treatment of a woman with interpersonal difficulties. The treatment was conducted in a Brazilian training clinic. Clinical relevant behaviors (CRB) were registered in protocols, filled in during each session by the therapist and by a trained observer. Then, CRB was examined in order to identify the dimensions that were being selected within sessions until a new operant class had been installed. The results show four dimensions that were being differentiated during the therapy. Clinical change process was discussed considering the dimensions that suffered differentiation and the relevance of the client/therapist relationship in such change. |
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| 63. Co-occurring PTSD and Chronic Pain: Acceptance and Commitment Therapy to treat Avoidance and Psychological Inflexibility |
| Area: CBM; Domain: Service Delivery |
| KIMBERLY LATRICE SANDERS (Family Counseling Center), Michael Mecozzi (Trinity Services, Inc.), Daniel J. Moran (Trinity Services) |
| Abstract: The co-occurrence of PTSD and chronic pain are well documented in scientific literature (Asmundson et al., 2002). It is estimated that approximately 15-35% of chronic pain patients also have a diagnosis of PTSD (Snipes, 2008). Between 20-30% of community mental health outpatient clients report the co-occurrence of PTSD and pain (Amir et al., 1997). While much PTSD research has centered on war veterans and pain research on biological disorders, this case study will focus on the co-occurrence of PTSD and chronic pain in an individual who experienced a traumatic car accident. It has been found that one of the most common causes of PTSD is vehicle accidents (Norris, 1992) with an estimated 9% of survivors of serious accidents developing signs of PTSD (Kessler et al., 1995). Acceptance based treatments (ACT) have been shown to be effective in both PTSD (Braekkan, 2007) and chronic pain (Vowles, McCracken, 2008). This case study concerns a client who exhibits excessive fusion to negative thoughts and has an extensive avoidance repertoire of stimuli related to the traumatic event. ACT will serve as the independent measure. The Acceptance and Action Questionnaire and The Chronic Pain Acceptance Questionnaire will serve as dependent measures. |
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| 64. Mediators of Psychological Flexibility in a Modern Application of Clinical Behavior Analysis |
| Area: CBM; Domain: Applied Behavior Analysis |
| BROOKE M BERRY (University of Nevada, Reno), Jennifer Boulanger (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: Acceptance and Commitment Therapy (ACT) is a behavioral and cognitive treatment intended to reduce psychological inflexibility, or the way that language and cognition interact with direct contingencies to produce an inability to persist or alter behavior in the service of long-term valued goals. ACT aims to decrease psychological inflexibility by targeting the following six processes: increasing acceptance of aversive private events, reducing the dominance of verbal stimuli, increasing contact with direct contingencies, facilitating a transcendent sense of self, identifying and clarifying values, and promoting committed action toward valued ends. Analogue and component studies have demonstrated that each of these processes contribute to ACT treatment outcomes, but it is unknown how the individual elements interact with one another and to what degree each affects psychological inflexibility. The present study utilizes a repeated measures design and multi-level modeling to examine how these processes of change mediate psychological inflexibility and to what degree each is correlated with one another over time. This question has implications for the development of increasingly effective and efficient treatments, not only within ACT, but also for those treatments that utilize similar processes of change such as mindfulness and exposure techniques. |
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| 65. Augmenting Mandated Parenting Classes with Acceptance and Commitment Therapy (ACT) |
| Area: CBM; Domain: Service Delivery |
| JENNIFER LYNN PATTERSON (Illinois School of Professional Psychology), Laura Ely (University of Mississippi), Daniel J. Moran (Trinity Services) |
| Abstract: In this project Acceptance and Commitment Therapy components are inserted into an existing parent training class, Project Protect. This four hour class is mandated by Illinois courts for parents involved in divorce, custody, visitation, or paternity disputes, where minor children are involved. One hour of the class is replaced with ACT training in parenting with respect to values, mindfulness, and defusion/acceptance. The training consists of scripted didactics and exercises. Measures of mindfulness and psychological flexibility are taken at pre, post, and 3-month follow-up. The Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004) is used to assess mindfulness, and the Acceptance and Action Questionnaire-II (AAQ-II; Bond, et.al., Submitted) is used to assess psychological flexibility. Parenting measures are used to assess changes in parenting attitudes and behaviors. |
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| 66. Functional Assessment of Maintaining Variables of Obesity |
| Area: CBM; Domain: Applied Behavior Analysis |
| LINDSAY BETH VICK (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Michael Bordieri (Southern Illinois University Carbondale), Adam D. Hahs (Southern Illinois University), Nicholas Mui Ker Lik (Southern Illinois University), Becky L. Nastally (Southern Illinois University) |
| Abstract: The present investigation involved the creation of a written assessment tool, similar in form to the QABF, which could identify maintaining variables of eating behavior (i.e. attention, escape, etc.). The questionnaire was administered to both obese and normal weight participants. A factor analysis was conducted to assess the validity of potential functions. In addition, weight, body mass index (BMI), and gender were evaluated as possible moderators in both factor loadings and magnitude of responses. Finally psychometric properties of the instrument were assessed. Results and implications for function informed treatments of obesity will be discussed. |
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| 67. Behavioral Activation of a Breast Cancer Patient with Co-existent Major Depression and General Anxiety Disorder |
| Area: CBM; Domain: Service Delivery |
| MARIA E. A. ARMENTO (University of Tennessee), Derek Hopko (University of Tennessee) |
| Abstract: Recently developed behavioral activation interventions have shown promise in effectively treating depression through increasing value-based activity levels that elicit response-contingent reinforcement. This case study highlights the implementation of behavioral activation to a breast cancer patient with major depression and generalized anxiety disorder, applied within the context of a medical oncology clinic. Following an 8-session behavioral activation protocol, the patient demonstrated notable decreases in self-reported depressive and anxious symptoms and an overall increase in quality of life and medical functioning measured via questionnaires administered weekly. These treatment gains were maintained through 6-month follow-up. Consistent with accumulating literature, these data support behavioral activation as an effective and parsimonious intervention for individuals with depression and concurrent medical problems such as breast cancer. There is a pressing need for quality improvement with an emphasis on treatment efficacy and cost-effectiveness for depression treatments within medical care settings. The use of a behavioral activation protocol, as demonstrated in this case study, may be helpful for clinicians and students looking to implement a time-efficient treatment that can be individualized to patients experiencing significant and co-existent Axis I and III diagnoses while also respecting the infrastructure and operating procedures of medical care settings. |
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| 68. Self-Management Techniques in Home Blood Pressure Monitoring with Pre-Hypertensive Participants |
| Area: CBM; Domain: Applied Behavior Analysis |
| EMILY MARTIN (Virginia Tech), Ashley Dorough (Virginia Tech), Richard Winett (Virginia Tech), Eileen Anderson (Virginia Tech), Brenda Davy (Virginia Tech), Sarah Kelleher (Virginia Tech) |
| Abstract: Studies evaluating self blood pressure monitoring (SBPM) behaviors have found that consistent practice can result in significant improvements in blood pressure. However, little data can be found regarding the distinct self-management practices that may lead to monitoring compliance. Participants were selected from a nutritional and physical activity intervention trial, and had high-normal blood pressure (a systolic pressure from 115-119MMHG or diastolic 75-79 MMHG) or were prehypertensive (a systolic pressure from 120-139MMHG or a diastolic 80-89MMHG). Participants (N=11) were males and females, ages 45- 65, and were overweight to obese. Participants were provided training for monitor use and instructed to monitoring their blood pressure in the morning and evening. Participants then recorded their measures for the intervention period of 10-weeks. Interviews were conducted with participants at the conclusion of the intervention in order to assess behavioral techniques employed by participants to consistently monitor their blood pressure at home. These qualitative interviews were then coded for inter-rater agreement and reliability. Analysis in progress will examine frequency and consistency of behaviors, degree of association between reported behavioral techniques and adherence to monitoring, and degree of association between reported behavioral techniques and blood pressure reduction. Future results will be provided. |
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| 69. Behavioral Intervention Based On Functional Analysis For The Habitual Scratching Of Patients With Atopic Dermatitis |
| Area: CBM; Domain: Service Delivery |
| YUKIHIRO OHYA (National Center for Child Health and Development) |
| Abstract: It is critical for the successful treatment of atopic dermatitis to stop itch-scratch vicious cycle, but only pharmacological treatment is not enough to accomplish it for the patients with habitual scratching. The aim of this study is to verify the effectiveness of our behavioral intervention based on functional analysis for the patients.
Nineteen children had habitual scratching among 95 patients who had admitted to our division during 2007 fiscal year. Although their skin conditions were fairly improved after admission because of application of topical steroids, their scratching behaviors persisted. Functional analysis revealed that most of their scratching behaviors were reinforced by the operant conditioning such as a caregiver’s pay-attention. After starting behavioral intervention, most of the patients stopped habitual scratching in a few weeks and got normal skin without eczema. In some adolescent cases, habitual scratching was maintained not only by the operant conditioning but also by the respondent conditioning with their emotional distress. Relaxation training and desensitization therapy were carried out to erase the respondent conditioning and they overcame their scratching.
Behavioral intervention synchronized with pharmacotherapy is a strong method to overcome intractable itch-scratch cycle of patents with atopic dermatitis. |
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| 70. Increasing Weekly Exercise Through Behavioral Contracting and Feedback |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders), Taira Lanagan (Center for Autism and Related Disorders) |
| Abstract: The lack of exercise by citizens of our country has become such an overwhleming problem both medically anf financially that the federal government has instituted several groups to propose solutions (The President's Council on Physical Fitness and Sports, 2008; Presidnt's Challenge, 2008). The use of behavioral contracting has been shown to be effective for multiple behaviors and in multiple populations (Wysocki, etal 1979, Mann, 1972, Miller and Kelley, 1994). This assessment was a pilot study targeting participation in physical exercise (cardiovascular and weight training) using contracting and feedback in a typically developing adult within a changing criterion design. Results indicate adherence to contracts signed with resulted in an increase to both cardiovascular and strength training exercise. |
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| 71. The Utility of Operant Choice using Patient-Controlled Break Cards during an Invasive Medical Procedure |
| Area: CBM; Domain: Applied Behavior Analysis |
| FAYE O. KIM (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute/ Johns Hopkins Unive), Adrianna M. Amari (The Kennedy Krieger Institute), Leanna J Herman (Kennedy Krieger Institute), Melissa Ann DeMore (Kennedy Krieger Institute; Johns Hopkins School o) |
| Abstract: The benefits of response-independent , “scheduled” breaks during aversive medical and dental procedures have been documented. This case demonstrates the use of operant choice via patient controlled breaks to decrease anxious and delay behaviors during an invasive medical procedure. We hypothesized that distress delayed and terminated aversive procedure-related stimulation and that presentation of a card to request a break could be differentially negatively reinforced by temporary delay or escape from the aversive stimulation. The participant was an adolescent male with Spinal Muscular Atrophy and anxious behavior during wound Vacuum Assisted Closure (VAC) procedures after spinal fusion surgery. During initial VAC changes, his procedures were delayed and prolonged by distress behavior. Treatment involved (1) providing break cards that the boy could present to delay or interrupt the VAC procedure for 1 minute, and (2) putting distress and delay behavior on extinction. Providing the patient with choice of when to exercise limited control over aversive stimulation and extinguishing delay behaviors decreased the duration of VAC procedures from 2.5 hours to 20 minutes. Results will be discussed in relation to operant choice, reinforcement contingencies and schedules for both approach and delay behavior. |
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| 72. Negative reinforcement of effort: Effects of a heart rate alarm on running speed. |
| Area: CBM; Domain: Applied Behavior Analysis |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: In addition to displaying heart rate (HR), many Heart Rate Monitors (HRM) have an “out of zone alarm” that beeps when the wearer’s HR goes below, or exceeds, a preselected range. To terminate the alarm, activity is increased if the HR is below the preselected range. If the HR is too high, to terminate the alarm activity is decreased. Thus, a predetermined activity level is increased, negatively reinforced, by the termination and avoidance of the alarm. Typically, a range is selected based on an individual’s calculated “maximum heart rate” and one’s work out goals. For examples a range between 65% and 75% may guide a moderate level of activity; to increase moderate distance (5-15k), top-end running speed a training range between 85% and 95% max HR may be selected. Although widely used, there is scant objective data on the effects of HRM training and no data on the zone alarm. The current study demonstrates the effectiveness of HR contingent negative reinforcement (alarm) on running speed, compared to mile pace feedback only, and to HR feedback without alarm (without negative reinforcement) in a reversal-replication design. Possible applications with diverse populations and objectives are discussed. |
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| 73. The Use of Behavior Analysis to Guide Intervention for “Sympathetic Storming” during Rehabilitation from Brain Injury: A Case Study |
| Area: CBM; Domain: Applied Behavior Analysis |
| MELISSA COLLISON HENDRICKS (Kennedy Krieger Institute), Adrianna M. Amari (The Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute/ Johns Hopkins Unive) |
| Abstract: Traumatic brain injury (TBI) recovery involves variable mental status and behavior and often is accompanied by medical complications such as dysautonomia (a.k.a. “sympathetic storming,”), a type of sympathetic nervous system dysregulation occurring in up to 30 percent of severe TBI patients. Instability of vital signs along with agitation, vocalization, sweating, and posturing characterize dysautonomia. Management of dysautonomia is treated with medical and environmental intervention, although little research exists regarding optimal treatment. In this case study, applied behavior analysis (ABA) methods were used to guide the interdisciplinary rehabilitation team with systematic data collection, analysis of potential environmental antecedents, and evaluation of medical and environmental intervention effectiveness for a 17-year-old female with post-TBI dysautonomia. Behavioral data were collected via interviews, review of medical records and direct observation, and analyzed using single subject design. No consistent environmental antecedents of dysautonomia were identified but Valium administered at the onset of “storming” was effective in reducing duration and frequency of dysautonomic episodes without impairing patient alertness during rehabilitation therapy. Thus, ABA techniques provided data to guide the interdisciplinary team in caring for a medically and behaviorally complicated post-TBI patient, by clarifying the clinical conceptualization and differentiating between effective and ineffective interventions. |
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| DDA Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 74. A Comparison of the Effectiveness of Prompting Strategies in Teaching Self-Help Skills to an Adolescent With Developmental Disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| SANDRA F KOKOLIS (Bancroft NeuroHealth), Denise Marzullo (Bancroft Neurohealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: The purpose of this study was to compare the effectiveness of least-to-most prompting strategies and most-to- least prompting strategies in teaching self-help skills to an adolescent with developmental disabilities. Least-to-most prompting strategies included hierarchical prompting with a verbal, model, and physical prompt. Most-to-least prompting strategies included graduated guidance of physical prompts and spatial fading. The participant was an adolescent with developmental disabilities living in an inpatient behavioral stabilization program. A multiple baseline across skills treatments was used. Baseline data have been collected for this participant using least-to-most prompting strategies for tooth brushing. Data collected during the treatment phase using most-to-least prompting strategies have yielded increased independence with tooth brushing. Data collection is ongoing. Results indicate most-to-least prompting strategies reduced errors and promoted faster skill acquisition. Future research will attempt to replicate the effectiveness of most-to-least prompting strategies. This will allow caregivers to use more effective techniques when teaching self-help skills. |
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| 75. Generating Rapid Demand Curves in Children with Developmental Disabilities: An Evaluation of Session Duration |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER L. BREDTHAUER (Auburn University), James M. Johnston (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Behavioral economic concepts provide new research methods and data analysis techniques in applied behavior analysis. Specifically, demand curve analysis can be used to evaluate the effectiveness of reinforcement or behavioral interventions in person with developmental disabilities (Tustin, 1994; Roane et al., 2001; Roane et al., 2005). However, a standard method for generating demand curves using this population has not been established. Key elements such as the reinforcement schedule, session length, and experimental context often vary considerably among behavioral economic studies in developmental disabilities. The present study compared three different session durations for generating rapid demand curves for edible and tangible reinforcers in children with autism and developmental disabilities. Sessions were 15, 30, and 45 minutes with a fixed ratio schedule increasing across sessions with a 1.5 step size. The response requirement was dropping blocks into a slotted box for 30 second access to the preferred edible or tangible. The efficiency of generating behavioral economic demand curves was evaluated. Results indicated that shorter sessions produced similar demand curves to those from longer sessions, IRT data showed that ratio strain (a measure comparable to ratio breakpoints on progressive ratio schedules) criteria could be lowered, and session termination criteria could be shortened. |
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| 76. Effects of Meal Presentation on Food Consumption |
| Area: DDA; Domain: Applied Behavior Analysis |
| THEODEN PROCYSON (Bancroft NeuroHealth), Denise Marzullo (Bancroft Neurohealth), Jennifer Hettenbach (Bancroft Neurohealth) |
| Abstract: Individuals with autism and other developmental disabilities often display feeding problems, including food selectivity (Schreck, Williams, and Smith, 2004). Research has demonstrated that consequent-based behavioral interventions such as positive reinforcement and escape extinction are effective at increasing food acceptance and at reducing problem behavior associated with food selectivity (Coe, Babbit, Williams, Hajimihalis, Snyder, Ballard, and Efron, 1997; Kern and Marder, 1996; Piazza, Patel, Gulotta, Sevin and Layer, 2003). Some research has suggested that antecedent-based behavioral interventions, such as noncontingent play (Cooper et al., 1995) and simultaneous presentation of condiments (Ahern, 2003) can also effectively increase food acceptance. The present study compared the effects of two antecedent-based interventions on food consumption in an adolescent diagnosed with autism. An alternating treatments design compared meal choice with simultaneous meal presentation across breakfast and lunch daily. Results indicate that mean percentage of meal consumption and number of foods consumed both increased when a pre-meal choice was presented. |
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| 77. The Evaluation of Functional Communication Training in the Treatment of Escape-Maintained Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE H LUSTIG (Gonzaga University), Anjali Barretto (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: The goal of this study was to reduce the aggression, destruction, and elopement of a 3 year-old male diagnosed with attention-deficit/hyper-activity disorder and head trauma. Two functional analyses were conducted across clinical and home settings. In the clinic, the functional analysis revealed his aberrant behavior was maintained by escape from demand. The home functional analysis showed multiple social functions for his aberrant behavior (i.e. to gain attention, access to a tangible, and possibly automatic reinforcement). A secondary goal of the investigation was to increase task completion. The purpose of the current investigation was to evaluate an addition component with functional communication training for manding appropriately for a break versus working for a preferred tangible to improve task engagement. |
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| 78. A Comparison of Stimulus Avoidance Assessments conducted in Natural Environment and Analog Settings |
| Area: DDA; Domain: Applied Behavior Analysis |
| ANDREW A FULTON (The Marcus Institute), Joanna Lomas (Marcus Institute), Robert R. Pabico (Marcus Institute), M. Alice Shillingsburg (Marcus Institute), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Reinforcement-based procedures are often prescribed based on results from functional assessments (Iwata, 1994). However, in some cases functional assessments may yield undifferentiated results, which may make it difficult to implement a reinforcement-based procedure that will decrease problem behavior to clinically acceptable levels. In cases where punishment-based procedures are prescribed, a common method used to identify a procedure that is most likely to function as a punisher is a stimulus avoidance assessment (Fisher, Piazza, Bowman, Hagopian, & Langdon, 1994). These procedures are designed to be implemented in an analog setting for subsequent use in the natural environment (e.g., classroom, home). Given the distinct differences between an analogue setting and the natural environment selection of a potential punishment procedure assessed in the analogue setting may not be appropriate. In the current investigation, we conducted a stimulus avoidance assessment in both analogue and natural settings with 2 participants to determine consistency of results. The results of the assessment in the two settings differed, suggesting that the setting in which the assessment is conducted may be an important variable to consider when selected punishment-based procedures. |
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| 79. Interaction between positive and negative reinforcers during the escape condition of a functional analysis. |
| Area: DDA; Domain: Applied Behavior Analysis |
| BRIANA R. LOPEZ (Marcus Autism Center), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine), Robert R. Pabico (Marcus Autism Center), Joanna Lomas (Marcus Autsim Center), Kelly McKnight (Marcus Autism Center) |
| Abstract: The functional analysis methodology developed by Iwata et al. (1982/1994) has aided clinicians and researchers in identifying the operant mechanisms that maintain problem behavior. Functional analyses have been most useful in the development of function-based interventions for problem behavior. However, the results of a functional analysis and future treatment development could be compromised if results falsely indicate a relationship between problem behavior and environmental events. The purpose of the current study was to evaluate whether two participants’ problem behavior that occurred during the escape condition of a functional analysis was also influenced by positive reinforcement. Specifically, the rate of problem behavior that occurred during the reinforcement interval of the escape condition was examined to determine whether it was attenuated when breaks included access to positive reinforcers (e.g., social attention, preferred leisure items). When compared to breaks from demands that did not include positive reinforcement, both participants displayed patterns that raise the possibility that the escape function was a false result. |
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| 80. Developing The TOOL: A Measure of Contextual Fit and Impact of Challenging Behavior on Families |
| Area: DDA; Domain: Service Delivery |
| AMANDA L. LITTLE (University of Texas-Austin) |
| Abstract: The TOOL is an instrument developed to provide a way to study how challenging behavior exhibited by children affects families. This presentation will describe the initial and more recent validation processes conducted. It was important to determine if the items were socially valid and meaningful (Wolf, 1978). A total of 60 individuals, 40 professionals and 20 parents, returned the draft of The TOOL with comments regarding the items as well as a ranking of importance of each of the 20 items. Statistically significant differences were found on one item among the two groups. A revised version of The TOOL was developed based on these comments. The TOOL is intended to measure the construct of “contextual fit” in relation to providing services for children with challenging behavior and their families. The TOOL was then further validated by dispersing it to families of children who exhibit challenging behavior and families of children who do not exhibit challenging behavior. Results of this content validation process including statistical measures will be discussed with those participating in the presentation. In the future, additional validation will take place utilizing the revised tool with families for behavior intervention planning and as part of a pre-/post-intervention measure. |
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| 81. CANCELLED: Big 6+6 Instruction with a Student with Severe Physical Impairment |
| Area: DDA; Domain: Service Delivery |
| PATRICE L HENDERSON (The Chicago School of Professional Psychology/The Hope Institute) |
| Abstract: Students with severe physical impairments and limited physical mobility have difficulty completing tasks that require the use of fine motor skills. Because of their limited mobility and limited ability in fine motor skill applications participation in everyday school activities is slower and less independent. These students often require full hand on hand physical prompting and one-on-one assistance because component skills are not at fluent levels. Precision Teaching (PT) literature has shown that when component skills reach fluent levels then the performance of a composite skill is improved. This study will evaluate the effects of the timed practice of component motor skills on the completion of a composite skill with a student with severe physical impairment. The participant in this study is a 14-year-old male with severe physical impairment and moderate cognitive impairment. He is unable to perform independently in school activities. The goal of the study is for the participant to improve component skills in order to perform a composite skill at his individual aim. |
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| 82. Evaluation of instructional formats to train caregivers in the implementation of a graduated prompting procedure |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMY BEASLEY (Munroe-Meyer Institute, University of Nebraska Medical Center), Todd M Owen (UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center), Kasey Stephenson (Munroe-Meyer Institute; UNMC) |
| Abstract: Previous research has shown that caregivers can be trained to implement a variety of behavioral interventions using relatively low-cost instructional methods (e.g., written instructions; O’Dell et al., 1982). Still other investigations have demonstrated that multi-component procedures are effective in promoting caregiver acquisition of behavioral protocols (e.g., Wilder et al., in press). The current investigation conducted a systematic analysis to determine which types of instructional format were sufficient for training caregivers to implement a graduated prompting procedure, which is commonly used to increase child compliance (Wilder & Atwell, 2006). Using a multiple baseline design across caregivers, several different training procedures were evaluated separately (i.e., written instructions, immediate feedback, delayed feedback, role play) and together (i.e., all components combined). Across participants, the most effective procedure appeared to be immediate feedback, whereas written instructions alone were the least effective instructional format. Interobserver agreement data was collected on at least 25% of sessions and the mean agreement was 80% or higher for all participants. Results will be discussed in terms of the effectiveness of each training component in promoting caregiver acquisition of behavioral interventions. |
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| 83. Training Teachers to Develop and Implement Self-Monitoring Interventions for Young Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| BERENICE DE LA CRUZ (The University of Texas at Austin), Jeffrey S. Sigafoos (Victoria University of Wellington), David P. Wacker (University of Iowa), Herbert Rieth (The University of Texas at Austin) |
| Abstract: Several empirical studies have suggested that self-monitoring can be an effective strategy for increasing appropriate behavior in children and adults with developmental disabilities. Results of a comprehensive review of self-monitoring research with people who have developmental disabilities revealed that 71% of the participants were trained by researchers. However, researchers are not typical intervention agents. To ensure that people who are typically in the participant’s environment (e.g., teachers, parents, caregivers) can effectively teach people with developmental disabilities to self-monitor and that this in turn will change the participant’s behavior, it is important that research examine the effectiveness of self-monitoring when the training is provided by typical intervention agents. Thus, the purpose of this study was to investigate whether teachers can learn to effectively implement a self-monitoring program via a brief teacher-training program and supervision. The proposed study evaluates the effects of the training program and supervision on teacher and student behavior using a multiple-probe across teachers design. Results of the self-monitoring intervention, the social validity of the intervention, generalization and maintenance of skills, and implications for practice and research will be discussed. |
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| 84. Further Validation of the All-Day Functional Analysis for Assessment of Low Rate High Intensity Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| BARBARA TOMLIAN (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Alexa Garcia (Kennedy Krieger Institute) |
| Abstract: For children with severe problem behavior which occurs at low rates, the standard functional analysis often may not yield conclusive results (Tarbox, Wallace, Tarbox, Landaburu, & Williams, 2004). The current literature provides few suggestions for modifications to the standard functional analysis in this case. Kahng, Abt, and Schonbachler (2001) demonstrated the utility of extending the standard conditions of a functional analysis to an all day format, thereby substantially increasing the amount of time the child was exposed to environmental variables hypothesized to be establishing operations for positive and negative reinforcement. In the current study, we replicated the procedures of Kahng et al. (2001) with two children admitted to an inpatient hospital for the treatment of severe disruptive behavior that was reported to be high intensity but low rate. Results of initial functional analyses based on Iwata et al., (1982/1994) were inconclusive for both children. Following the standard functional analyses all day functional analyses (Kahng et al.) were conducted and yielded conclusive results for both participants and allowed for the development of treatment. These results provide further validation of the all day functional analysis procedures described by Kahng et al. to identify environmental variables which maintain low-rate, high intensity problem behavior. |
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| 85. An Evaluation of Performance Feedback for Improving Behavioral Data Collection |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNA TAYLOR (Bancroft Neurohealth), Rachel E. Sari (Bancroft Neurohealth), Christina M. Vorndran (Bancroft NeuroHealth) |
| Abstract: Recording accurate and complete behavioral data is vital to effective behavior management for individuals with developmental disabilities. Behavioral data allow clinicians to evaluate the effectiveness of an intervention. When data are not recorded accurately and continuously across observation periods, instances of a target behavior may go unreported, resulting in skewed data and inaccurate evaluations of an intervention's efficacy. The purpose of this study was to examine the effects of performance feedback on the completeness of continous data collection in a residential program for children diagnosed with developmental disabilities over one year. Data errors were defined as the absence of recorded data for any 30-minute interval. Performance feedback was delivered indirectly to management staff and the frequency of the feedback was systematically manipulated (i.e., weekly, daily) and evaluated using an ABCACAD reversal design. Results indicated that daily feedback was more effective than both baseline and weekly feedback. Data on remaining phases to come. |
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| 86. PRESCHOOL TEACHERS’ OPINIONS on PLAY SKILLS |
| Area: DDA; Domain: Service Delivery |
| YASEMIN ERGENEKON (Asistant Professor), Arzu Ozen (Anadolu Universitesi, Turkey), Burcu Ulke-Kurkcuoglu (Anadolu University), Derya Genc (Research Assistant) |
| Abstract: Play is the most important activity in the exceptional preschool children’s lives for learning social skills and being included among their normally developing peers. At the same time, games offer them the chance of acquiring concepts and skills often used in daily life. This study aims to determine the opinions of preschool teachers-working at state preschools where there are included exceptional students in Eskisehir-regarding play activities loaded in their daily schedule. Therefore, semi-structured interviews were held with the participants and the findings have been analyzed qualitatively. 10 teachers participated in this study. An interview form containing 11 questions was prepared and applied in order to figure out participants’ opinions on play activities. The interview form was sent to 6 different field experts, and any necessary change recommended by the experts was made prior to its use. Two pilot interviews had been held before the study in order to determine how valid the questions were. Participants were asked to state their opinions on activities in their daily program especially for the included students; on different concepts and skills they included into their daily schedule in order to support various developmental areas of both normally developing children and also children with special needs; on the materials they used in order to teach these concepts and skills; on play activities in their daily program; on how they chose the games; on types of tools used for play activities; and on the influence of play activities over the development of their students. Findings will be discussed during the presentation. |
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| 87. SPECIAL EDUCATION TEACHERS’ OPINIONS on PLAY SKILLS |
| Area: DDA; Domain: Service Delivery |
| ARZU OZEN (Anadolu Universitesi, Turkey), Yasemin Ergenekon (Assistant Professor), Derya Genc (Research Assistant), Burcu Ulke-Kurkcuoglu (Anadolu University) |
| Abstract: Play skills are critical in supporting various developmental areas for both normally developing children and for the ones affected by any kind of insufficiency. Through games, children have the opportunity of experiencing real-life conditions, exploring themselves, their physical and social environments, and learning cause-and-effect relations. At the same time, games offer them the chance of acquiring concepts and skills often used in daily life. This study aims to determine the opinions of teachers-working at state special education schools for the mentally retarded, and also at private special education and rehabilitation centers in Eskisehir-regarding play activities loaded in their daily schedule. Therefore, semi-structured interviews were held with the participants and the findings have been analyzed qualitatively. 10 teachers participated in this study. An interview form containing 9 questions was prepared and applied in order to figure out participants’ opinions on play activities. The interview form was sent to 6 different field experts, and any necessary change recommended by the experts was made prior to its use. Two pilot interviews had been held before the study in order to determine how valid the questions were. Participants were asked to state their opinions on activities in their daily program; on different concepts and skills they included into their daily schedule in order to support various developmental areas; on things they conducted to teach these concepts and skills; on play activities in their daily program; on how they chose the games; on types of tools used for play activities; and on the influence of play activities over the development of their students. Findings will be discussed during the presentation. |
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| 88. Increasing Academic and Leisure Activities Using Self-Management Procedures for Students with Developmental Disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| ANGELA LYNN ZAZZA (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Independent engagement in daily academic and leisure activities in the classroom is critical to student educational progress. The purpose of this study was to increase academic and leisure activity engagement through a self management procedure in which adolescent students with developmental disabilities arranged their daily picture activity schedules. A reversal design was used to assess the extent to which students self management of their daily picture activity schedules facilitated academic and leisure engagement. Data was collected using a momentary time sampling procedure on the percent of engagement throughout the school day. Results of the study indicated that participant engagement in academic and leisure activities increased to over 80% for all study participants when self-management procedures were in place. In addition, the frequency in which students achieved their daily academic goals increased during intervention. Contingent self-reinforcement was also used with 1 student resulting in reduced variability in his level of engagement. |
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| 89. Change in Behavioral Function over Time |
| Area: DDA; Domain: Applied Behavior Analysis |
| PAUL A. NIESEN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Katherine Campbell (Kennedy Krieger Institute), Jessica Becraft (Kennedy Krieger Institute) |
| Abstract: Identification of behavioral function is critical in the development of effective treatment of severe problem behavior displayed by some individuals with developmental disabilities (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994). Changes in the environment such as reinforcement history or medication manipulations may result in shifts in behavioral function over time. Therefore, it may be beneficial to assess possible changes in behavioral function for certain individuals, especially in instances where treatments become ineffective. In the current case study, a 21-year-old female diagnosed with autism was re-admitted to an inpatient unit for the treatment of self-injurious behavior (SIB). During her initial hospitalization 4 years prior, results of a functional analysis suggested that SIB was maintained by access to tangible items (i.e., a ball) as well as compliance with mands. In the most recent functional analysis, an edible tangible function was demonstrated. Interobserver agreement (IOA) data were collected for at least 33% sessions and averaged above 80% for all responses across assessments. |
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| 90. Treatment Technologies for Escape-Maintained Behavior: A Qualitative Analysis |
| Area: DDA; Domain: Applied Behavior Analysis |
| JESSICA L. THOMASON (New England Center for Children), Brian A. Iwata (University of Florida) |
| Abstract: Results from a number of large-scale studies indicate that a significant proportion of problem behavior is maintained by negative reinforcement; thus, it is a problem with which clinicians and researchers are frequently presented. The literature contains many innovative studies on the treatment of escape-maintained behavior. This paper includes a review of the approaches to the treatment of escape-maintained behavior, including both reinforcement-based interventions (which may be roughly categorized as antecedent-based, extinction, and differential reinforcement), and punishment-based interventions. Although much expansion in treatment technology is reflected in the literature, there are still many unexplored treatment options. Further, it is not always clear what behavioral processes are responsible for behavior change during these interventions. The discussion focuses on the various processes that likely influence behavior change and presents some directions for future research. |
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| 91. Assessment and Treatment of Attention Maintained Problem Behavior: A Comparison of Punishment With and Without Extinction |
| Area: DDA; Domain: Applied Behavior Analysis |
| BARBARA TOMLIAN (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Nicole M. Rodriguez (New England Center for Children - West. New England College) |
| Abstract: Punishment may be a necessary component when reinforcement-based interventions are not effective in reducing disruptive behavior (Wacker et al., 1990). However, concurrent reinforcement for target behaviors may reduce the effectiveness of punishment (Spradlin, 2002). The current study evaluated the effects of punishment when the functional reinforcer for the target behavior was delivered simultaneously (without extinction) in comparison to withholding the same reinforcer (with extinction). Two children whose disruptive behavior was maintained by social reinforcement in the form of access to adult attention participated in the study. Experimental control was demonstrated using a reversal design. Previously determined ineffective reinforcement-based interventions were combined with a punishment procedure contingent upon disruptive behavior (e.g., time out, basket hold time out) and a verbal reprimand (e.g., “There is no hitting”) in the without extinction condition or no verbal reprimand in the with extinction condition. Results were dissimilar, demonstrating punishment with extinction was more effective for one participant and punishment without extinction for the second. These results indicate the effects of concurrent reinforcement for target behaviors on the effectiveness of punishment procedures may vary on an individual basis. Interobserver agreement was calculated during at least 30% of sessions and averaged above 90% for both participants. |
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| 92. Long-term Effects of Functional Communication Training |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLY M. SCHIELTZ (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: The purpose of this study was to evaluate the long term effects of functional communication training (FCT). Eight children with developmental disabilities participated in this study, and all procedures were conducted in their homes by their parent with investigator coaching. Inter-observer agreement was assessed across 30% of all sessions and averaged 97%. Prior to maintenance, an FCT phase was conducted within a reversal design. All 8 children showed a decrease in destructive behavior and an increase in adaptive behavior. Baseline probes were repeated throughout the FCT phase, and two patterns emerged among the 8 children: (a) destructive behavior decreased to zero levels under baseline conditions, or (b) destructive behavior continued to occur at higher levels than during FCT. During the maintenance phase, the persistence of destructive and adaptive behavior was challenged by changes in reinforcement schedules, establishing operations, and discriminative stimuli. The maintenance phase was conducted within a multielement design, and for the 7 children for whom destructive behavior remained low during the return to baseline, destructive behavior continued to remain low during all challenges. For the child whose destructive behavior continued to occur during baseline probes, destructive behavior continued to occur during all challenges. |
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| 93. Intervention in children with Down’s Syndrome |
| Area: DDA; Domain: Applied Behavior Analysis |
| MILAGROS DAMIÁN DÁAZ (University of México) |
| Abstract: Milagros Damián Díaz
National Autonomous University of Mexico
Campus Iztacala
One characteristic of children with Down’s Syndrome is the lack of behaviors cognitive
This work describes the psychological treatment with three Down’s Syndrome children. The goal of this study is to show the data cognitive abilities development before and after the treatment. Participants were two boys, and one girl. The ages of children were: 28, 56 and 68 months respectably, at the beginning of treatment and low socioeconomic status. Material used was appropriate for cognitive skills.
Treatment: a) First Evaluation Phase b) Intervention Phase, consisted in training cognitive skills by games and activities with physical, verbal, sensorial, and tactile aids, based on imitation and performing tasks from easy to difficult complexity, and c) Second Evaluation. Data showed important quantitative and qualitative advances in the cognitive area in both children, after the intervention. |
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| 94. Teaching Social Skills to Individuals with Developmental Disabilities in the Community |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALONNA MARCUS (AdvoServ), Maynard Caulk (Advoserv), Daniel Davis (Advoserv), Terry J. Page (AdvoServ) |
| Abstract: Teaching social skills to adolescence is vital for improving interactions with individuals in the community. With deficits in social skills, maintaining a job and accessing community resources will be difficult. For this study, we focused on teaching three skills: saying thank you after receiving an item or directions from another individual, using excuse me when inturrupting two individuals talking, and responding to greetings appropriately. Individuals ranged from ages fifteen to twenty. All individuals had a diagnosis of mental retardation. Modeling and role playing are used to teach these skills. The design used is a multiple baseline across behaviors. Data is to be collected. |
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| 95. Teaching Visual-Visual Non-identity Matching Tasks using Fading Procedures to Persons with Developmental Delay |
| Area: DDA; Domain: Applied Behavior Analysis |
| COLLEEN MARGARET ANNE MURPHY (University of Manitoba and St. Amant Research Centre), Garry L. Martin (University of Manitoba), Maria Figueroa (St. Amant Research Centre), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre) |
| Abstract: The Assessment of Basic Learning Abilities (ABLA) test assesses an individual’s ability to learn six visual and auditory discrimination tasks. These tasks, called levels, are hierarchically ordered in terms of difficulty. ABLA level 5, an auditory-visual discrimination, has been found to be uninformative because most participants who pass level 5 also pass level 6. However, a visual-visual non-identity matching (VVNM) prototype task has been found to fall between ABLA levels 4 and 6. In this study, I identified two adults with developmental delay who initially failed a VVNM discrimination. Then, using a single-subject alternating-treatments design, I attempted to teach one VVNM training task using standard prompting and reinforcement (SPR) and a second VVNM training task using within-stimulus prompt fading. Results indicate that both participants had difficulty learning the VVNM training tasks using SPR and sequential fading (in which the first stimulus was faded, followed by the second stimulus). Additional probing suggests the participants were responding by exclusion. As a result, we began using simultaneous fading, in which both stimuli were faded at the same time and rate. The participants learned VVNM training tasks using simultaneous fading, indicating that this fading method has considerable potential for teaching VVNM tasks. |
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| EAB Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
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| 96. Contingency Sensitivity and the Sunk-Cost Fallacy in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| ANNE C. MACASKILL (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: The sunk-cost error occurs when subjects persist in a course of action in which they have already invested time, effort, or resources, despite the negative utility of this choice. Recent laboratory studies have examined the sunk-cost effect in relation to repeated choices between persisting in a non-optimal course of action and quitting in favor of a new choice alternative. The current study examined the disparity between these two alternatives in a sunk-cost procedure. Pigeons chose repeatedly between responding on the schedule key on which one of 4 fixed-ratio (FR) schedules was programmed on each trial, and the reset key, which began a new trial and re-determined the FR parameter. These FR sizes, and the probabilities with which they occurred, were varied across conditions, which, in turn, varied the relative payoffs for resetting versus persisting (defined as completing one of the larger three ratios on the schedule key). The pigeons generally chose optimally when the two payoffs differed markedly, but often committed the sunk-cost error in conditions where the difference only slightly favored resetting These results were consistent with recent suggestions that the sunk-cost effect is at least partly due to discriminative factors. |
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| 97. Uncertainty and stimulus control in a sunk cost procedure |
| Area: EAB; Domain: Experimental Analysis |
| RAUL AVILA (National University of Mexico) |
| Abstract: Using pigeons as subjects, the effects of uncertainly on the persistence in a sunk-cost situation were studied. In each trial a FR 10, FR 40, FR 80 or FR 160 was in effect on the center key, according to a predetermined probability. In successive conditions, the probabilities were .5, .25, .125 or .125; .125, .50, .25 or .125, and .0625, .0625, .50 or .375, from the shortest to the longest FR, respectively. Throughout every trial a key peck on the left key cancelled the current trial. In two consecutive experimental phases the changes between FR requirements were signaled or were not signaled by changes in the color of the center key. Persistence, the main dependent variable, was defined as the percentage of trials in which any of the fixed ratios higher than FR 10 was completed. It was found that, regardless of the presence or absence of a stimulus signaling the FR changes, the subjects showed optimal escape or persistence behavior. These findings suggested that we still do not know the parameters to enhance the control that a stimulus has on the persistence or escape behavior in this kind of procedures. |
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| 98. Effects of Effort, Delay, and Stimulus Changes on the Sunk-Cost Effect |
| Area: EAB; Domain: Experimental Analysis |
| JAMES W. DILLER (Eastern Connectiuct State University), Karen G. Anderson (West Virginia University) |
| Abstract: The sunk-cost effect is a decision-making fallacy that has its origins in economics. Sunk-cost situations are typified by the presence of an initial investment that is followed by behavioral persistence, especially in the face of progressively worsening outcomes. This fallacy occurs when past expenditures, (i.e., sunk costs) rather than future costs, guide decisions. The present experiments examined effects of effort, delay, and stimulus changes on the sunk-cost effect in an animal model. Pigeons responded on increasing ratio schedules of food reinforcement. In some conditions, the center keylight changed as the ratio increased (i.e., the increase was signaled). Responses on another key reset the ratio requirement to the lowest value, serving as an escape from the increasing ratios. In this procedure, escaping was more optimal than persisting in that it resulted in a lower mean response requirement per reinforcer. In general, persistence, i.e., engaging in the sunk-cost effect, was more likely to occur in the absence of the signals and when delay to the next trial was relatively long or when the escape response requirement was relatively high. These data suggest that the likelihood of this maladaptive pattern of behavior could be decreased using signals, making escape easier, or mediating delays. |
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| 99. EFFECTS OF VARIYING THE REINFORCEMENT PROBABILITY AND AVAILABILITY IN A TEMPORALLY-DEFINED SCHEDULE |
| Area: EAB; Domain: Experimental Analysis |
| CARLOS TORRES (Universidad de Guadalajara), Carlos Wilcen Villamil Barriga (Universidad de Guadalajara), Karla Karina Vargas Calleros (Universidad de Guadalajara) |
| Abstract: One study was conducted to evaluate the effect of varying the reinforcement probability and availability in a temporally-defined schedule. Twelve male albino Wistar rats were divided into three groups. Each group were exposed to a three experimental phases with reinforcement probability (p) set at 1.0, 0.5 and 0.1. Into every experimental phase, there were set four blocks of different reinforcement availability values (T= 1.0, 0.5, 0.3, 0.1). The results confirm that probability of reinforcement had a systematic effect on response frequency. On the other hand, data shows a decrement function in percentages of water deliveries associated to decrements in T. These results are examined in relation to properties of temporally-defined schedules and the local distribution of water deliveries and responses. |
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| 100. Prevention of Activity Anorexia: Manipulation of Dehydration and Palatability Using Liquid Food |
| Area: EAB; Domain: Experimental Analysis |
| MICHELLE FOISY (University of Alberta), Donald C Heth (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Activity anorexia (AA) is procedure that involves giving rats 22.5 hours in wheels followed by a 1.5 h feeding period (FP). Animals show excessive exercise, suppressed food intake, and extreme weight loss leading to death. Our study is based on evidence that liquid food (Ensure™) increases food palatability, decrease satiety signals, and reduce the response competition between food and water during the meal. Compared with rats on standard chow, we predicted greater food intake for rats on a liquid diet and less activity anorexia. To test this hypothesis, rats were randomly assigned to one of three conditions: dry food, liquid food, or both. All rats were then exposed to the AA procedure for ten days. Body weight, food intake, water intake and wheel turns were recorded daily. Results showed that animals consumed more calories (p = 0.005) and survived longer in the AA procedure (p < 0. 01) when given liquid food instead of standard dry chow. |
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| 101. Effects of Flavor Variety on Food-Motivated Behavior in Dwarf Hamsters (Phodopus cambelli) |
| Area: EAB; Domain: Experimental Analysis |
| LINDA C. BLACKWELL (University of Alaska Anchorage), Jennifer Lynnette LaCasse (University of Alaska Anchorage), Sarah Frances Drummond (University of Alaska Anchorage), Gwen Lupfer-Johnson (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage) |
| Abstract: When working for food reinforcers, both human and non-human subjects typically increase and then decrease their rates of responding within an operant session. Two competing explanations exist for the within-session changes in response rates: (1) Satiation and (2) Habituation to the sensory properties of the reinforcers. To discriminate between these ideas, 8 dwarf hamsters responded on a fixed-interval 8-s schedule of reinforcement and earned nutritionally identical chocolate- and bacon-flavored pellets. Response rates and habituation of operant responding were examined for sessions in which subjects earned a single flavor of reinforcer and sessions in which reinforcers had a .50 probability of being chocolate or bacon at the end of each interval. Subjects made more lever presses on days when two flavors of pellets were delivered than days when reinforcer flavor remained constant throughout the operant session. Within-session decreases in responding were steeper during sessions when reinforcer flavor was constant compared to when reinforcer flavor varied. These data indicate that habituation to the sensory properties of the reinforcer, not post-ingestive factors such as satiation, are responsible for within-session decreases in responding. |
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| 102. A Preliminary Evaluation of Framing Effects and Loss Aversion in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| JENNIFER RUSAK (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Previous research in human decision-making has identified systematic deviations from rational choice predictions. For example, it has been shown that individuals tend to avoid losses, even when alternatives differ only in whether they are framed as a gain or a loss. Little is known about the generality of framing effects and loss aversion with non-human animals. The purpose of the present investigation is to examine framing effects and loss aversion parametrically in relation to average payoff amounts. Four pigeons were given repeated choices between gain or loss alternatives. Choice for gain resulted in the delivery of a number of tokens to which more were added at some probability. Choice for loss resulted in the delivery of a number of tokens from which some were subtracted with some probability. Average token amount was manipulated across conditions such that in some conditions the average amount was equal for gain and loss, and in some the average amount was higher for either gain or loss. Preliminary data indicate that choices are sensitive to amount manipulations, but more data are necessary to support broader conclusions regarding the generality of framing effects and loss aversion to these subjects. |
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| 103. Suppressibility of Simple versus Complex Tics |
| Area: EAB; Domain: Applied Behavior Analysis |
| JOSHUA JAMES KEMP (University of Wisconsin-Milwaukee), Katie Kalvoda (University of Wisconsin-Milwaukee), Abigail A Czarnecki (University of Wisconsin-Milwaukee), Christine A. Conelea (University of Wisconsin-Milwaukee), Douglas W. Woods (University of Wisconsin, Milwaukee) |
| Abstract: Tourette’s syndrome (TS) is a disorder characterized by motor and vocal tics. Tics can be simple or complex. Simple tics are abrupt, sudden, and brief actions that are isolated in fashion or strung together in bouts; whereas, complex tics are coordinated sequences of behaviors that may appear purposeful (TSA, 2008). Tics are suppressible when children are reinforced for doing so (Woods & Himle, 2004; Himle & Woods, 2005). However, it is not known whether supressibility varies depending on tic characteristics (e.g. simple vs. complex). Dystonic (slow and sustained) tics are more likely to be preceded by premonitory sensations than fast and brief clonic tics (Jankovic, 1997); if more sustained tics are more likely to be preceded by premonitory symptoms, signaling their imminence, one might hypothesize that complex tics can be more effectively suppressed than simple tics. This study will examine archival data of tic-suppression tasks to analyze the difference in suppressibility between simple and complex tics. Each participant will have three baseline and three suppression conditions which will last five minutes each. Simple and complex tics will be scored separately and respective reductions observed during suppression will be compared. The results will provide important data on phenomenological factors influencing tic-suppression, which may be used to increase the efficacy and comprehensiveness of future behavioral treatments. |
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| 104. The Merger of Islamic and Christian Stimulus Equivalence Classes |
| Area: EAB; Domain: Experimental Analysis |
| SADIE L LOVETT (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The present study attempted to merge classes of Islamic and Christian stimuli. Using a match-to-sample procedure, participants were trained on a series of conditional discriminations that resulted in the formation of one equivalence class containing Islamic stimuli and one class containing Christian stimuli. These classes shared two common members. After demonstrating equivalence, participants were tested for a merger of the two classes. If the classes failed to merge, participants then viewed a video that outlined the parallels between Islam and Christianity, and they were subsequently tested for a merger of classes again. For participants still failing to merge the classes, direct training was provided before a final test for a merger of classes was conducted. Preliminary results indicate that initial training in which the classes are trained separately is not sufficient to result in a merger. |
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| 105. One-To-Many and Many-To-One Protocols, and Retention in the Acquisition of Equivalence Classes in College Students and Children |
| Area: EAB; Domain: Experimental Analysis |
| YORS A. GARCIA (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The current study compares two different conditions in the acquisition of equivalence classes in college students and children. All participants in the two experimental conditions were taught four 3-members stimulus classes via conditional discriminations and then were tested for stimulus equivalence. In one condition participants were exposed to a One-To-Many (OTM) training protocol (AB, AC, and AD). In a second condition participants were exposed to a Many-To-One (MTO) training protocol (BA, CA, and DA). One month later participants were re-exposed to the stimulus equivalence test for all two conditions. In a second experiment children were exposed to the same two conditions and month later children were re-exposed to the stimulus equivalence test for all two conditions. Prelimary results suggest that there is not significant difference between both protocols. |
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| 106. Does training improve performance on a perspective-taking task? |
| Area: EAB; Domain: Experimental Analysis |
| Laura M Baker (University of Waikato), JENNIFER M. KINLOCH (University of Waikato), T. Mary Foster (University of Waikato, New Zealand) |
| Abstract: McHugh, Barnes-Holmes, Barnes-Holmes, Whelan, and Stewart (2007) conducted a study on perspective taking using response latency as their dependent variable. They investigated the role of relational complexity within the frame of deictic relations through the use of false belief tasks. They found that the main effect for perspective was significant; consistent with predictions made by Relational Frame Theory. The aim of the current research was first, to replicate their findings that relational complexity increases response latencies on perspective taking tasks, and second, to investigate the effects of training on response latencies. The present method partially replicated that of McHugh et al. (2007) with the addition of a training phase that included multiple exemplars of the perspective taking task with feedback on accuracy. In addition a simple reaction time test was run repeatedly to assess the effect on performance separately from that on perspective taking. Relational Frame Theory predicts a number of outcomes (1) that response latencies would increase as a function of relational complexity; (2) that extended training on the perspective taking tasks would decease response latencies; and (3) that generalization to novel stimuli would occur. The results will be presented. |
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| 107. Choice, preference and contingencies in decision making and work performance in mentally disabled adults |
| Area: EAB; Domain: Experimental Analysis |
| GIOVANA ESCOBAL (Federal University of Sao Carlos), A. Celso Goyos (Fed. Univ. of S. Carlos) |
| Abstract: Poster
Area: Experimental Analysis of Behavior (EAB) OR
Developmental Disabilities (DDA)
Title: Choice, preference and contingencies in decision making and work performance in mentally disabled adults
Authors: GIOVANA ESCOBAL and Celso Goyos
Support: FAPESP and CNPq
This study investigated choice responses and preference for work tasks with and without environmental support with mentally disabled adults. Also, work performance was assessed as a function of conditions chosen. Four mentally retarded adults learned a work task consisting of assembling notebook covers with and without support. During the support condition containers used to store the different components and immediate feedback were used to increase or maintain performance and prevent errors. Following initial training the subjects worked individually either under multiple schedules or under concurrent-chain schedules according to a multi-element design. When the multiple schedules condition was in effect, the components were either presence or absence of support, distributed quasi-randomly. In the concurrent-chain schedules condition, the first link consisted of FR-1 and the second link consisted of either the presence or absence of environmental support. The results showed that when choice opportunities were given, the work support condition was chosen more often. Also time spent complete the task and average number of errors performing the task decreased during this condition. The results suggest that environmental support may yield greater control over work and that the opportunity to make choices engendered more motivation and work independence on the participants.
KEY WORDS: choice, vocational training, mentally retarded adults, self-determination.
Contact Information:
Name: Giovana Escobal.
Affiliation: 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: giovanaescobal@hotmail.com
Citizenship: Brazilian |
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| 108. A Comparison of Descriptive and Functional Analyses in the Evaluation of Pediatric Food Refusal |
| Area: EAB; Domain: Applied Behavior Analysis |
| LAURA ELIZABETH MELTON (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Julia N. Woods (Kennedy Krieger Institute) |
| Abstract: A Comparison of Descriptive and Functional Analyses in the Evaluation
of Pediatric Food Refusal
Laura E. Melton, Carrie S. W. Borrero, & Julia N. Woods
We evaluated the outcomes of descriptive and functional analyses by comparing the conditional probabilities (p) of potential reinforcers during the descriptive analysis to reinforcers identified via functional analysis. The participant was a 7 year-old girl admitted to an intensive behavioral program designed to address severe food refusal. First, descriptive analyses of parent administered meals were conducted and data were collected on inappropriate mealtime behavior (e.g., food refusal, inappropriate comments), and the delivery of potential reinforcers. Next, functional analyses of inappropriate mealtime behavior were conducted to identify reinforcers. Conditional p analyses were then conducted using descriptive analysis data to calculate the p of each potential reinforcer within1-s, 5-s and 10-s intervals following food refusal. Finally, the highest conditional p values from the descriptive analysis were compared to the reinforcers identified during the functional analysis to determine if they “matched.” Results of the functional analysis indicated that adult attention, access to tangible items, and escape from demands (i.e., food removal) reinforced food refusal. However, the results of the descriptive analysis indicated that adult attention and escape may have functioned as reinforcers, suggesting that descriptive analysis results alone would not have identified all relevant functions for food refusal. |
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| 109. Choice and preference for caloric and non caloric foods in mentally disabled and overweight children |
| Area: EAB; Domain: Applied Behavior Analysis |
| GIOVANA ESCOBAL (Federal University of Sao Carlos), Marina Zanoni Macedo (Universidade Federal de São Carlos), Ana Luiza Rocha Faria Duque (Federal University of Sao Carlos), A. Celso Goyos (Fed. Univ. of S. Carlos) |
| Abstract: Poster
Area:
Experimental Analysis of Behavior (EAB) OR
Developmental Disabilities (DDA)
Title: Choice and preference for caloric and non caloric foods in mentally disabled and overweight children
Authors: GIOVANA ESCOBAL , Marina Macedo, Ana Luíza Rocha and Celso Goyos
Support: FAPESP and CNPQ.
This study aimed to investigate choice and preference for caloric and non caloric foods with four mentally disabled and overweight children. A small MDF box with two acrylic keys was used as experimental apparatus which was computer programmed and placed on a table in front of the participant. Button presses on both keys were kept on VI-10 schedules. At the end of the interval on one key a non-caloric gum was delivered and, on the other key, a caloric gum was delivered. A session consisted of 18 presentations of the schedule. Relative rate of response was used to analyze data. The results suggested that there was not a clear preference for either alternative. Studies about the nature of choice and preference for caloric and non-caloric foods are important to identify and describe suitable procedures to understand and control food intake in much needed populations, such as overweight children.
KEY WORDS: choice, preference, children with mental disabilities, calorie.
Contact Information:
Name: Giovana Escobal.
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: giovanaescobal@hotmail.com
Citizenship: Brazilian |
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| 110. Contingencies that Predict Indifference: Economic Analyses when the Matching Law Isn’t Enough |
| Area: EAB; Domain: Experimental Analysis |
| MEREDITH S BERRY (University of Florida), Brian D. Kangas (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Human subjects engaged in a simulated Rock/Paper/Scissors game against a computer opponent. The computer opponent’s moves were determined by programmed probabilities that differed across 10 blocks of 100 trials each. Previous research in our lab has suggested that subjects probabilistically match the appropriate countermove and response allocation was well described by a modified version of the generalized matching equation. In the present experiment, the computer was programmed to play each move randomly with equal probability. Under these conditions, subjects allocated their responses equally across the three alternatives as predicted by the matching law. No other obvious order was seen, however, with matching analyses alone. Variations of economic analyses promulgated by the 19th century French philosopher Antoine Cournot, yielded order in response allocation when the contingencies predicted and indeed seemingly engendered indifference. Specifically, subjects were significantly more likely to play the move that would have beaten the previous play (i.e., Cournot’s Best Response). The conditional probability of employing this strategy was amplified following runs of repeated computer responses, although no subject reported following such a strategy. |
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| 111. Determinants of Function Transfer in Humans |
| Area: EAB; Domain: Experimental Analysis |
| RAFAEL BEJARANO (Henderson State University) |
| Abstract: Past research suggests that stimulus pairings can produce transfer of function (TOF) in humans. This study investigated whether stimulus pairings produces TOF if people are required to perform a verbal task during the stimulus pairings. On training trials, confirmatory feedback was contingent on pressing one of three keys on a computer keyboard, each in the presence of a different alphanumeric symbol. Once key pressing was under stimulus control, pairing and testing trials were interspersed among additional training trials. On pairing trials, the subjects viewed three new nonalphanumeric symbols, each paired with one of the symbols that served as discriminative stimuli during the training trials. Half of the subjects also counted backwards during each pairing trial. On testing trials, one of the symbols that had been presented with the discriminative stimuli in the pairing trials was presented on the screen, together with instructions to press the A, G, or L keys. Key presses did not produce feedback on testing trials. Median percent-correct responses during testing trials were 51.05 for the counting group and 95.84 for the noncounting group, suggesting that TOF through stimulus pairings is mediated by verbal behavior. |
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| 112. CANCELLED: Visual Detection of Melanoma Symptoms as a Problem in Psychophysical Scaling |
| Area: EAB; Domain: Experimental Analysis |
| ELIZABETH A DALIANIS (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: Self-examination is central to the early detection of melanoma, which is deadly in advanced stages and potentially survivable if caught early. Unfortunately, little is known about how well people can recognize critical changes in skin lesions, or about how to maximize this ability. In a procedure inspired by psychophysical scaling, three types of melanoma-related changes in skin lesions were manipulated systematically to determine how well untrained volunteers could detect them visually. Also examined: the extent to which discrimination training improved the ability to detect small changes. |
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| 113. Observer Bias: The Effect of Expectancies and Social Contingencies |
| Area: EAB; Domain: Applied Behavior Analysis |
| EMILY HULL BELLACI (University of Houston-Clear Lake), Jonathan R. Miller (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: The purpose of this investigation was to extend previous research on factors that influence observer bias by examining the separate effects of social contingencies and expectancies on the accuracy of data collection using Signal Detection Theory. The accuracy of 24 observers’ recordings of clear and ambiguous aggression was evaluated following exposure to social contingencies and expectancies. Observers (university students) scored instances of aggression while watching 3 different video segments in a university laboratory setting. The frequency of aggressive instances was held constant across all videos. Each video contained an identical number of clear instances of aggression, ambiguous instances of aggression, and ambiguous non-examples of aggression. All observers were exposed to a baseline condition (no experimental manipulation) and two test conditions. In the Social Contingencies condition, the experimenter informed the observer that he or she had missed some of the aggressions during the previous observation and needed to try harder on the next video. In the Expectancies condition, the observer was told to expect higher rates of aggression in the upcoming video. Results indicated that social contingencies may bias observer accuracy but that expectancies are not likely to bias observers unless previously exposed to social contingencies. |
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| 114. Behavioral Sensitivity to Conditioned Punishers in Humans |
| Area: EAB; Domain: Experimental Analysis |
| ADAM E. FOX (Western Michigan University), Andrew E. Brandt (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: The present study investigated the punishing effects of a stimulus paired with response cost. Participants responded on buttons for hypothetical money (points) and were told that for every 5 participants, the one who earned the most would receive $50. The experiment consisted of two parts. Part 1 included training, a baseline condition in which responding produced points according to a random-interval 20 s schedule, and a punishment condition in which responding was conjointly punished by a random-ratio 2 response cost schedule. Participants who showed a punishment effect continued to Part 2. Part 2 included a baseline condition, a brief control condition in which responding produced a visual stimulus (a 3-s white flash on the computer screen) , a pairing condition in which response cost was preceded by the visual stimulus, and a conditioned punishment condition in which responding again produced the visual stimulus. None of the 17 participants showed a suppression in responding in the conditioned punishment condition. Rather, response rates were often higher than during baseline. These results suggest that either stimuli paired with point loss are not effective punishers, or that the pairing conditions failed to establish the visual stimulus as a conditioned stimulus. |
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| 115. Conditioned Emotions and Visual Stimuli Applied to Skin: an analysis of Pavlovian conditioning in tattoos |
| Area: EAB; Domain: Applied Behavior Analysis |
| EMINA CUFUROVIC (Northern Arizona University), Andrew W. Gardner (Northern Arizona University), Vanessa Adelman (Northern Arizona University), Nick Lawrence (Tat-Fu Tattoo) |
| Abstract: With the increasing popularity of tattoos (Swan, 2006), it has become more important to understand how conditioned emotions between an individual and their specific tattoo are acquired. We hypothesize that Pavlovian conditioning can account for the conditioned emotional responses to the visual stimulus during tattoo application. John B. Watson described conditioned emotions as learned emotional reaction acquired through Pavlovian conditioning (Chance, 2006). While the motivations for any given tattoo vary widely by individual, this study investigated whether conditioned emotions are indeed paired via Pavlovian conditioning, as well as the longevity of these emotions.
Two individuals, receiving their first tattoo, were recruited for the current study. Data using GSR (Galvanic Skin Response) measurements of sympathetic activity and emotional arousal were collected prior to the tattoo, during the tattoo application, as well as during follow- up interviews at 1 and 3 month intervals. A survey of the reasons why each participant chose their tattoo was also conducted. A local tattoo shop (TatFu Tattoo) owner in Northern Arizona provided services for all participants. Results are discussed in terms of the strength of conditioned emotions (physiological measures) and reported reasons for getting the tattoo (verbal report) over time. |
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| 116. Acquisition of language modes reading and listening and its transfer to writing mode |
| Area: EAB; Domain: Experimental Analysis |
| A. DANIEL GÓMEZ-FUENTES (Universidad Veracruzana), Enrique Zepeta Garcia (University of Veracruz), David Martínez Cerqueda (University of Veracruz) |
| Abstract: From the conceptual alternative based on the notion of language game (Wittgenstein, 1953), Ribes (2006) argument that the logic of language is grounded on social practice and not on the fictitious universal logic of grammar. The conventional character of the language like a particular class of interaction is maintained; their functional and morphologic characteristics do not depend on the biological, individual or specific conditions of the species, but they involve a conventional system of relations between individuals and events of the environment. In the present study one of the three dimensions suggested by Ribes (2006) is analyzed: the language like instrument. Language may be conceived of as the instrument by means of which we directly affect the behavior of others, and indirectly the objects and events in the world and ourselves. The acquisition of the modes is evaluated to listen and to read at referential substitute level during the training, and its transference at substitute level nonreference in a different mode, to write, in the active voices and passive of the Spanish using literary and informative texts. 10 experimentally unaware children participated in the experiment, aged 8 to 10, in the third grade the elementary school in the city of Xalapa, Veracruz, México. A pretest-postest design was applied, two phases of training and tests of transference in inverse sequences. The results suggest that in this experiment, the execution level in the transference tests seems to depend on the characteristics of the linguistic mode, of the level of execution obtained during the training, of the trained functional level and of the type of voice - activates or passive employee. The content of texts - literary or informative it did not affect the level of execution significantly obtained in the training and the tests of transference. |
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| 117. The Effects of Capturing Versus Successive Approximations on Shaping Human Movement. |
| Area: EAB; Domain: Applied Behavior Analysis |
| TRAVIS HETH (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Clicker training has been used to shape human movement topographies in recent years. Although little research has been done in this area, a pilot study conducted by Heth and Rosales-Ruiz (2007) indicates that using auditory feedback to try to capture a forward bend fails to produce learning, even after many trials. The current study aims to compare subjects’ performance using two different procedures, capturing and successive approximations, to shape a forward bend. For both conditions the subjects are told to stand straight up at the start position and then bend forward at the waist when given a signal by the experimenter. In one condition, the subject’s movement is “captured” by delivering a click when the subject reaches a predetermined bend angle. During another condition, the subject receives a click during a series of successive approximations toward a target bend. A multiple treatment design will be used to examine the effects of each procedure. Results pending. |
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| 118. Can Money Buy Happiness? Evidence from the Discounting of Uncertain Happiness |
| Area: EAB; Domain: Experimental Analysis |
| TRACY TUFENK (University of Wisconsin - Eau Claire), Daniel D. Holt (University of Wisconsin - Eau Claire) |
| Abstract: With probability discounting, the subjective value of an uncertain outcome decreases as a function of increases in the odds against its receipt. Although individuals regularly make choices between non-monetary outcomes (e.g., choosing between food items), relatively little research has been done in this area. The current study investigated choice behavior between certain and uncertain monetary and non-monetary outcomes. We asked undergraduate college students to make a series of choices between uncertain hypothetical outcomes: money and happiness. Specifically, individuals were asked to choose between a monetary outcome (certain) and personal happiness (uncertain). We found that as an individual’s happiness becomes more uncertain they were willing to accept less money. That is, we found that money can ‘buy’ happiness and that the subjective value of happiness decreases as the odds against its receipt increases (discounting). We also found that individuals who self-reported being relatively “happy,” as determined by a happiness questionnaire, were not as willing to take a risk with their personal happiness as those individuals who self-reported being “less happy.” While additional data collection and analyses are warranted, the present findings suggest that a fuller understanding of the factors that contribute to choices regarding uncertain non-monetary outcomes is possible. |
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|
| EDC Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
|
| 119. Methods for Obtaining Speech and Language Continuing Education Credits at Multidisciplinary Professional Development Events |
| Area: EDC; Domain: Service Delivery |
| SHARI L. SCHATZMAN (Eden II Programs), Amy Bergen (Speech-Language Coordinator Eden II Adult Program/) |
| Abstract: With the increasing number of professionals that are dually practicing in the areas of speech-language pathology and applied behavior analysis, there has been much discussion regarding speech-language pathologists accruing their required number of ASHA continuing education credits while still enhancing their knowledge of behavior analysis. There are currently over two hundred members of the applied behavior analysis/speech-language pathology list-serve. This poster will discuss the results of a survey of speech language pathologists in terms of their access to information/education in applied behavior analysis and the role of CEUs in this process. Issues such as management of two separate certifications along with separate sets of CEUs, access to relevant information in ABA, as well as attendance in state and national conferences will be reviewed. Available options for individuals will be examined, including collaboration between CEU providers, provision of ASHA CEUs at ABAI and State ABA conferences as well as the provision of BCBA CEUs at state and national speech and hearing conferences. |
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| 120. Integrating PBIS and Day Treatment Components for an Alternative School |
| Area: EDC; Domain: Applied Behavior Analysis |
| JOSHUA NEEDELMAN (USM), Amy Baranek (University of Southern Mississippi), Joe Olmi (The University of Southern Mississippi) |
| Abstract: This poster will be an introduction into a model created for a district’s alternative school which serves student from grades 3-12. The discussion of the model will include how it fits into a Response to Intervention Model. The model includes a procedure for admission into the school and information regarding a three level token economy system shown to increase responsiveness for students with significant behavior problems. The program includes positive behavioral interventions and supports (PBIS) components including teaching positively stated school expectations and providing incentives for appropriate behavior. Approximately two years of data will be presented regarding program effectiveness. Analyses will include approximately two years of longitudinal data indicating level, transitions, recidivism, attrition, and treatment integrity. Finally, the program indicates criteria for re-entry to the student’s home school. Individuals will gain an understanding of the process and needs for implementation of behavioral programming for alternative schools and will learn key behavioral components that enhance response to intervention programming. This presentation will offer a detailed review the preceding components of the model designed to increase student resiliency and facilitate their transition back to their home schools. |
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| 122. An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home. |
| Area: EDC; Domain: Applied Behavior Analysis |
| ALLISON M. JONES (University of North Texas), Richard G. Smith (University of North Texas), Barbara Carlson (University North Texas), Amanda C. Besner (University of North Texas), Kimberly L. James-Kelly (University of North Texas), Martha Joe Staff (University of North Texas), Michelle Lamancusa (University of North Texas) |
| Abstract: Training in behavior management has been used to teach parents how to appropriately intervene on their children’s behavior. This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. In order to determine skill acquisition, both parents performed pre- and post-training role plays and completed written exams prior to the workshop, after each session and following the entire workshop. Role play assessment results showed improvements in all skill areas for both participants following the workshop. Written assessment results showed improvements for all skills directly taught except Set Expectations for Participant 2. Multiple measures were examined in the home prior to and following the workshop to assess skill generalization. Home assessment results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants. |
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| 123. An Examination of Practices Regarding the Utilization of Scientifically Based Research at the District Level (in Two Midwestern States) and the State Policy Level Following Passage of NCLB |
| Area: EDC; Domain: Theory |
| PATTY L. POLSTER (St. Louis University) |
| Abstract: Administrators across the nation are regularly faced with decisions
regarding the best ways to serve their students and community. NCLB legislation calling for the utilization of scientifically based research necessitates a more thorough administrative decision-making process than many in the field are accustomed to.
The current study will attempt to examine the extent to which Missouri and Illinois school district administrators and school boards have developed (and/or currently utilize) specific policy and/or procedures related to the identification and utilization of research in educational and/or curricular decision making, as well as what proportion of administrators surveyed report having received adequate training to identify and utilize SBR. Additionally, interview data from representatives of several state departments of education will be presented regarding policies and/or procedures related to the identification and utilization of SBR, as well as staff readiness to implement any such policies.
Discussion will consider conceptualizations of strategic or effective management from the Organizational Behavior Management literature as well as consideration of the current state of educational research. |
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| 124. Use of Behavior Principles: A Comparison of Special Education Classroom in India and Florida |
| Area: EDC; Domain: Applied Behavior Analysis |
| GOPKULALAKSHMI SADHANANTHAM (Special Education Teacher), Rangasamy Ramasamy (Florida Atlantic University) |
| Abstract: There are over 3000 special education schools in India that are run by government, private, and welfare organizations catering to about five million children with moderate to severe disabilities. These schools come under three general categories namely, schools for children with intellectual disabilities, schools for children with physical and multiple disabilities, and schools for children with sensory disabilities. In contrast, about 10% of students with disabilities receive special education services in public schools in all 50 states. For the purpose of this presentation, the first author selected her classroom for children with intellectual disabilities in India and compared it with her present classroom for children with autism and intellectual disabilities in a high school classroom in Florida where she currently teachers. The goal of this presentation is to highlight the use of behavior principles in both classrooms to teach students with cognitive disabilities. In this poster presentation, the authors will highlight how behavior principles are used in both countries to improve the students’ appropriate behavior. The participants that attend this poster session will understand the status and use of applied behavior analysis in special education classroom in India and in Florida. |
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| 125. Paraprofessional/ Parent Training Using Video Modeling To Implement The Use Of Activity Schedules |
| Area: EDC; Domain: Applied Behavior Analysis |
| KIMBERLY SARA BROWN (san diego state university), Bonnie Kraemer (San Diego State University) |
| Abstract: Due to the increasingly diminishing resources in public schools paraprofessionals and parents often do not receive training in how to work with children using empirically validated strategies. It is known however that students with autism spectrum disorder frequently benefit from instruction presented in a visual format such as activity schedules. This study will evaluate the effectiveness of using video modeling to train parents and paraprofessionals to implement activity schedules with children who have autism. Specifically, the participants will be three elementary aged students, their parents and classroom instructional assistants. The intervention will be implemented over a three month period and will consist of having the parents/paraprofessionals watch a video of the classroom teacher implementing an activity schedule either in the home or school. Participants will be asked to view the video prior to implementing the activity schedule with the target child. A non-concurrent multiple baseline design will be utilized to evaluate (1) the parent/paraprofessionals’ ability to implement use of the activity schedules and (2) the students’ level of independence in using the activity schedules. If there is consistency between school and home in using empirically supported strategies, it is more likely that children will generalize and maintain their skills. |
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| 126. Effects of Unison Responding and SAFMEDS on college students’ acquisition of new terminology. |
| Area: EDC; Domain: Service Delivery |
| DAWN W. HAMLIN (SUNY Oneonta), Devender Banda (Texas Tech University) |
| Abstract: This study looked at the use of unison responding (UR) and SAFMEDS and their effects on college student acquisition of new terminology. Research of UR procedures and SAFMEDS have found both to provide increased student achievement (Randolph, 2007; Byrnes, 1990). To date however, no study has compared UR to SAFMEDS for effects on vocabulary attainment. Using a pre-test, intervention, post-test design, this study looked at pre-service student attainment of specialized vocabulary in an introduction to exceptional children course. This study provides a comparison between group 1 which used UR to practice new terminology, group 2 which used SAFMEDS to practice new terminology, and group 3 which used neither UR nor SAFMEDS and acted as a control group. Additional social validity data was collected from the pre-service teacher participants measuring their attitude about UR and SAFMEDS and their likelihood of using either method in their future classrooms. Results of this study are discussed and implications for practice and research are provided. |
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| 127. Effects of a Contingency for Pretest Performance on Posttest Performance in a Laboratory Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| MATTHEW A. TAYLOR (Queens College and the Graduate Center, CUNY), Michael Itzkowitz (Queens College, CUNY), Kathleen A. Mangiapanello (Queens College and the Graduate Center, CUNY), Nancy S. Hemmes (Queens College/CUNY) |
| Abstract: This study assessed the well-established effects of exposure to pretesting on subsequent test performance, by manipulating parameters of the pretest condition. College students were assessed with a between-participants design by randomly assigning participants in randomized blocks of four to the following conditions: 1) control; 2) focused study; 3) pretest without contingency for performance; 4) pretest with contingency for performance. Under condition 4, students who met a performance criterion were able to leave the experiment early. The procedures for all four conditions were run identically except for the above-described experimental manipulations. Pretest and posttests consisted of multiple-choice and completion questions. Prior history of questions on the posttest differed: questions were: 1) novel; 2) previously exposed on pretest; 3) reworded version of the previously exposed. The dependent variables were the number of correctly answered questions on the posttest and on the pretests. Participants performed significantly better on posttest questions that were previously exposed (identical and reworded version). There was no effect on performance on novel posttest items as a function of the experimental condition. The number of correct answers for pretests was significantly greater under the performance contingency as compared to conditions without it. |
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| 128. Teacher Education Students' Perceptions of 3C/ROD: Close, Continual Contact with Relevant Outcome Data |
| Area: EDC; Domain: Applied Behavior Analysis |
| RENEE K. VAN NORMAN (University of Oregon), Deborah Russell Carter (Boise State University), Matthew Tincani (Temple University), Shannon Crozier (University of Nevada, Las Vegas) |
| Abstract: This investigation evaluated students’ perceptions of frequent formative assessments used in six university teacher preparation courses. The Social Validity of Assessment Practices Survey was designed to evaluate students’ perceptions of course assessment activities designed to allow university professors close, continual contact with relevant outcome data (3C/ROD; Bushnell & Baer, 1994). Assessments included questions about an instructor-generated evaluation of instruction, in-class activities, quizzes, and other assignments and procedures. Survey results include both individual ratings for each assessment activity and students’ rating of satisfaction with the assessment methods as they related to their understanding of course content. Results indicate students were very satisfied with instructors’ assessments. Students felt instructors used assessments to modify teaching and perceived that quizzes and activities were closely linked to course content. They felt less strongly about the value of instructor-generated evaluation of instruction and the frequency of quizzes for enhancing their content learning. This study provides preliminary descriptive evidence supporting the importance of including model demonstration tactics in teacher preparation courses to assist in the development of educators skilled in the collection of meaningful data and its use in instructional decision making. Implications for education, limitations of the study, and suggestions for future research will be presented. |
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| 129. Comparison of the use of orthographic rules in three university populations |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARÁA LUISA AVALOS LATORRE (no), Leticia Ornelas Orozco (no), Alba Mayo Villanueva Ortiz (no), Jehovana Elizabeth Reyna Vega (no), Erika Vianey GonzÁlez Plascencia (no), David Angel Pacheco Angeles (no) |
| Abstract: In Mexico, the studies relating to the use of the orthographic rules they focus predominantly in elementary education, whereas in university education it has been realized scantily. The objective of the studie was to determine the level use of rules of written accent and orthographic. 400 university students of three Universities participated. They realized three types of activities. The first activity consisted in to write the letter or written accent correctly in every word. The second activity consisted in to write the letter or written accent correctly in every word. The second activity consisted of writing the letters and lacking accents in word of sentences. Finally, in the third activity to the presented sentences with homophonous word, the participants chose the correct word. The results will be analyzed in terms of the percentage of correct words in every activity and will be compared among the university populations considered in the study. |
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| 130. The Effect of Teaching College Students to Task Analyze Long Term Writing Assignments |
| Area: EDC; Domain: Applied Behavior Analysis |
| CHRISTOPHER L SCHWILK (Shippensburg University), James K. McAfee (Penn State University), William Therrien (University of Iowa) |
| Abstract: Academic writing is an important and complex task comprised of multiple sub-tasks. This poster will present the results of a time-lagged group study that examined the effect of teaching college students with writing difficulties to task analyze assignments and establish dates for subtask completion. Teachers often use task analysis of assignments to assist students to break larger tasks into smaller components. Additionally, researchers have established task analysis is a critical component of strategy development and as an aid to help students complete assigned tasks. When students with disabilities transition to college, supports that existed in high school for breaking assignments into smaller parts disappear. Participants were taught a strategy to break their assignments into smaller components for assignment completion and establish planned dates for completion of the assignment components. Results of the study suggest that brief instruction in task analysis may be an effective procedure to improve writing assignment completion. |
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| 131. Stimulus Control by the Multiple-Choice Item |
| Area: EDC; Domain: Applied Behavior Analysis |
| HAROLD L. MILLER JR. (Brigham Young University), David Foster (Kryterion) |
| Abstract: We report an experimental series with human subjects recruited from upper-division psychology majors. Each was asked to complete a set of computer-presented quizzes consisting of multiple-choice items on traditional topics in the psychology curriculum. There were three formats for the presentation of answer options. The Standard format presented each answer option simultaneously. Subjects were asked to select the correct answer. The Discrete format presented each answer option one at at time until all had been presented. After each answer option appeared, the subject answered yes or no and could ask to review previously presented options. The Foster format presented each option one at a time but stopped presentation once the subject answer correctly or incorrectly. Subjects were allowed an initial period in which to study the textual material related to the topic, then took a quiz that implemented one of the formats. The items in each format were equated for difficulty. We report the results for each format in terms of percentage correct, response latency, total time, and additional, derived measures. |
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| 132. On interteaching |
| Area: EDC; Domain: Applied Behavior Analysis |
| GUNN LOKKE (University College of Ostfold, Norway), Jon A. Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Interteaching is an application of behavioral principles in higher education, utilizing the three-term-contingency, and highlighting dyadic activity, or peer learning (Boyce & Hineline, 2002; Saville, Zinn, & Elliot, 2005). Antecedents and consequences are arranged for talking in student dyads. In an earlier experimental study (Løkke, Løkke, & Arntzen, 2008) we compared the effectiveness of interteaching vs traditional lectures, using a single group experimental reversal design with two conditions. Relatively small effects and differences between interteaching and traditional lectures in our 2008 study have prompted a new study highlighting more intense introduction and implementation of intertaching over four consecutive weeks in an introductory psychology course. Several of Toppings (2005) proposals for effective peer learning are given attention. Effects are measured within a pretest – posttest group design. |
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| 134. Insight or grapevine? Contingency shaping and social transmission of a maximization strategy in paid trainees. |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN LONG (Johns Hopkins University School of Medicine), Anthony L. DeFulio (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Individuals participating in a clinical trial designed to evaluate the effectiveness of employment-based abstinence contingencies in maintaining abstinence of cocaine and opiates received typing training. During a 22 month period in which a particular version of the typing training program was in place, 56 of 74 participants engaged in an extended pattern of behavior which maximized their earnings but halted their progress through the training program (DeFulio et al., In press). During follow-up interviews conducted six months after the conclusion of study participation, some participants indicated that they learned about the maximization strategy through direct experience with the contingencies, while some reported being told about the strategy by other participants. Because all of the typing performance of our participants is recorded by computer, we were able to determine precisely which participants were engaging in the maximization pattern of behavior, when they were engaging in the pattern of behavior, and the extent to which they experienced direct contact with the contingencies before engaging in the pattern of behavior. The analysis of these measures indicates that the widespread occurrence of this pattern of behavior in our subject population was largely a function of social transmission of the maximization strategy. |
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| 135. Effects of Homework Submission and Revision Requirements on Quiz Performance in a College Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| JASON S. ROCKWELL (Queens College and the Graduate Center, CUNY), Michal E. Freier (Queens College/CUNY), Nancy S. Hemmes (Queens College/CUNY) |
| Abstract: Recent literature (Oliver & Williams, 2005) suggests the use of accuracy-based objectives on homework assignments results in higher performance on course assessments. In the current study, the effects of submission and criterion-based homework assignment contingencies on homework submission and quiz grades were assessed. For each chapter unit, students were given a homework assignment for which they were able to receive personalized corrective feedback contingent on submission. Using an alternating treatments design, students were then assigned to one of three conditions during each instructional unit. In the no-points condition, students had no opportunity to earn course credit for homework submission. In the submission condition, students received full credit for all submissions, regardless of accuracy. Finally, students in the revision condition were required to resubmit an assignment until demonstrating mastery in order to receive any credit. Group-mean percentage of homework assignments submitted was higher in both of the points conditions than the no-points condition. In addition, students submitted more accurate responses in the revision condition; nonetheless, students in this condition did not demonstrate higher quiz scores. |
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| 136. Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate-level Rehabilitation Course |
| Area: EDC; Domain: Applied Behavior Analysis |
| BROOKE DIANE WALKER (SIU Carbondale), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The purpose of this study is to examine the degree to which the stimulus equivalence instructional paradigm can be effectively used to teach course material to students in an undergraduate disability course. The study is divided into three sets of experiments, each consisting of three sets of four instructional stimuli related to the causes, names, definitions, and service needs for a variety of disabilities. Participants are pre and post-tested on the material by the experimenter using flashcard-style manner with no feedback. Training is conducted using an instructional package consisting of multiple-choice questionnaires and feedback. Preliminary results suggest that the stimulus equivalence paradigm can be effectively used in such a paper-and-pencil training format, and per formance in the class is enhanced as a function of participating |
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| 137. Types of training strategies used by Physics and Mathematics
to Train New Researchers |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARÁA ANTONIA PADILLA VARGAS (University of Guadalajara), Georgina Margarita Arteaga Flores (University of Guadalajara), Hitomy Edith Matsuda Wilson (University of Guadalajara) |
| Abstract: This piece of research attempted to compare training strategies used by researchers in Physics and Mathematics to train their apprentices. In each area six researchers belonging to three different generations participated: 2 with 25 years of research experience, 2 with 12 years of experience, trained by the first ones, and 2 trained by the latter. One instrument designed to fit the present research purposes was used to collect data. Four kinds of training strategies were found: by dogma (when the researcher tells the apprentice the rules that must be followed to perform each activity), by direct training (when the apprentice is exposed to the task and the research gives him constant feedback), by reference (when the apprentice is exposed to the observation of the performance of others and is asked to do the same), and by faith (when the apprentices face the situation on their own as they see fit). Preliminary data showed that Physics researchers trained predominantly by Reference while Mathematics researchers by Direct Training. The implications that these results have for teaching sciences are discussed.
Key Words: Training strategies, experts, novices, Physics, Mathematics. |
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| 138. The Effects of a Point Contingency on Homework Completion, Homework Accuracy, and Quiz Performance in a Graduate-level Behavior Analysis Course |
| Area: EDC; Domain: Applied Behavior Analysis |
| BROOKE DIANE WALKER (SIU Carbondale), Yors A. Garcia (Southern Illinois University), Stephen Filipiak (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The current research study examines whether the completion of homework assignments affects students performance on quizzes in a graduate-level rehabilitation class. Using an alternating treatment design, points are provided contingent upon the completion of weekly study questions in one condition, while no points are provided contingent upon their completion in another condition. Preliminary results suggest that the point contingency does not affect the likelihood of students completing the assignments, and does predict quiz performance |
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| 139. Reliability of Students’ Self-recorded Participation in Class Discussion |
| Area: EDC; Domain: Applied Behavior Analysis |
| KATHERINE R. KROHN (University of Tennessee), Lisa N Foster (University of Tennessee at Knoxville), Robert Williams (University of Tennessee) |
| Abstract: Many instructors include credit for students’ in-class participation in their grading scheme; however, credit is often awarded subjectively at the end of the course. Objectifying the participation-grading system tends to be labor-intensive for instructors. One procedure that requires little instructor time is having students record their own participation. This self-recording procedure must prove reliable for the instructor to use the participation records as the basis of a participation grade. Thus, the purpose of the current study was to determine whether students can reliability record their own participation under both credit and non-credit conditions. Over 2 consecutive semesters, students (N = 329) in 6 sections of a large undergraduate course self-recorded their comments in class discussion. In some phases, students received a small amount of credit toward their course grade for reporting up to 2 comments in class discussion. Students self-recorded their comments in all phases of the study, including non-credit phases. Two external observers recorded student participation for 25% of discussion days. Overall percentage of agreement between students and observers was high under both credit conditions, though students reported more comments under credit than non-credit conditions and were slightly more inclined to under-report participation in the non-credit phases. |
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| 140. Comparison of student quiz scores following lecture and interteaching with and without extra credit points for preparation guide completion. |
| Area: EDC; Domain: Applied Behavior Analysis |
| STEPHEN FILIPIAK (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: This study will compare the effects of lecture and interteaching with and without points for preparation guide completion on subsequent quiz performance in an undergraduate research methods class. A counterbalanced multielement design was used to alternate three conditions: (1) traditional lecture, (2) interteaching with extra credit points available for completion of preparation guide over that weeks material, and (3) interteachng with no extra credit points available for preparation guide completion. Preliminary findings suggest that students will perform best in interteaching conditions with extra credit points available for preparation guide completion. Further, interteaching with or without extra credit points is predicted to be only slightly superior to class periods with no interteaching session. Students will also indicate via social validity questionnaire their preference for each instructional condition. |
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| 141. Effects of a Reciprocal Peer Tutoring Program on the Academic Achievement of College Students in an Applied Behavior Analysis Course |
| Area: EDC; Domain: Applied Behavior Analysis |
| RYAN M. ZAYAC (Central Washington University) |
| Abstract: Research demonstrates peer tutoring, a type of cooperative learning, to be an effective strategy for increasing student achievement at various educational levels. This project examined the effectiveness of reciprocal peer tutoring (RPT) on the academic achievement of undergraduate college students enrolled in an applied behavior analysis course. An alternating treatment design was used to examine the effects of the RPT program. Similar to previous findings, the results showed an increase in academic performance when the students were encouraged to meet outside of normal class time. These results suggest that reciprocal peer tutoring is effective for college students and can be an effective strategy to assist them in learning the material presented throughout the class. |
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| 142. The Effects of Text Messaging on At-Risk College Student-Athlete's Class Punctuality |
| Area: EDC; Domain: Applied Behavior Analysis |
| Valorie R. Lott (University of Memphis), Jessica L. Mills (University of Memphis), DAVID BICARD (The Univeristy of Memphis) |
| Abstract: A multiple baseline across students was used to assess the effectiveness of students text messaging upon arrival to class. The results showed meaningful improvements in both punctuality and attendance. Follow up data were also collected. |
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| TBA Poster Session 4 |
| Monday, May 25, 2009 |
| 12:00 PM–1:30 PM |
| North Hall A |
|
| 143. Teacher and Student Learning Gains Through an Intensive Summer Learning Experience for Children with Autism |
| Area: TBA; Domain: Service Delivery |
| Jeanie Lundy (Kids for Camp), Laura Brumfield (University of Florida), LYNDA TYSON (Kids for Camp), Leasha Barry (University of West Florida), Tiffany Brown (Kids for Camp) |
| Abstract: This presentation will summarize data collected over a six week intensive summer educational experience in which over 60 residents of a rural community were trained to work with children with autism using behavior analytic techniques. Data were collected on both trainees and child progress on learning goals. Implications for implementing summer programming for children with Autism who live in areas lacking resources will be included. |
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| 144. Identifying Function via Visual Inspection |
| Area: TBA; Domain: Applied Behavior Analysis |
| JENNIFER LYNNE BRUZEK (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Clinic), Kathleen J. Miller (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: We provided written guidelines to introductory-level Master’s students to teach them visual inspection strategies for two types of assessments; descriptive analyses and brief analog functional analyses. During baseline, students were provided twelve graphs from each assessment type and were asked to score each graph as one of six possible functions (baseline). Next, scoring guidelines were provided for one assessment type while the other assessment type stayed in baseline. The students were asked to score a second set of twelve graphs from each assessment type. Finally, scoring guidelines were provided for the second assessment type and the students were asked to score a third set of twelve graphs from each assessment type. All student responses were compared to the responses of three trained behavior analysts who scored the graphs prior to their disbursement. Interobserver agreement exceeded 90% for all graphs across both assessment types following baseline. Results will be discussed in terms of student performance and generality of the guidelines implemented. |
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| 145. The Changeability of Misconceptions in Psychology and Behavior Analysis |
| Area: TBA; Domain: Theory |
| JON A. LOKKE (University College of Ostfold, Norway), Gunn Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Students frequently show misconceptions regarding constructs in psychology in general and basic constructs in behavior analysis in particular. We (Arntzen, Løkke, Løkke, & Eilertsen, submitted paper) have replicated the study by Lamal (1995) with some additional statements. The results showed a variety of misconceptions. It is important to try to change these widely held misconceptions in students. Among others, Chew (2006) presents some promising strategies for changing misconceptions. In this study we assessed misconceptions both in general psychology and behavior analysis in an introductory course in psychology, and addressed misconceptions directly in accordance with data. We have an emphasis on active participation from the students, stimulation of frequent responding, and presentation of many reinforcers for accurate responding. We retested the students (bachelor students) after the intervention, and we will present some results. |
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| 146. On experimental functional analysis skills (EFAS) |
| Area: TBA; Domain: Applied Behavior Analysis |
| JON A. LOKKE (University College of Ostfold, Norway), Gunn Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Systematic training and acquisition of experimental functional analysis skills (EFAS) are documented in several published studies. Our studies include over 30 participants. After training all usual conditions or the demand condition only, all participants reached a high success criterion in one or two days of training. A cost and time efficient program for EFAS is important in order to meet the increased interest in the technology in society at large. In the Master’s program in Behavior Analysis at Akershus University College the training is integrated in an ordinary course. A detailed training manual, or protocol, is an important prerequisite for effective training. Furthermore, our experience is that functional analysis methodology and training can be included in an ordinary science methodology course: Experimental functional analysis skills require training in arranging well known behavior contingencies and arrangements, in addition to knowledge of well known causal designs and validity threats. |
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| 147. Effects of the Peer Reviewer Component of a Computer-Aided PSI Course |
| Area: TBA; Domain: Experimental Analysis |
| JODY M. LAMBERT (University of Manitoba), Gabriel Schnerch (University of Manitoba & St. Amant), Joseph J. Pear (University of Manitoba) |
| Abstract: Comparisons between two computer-aided personalized system of instruction (CAPSI) classes will be evaluated in order to ascertain part of the effect that peer reviewers play. Data from students taking CAPSI courses in Behaviour Modification Applications at the University of Manitoba in the summer session of 2007 and 2008 will be analyzed. Students in the summer semester of 2008 were not given the option to peer-review their peers’ unit tests (NPR semester) and unit tests were marked by the instructor or mentor(s). Students in the summer semester of 2007 were given the peer-review option (PR semester) and the instructor or mentor only marked tests when two students were unavailable to peer review. Student academic performance, measured by progress indices, will show whether students in one group progressed significantly more quickly than students in the other. Final exam grades will be compared using t tests to determine if there are statistically significant differences between the two groups. The peer reviewing option is an integral part to the CAPSI system and is therefore of importance to determine its effectiveness. Results of this study will help researchers better understand the peer-reviewing process as well as reveal potential ways to improve on its concept. |
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| 148. Teaching Teachers: A Comparison of Educational Tactics |
| Area: TBA; Domain: Applied Behavior Analysis |
| TRACY REILLY-LAWSON (Caldwell College) |
| Abstract: This study compares the effects of peer tutoring and observational learning on correct responding of students in a college setting. Ten students attending college teacher preparation programs at the bachelors and masters degree levels participated in this study. A pre- and post- multiple baseline design across participants was implemented. Pre-tests were given at the start of each topic covered. The professor implemented peer-tutoring and observational learning to classes in a counter-balanced manner. Post-tests were completed at the end of each class session. The results show peer-tutoring as an effective tactic to increase the number of opportunities to respond and the number of correct responses emitted. |
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| 149. From Instruction to Practice: Common Types of Graphs in Applied Behavior Analysis Research |
| Area: TBA; Domain: Applied Behavior Analysis |
| MARANDA TRAHAN (Southern Illinois University Carbondale), Nicole Heal (Southern Illinois University) |
| Abstract: Visual inspection is one of the hallmarks of applied behavior analysis and has several benefits over other modes of data interpretation (Baer, 1977).A number of studies have demonstrated techniques to improve inter-rater agreement of visual inspection of single-subject designs (e.g., Stewart, Carr, Brandt, & McHenry, 2007). However, there have been no reviews on the kinds of graphs published or the verification that these graphs complement typical graduate instruction. Thus, the purpose of this paper was to examine the types of graphs displayed in the Journal of Applied Behavior Analysis over the past 10 years. Each graph was classified into one of many categories. Inter-rater agreement was calculated for over 30% of all graphs and averaged over 80% agreement. Results showed that while a majority of graphical displays were standard designs (e.g., multiple baseline, reversal, multielement), a large number of graphs were mixed designs, consisting of two or more standard designs. Thus, it can be suggested that researchers are constructing designs that most appropriately answer the given research question (Baer, Wolf, and Risley, 1987). |
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| 150. The Impact of Increasing Affirmative Statements Through Positive Behavioral Intervention Training for Lunchroom Staff Members |
| Area: TBA; Domain: Applied Behavior Analysis |
| JENNIFER SWEENEY (Kent State University), Chris LaVogue (Kent State University), Melody Tankersley (Kent State University) |
| Abstract: Addressing problem behaviors in schools is a concern among professional educators and academics alike. With the current legislative focus on proactive research guided interventions, school settings are now the ideal environment for positive practical behavioral change. Research suggests that non-instructional settings within the school have the greatest potential for incidences of problem behaviors. This study explored effects of training lunchroom staff in positive behavioral interventions, including teaching the use of positive statements, on the frequency of problem behavior exhibited by elementary students within the lunchroom. Specifically, this study was designed to explore the impact of applying a clearly defined set of behavioral expectations and the universal benefits of proactive affirmative statements by staff members. The findings suggest that when clear and explicit behavioral expectations are taught to both staff and students not only do the frequency of problem behaviors decrease, but the frequency of positive statements by staff members increased, while negative statements decreased, resulting in a change in the lunchroom environment. The data obtained demonstrates that through positive behavioral intervention training for staff members, a reduction in the frequency of problem behavior can be achieved, resulting in an overall positive environmental change. |
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| 151. Training Parents to Implement a Pill-Swallowing Protocol |
| Area: TBA; Domain: Applied Behavior Analysis |
| ERICA WORCESTER (Center for Autism and Related Disorders), Melissa L. Olive (Center for Autism and Related Disorders) |
| Abstract: Many children with autism take nutritional supplements as part of their medical care. Parents report difficulty in getting their children to swallow pills. Yoo and colleagues described the results of using a stimulus fading technique to successfully teach pill swallowing. The purpose of this study was to train parents to implement the stimulus fading protocol. The parents of three children with autism were trained to follow a pill swallowing protocol. Results indicated that parents were taught to follow a protocol and that their children learned to swallow the pills as a result of parent training. |
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| 152. Developing Skills in Applied Behaviour Analysis in Northern Ireland |
| Area: TBA; Domain: Applied Behavior Analysis |
| CLAIRE E. MCDOWELL (University of Ulster), Julian C. Leslie (University of Ulster) |
| Abstract: This poster presents information about Northern Ireland’s only postgraduate level course in Applied Behaviour Analysis (ABA) based at the University of Ulster in Coleraine. Now in its third year of operation, the broad aim of the MSc ABA is to give students the opportunity to develop their theoretical and conceptual knowledge in behaviour analysis, develop skills in behavioural assessment, and acquire the ability to work in partnership with clients where they plan and implement programmes that are aimed at establishing, strengthening and/or weakening targeted behaviours. The course is designed for professionals who work (or intend to work) in the caring professions, for example with people with autism and other learning disabilities, in the area of general behaviour management, parent training, community development, and adult mental health.
The course content has been approved by the Behavior Analysts Certification Board (BACB) and the programme aims to provide a foundation that contributes to the preparation of candidates interested in applying for the internationally recognised examination leading to certification in Behaviour Analysis. It is normally completed over two calendar years to allow time for students to obtain relevant work experience, which is a requirement for certification in Behaviour Analysis. The course has well established links to ABA settings in the North and South of Ireland, and in America, including the New England Centre for Children, where students have been able to gain valuable work experience. |
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| 153. A study on Functional Analysis in the Classroom |
| Area: TBA; Domain: Applied Behavior Analysis |
| LORI L. CHAMBERLAIN (PA Verbal Behavior Project), Valerie H. McAnnaney (PA Verbal Behavioral Project), Elizabeth Anne Maher (VB Project, PA), Kelly R. Gansarski (Tuscara Intermediate Unit 11), Jodi Gregory (PA Verbal Behavioral Project) |
| Abstract: This study is a comparison of different assessments in Functional Analysis. There are four assessments being compared, FAST, ABC Data, Latency based Systematic Manipulations, and Trial Based Systematic Manipulations. These assessments are utilized in "Verbal Behavior" Classrooms that are autistic support classrooms in the PA public school system. The assessments are being administered by Board Certified Behavior Analysts across different settings. A minimum of four different classrooms, with four different subjects are involved in this study. Interobserver agreement is being checked for implementation of the assessments. The study hopes to determine the most effective form of assessment for Functional Analysis in an applied public school setting. |
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| 154. Facilitating Generalization of Behavior Analysis Knowledge by Teaching with Popular Books |
| Area: TBA; Domain: Applied Behavior Analysis |
| MELISSA CARUSO (Eastern Connecticut State University), Deirdre Lee Fitzgerald (Eastern Connecticut State University) |
| Abstract: There are many prominent popular books that demonstrate the application of behavior analysis for everyday people in natural settings and thus make our technology available to broad public audiences. In this project, popular texts have been selected and analyzed for their contributions in extending behavior analysis to the general public and for their ability to teach students of behavior analysis how to interact with the public in a similarly accessible manner while still remaining technical. The popular books selected examine behavior analysis in a variety of areas, including clinical psychology, pet training, business management, self-help, and educational applications. The utility of these books in teaching university students how to generalize their knowledge of behavior analysis to everyday settings will be addressed. Additionally, ways these texts teach everyday readers the science of behavior in an easy consume way will be highlighted. Teaching recommendations for these books based on empirically supported practices will be presented. Specifically, teaching demonstrations for each of the books and application exercises that can be used in the preparation of students for certification in behavior analysis will be explained. |
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| 155. Connecting the Fundamental Science of Behavior Analysis to Everyday Experience: An Assignment for Students |
| Area: TBA; Domain: Experimental Analysis |
| L. KIMBERLY EPTING (Elon University) |
| Abstract: Students often enter traditional Psychology of Learning courses with unfortunate assumptions that behavioral principles and the basic science on which our understanding of them is based are irrelevant to daily life (Machado & Silva, 1998). Instructors may struggle to balance teaching the basic science of behavior analysis and developing students’ appreciation for how the principles underlie their existing behavior and experiences (cf. Baldwin & Baldwin, 1999; Machado & Silva, 1998). This poster outlines a homework assignment used to assess students’ ability to connect the science discussed in class and to their everyday experiences. Students evaluate the relevance of behavioral principles to various “real-world” events on the first day of class and then again toward the end of the semester. These events never serve as explicit examples in class; thus, students apply the scientific principles in a new context. Results highlight which phenomena most commonly were endorsed as having “no behavioral principle relevance” at the first administration and the accuracy of behavioral accounts of those events at the second administration. The use of such assignments may provide a useful way to maintain emphasis on the fundamental science and impress upon students just why it is so “fundamental” indeed. |
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| AUT Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
|
| 1. Does Nanny 911 really work?
The efficacy of a short-term intervention on long-term outcomes for behavior problems in children with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| EVELYN M. FLAHERTY (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: Popular television series such as Nanny 911 and Supernanny that deal with unruly children and their parents have portrayed that intense short-term behavioral interventions improve children’s disruptive behavior. Although much is known about the efficacy of parent training in methods of Applied Behavioral Analysis (ABA) to reduce children’s behavior problems, less is known about the effectiveness of these short-term interventions in the home for parents of children with autism. The following study examines the effectiveness of an in-home, short-term parent-training model in treating behavior problems in children with an autism spectrum disorder. Participants were parents and their children ages 6-18 who displayed one or more disruptive behaviors such as aggression, noncompliance, or tantrums. A 7-10 session ABA parent-training model was employed and consisted of behavioral recommendations and procedures, therapist modeling, and parental practice with the techniques. Results showed that disruptive behaviors were significantly reduced from baseline levels after just 2 sessions of intervention. Further improvements in behavior were noted after the full course of treatment and at follow-up. |
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| 2. Naturalistic Language Intervention for At-risk siblings of children with ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| THERESA L MACFARLAND (Vanderbilt University), Ann P. Kaiser (Vanderbilt University) |
| Abstract: The study analyzes the effects of a parent-implemented naturalistic language intervention, Enhanced Milieu Teaching (EMT; Kaiser, 1993), on the communication skills of two young at-risk siblings of children with ASD. The study was conducted using a multiple baseline design across EMT strategies with intermittent generalization probes across untrained activities and children. The intervention was replicated across two-parent child dyads.
The results indicated that both parents were able to perform the EMT strategies in play with their children in their home. In addition, one parent was able to generalize strategies to untrained activities. Neither parent was able to generalize skills to their other child with ASD. Such generalization did occur after a few brief, direct coaching sessions were provided. Effects of the intervention on the at-risk siblings included increases in the number of utterances and diversity of language. Changes were also observed in the children’s play skills, imitation skills, and general functioning.
The findings support previous naturalistic language research. This study further extends the literature on teaching parents naturalistic language strategies, working with at-risk siblings, planning for generalization of strategies, and the possible effects of naturalistic language intervention on other areas of development. |
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| 3. Increasing Teacher-Student Engagement Using Structured Practice and Feedback |
| Area: AUT; Domain: Applied Behavior Analysis |
| GEOFFREY D. DEBERY (The Eden II School), April J. Bramell (Devereux New Jersey), Kendra Warren (Devereux New Jersey), Louis K. Darley (New Jersey Center For Autism) |
| Abstract: Research in the field of Applied Behavior Analysis has demonstrated a strong relationship between response opportunities and student learning. In the current study, response opportunities were conceptualized as teacher-student engagement and operationally defined with 8 specific instructional components. The Behavior Skills Training (BST) method (instruction, modeling, rehearsal and feedback) was utilized to train accurate teacher-student engagement to 19 instructional staff members (collectively teachers) at an approved private school for students with autism. Data were collected on teacher-student engagement with ‘consistent implementation’ of greater than 90% of one minute intervals being the primary dependent variable. An ABAC design was used. The intervention consisted of (1) structured practice in which the authors modeled all 8 instructional components for teachers and then teachers practiced modeled components and (2) structured feedback that consisted of 15-minute observation sessions (same as baseline) followed by a feedback session during which teachers were informed of performance (with and without supervisory presence). Experimental control was demonstrated via a reversal design during the no feedback condition (return to baseline conditions). The results demonstrated an average 49% increase in teacher-student engagement when structured feedback was provided with supervisory presence. |
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| 4. A comparison of different methods for collecting data on students’ performance during discrete trial teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA HARPER DITTLINGER (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Genevieve M Fentress (University of Houston-Clear Lake), Taira Lanagan (Center for Autism and Related Disorders), Susie Balasanyan (Center for Autism and Related Disorders, Inc.), Lynn Williams (Center for Autism and Related Disorders, Inc.) |
| Abstract: Data collection and progress monitoring are an integral part of effective teaching. Educators use many different forms of data collection. Methods that provide greater precision (e.g., recording the prompt level needed on each instructional trial) are less practical than methods with less precision (e.g., recording the presence or absence of a correct response on the first trial only). However, few studies have examined which method will best suit client needs. In this study, precise data collected by therapists while working on skills with four children were re-analyzed several different ways to determine if less labor intensive methods would be adequate to make programmatic decisions. Results suggested that, for most of the children and targeted skills, less precise methods of collecting data would have led to similar conclusions about the effectiveness of the intervention. |
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| 6. The Analysis of Multiple Treatments to Increase the Rate of Trial Presentation of Paraprofessional Staff in an EIBI Program. |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRYSTL GIORDANO (ACES), Cara M. Cappalli (ACES - EIBI) |
| Abstract: Early Intensive Behavioral Intervention programs have consistently proven to be effective in educating young children with autism. One approach often utilized in this type of program is Discrete Trial Instruction. Discrete Trials are most often delivered in educational settings by trained paraprofessional staff. Some of the intensity of this programming lies in the correct presentation and repetition of trials. Much research has been conducted on increasing staff performance in highly controlled or university settings. However, in non-university settings, staff motivation to complete trials at an appropriate rate can be an ongoing challenge. The purpose of this study was to examine the effects of multiple treatments on the behavior of entry level paraprofessionals in a public school, EIBI setting. Within this study, we examine a baseline rate of trial presentation per staff member, followed by a series of conditions designed to increase this rate. Independent variables include self-monitoring/reporting, the setting of personalized goals, and anonymous public posting. |
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| 7. Discrete-Trial Teaching and the Effectiveness of DTkid in Staff Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| IWONA KUBACH (Highfield Centre), Sigmund Eldevik (Center for Early Intervention, Oslo, Norway), J. Carl Hughes (Bangor University, Wales), Corinna F. Grindle (University of Wales Bangor, UK), Rachel Lowe (Bangor University, Wales), Dimitra Tavoulari (Bangor University, Wales) |
| Abstract: Evidence suggests the effectiveness of Early Intensive Behavioral Interventions, and in particular Discrete Trial Teaching (DTT), in increasing the skills and reducing the symptoms of autism. Delivery of effective DTT relies heavily on adequate training of tutors. Recent technological advances have led to the development of a computer simulation program, DTkid, as a staff-training tool, providing a way for tutors to learn and practice DTT skills without exposure to vulnerable children. The present study looks at the effectiveness of DTkid as a training tool with ten novice tutors at a school for children with autism. Tutors completed a set of baseline measures to assess the extent of their knowledge on DTT procedures. DTkid was then used to train the tutors in matching and receptive procedures, before repeating the baseline measures at post-testing. The results showed significant improvements in tutors declarative knowledge and practical skills following exposure to DTkid at intervention, supporting the utility of DTkid as a training tool for novice tutors of children with autism. |
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| 8. Behavioral definitions: Is a picture worth a thousand words? |
| Area: AUT; Domain: Applied Behavior Analysis |
| ROBIN M. KUHN (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The purpose of this study is to help us refine our practices with regard to defining behavior and enhance our measurement tools to aid in observer and staff training. This research will assess which modality of behavioral definition (textual or textual augmented by video exemplar) is more effective in terms of accuracy, consistency, and agreement both within and across observers. Participant observers (undergraduate college students) will be exposed to behavioral definitions accompanied either by written examples and non-examples or video examples and non-examples. Observers will then score video using the behavioral definition provided. Results regarding observer accuracy, consistency, and agreement will help us assess which method of defining behavior may be more effective. (Data to be collected.) Applied implications of this research may be brought to bear in our development of measurement tools and our training of staff and observers. The study also has methodological relevance in that it encourages an examination of the process by which we define behavior and replicate research. |
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| 9. Comparing two methods for training parents with children with autism to implement pivotal response treatment |
| Area: AUT; Domain: Applied Behavior Analysis |
| Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC), RACHEL MCINTOSH (Southwest Autism Research and Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center) |
| Abstract: Parent empowerment programs have been shown to have a positive effect on both children and families, but little is known as to what type of parent education models are most effective. Additionally, in light of shortages of therapeutic personnel, techniques to increase the efficiency of training parents promises to be an important way to meet the need of children diagnosed with autism spectrum disorders (ASDs). The purpose of this study was to examine the effectiveness of two methods for training parents to implement intervention with their children. Families of children diagnosed with or at-risk for ASD were randomly assigned to 1 of 2 conditions: a parent training program with guided video observation only training (GVO), or a parent training program with guided video observation plus in-vivo parent coaching (GVO + PC). Posttreatment assessments indicated that both conditions resulted in improvements in parent-child responsivity and the parents’ fidelity of implementation. Comparisons of the 2 treatment conditions indicated that the GVO + PC group’s improvements were greater than those from the GVO only group. The clinical and social significance of these findings is discussed. |
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| 10. The Relationship of Training and Job Satisfaction in Behavioral Therapist Retention |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALYSSA RYLANDER (California State University, Northridge), Joanna Norstedt (California State University, Northridge), Diane Morovati (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
| Abstract: Most of the research in applied behavior analysis (ABA) and children with autism focuses on improving treatment for these children. There has been no research in this field on the employees providing services and, with the increasing number of children with autism, there is need to rapidly train and place individuals in the field to provide ABA services. Consequently, there is a common knowledge amongst employers of behavioral agencies that therapist retention within companies is a problem. Research in other fields has shown that low quality training of new employees is related to low job satisfaction. As a result, job satisfaction is related to therapist turnover. This study looked at the relationship of training, job satisfaction, and therapist turnover. We hypothesized that therapists who report intentions to leave a company will report lower total hours of organized training and lower satisfaction with the quality of that training. Furthermore, total training hours will be related to job satisfaction. Participants from multiple behavioral agencies in southern California anonymously completed online measures. Results confirmed our hypotheses. Identifying factors related to therapist retention will aide employers in understanding therapists’ needs to increase retention within the company and provide consistent care to families. |
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| 11. The effects of parent and staff training program on language acquisition in naturalistic intervention procedure for children with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| YUNO TAKEUCHI (Keio University), Hitomi Kuma (Keio University, Japan), Yoshiko Hara (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The effects of parent and staff training for children with autism are demonstrated in several studies, but there are few studies which examined the effect of language acquisition in naturalistic intervention procedure. The purpose of the present study was to develop the training program for parents and students-therapists to acquire the naturalistic ABA intervention and evaluate the “indirect” effects on the language development of the children. The program was consisted of (1) a lecture of basic knowledge about naturalistic ABA method and the procedure of the training of verbal behavior, (2) training for analyzing behaviors by using video in naturalistic and interactive setting and (3) role-playing of interaction. We measured the basic knowledge about naturalistic ABA procedure, the self-efficacy assessment, the therapist-skill check sheet, fidelity of implementation and social validity assessment. Additionally, the behaviors of the children in free play sessions were also observed and analyzed at pre- and post training program. As a result, each measurement score improved and the positive interactions of both parents and student-therapist with the children in free play sessions increased. The results suggests that parent and therapist training was effective even in naturalistic ABA intervention procedure. |
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| 12. Maintenance of Intervention Outcomes in Functional Communication Training: A Quantitative Synthesis of Research |
| Area: AUT; Domain: Applied Behavior Analysis |
| TRACI ELAINE RUPPERT (University of Nevada-Las Vegas), Renee K. Van Norman (University of Oregon), Matthew Tincani (Temple University), Deborah Russell Carter (Boise State University), Shannon Crozier (University of Nevada, Las Vegas), Kim McArthur (University of Nevada-Las Vegas) |
| Abstract: The purpose of this study was to systematically evaluate the literature with respect to the degree to which response maintenance was evaluated as a component of functional communication training (FCT) intervention, including the extent to which procedures were implemented to promote response maintenance. Twenty-six single subject studies on FCT were quantitatively evaluated for (a) inclusion of data on response maintenance, (b) evidence of procedures to promote maintenance, (c) timing and duration of maintenance data reported, and (d) the degree of behavior change maintained. Results indicated that seven studies (26.9%) met Carr et al.’s (1999) definition for reporting maintenance. Only two of the seven studies reporting maintenance data also reported procedures for promoting maintenance. The mean number of sessions for which maintenance data were reported was 4.2 over a mean number of 21.9 weeks. Overall mean percentage of nonoverlapping data points across participants, settings, and behaviors was MPND 86% (range, 18% – 100%), suggesting that, when measured, levels of responding established with FCT tended to maintain after partial or full withdrawal of intervention. Results highlight the need for future FCT researchers to evaluate response maintenance and to explore specific strategies to promote response maintenance when FCT is the intervention of choice. |
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| 13. Congruence Between Contingency Space Analysis and Functional Analysis Results |
| Area: AUT; Domain: Applied Behavior Analysis |
| NORM DAHL (Melmark), Juan-Carlos Lopez (Melmark), Jen Joyce (Melmark), Bradley John Bartosiewicz (Melmark) |
| Abstract: The use of contingency space analysis allows clinicians to estimate if a contingent relation exists between behaviors and events that follow. The analysis is completed with direct observation data that are easily collected in natural environments; the summary data can be calculated without advanced statistical analysis tools and are amenable to graphing for visual inspection. Although the use of contingency space analyses as described by Martens et al. (2008) provides a compelling argument for the utility of such an approach, little empirical evidence is available to support the validity of inferences clinicians may draw from direct observation data subjected to this form of analysis. The present study is designed to compare results generated using contingency space analyses with the results of traditional consequent-based analyses completed for 3-5 students with autism who display challenging behaviors. All students attend a private residential school in southeast Pennsylvania. Similarities and differences in the inferences clinicians may draw from the results of contingency space analyses and functional analyses will be discussed. Benefits and limitations of each approach will also be discussed in relation to the data collected in this study. |
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| 14. EVALUATION OF INTERRUPTION AND REDIRECTION PROCEDURES TO DECREASE VOCAL STEREOTYPY IN YOUNG CHILD WITH AUTISM |
| Area: AUT; Domain: Service Delivery |
| LIBA GAJDOS (wm+a (Williams Marijan and Associates)), James C. K. Porter (wm+a (Williams Marijan and Associates)), Simmi Santha (wm+a (Williams Marijan and Associates)) |
| Abstract: Vocal stereotypy, especially when exhibited in high rates may interfere with skill acquisition, and can be viewed as socially unacceptable behaviour. The evaluation of the efficacy, as well as the effectiveness of the available treatments to decrease vocal stereotypy is essential for successful reduction of these disruptive behaviours. Ahearn, Clark, MacDonald, and Chung (2007) used verbal response interruption and redirection (RIRD) procedures to decrease vocal stereotypy in children with autism. This treatment resulted in decreased levels of vocal stereotypy, as well as increased levels of appropriate communication. Kodak and Karsten (2008) extended this research by comparing motor and verbal RIRD procedures. Their research showed that both procedures were effective in reducing levels of vocal stereotypy. The current study was designed to replicate and extend the findings of these researchers by comparing the two RIRD procedures in an alternating treatment design to reduce vocal stereotypy in a 6 year old child with autism. The results are consistent with previous findings that both verbal and motor RIRD procedures are effective in reducing vocal stereotypy. Levels of vocal stereotypy reduced substantially with both verbal and motor RIRD, when compared to baseline rates, with vocal RIRD showing slightly greater reductions. Future research should replicate this study with larger sample size in order to further substantiate the efficacy of these procedures. |
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| 15. Teaching Appropriate Alternatives to Disruptive Behavior During Unexpected Events |
| Area: AUT; Domain: Applied Behavior Analysis |
| PAUL SHREIBER (somerset Hills Learning Institute), E. Dennis Machado (Somerset Hills Learning Institute), Sandra R. Gomes (Somerset Hills Learning Institute), Kevin J. Brothers (Somerset Hills Learning Institute) |
| Abstract: For many children with autism, interruptions to daily routines can set the occasion for disruptive and other inappropriate behavior. This poster describes the procedures used to teach Marcus an 11 year-old boy to use appropriate verbal and motor responses when unexpected events occurred. Staff observed Marcus engage in disruptive and other stereotypic behavior whenever preferred items (e.g., Play Station, VCR) were inoperable. The purpose of this program was to teach Marcus to engage in an appropriate repertoire of behavior when unexpected changes occurred to his daily routine. The data show that Marcus initially responded inappropriately each time the Play Station or VCR did not function properly. After teaching, Marcus demonstrated the skill of asking his teacher to fix the Play Station and/or VCR in the absence of disruptive and stereotypic behavior on 100% of the opportunities. Over time the reinforcement shifted from the device being fixed and Marcus gaining access to the preferred item, to Marcus being rewarded via his individualized motivation system for appropriately making a different choice. Marcus demonstrated the target response on 100% of the opportunities in each of the subsequent conditions. |
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| 16. Assessment of Hand to Head Self Injury and Appropriate Hand Use With Protective Equipment |
| Area: AUT; Domain: Applied Behavior Analysis |
| Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Wayne Fisher (Munroe-Meyer Institute, UNMC), KATHLEEN COOPER (Alpine Learning Group) |
| Abstract: The participant was a nine year old boy with autism with a history of severe self injurious behavior (e.g., slapping face, punching ears) that occurred at a high rate throughout the day in many contexts. A functional analysis indicated that it served multiple functions. Due to lack of behavior change using reductive procedures, it was necessary to protect the participant from injury. Use of a protective helmet yielded less than desirable results, as the participant shifted responding to hit areas not protected by the helmet. Arm splints were used that prohibited the participant from bending at the elbows, thereby preventing hand-to-head contact. The present analysis examined rates of hand-to-head self injury, other topographies of self injury, and appropriate hand use (e.g., manipulating toys, feeding self) in two conditions: with arm splints and without arm splints. Data were collected during 10 minute sessions consisting of brief demands (i.e., five simple discrete trials) alternating with brief access to leisure activities (e.g., TV). In both conditions, self injury was ignored and the participant wore protective equipment (e.g., helmet). Data indicate near zero rates of hand-to-head self injury in the “with splints” condition, and similar rates of appropriate hand use in both conditions. |
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| 17. Evaluating the Effects of a DRO Plus Response Cost Procedure on Aggression and Non-Compliance |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON STUBITS (RCS Learning Center), Christina M. Boyd-Pickard (RCS Learning Center), Denise Rizzo (GBABA) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a DRO plus response cost procedure in reducing severe aggressive behavior and non-compliance in a 12 year old girl with autism. In the first condition a DRO procedure was used in which the student was reinforced for the absence of aggression and non-compliance following specified time intervals. In the second condition a response cost was introduced in addition to the DRO in which one highly preferred item was removed from the child’s classroom following any instance of aggression or non-compliance. The student’s classroom contained various highly reinforcing items that the student had earned throughout the course of the school year. Items were reintroduced into the child’s classroom for compliance and intervals without aggression. Data indicated that the DRO plus response cost was effective in reducing the rate of aggression and non-compliance as well as the duration of non-compliance to near zero rates. Limitations and suggestions for future research are discussed. |
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| 18. Indirect Effects of Positive Practice Overcorrection |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSAY C. PETERS (The New England Center for Children), Rachel H. Thompson (New England Center for Children), Nicole M. Rodriguez (New England Center for Children - West. New England College), Amy Constantine (New England Center for Children), Catia Cividini-Motta (New England Center for Children) |
| Abstract: Positive practice overcorrection (PP OC) (Foxx & Azrin, 1972), involves the interruption of problem behavior followed by a period of physically guided practice of an appropriate alternative response and has been shown to be effective in the reduction of self-stimulatory behavior (e.g. Foxx & Azrin, 1973, Harris & Wolchick, 1979). The effects of this procedure on preference for the prompted response, however, have not yet been investigated. The purpose of the current research was to first evaluate the effects of PP OC on both motor stereotypy and the appropriate alternative response practiced. In addition, relative preference for the prompted task versus the unprompted task was also measured. A reversal and a multiple baseline designs were used. One 17-year-old male with autism living in a residential school participated. All sessions included 5 min during which the participant was free to engage in all measured topographies of behavior. After the identification of high (HP) and low (LP) preference vocational activities, PP OC was implemented contingent upon motor stereotypy in the presence of each activity individually. Preference probes, where both items were concurrently available with a different therapist, were conducted every 4 sessions, 2 with the HP activity and 2 with the LP activity. Results showed PP OC to be effective in reducing stereotypy across activities, that appropriate engagement with the activities increased with the implementation of PP OC, and that the implementation of the procedure did not disrupt preference for either item. |
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| 19. Manipulation of Establishing Operations and Contingencies in a Functional Analysis of Perseverative Comments |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATE E. FISKE (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Nicole Marchetto (Kennedy Krieger Institute) |
| Abstract: Research on the effects of establishing operations (EOs) on behavior in functional analyses indicates pre-session conditions may alter the reinforcing effectiveness of consequences (Vollmer & Iwata, 1991). Functional analyses have been used to identify the maintaining variables for perseverative verbalizations (e.g., Ewing et al., 2001-2002), and we extended previous research by examining the effects of the presence of an EO on perseverative language. The participant was a 13-year-old female diagnosed with disruptive behavior disorder, autistic disorder, anxiety disorder NOS, and depressive disorder NOS who exhibited perseverative comments about body image. We hypothesized that when the EO for escape from demands was present, the contingent delivery of attention would maintain the comments. A multielement design alternating the consequence for comments, nested within a reversal design assessing the presence of the EO, supported our hypothesis that the behavior only occurred when the EO was present. Over time, comments in the attention condition with EO present decreased to match levels observed with escape extinction, indicating the behavior was maintained by escape. Further assessment confirmed the delivery of attention with escape did not produce differentiated responding compared to escape. This procedure has implications for the future study of idiosyncratic responding in functional analyses. |
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| 20. Decreasing Aggression Toward a Household Pet in a Young Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| RYAN BERGSTROM (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center For Autism and Related Disorders) |
| Abstract: DRO procedures have been implemented successfully to reduce a wide array of behaviors such as aggression, self injury, and other challenging behaviors. The present study applied a DRO procedure to a novel challenging behavior, specifically to decrease aggression toward a family dog. One child with a diagnosis of autism was included in this study. A DRO procedure was implemented using a reversal design to demonstrate experimental control. Results demonstrated that this intervention was effective in reducing the target behavior and the duration of the DRO interval was successfully increased to 10 minutes in length. |
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| 21. A Modified Habit Reversal Procedure: The Additive Effects of Attention to Increase a Competing Response |
| Area: AUT; Domain: Applied Behavior Analysis |
| ERIN PERRY (The University of Southern Mississippi), Brad Dufrene (University of Southern Mississippi), Kim Martell (The University of Southern Mississippi) |
| Abstract: The purpose of this study was to evaluate the usefulness of a brief functional analysis of motor tics for developing treatment for a 12-year-old male diagnosed with Asperger’s Disorder and Tourette’s Disorder. Results from the brief functional analysis indicated an attention component for motor tics. Following the brief functional analysis, a modified, simplified habit reversal procedure was developed based on the results from the brief functional analysis. A time series multielement design was used to evaluate analysis indicated and contraindicated treatments. Treatment analysis indicated substantial reduction in rate of tics during the analysis indicated treatment. Inter-observer agreement and procedural integrity data were acceptable. Results are discussed in terms of the treatment utility of functional analysis for tic disorders. |
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| 22. Manipulating Analogue Functional Analysis Procedures to Account for the Synergistic Effects of Motivation |
| Area: AUT; Domain: Applied Behavior Analysis |
| NATHAN LAMBRIGHT (Rutgers University), Amy Hansford (Rutgers University), Jill A. Szalony (Rutgers - DDDC), David Kieval (Rutgers University), Shara Marrero (Rutgers University), Suzannah J. Ferraioli (Rutgers University), Kimberly Sloman (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center) |
| Abstract: Traditional models of functional analysis procedures typically involve the manipulation of a single motivating operation at a time. While these manipulations allow practitioners to identify single and multi-operant behavior, they do not test for behavior that is better accounted for by the synergistic effects of multiple MO’s. In the current investigation, a traditional functional analysis was conducted to address screaming. The results of the analysis indicated that the behavior was multioperant in nature. However, anecdotal report indicated that a false positive function may have been identified. To test this, a modified procedure was developed to test if there was a synergistic effect for restricted access and escape functions. Conditions included traditional demand and tangible conditions, a demand condition with tangible items provided during breaks and a demand condition with noncontingent access to tangible items The data indicate that rates of screaming were significantly higher in the demand condition and with tangible items provided during escape as compared to the other conditions. These results suggest that maladaptive behavior was primarily maintained by restricted access, however, this motivation increased in the presence of demands. |
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| 23. Effects of Pre-Session Matched Stimulation on Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATE DESMOND (May Institute), Katherine Gilligan (The May Center for Child Development), Stephanie Orman (The May Institute) |
| Abstract: Research has demonstrated that treatments focusing on matched stimulation may effectively reduce automatically maintained stereotypy. Providing matched stimulation may change rates of stereotypy by altering motivating operations. The purpose of this study was to implement a pre-session stimulation treatment to assess potential satiation effects of free access to less stigmatizing stimulatory behavior. The procedure was implemented, prior to work sessions and included 5 minutes access to a box containing items designated as matched stimulation. Baseline consisted of data collected on stereotypy throughout the typical school day. Results of the assessment indicated that pre-session stimulation had no effect on stereotypy. Although rates of stereotypy were high during matched stimulation, rates of stereotypy directly following and 30 minutes after remained at levels similar to baseline. Pre-session matched stimulation was not an effective treatment for stereotypy and did not serve as an abolishing operation. Results of the current study suggest that the use of pre-session stimulation may not be an effective approach for all individuals even when stimulation is topographically matched. |
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| 25. Integrating Applied Behaviour Analysis Teaching Methods into Education for Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CORINNA F. GRINDLE (Bangor University, UK), Richard P. Hastings (Bangor University, UK), Maria Saville (Bangor University, UK), Elin Walker-Jones (Bangor University), Hanna Kovshoff (University of Southampton) |
| Abstract: The ABA class at Westwood School in the UK offers intensive ABA programmes for ten pupils with significant ASD in a mainstream school context. Children attend the centre for 6 hours a day, five days per week during school terms (total in-school instruction equates to 30 hours a week). Throughout the day, the curriculum is delivered during one-to-one lessons which alternate with small-group activities. Most children, as their skills develop, also spend increasing amounts of time in a mainstream class, usually with their same-aged peers. Each child is accompanied by an ABA therapist, who shadows the child and unobtrusively prompts and reinforces the child when necessary (e.g., for peer interactions, following group instructions and classroom routines and participating in such activities as circle time and music).
A systematic evaluation of the outcomes for children in the ABA Centre is being conducted. The children’s skills are evaluated in the classroom, usually just a few days into their ABA education and then approximately every 12 months thereafter, using a variety of standardized tests. This presentation summarizes some preliminary results on children’s gains in intellectual functioning, communication skills and adaptive behaviour. |
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| 26. Southeastern Pennsylvania Autism Resource Center (SPARC): Designing an Effective Social Skill Group Using Empirically Validated Approaches |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHERIE ANN FISHBAUGH (Southeastern Pennsylvania Autism Resource Center), Corinne M. Murphy (West Chester University), Jennifer E. Dawson (SPARC), Phillip K. Duncan (West Chester University) |
| Abstract: Students with autism spectrum disorders have difficulty acquiring, maintaining, and generalizing appropriate social skills such as looking at speaker/listener, initiating a conversation, and sustaining a conversation. Arranging social opportunities in the natural environment is a critical, but challenging, component of effective social skill training programs. Another challenge is finding empirically validated treatment approaches focusing on social skill development. A need exists for empirically validated social skill development programs. This poster will identify the process taken to develop a social skill program for students, ages 3-12 years, as well as provide initial evidence collected on the effectiveness of the program as measured by student outcomes. The poster will also include 1) application process 2) development of social skill objectives 3) participant grouping 4) protocol development and 5) data collection. The poster emphasizes the planning, implementation and evaluation of a social skills program provided by SPARC. The poster will highlight areas of future research. |
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| 27. Preliminary outcomes of children with autism who received community-based
behavioural intervention: short-term follow-up |
| Area: AUT; Domain: Applied Behavior Analysis |
| E. ALICE PRICHARD (York University), Adrienne M. Perry (York University) |
| Abstract: Research based on data from multiple sites in Ontario has demonstrated that community-based treatment for children with autism, Intensive Behavioural Intervention (IBI), is associated with reductions in autism symptom severity and improvements in cognitive and adaptive functioning and developmental rate. Despite the demonstrable success of IBI, very few studies have followed children up years after termination of treatment.
The purpose of this study was to follow up children who have previously received IBI from a community program in Ontario. This poster will present data on 40 children ranging in age from 5 to 12 who were discharged from the program 1 to 5 years ago. The varying outcomes of these children in terms of cognitive and adaptive functioning, autism severity, academic skills, and social emotional functioning will be presented. Changes made from exit to follow-up will be detailed for all children and predictors of outcome from the discharge date from IBI will be outlined. Developmental trajectories for a minority of children from entry of IBI to exit to follow-up will be available. In addition, we will present some qualitative data from interviews with parents about other services that their children have received and the important changes that their children made in IBI. |
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| 28. Comparing Apples to Apples: Examining the Impact of Community-Based EIBI for Children with Autism using Inclusion Criteria Employed by Model Programs |
| Area: AUT; Domain: Applied Behavior Analysis |
| HELEN E. FLANAGAN (York University), Adrienne M. Perry (York University), Nancy Freeman (Surrey Place Centre) |
| Abstract: Additional research is needed that examines the effectiveness of Early Intensive Behavioral Intervention (EIBI) in community settings. Previous research suggests that community-based EIBI is effective but may produce smaller changes than model EIBI programs. However, comparisons between model programs and community-based programs are confounded by differences in inclusion criteria.
This study examined changes over time in 19 children who received community-based EIBI and 19 individually-matched Waitlist controls. Similar to a number of model programs, we only examined outcomes for children who were under 48 months of age and had adaptive ratio composite scores greater than 35 at intake.
Prior to the treatment or waitlist period, groups did not differ with respect to age, autism severity, or adaptive functioning. The duration between test periods was longer for the EIBI group, but duration was not significantly correlated with outcome.
At time 2, children in the IBI group had significantly higher IQ scores and significantly milder autism severity. Adaptive scores were higher for the IBI group in Communication and Socialization, but not Daily Living Skills, domains. Similar to model EIBI programs, approximately 40% of the EIBI group had very good outcomes, versus 10% of the Waitlist sample. |
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| 29. Increasing Appropriate Transitions in an Adult with Autism Through a Shaping Procedure and Antecedent Instructional Modifications |
| Area: AUT; Domain: Applied Behavior Analysis |
| HAROLD MAHECHA (Eden II Programs), Niall James Toner (Eden II Programs) |
| Abstract: The purpose of this case study was to demonstrate the effectiveness of a graduated DRA procedure in addressing problem behavior displayed by a 35 year old male with autism during morning transitions entering his adult day program. In baseline, the participant would display problem behaviors in the form of aggression, refusal to walk, dropping to the floor and screaming. These behaviors resulted in transitions with a duration of up to 45 minutes and often in the need for physical restraint. Functional assessment data revealed that the function of problem behavior was escape maintained. In treatment, a DRA procedure was initiated where the participant received a highly preferred reinforcer for partial transitions. In order to facilitate the reinforcement contingency, the SD was changed from “let’s go to class” to “let’s go get (reinforcer).” The requirement of the DRA was lengthened every three consecutive successful trials until ultimately the rienforcer was withheld until the participant appropriately transitioned to his classroom desk. Results indicate that transition duration reduced to a maximum of 5 minutes and the need for physical restraint reduced to zero. This study demonstrates how a relatively simple behavioral procedure can be employed to significantly improve the quality of life of an adult with autism as well as decrease the potential for sensitive situations in the community. |
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| 30. CANCELLED: “Stimulus fading and differential reinforcement for the treatment of public bathroom phobia in a youth with autism” |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHRISTINA COLON (Achievement Center), Lynne Orengia (Achievement Center), Robert Gulick (Achievement Center), Thomas P. Kitchen (Achievement Center; Mercyhurst College), Phillip J. Belfiore (Mercyhurst College), Monica Weaver (Achievement Center) |
| Abstract: Treatment of phobias has proven to be problematic for clinicians and researchers who work with children diagnosed within the autism spectrum. Parauresis, the fear of public restrooms, is the specific phobia being examined in this study. Our participant is a child diagnosed with autism whose public bathroom phobia has limited his ability to interact within community settings for 1 year. The subject has a history of engaging in tantrums (in the form of yelling, spitting, and crying) when prompted to use public restrooms. In this investigation, we applied stimulus fading and differential reinforcement of alternative behaviors and differential reinforcement of other behaviors as the independent variables. Stimulus fading included gradually increasing exposure to public restrooms while reinforcing the absence of tantrums. Reinforcement was also contingent upon the subject approaching the public restroom without engaging in tantrums. The dependent variable being measured is the number of unprompted approaches to a public bathroom. Utilizing a changing criterion design, preliminary data suggest that the treatment is successful in increasing public bathroom use and community outings. |
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| 31. Teaching Appropriate Behavior During Dental Examinations |
| Area: AUT; Domain: Applied Behavior Analysis |
| SANDRA R. GOMES (Somerset Hills Learning Institute), E. Dennis Machado (Somerset Hills Learning Institute), Paul Shreiber (somerset Hills Learning Institute), Kevin J. Brothers (Somerset Hills Learning Institute) |
| Abstract: Some children with autism display difficulty tolerating dental examinations. Such was the case for, Nick, a seven-year-old child with autism who presented significant challenging behavior that prevented examination by his dentist.
Capitalizing on Nick’s successful history of acquiring skills with shaping, a dentist practice program was implemented. Through shaping, Nick successfully acquired the skill of engaging in appropriate dental-visit behavior while at his school. Nick displayed generalization of these skills across people and settings within the school. Assessment of these skills at the dentist office, however, indicated that Nick did not generalize his skills to that setting.
In this study, sequential modification was used to program for Nick’s success at the dentist. Initially, steps of the shaping procedure that took place at school took place in the dentist’s office. Systematically, the presence and involvement of the trainer and teacher were faded as the presence and involvement of the dental hygienist and dentist was increased until Nick displayed appropriate behavior during a dental visit. |
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| 32. Use of a Token System to Reinforce Healthy Snack Choices |
| Area: AUT; Domain: Applied Behavior Analysis |
| PATRICIA EGAN (SUNY College at Plattsburgh, NY), Laci Charette (SUNY Plattsburgh) |
| Abstract: An ABAB design was used to evaluate the effects of a token system to increase selection of healthier snack options over the course of two years. The participants were 10 children with autism spectrum disorders. Some children were more likely to choose the healthy alternative when tokens were in effect, but when tokens were withdrawn, they resumed eating the less healthy option. |
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| 33. Reducing Bowel Accidents During Overnight Hours: The Effects of Manipulating Undergarments |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATIE ALLEN (The Childrens Foundation) |
| Abstract: Bowel and urinary continence is an important milestone for both typical children and children with developmental disabilities. However, this skill can be difficult to teach throughout the night while individuals are asleep. Results of a recent study (Simon & Thompson, 2006), assessing undergarment types, found that different undergarments were associated with different levels of continence in typical children. Based on those results, this study examined the effects of wearing a diaper, underwear, or no garments during sleeping hours on the continence of a 9 year old boy with Autism in a residential setting. An ABC design was used to evaluate the effect of each undergarment on two dependent measures: percent continence and frequency of bowel accidents. Results indicated an increase in continence in the condition in which no garments were worn. In the no garments condition an increase in continence during sleeping hours generalized and also produced a higher percentage of both urinary and bowel continence during waking hours. |
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| 35. Decreasing Grocery Store Problem Behaviors of Children with Autism by Increasing Involvement in the Shopping Task |
| Area: AUT; Domain: Applied Behavior Analysis |
| Ashley Greenwald (University of Nevada, Reno), Holly Seniuk (University of Nevada, Reno), SHANNON SPRINGER (High Sierra Industries), W. Larry Williams (University of Nevada, Reno) |
| Abstract: One major problem reported by parents of children with autism is their inability to take their child to the store without the child engaging in embarrassing tantrum behaviors. Two children participated in this study: an 8-year-old girl diagnosed with autism and a 6-year-old boy diagnosed with autism. Direct observations prior to implementation indicated that both children displayed tantruming behavior (e.g., hitting, kicking, screaming, running, and dropping) maintained by access to tangible items in the store. The procedure involved in-home training of matching word or picture cards to a tangible item and then placing the item in a shopping bag. The children were also taught to push a cart for a sustainable amount of time. These two skills were then generalized to the grocery store. The intervention utilized a changing criterion design to gradually increase in-store time. Preliminary results indicate that for both participants involvement in shopping tasks increased while tantruming behaviors decreased in both frequency of occurrence and duration. |
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| 36. Teaching an Adolescent with ASD to Compose an Email |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON LETCHER (Families for Effective Autism Treatment (FEAT) of), Jamie Rose Feddock (FEAT of WA), Sara J. Pahl (Families for Effective Autism Treatment (FEAT) of Washington) |
| Abstract: Communicating and reporting important information such as events of an individual’s day can be a difficult skill for some learners with ASD. The use of email is one tool we use in the Transitions for Teens program to teach adolescent clients with ASD how to communicate important information to others. Before reporting important information in an email, clients must also learn how to navigate a web-based e-mail service. Data presented on the Standard Celeration Chart will demonstrate how the use of forward chaining and prompt fading procedures helped teach an 18-year-old adolescent girl with a diagnosis of ASD to navigate a web-based email service and compose an email. The email composition included reporting events of the client’s day, while also including the client’s likes and dislikes. Intervention was provided at our center in a 1:1 instructional arrangement and in the community during the Transitions for Teens program at Families for Effective Autism Treatment (FEAT) of Washington. |
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| 37. Teaching an Adolescent to Tact Environmental Triggers and Private Events to Help Improve Self-Management Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH PROCHAK (Families for Effective Autism Treatment (FEAT) of Washington), Jamie Rose Feddock (FEAT of WA), Sara J. Pahl (Families for Effective Autism Treatment (FEAT) of Washington) |
| Abstract: Learning how to tact known, and potential environmental triggers, in a variety of settings is an important skill for improving self-management behaviors with clients that are learning how to mange or regulate their problem behaviors independently. Identifying triggers and private events are not only skills that are needed to help cope with stressful situations, but also gain independence and control over one’s environment. Discussing stressful situations in a structured setting provides the client the opportunity to identify these triggers without yet having to engage in them in the natural environment. This poster will demonstrate how we taught a 13-year-old female client diagnosed with Smith-Lemli-Opitz Syndrome and ASD, how to tact known and potential triggers in her environment, while also tacting private events that may correlate with overt responses or problem behaviors. Data collected on problem behaviors and tacting triggers as they occurred in the natural environment or community setting will be presented using the Standard Celeration Chart. Intervention was provided at our center in and in the community during the Transitions for Teens program at Families for Effective Autism Treatment (FEAT) of Washington. |
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| 38. The Effects of Learning a Series of Intraverbals in the Description of Objects |
| Area: AUT; Domain: Applied Behavior Analysis |
| Gladys Williams (CIEL, Spain), Luis A. Perez-Gonzalez (University of Oviedo), Monica Rodriguez Mori (CIEL, Spain), Anna Beatriz Queiroz (Applied Behavioral Consultant Services), Daniel Carvalho de Matos (Applied Behavioral Consultant Services), KIMBERLY VOGT (Columbia University Teachers College) |
| Abstract: The purpose of this investigation was to determine the effectiveness of a procedure based on intraverbals (“Where does the cow live?- In the farm”) and their symmetry (“Which animal lives in the farm?- The cow”) to teach children with autism to describe novel objects. The procedure consisted of selecting one stimuli belonging to a category (i.e., animals), and creating a booklet with a total of ten intraverbals referred to that stimuli. First, we run a baseline phase with different stimuli within and out of the category. The training was done with only one of the stimuli and it consisted of teaching the intraverbals, the symmetry and a probe where the child had to say all the characteristics of the stimuli with visual cues. After the child learned the objective, we run the baseline again to see if the learned behavior emerged with the untrained stimuli. |
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| 39. Fluency and Agility: Outcomes of Teaching Background Knowledge to a 9 Year-Old Boy with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TERESA MCCANN (Organization for Research and Learning), Holly Almon-Morris (Organization for Research and Learning) |
| Abstract: Children with autism often lack fluent language skills related to general knowledge about places, people, and things common in their communities. These dysfluent tact and intraverbal repertoires often restrict student participation in general education curriculum and limit conversation topics. However, teaching every background information concept would require extensive effort and time. Designing instruction related to “infinite” instructional topics should target the goal of agility. Instruction should proceed with the goal of learners “learning to learn” by acquiring new information with less effort and in less instructional time. This poster will present data on applying Fluency Based Instruction to improve the background information of a 9 year-old boy with autism. Inadequate progress in a language Direct Instruction program called for more specialized instruction to improve his rate of acquisition of sequellically controlled targets. Charted performance data on the Standard Celeration Chart indicate the learner not only reached predicted frequency aims for the Hear/Say learning channel (Fabrizio & Moors, 2003), but he also achieved agility. Student performance data will also show the learner passing empirically validated outcomes related to retention, endurance, stability, and application. |
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| 40. The Effects of Figurine Role-Play in Teaching Simple Games with Rules to a Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| COURTNEY LANAGAN (FirstSteps for Kids, Inc.) |
| Abstract: While a breadth of research has documented the efficacy of behavioral approaches in expanding language and communication skills in children with autism, comprehensive treatment for social deficits appears more elusive. Numerous studies have described the use of applied behavior analysis technology and procedures to increase social behavior, with focus on participants’ responses to peers’ initiations and the use of independent play initiations. However, relatively little behavioral research has looked at the development of the actual play content that may be used once play with peers has been initiated. The purpose of the current presentation is to describe our efforts to evaluate the efficacy of a different teaching procedure to promote novel play repertoires. A multiple baseline design was used to evaluate the effects of role-playing with figurines to teach three different simple games with rules. In-vivo probes were conducted throughout the intervention phase to assess for generalization. Results suggest figurine role play was effective in developing new play behaviors, which may serve to expand the current body of play skills training programs. |
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| 41. Go up! Language and Communication Skill Acquisition in a Young Boy with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ROSEMARY A. CONDILLAC (Brock University), Lisa Danielle Giewercer (Surrey Place Centre and Brock University), Jessica Rae Wood (Family Relations and Human Development Program, University of Guelph), Paul Szikszai (Surrey Place Centre) |
| Abstract: Autism is a developmental disorder characterized by qualitative impairments in socialization and communication along with restricted and repetitive behaviour and interests. Behaviour analytic interventions for Autism typically emphasize the development of communication skills, social skills, and language development. There are many different modalities of intervention that can be used, however there is limited knowledge regarding which intervention to use with which children at which skill levels. In clinical practice a multi-modal approach is often used, however there has been limited study on the effectiveness of combinations and/or sequencing of approaches. This poster will present a detailed case study of a young boy with Autism who began intensive behavioural intervention (IBI) with only 1 consonant sound and did not have any gestural or augmentative communication skills. We implemented a series of modalities in his training (e.g. picture exchange, sign language, echoic training) including combinations of modalities. We will present the progression of his intervention and skill acquisition using a within-series single subject design. The results provide empirical support for the use of multi-modal communication training and the importance of re-introducing modalities of communication that had previously been unsuccessful. |
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| 42. Teaching Children with Autism to Ask Questions About Unknown Auditory Stimuli |
| Area: AUT; Domain: Applied Behavior Analysis |
| Gladys Williams (CIEL, Spain), MONICA RODRIGUEZ MORI (CIEL, Spain), Manuela Fernandez Vuelta (CIEL, Spain), Catherine Mallada (CIEL, Spain), Carmen Rodriguez-Valgrande (CIEL, Spain), Amy Davies Lackey (Hawthorne Country Day School), Heather Carew (David Gregory School), Stephen John Wuensch (David Gregory School) |
| Abstract: The purpose of this intervention was to teach several children with autism to ask questions about unknown auditory stimuli. All of them had some basic verbal behavior (echoic repertoire, mands, tacts, and intraverbals); however, they did not ask questions about unknown stimuli. We used a multiple baseline design across materials (pictures, items in the house, and items in the community). The procedure consisted of asking the children to select items they were familiar with. Sometimes the words were presented in a different language and the children were taught to ask “What is (unknown word)? The results indicated that, in the condition of selecting items, the procedure was effective to teach children to ask a question about the unfamiliar word. |
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| 43. Incorporating Voice Output Devices into Communication Modality Assessments for Nonverbal Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JULIA BARNES (Institute for Child Development, Binghamton University), Stephanie Lockshin (Institute for Child Development), Courtney A Pooler (Institute for Child Development, Binghamton University) |
| Abstract: Since the provision of assistive technologies was mandated by the Individuals with Disabilities Education Act Amendments of 1997 and the Assistive Technology Act of 1998, the use of voice output communication aides (VOCAs) with students with autism has increased (Mirenda, 2003). Given the increased interest in this technology, service providers may be asked by parents or school administrators to profer opinions about the appropriateness of a VOCA for a child with autism. While there are a handful of studies supporting the use of these devices with individuals with autism (Lancioni, O’Reilly, Cuvo , Singh, Sigafoos, and Didden, 2006), selecting a modality that enables nonverbal children with autism to effectively communicate with others requires careful, individualized assessment.
At the Institute for Child Development in Binghamton, New York, assessments are routinely conducted with nonverbal and minimally verbal children with pervasive developmental disorders who have not demonstrated a clear preference for a specific communication modality. The aim of this poster is to present the method used in conducting the assessments and the results from communication modality assessments that incorporate VOCAs with other traditional modalities such as manual signs, PECS, and unaided speech. Discussion will focus on the educational implications of students’ preferences for VOCAs and other alternative or augmentative communication systems. |
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| 44. Effects of Video Modeling on Improving Social Skills in Adolescent with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SANDRA M. CERFE (Eden2/Genesis), Mary Ellen McDonald (Hofstra University), Peter Sturmey (Queens College, CUNY) |
| Abstract: Individulas with Autism Spectrum Disorders (ASD) often exhibit deficits in communication and socialization skills including displaying inappropriate affect and failing to initiate and maintain conversation with other persons. This study investigated the effects of instruction and video modeling on increasing verbal and non-verbal (touch) skills on 2 students with autism. The students viewed videos that targeted four verbal and five nonverbal (touch ) skills and modeled the targeted behaviors. Video modeling was effective in training rapid skill acquisition. Both participants reached criteria in the verbal scenario, but not in the non-verbal (touch) scenario. Targeted behaviors were not generalized outside the study environment. Findings support previous research on using video modeling to impove social skills for persons with autism. |
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| 45. The effects of video modeling in teaching play skills to children with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| VIRGINIA S. WONG (Hawthorne Country Day School, Manhattan Annex), Amy J. Davies Lackey (Hawthorne Country Day School), Marisa Savard (Hawthorne Country Day School, Manhattan Annex) |
| Abstract: We examined the effects of a video modeling intervention on independent play using simple toys with 3 children with autism using a multiple baseline across subjects design. Each child watched a videotape showing a typically developing peer play with a toy. After viewing and learning the play skill in small increments from the video, the children played with the toy independently. For all children, independent play skills were enhanced through the implementation of video modeling. |
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| 46. The Effects of a Video Modeling Procedure on Increasing Accurate and Choral Responding During Group Instruction with Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JORDAN FREEMAN (QSAC), Ronald Lee (QSAC) |
| Abstract: Video modeling has been demonstrated to be an effective and efficient means of increasing a variety of social and language skills with students with autism. Video modeling may also serve as an efficient means for increasing adaptive classroom behavior for groups of students. In the present study, the application of video modeling was extended to instruction provided to small groups of children (i.e., pairs) diagnosed with autism. A multiple-baseline-across pairs of students experimental design was used to evaluate the effects of video modeling on the accuracy of responding to task demands and responding chorally with a peer. During baseline and treatment phases reinforcement was provided for accurate and choral responding. During treatment each pair of students were also exposed to a video model of accurate and choral responding prior to the session. The results are discussed in terms of conducting group instruction with children with autism, instructional efficiency, observational learning, and the transfer of stimulus control. |
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| 47. Teaching Social Initiation Skills to Children with Autism via Video Modeling |
| Area: AUT; Domain: Applied Behavior Analysis |
| CRYSTAL RINGENBERG (St. Cloud State University) |
| Abstract: Autism is a pervasive developmental disorder generally characterized by deficits in multiple developmental domains. These deficits include language, imitation, play skills, and social skills (American Psychiatric Association, 1994; Whalen & Schreibman, 2003). The purpose of this investigation was to determine if a video modeling procedure would increase appropriate social initiations in children with autism. This investigation was successful in teaching two of the three participants using video modeling to make social initiations. |
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| 48. Teaching children with autism play skills using videomodeling. |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAGDA STRZYZ (Centre for Early Intervention Step by Step), Monika M. Suchowierska (Warsaw School of Social Psychology) |
| Abstract: Play skills are a very important part of social life in typically developing children. Children with autism often have difficulties learning how to play, how to organize time when they are alone. There are few techniques of teaching play skills: modeling, activity schedules, chaining, videomodeling. Videomodeling is a very fast and effective procedure for teaching more complex skills. A person watches a video model and imitates it. The present study was designed to show that videomodeling is a useful procedure for teaching children with autism play skills. A multiple baseline design across 3 plays was conducted. Two children with autism – a 3- year-old boy and a 5-year-old boy– participated in this study. During the learning phase children individually watched a video of the model performing a play. Each child was taught one play every school day. Once a week testing probes were performed. Results show that videomodeling is an effective and efficient procedure for teaching children with autism playskills. |
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| 49. Effects of video modeling for teaching "pretend play" in children with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIKO HARA (Keio University), Hitomi Kuma (Keio University, Japan), Nozomi Naoi (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: It has proved that one of the central problems in autism is the deficiency in general symbolic capacity and pretend play. In the present study, the following two points were investigated; 1)what methods are the most effective for teaching pretend play? 2)what type of children with autism have specially deficit in pretend play? The pretend plays were taught to 3 preschoolage children with autism by using video modeling, prompting and reinforcement. Results suggested that there were two types of children. One type children had difficulties in social interactions although they could perform pretend play with toys for another objects, appropriate function or properties, while second type of the children, on the other hands, have difficulties to use toys for pretending play but they could engage in easy play and had skills of social interactions. Although video modeling is more effective in the first type of the children, for the second type of the children, training of social interactions would be needed before introducing video modeling. |
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| BPH Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 50. Effects of Cocaine on Automaintained Responding: Modulation of Tolerance Development by Duration of Food Delivery |
| Area: BPH; Domain: Experimental Analysis |
| AMY DURGIN (Western Michigan University), Lindsay Porter (Western Michigan University), Kelly P. Bradley (Western Michigan University) |
| Abstract: The current study examined in five pigeons whether duration of food delivery influenced the pre- and post-chronic effects of cocaine (1.0-17.8 mg/kg) on the automaintained key pecking. Under the automaintenance procedure, 6-s key illuminations in one color were followed by 3-s food deliveries and 6-s key illuminations in another color were followed by 9-s food deliveries. Pre-chronic administrations of cocaine produced dose-dependent decreases in mean percent trials (key illuminations) as a function of duration of food delivery. Following pre-chronic drug testing, the birds were exposed to daily injections of 5.6 mg/kg cocaine for 20 consecutive sessions, after which post-chronic testing occurred. As in pre-chronic testing, cocaine produced dose-dependent reductions in mean percent trials with a response and mean responses per session. Comparing pre- and post-chronic dose-response curves indicated that tolerance developed to the disruptive effects of cocaine. Duration of food delivery modulated the post-chronic effects of cocaine, in that mean trials with a response and mean total responses were higher during trials followed by 9-s food deliveries than during trials followed by 3-s food deliveries. Across the final five sessions of exposure to 5.6 mg/kg cocaine, both measures also were higher during trials followed by 9-s key illuminations than during trials followed by 3-s food deliveries. These results, which are compared to prior findings with conventional operant conditioning procedures, indicate that duration of food delivery modulated the development of tolerance to cocaine’s disruptive effects of automaintained responding. |
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| 51. Differential Sensitization and Tolerance to the Effects of d-Amphetamine on Random-Interval and Random-Ratio Schedules |
| Area: BPH; Domain: Experimental Analysis |
| WESLEY P THOMAS (Utah State University), Amy Odum (Utah State University) |
| Abstract: The contingencies arranging reinforcement may play a role in determining whether tolerance or sensitization to the effects of a drug will occur. In a previous study we were interested in seeing if random-interval (RI) and random-ratio (RR) responding can produce differential sensitization and tolerance to the effects of d-amphetamine in rats. With an interval schedule, the relationship between responding and reinforcement is relatively nonlinear, and a relatively low rate of responding will still earn the maximum available food. In a ratio schedule, responding is directly related to the rate of reinforcement, resulting in rate-decreasing drug effects being incompatible with reinforcement. In that study we found sensitization developed on the RI schedule and neither tolerance nor sensitization developed on the RR schedule. In the current experiment, we were interested in replicating those results but with pigeons as subjects. The RI and RR phases of the experiment are ongoing. |
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| 52. Assessing the putative anxiolytic effects of Kava administration in rats using the Elevated Plus Maze (EPM) |
| Area: BPH; Domain: Experimental Analysis |
| STEPHEN H. ROBERTSON (James Madison Univeristy), P. A. Halsey (James Madison Univeristy), Sherry L. Serdikoff (James Madison University) |
| Abstract: The elevated plus maze (EPM) consists of two open-arms and two closed-arms and is a popular rodent model of anxiety. The anxiolytic and anxiogenic properties of various drugs have been documented using the EPM with the former leading to decreases in open-arm avoidance and the latter leading to increases in open-arm avoidance. The current study employs this methodology to study Kava, a nutraceutical advertised and sold as a sedative and anxiolytic drug. In animal models of anxiety, some researchers have indicated that Kava reduces anxiety when administered in acute doses; however, only chronic dose have been shown to alleviate anxiety in human populations. In this study, which employed an extension of the Solomon four-group design, the efficacy of chronic and acute administration of Kava was assessed using the EPM after three weeks of treatment. Preliminary data showed a main effect for testing history but no discernable drug effects. However, additional data collection following repeated conditions with longer tests and over a range of doses provide a more complete picture of Kava’s potential utility in treating generalized anxiety disorder. |
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| 53. Within-session Discount Functions in Rats with Randomly Ordered Delays |
| Area: BPH; Domain: Experimental Analysis |
| ELIZABETH WATTERSON (UNC Wilmington), Carla Marie Huff (UNCW), A. Scott Handford (UNC Wilmington), Raymond C. Pitts (University of North Carolina Wilmington), Christine Hughes (University of North Carolina, Wilmington) |
| Abstract: Eight Sprague-Dawley rats responded in a “self-control” experiment. Sessions consisted of five, 12-trial blocks. Within each block, there were six forced-choice and six free-choice trials. On free-choice trials, responses on one retractable lever produced 0.02 ml of sugar water immediately (i.e., the small reinforcer); responses on the other retractable lever produced 0.08 ml of sugar water after a delay (i.e., the large reinforcer). Delays associated with the larger reinforcer ranged between 0and 40 s and were presented randomly across blocks within a session. Four rats had experience with an ascending sequence of delays prior to switching to the random sequence; whereas, four rats started with the random sequence. Acquisition of delay discount functions occurred in all rats over several months of exposure to the random-delay sequence. The delay functions of the four rats with the ascending-delay experience appear to show more control by delay than the functions of the rats without such a history. After establishing a stable baseline, effects of saline and d-amphetamine were determined and compared to effects of similar drugs from studies in which the more typical ascending-delay sequence was utilized. |
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| 54. Relationship Between Delay Discounting and Demand for Sucrose, Cocaine, or Remifentanil |
| Area: BPH; Domain: Experimental Analysis |
| MIKHAIL KOFFARNUS (University of Michigan), James H. Woods (University of Michigan) |
| Abstract: There is extensive evidence that human drug abusers discount delayed rewards to a greater degree than people who do not abuse drugs, and popular models of delay discounting and drug abuse are commonly used in experimental animals. However, there is relatively little evidence as to whether these procedures to measure discounting of delayed rewards and drug taking in experimental animals share the same relation that is seen in humans. In the present experiment, we chose to compare delay discounting measures in rats to demand for drugs of abuse or sucrose pellets. Rats were trained on a delay discounting task, followed by an assessment of demand for sucrose pellets, followed by an assessment of demand for self-administered cocaine or remifentanil, followed by a reassessment of delay discounting performance. Final data detailing the degree to which performance on each of these tasks correlate is yet to be collected. |
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| 55. Using the Elevated Plus Maze (EPM) to Assess The Putative Anxiolytic Effects of Valerian |
| Area: BPH; Domain: Experimental Analysis |
| P. A. HALSEY (James Madison Univeristy), Stephen H. Robertson (James Madison Univeristy), Sherry L. Serdikoff (James Madison University) |
| Abstract: The elevated plus maze consists of two open-arms and two closed-arms and is a popular rodent model of anxiety. The anxiolytic effects of various drugs have been documented using the elevated plus maze. Specifically, drugs that have anxiolytic effects will increase open-arm activity. Valerian is an herbal supplement believed to have anxiolytic effects and the current study employed an extended Solomon four-group design to test the efficacy of acute and chronic administration during 5-minute tests in the elevated plus maze. Preliminary data show that during the posttest, animals that were not pretested made more entries into and spent more time in the open arms than animals that were pretested. There were no reliable differences between drug conditions at the doses tested. Additional data from 10-min tests and over a range of doses provide a more complete analysis and have implications for the use of valerian in the treatment of generalized anxiety disorder. |
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| 56. Amphetamine-Induced Deficiencies in Reward Sensitivity in Rats and Hamsters |
| Area: BPH; Domain: Experimental Analysis |
| LESLIE M WISE (Dept of Psychology, 4620), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: The study compares the learning behavior of two species of rodents during low dose amphetamine exposure. The behaviors of rats and hamsters have never been directly compared under identical conditions. Further, differences in the sensitivity to reward and work effort of these two species during either baseline or amphetamine conditions has never been examined. In this study, the behavioral effects of low doses of amphetamine were examined using a concurrent variable interval schedule with both the operant conditioning chamber and the open field foraging chamber. The reinforcement model, the Matching Law, and The Behavioral Momentum Law were used to analyze the data. Implications of the study are critical to society in both the correct and responsible use of amphetamines as a pharmaceutical as well as for information in the fight against the abuse of amphetamines and amphetamine analogs. |
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| 57. Reliability of Quantitative Urinalysis Testing for Cocaine Abstinence
Reinforcement Procedures |
| Area: BPH; Domain: Applied Behavior Analysis |
| MICK J. NEEDHAM (Johns Hopkins University), John Crandall (John Crandall), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Abstinence reinforcement using qualitative urinalysis testing can be effective in promoting cocaine abstinence in many, but not all patients. Preston and colleagues (1997) developed a potentially sensitive cocaine abstinence reinforcement intervention that arranges reinforcement based on amounts of decreases in benzoylecgonine (BZE) concentrations across days. The method involves the use of quantitative urine testing, which requires manual dilutions of urine samples that have BZE concentrations that exceed the measurable limits of the testing instrument. This follow-up study to data collected in 2005 was designed to assess reliability of this quantitative testing method involving manual dilutions. To assess the human error introduced by manual dilutions, reliability coefficients obtained during this quality assurance procedure were compared to the test-retest reliability coefficients for samples that did not require manual dilutions. Although occasional human errors were made, the procedures were successful in maintaining reliable results across multiple staff members for both undiluted and diluted samples. The results of this replication suggest that quantitative testing can be used appropriately in arranging abstinence reinforcement, however, the occasional errors suggest that staff and patients should be encouraged to request retesting of questionable results. |
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| 58. Some Discriminative Properties of Cocaine and Caffeine: Effects of A2a, D1, and D2 Receptor Antagonists |
| Area: BPH; Domain: Experimental Analysis |
| KATY M ORCHOWSKI (Allegheny College), Stephanie Ogilbee (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Six female Zucker rats were trained to discriminate cocaine (3.0 mg/kg) from caffeine (10.0 mg/kg) IP injections under a fixed ratio ten (FR10) schedule of water presentation. Once response rates stabilized and the subjects reliably discriminated each drug (85% correct), the adenosine A2a receptor antagonist SCH58261, the dopamine D1 antagonist (+) SCH23390 and D2 receptor antagonist Raclopride are administered. It is hypothesized that the discriminative effects of both caffeine and cocaine share subjective effects that may be mediated through both dopamine and adenosine sites. To determine whether these sub-receptors were responsible, at least in part, for the discriminative effects of cocaine and caffeine generalization gradients and antagonism data are presented. |
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| 60. A Comparison of Mefloquine and Phencyclidine in a Place Preference Procedure in Rats |
| Area: BPH; Domain: Experimental Analysis |
| SARAH SNIDER (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The present experiment compared the reinforcing properties of Phencyclidine (PCP), and Mefloquine Hydrochloride (MFQ) using the Conditioned Place Preference (CPP) paradigm. Largely based on classical conditioning, the CPP procedure consists of pairing a particular context (NS) with the effect of a drug (UCS). Conditioning allows the context itself to take on the properties of a (CS) with reinforcing properties. Presumably, if the drug’s effects are reinforcing, the animal will “prefer” the drug-paired context even in a non-drugged state. MFQ is an FDA approved anti-malarial prophylaxis that has been known to cause similar side effects to those of Phencyclidine (PCP) intoxication. Since it has been previously reported that PCP causes place preference, it was hypothesized that MFQ would produce similar results because of complementary effects of the drugs. In a between subjects design, PCP (0.17, 0.3, 0.56 mg/kg) and MFQ (1.0, 3.0, 5.6 mg/kg) were paired with either a checkered or black chamber in a three chambered apparatus. Conditioning occurred for ten days, and on alternating days saline was paired with the opposite chamber. Food was also used as a primary reinforcer to provide a control condition. The results suggested that MFQ did not produce any appreciable preference for the drug-paired chamber. |
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| 61. Progesterone Modulation of the Discriminative Stimulus Effects of Triazolam in Healthy, Pre-Menopausal Women |
| Area: BPH; Domain: Experimental Analysis |
| SHANNA BABALONIS (University of Kentucky), Joshua A. Lile (University of Kentucky), Catherine A. Martin (University of Kentucky), Thomas H. Kelly (University of Kentucky) |
| Abstract: Previous research from our and other laboratories suggests that the effects of sedative drugs among women may be enhanced during the luteal phase of the menstrual cycle and following pre-treatment with the neurosteroid, progesterone. This ongoing study builds on the previous research by examining whether sensitivity to the discriminative stimulus effects of triazolam is enhanced by progesterone pre-treatment. The drug discrimination procedure has been described as an in-vivo receptor function assay and has been used in previous research to examine putative neuropharmacological mechanisms associated with the stimulus effects of drugs. After triazolam discrimination has been established (training dose: 0.25 mg/70 kg triazolam), test doses (0.00, 0.06, 0.12, and 0.25) of triazolam are administered alone and in combination with oral progesterone (200 mg). Prior (baseline) and subsequent to (30, 60, 90, 120, 150 minutes) drug administration, participants complete assessments consisting of drug discrimination task (post-dose only), cardiovascular measures, verbal reports of drug effect, and computer tasks designed to assess psychomotor and impulsive-like behavior. Drug effects are analyzed using a repeated measures ANOVA with triazolam dose, progesterone dose and time as factors. It is hypothesized that progesterone will enhance sensitivity to the discriminative stimulus effects of triazolam. Supported by RR-15592, DA-024127. |
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| DDA Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 62. Descriptive Analysis of the Prevalence of Various State Funded Community Based Behavioral Interventions within Maryland |
| Area: DDA; Domain: Service Delivery |
| JAMES C. TOLAN (Comprehensive Developmental Services, LLC), William E. Stanley Jr. (Humanim, Inc.), Jessica L. Shriner (Humanim, Inc.), Karyn H. Tolan (Comprehensive Developmental Services, LLC) |
| Abstract: In recent years, principles of applied behavior analysis have been increasingly framed within a philosophical approach to the delivery of support services termed “Positive Behavior Supports (PBS).” PBS’s combined emphasis on personal choice and proactive supports has been embraced by advocacy groups for persons with developmental disabilities, and this in turn has influenced how public funds for community based behavioral support services for persons with developmental disabilities are being allocated. Although regional programs offering community based behavioral supports to this population often summarize the prevalence of various challenging behaviors, prevalence of supports is rarely provided. A database has been maintained concerning person and support characteristics for community based behavioral interventions rendered within the Central Region of Maryland since 1998.
The present analysis focuses upon the prevalence of various proactive and reactive interventions contained in 330 behavioral support plans developed over two fiscal years. Reliability checks were completed on 10% of all entries and ranged from 97.4% to 100% agreement. The results indicate that although reactive supports, such as analogue reinforcement, were the most prevalent interventions across support plans (63%), over 50% of the protocols referenced at least one organized set of proactive supports (i.e., photographic communication training, activity sampling). |
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| 63. Assessing Value of Qualitatively Different Reinforcers in Children with Developmental Disabilities Using Preference Assessment and Behavioral Economic Procedures |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER L. BREDTHAUER (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: The relationship between reinforcer effectiveness and response requirement has important implications for maintaining treatment effects of individuals with developmental disabilities. Tustin (1994) and DeLeon et al. (1997) suggested that reinforcer effectiveness when requirements increase should be assessed frequently as part of treatment. However, it is unclear whether commonly used preference assessments make accurate predictions about reinforcement effects under varying response requirements. Behavioral economic procedures using demand curve analysis may provide new methods to identify reinforcers under these conditions. Specifically, the exponential demand model (Hursh & Silberberg, 2008) can provide a single quantitative measure of essential value. In the present study paired-stimulus preference assessment was completed with edibles and tangibles before a behavioral economic reinforcer assessment was conducted with children with autism and other developmental disabilities. Participants dropped blocks into a slotted box for access to the preferred item. The fixed ratio schedule increased across sessions with a 1.5 step size. Results indicated that participants’ preference did not consistently change when paired-stimulus hierarchies were compared to maximal responding on the behavioral economic assessment. While elasticity of demand was not always consistent for reinforcers at low and high magnitudes, the exponential demand model could be applied after normalization for some reinforcers. |
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| 64. Further evaluation of a delayed time-out procedure in the treatment of problem behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| WILLIAM J. HIGGINS (Munroe-Meyer Institute, University of Nebraska Medical Center), Robert R. Pabico (Marcus Institute), Brian J. Feeney (Munroe-Meyer Institute, University of Nebraska Med), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated that punishment procedures are most effective when implemented consistently and immediately following a response. However, immediate implementation of punishment may not always be practical. For example, parents may be unable (e.g. in a moving vehicle) or unwilling (e.g. in public) to implement punishment procedures, leading to intermittent or delayed delivery of the contingency. The current investigation evaluated the effectiveness of a punishment procedure on immediate and delayed schedules of implemented to decrease destructive behavior exhibited by a 6-year-old boy diagnosed with PDD-NOS. Both schedules were shown to be effective at decreasing aberrant behavior. Moreover, when given a choice, the participant consistently selected the delayed punishment procedure. Across the analysis, interobserver agreement data were collected on at least 25% of sessions and average agreement was 80% or higher across conditions. Results will be discussed in terms of the effectiveness of delayed punishment procedures in decreasing aberrant behavior. |
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| 65. Assessment and Treatment of Elopement Maintained by Automatic Reinforcement |
| Area: DDA; Domain: Applied Behavior Analysis |
| EMILY D. SHUMATE (Kennedy Krieger Institute and The Johns Hopkins University School of Medicine), Stephanie A. Contrucci Kuhn (Westchester Institute for Human Development) |
| Abstract: Elopement is a potentially deadly behavior that often results in the individual being placed in more restrictive settings to maintain their safety (Garner, 1991). Little research has been published evaluating the assessment and treatment of elopement (Tarbox, Wallace, & Williams, 2003). The purpose of the current investigation was to (a) identify the maintaining function of elopement behaviors for a 9-year-old male with autism and intellectual disabilities using an analogue functional analysis, (b) evaluate treatment components, and (c) generalize the treatment to the community. Treatment components consisted of differential reinforcement of other behaviors, competing stimuli, safety harness, and a punishment procedure. Results of the functional analysis suggested that elopement was maintained by automatic reinforcement. Treatment components were then evaluated and generalization was conducted within a multielement design embedded within an ABCACDE design. Treatment components were sequentially added until elopement was suppressed to an acceptable rate. With the implementation of all the treatment components, near zero rates of behavior were observed and the treatment was generalized with his parents and zero rates of behavior were observed. |
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| 66. Using Course Assessments to Train Teachers in Functional Behavioral Assessment (FBA) and Behavioral Intervention Plans (BIP) Techniques |
| Area: DDA; Domain: Service Delivery |
| Eun Joo Kim (Assistant Professor), Moira Anne Fallon (Associate Professor), JIE ZHANG (SUNY Brockport) |
| Abstract: As the need to train more teachers to work in inclusion classrooms increases, college instructors are required to identify and implement course assessments measuring their effectiveness in training practices. One area of particular need is training teachers to work with students with disabilities, including those students with autism. These students are increasingly being served in the inclusion classroom setting. The purpose of this poster presentation is to explore the use of course assessments in the pre-service level training of teachers working in inclusion classrooms. Such course assessment should meet the professional standards set forth by the Association for Behavior Analysis (ABA) and the Council for Exceptional Children (CEC). The course assessments discussed will be in training teachers who currently hold general education certification in obtaining special education training, specifically in developing Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP). Field testing data will also be included for these pre-service levels teachers (N=65) over a four year period of time. The poster presentation will also include recommendations for institutions of higher education to utilize or adapt similar course assessments into their training programs. |
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| 67. Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Year Three Summary Results |
| Area: DDA; Domain: Applied Behavior Analysis |
| Jessica Frieder (Utah State University), Stephanie M. Peterson (Idaho State University), CARRIE M. BROWER-BREITWIESER (Idaho State University), Elizabeth Dayton (Idaho State University), Stuart M Mullins (Idaho State University), Shilo Smith-Ruiz (College of Southern Idaho) |
| Abstract: A summary of results from the first, second, and third year of a 3-year Federal grant project funded by the Institute of Education Sciences, Serious Behavior Disorders-Special Education Research Grants Program will be presented. Project participants included students with a variety of disabilities, all presenting severe escape-motivated problem behavior, ages 5 to 12 years, and grades K-6 in four school districts across the state of Idaho. Summary results of initial analyses and choice-making interventions that pitted compliance, break requests, and problem behavior against each other will be presented. Summary data will be presented for one participant. Social validity data will be highlighted, as will follow-up data to demonstrate the participant’s progress over time. |
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| 68. Analysis Of The Effects Of Choice Making On Toy Play |
| Area: DDA; Domain: Applied Behavior Analysis |
| COURTNEY FLEMING (The Ohio State University), Sheila R Alber-Morgan (The Ohio State University), Quinn Vickers Montgomery (The Ohio State University) |
| Abstract: The opportunity to choose has been shown to increase task engagement of individuals with developmental disabilities in social contexts. However, literature on the effects of choice on activity engagement during social interactions is minimal, and has often been conducted in situations outside of typical classroom routines. The purpose of the current investigation was to a) extend literature on choice by integrating choice making opportunities into existing play routines of children with developmental disabilities and b) provide empirical evidence of a treatment package targeted to increase functional play that could feasibly be implemented by educators. Two students receiving special education services in an integrated preschool classroom serving both students with and without disabilities participated in the study. Four students without disabilities served as controls in play dyads. An alternating treatments design compared effects of choice, peer-choice, and no-choice on duration of play. Students expressed choice by touching the picture or saying the name of the item, and stimuli selected were presented to both students. No contingencies were in place for target behavior. Taken together, results for both participants suggest that 1) opportunity to choose served to increase engagement, and 2) that choice and relative preference may have increased functional play. |
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| 69. Analysis of Problem Behavior in Response to Item Restriction Within Symmetrical “Do” and “Don’t” Requests |
| Area: DDA; Domain: Applied Behavior Analysis |
| Nathan Call (Marcus Autism Center), DANA M. SWARTZWELDER (Marcus Autism Center) |
| Abstract: Requests may be phrased as “do” or “don’t,” with some evidence that “do” requests result in greater rates of compliance and decreased problem behavior (Neef et al., 1983; Adelinis & Hagopian, 1999), and other studies (Fisher et al., 1998) finding no difference in problem behavior between request formats. Fisher et al. hypothesized that request format was less important than whether the request restricted preferred activities. In the present analysis, “do” and “don’t” requests were equivalent in response effort, and restriction of preferred items was manipulated within both formats. Interobserver agreement data were collected for over 20% of sessions and always exceeded 80% agreement. Unlike previous findings, “do” requests that interrupted an ongoing activity were associated with higher rates of problem behavior. The participant, a 15-year-old male with a brain injury and PDD-NOS, engaged in problem behavior only following a “do” request to engage in a low preferred activity. Zero rates of problem behavior were observed in the “don’t” condition, even when compliance resulted in restricted access to preferred activities. These results suggest that problem behavior in response to requests for this participant was maintained by negative reinforcement in the form of escape from the low preferred activity. |
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| 70. A meta-analysis of clinical interventions for pica |
| Area: DDA; Domain: Applied Behavior Analysis |
| DAVID MCADAM (University of Rochester), Jonathan Breidbord (Autism Research Centre, University of Cambridge), Michelle Levine (Univeristy of Rochester), Don E. Williams (Texana BTTC) |
| Abstract: Pica is an eating disorder characterized by consumption of non-food items or compulsive eating of edible and non-edible items. Individuals who display pica have been found to eat a wide variety of items including glass, cigarettes, pebbles, metal screws, excessive amounts of food items such as ice or baking soda, and non-edible plants. This poster will present a meta-analytic review of the scientific strategies for clinical treatment of pica published between 1975 and 2008. Both descriptively summary and a quantitative meta-analysis will be presented. For the quantitative meta-analysis data on both Percentage of Non-overlapping data (PND) and Percentage of Zero data (PZD) will be summarized. Based on criteria of evidence-based practice, three behavioral interventions (i.e., differential reinforcement, non-contingent reinforcement, overcorrection) have well-established clinical efficacy; two other behavioral interventions (i.e., physical restraint and response blocking) and nutritional (e.g., mineral supplementation) approaches show probable clinical efficacy based on limited experimental evidence. Recommendations for the evidence-based treatment of pica and future research will be provided. |
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| 71. The Effects of Computer Practice on Academic Skills for Children with Moderate to Intensive Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| JULIE EVERHART (The Ohio State University), Ju Hee Park (The Ohio State University, Department of Special Education), Sheila R Alber-Morgan (The Ohio State University) |
| Abstract: A multiple baseline across behaviors design was used to examine the effects of a computer-based intervention on the acquisition and maintenance of academic skills by young children with moderate to intensive disabilities. The intervention required the students to practice academic skills (e.g., letter and number identification) using individualized computer games that provided immediate feedback for each response. For each learning trial, three choices appeared on the computer screen. If the child selected the correct answer, the next screen provided positive feedback (e.g., Right answer! Good job!), and a new learning trial was presented. If the child made an incorrect response, the next screen provided corrective feedback and repeated the learning trial. At the end of each five-minute practice, the teacher assessed acquisition by presenting the child with flash card prompts and recording their responses. Results demonstrated increased acquisition and maintenance of basic skills. Limitations, future directions, and implications for practice will be discussed. |
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| 72. Interactions between Brief Analogue Functional Analysis and Functional Communication Skills in an Outpatient Clinic |
| Area: DDA; Domain: Applied Behavior Analysis |
| NEALETTA HOUCHINS-JUAREZ (Vanderbilt Kennedy Center Behavior Analysis Clinic), Jennifer Lynne Bruzek (Vanderbilt University), Kathleen J. Miller (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: The Behavior Analysis Clinic at the Vanderbilt Kennedy Center provides behavioral services to children and adolescents with neurodevelopment disabilities and problem behavior. A brief Analogue Functional Analysis (AFA) is conducted during an initial 90 minute session to determine potential functions maintaining problem behavior. Data from the brief AFA, along with caregiver interviews and descriptive assessments are used to develop Behavior Intervention Plans. However, there are some limitations when using the brief AFA. Data from brief AFA’s can be susceptible to false-negative, false-positives, as well as a lack of discrimination between test conditions. We will present data that illustrates a potential correlation between false-negatives during brief AFA’s, behavioral function and the level of functional communication skills of each child. Implications of our results will be discussed in relation to level of communication skills and outcomes of the brief Analogue Functional Analysis. |
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| 73. Decreasing Ruminative Vomiting Using Noncontingent Reinforcement |
| Area: DDA; Domain: Applied Behavior Analysis |
| ANNA E. CHIRIGHIN (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Brandy Swain (Kennedy Krieger Institute) |
| Abstract: Ruminative vomiting is the voluntary regurgitation and reswallowing of previously ingested food (Dudley, 2002). Long-term effects of rumination include malnutrition, dehydration, gastric disorders, weight loss (Winton & Singh, 1983), tooth decay, (Singh, 1981) and possibly mortality (Rast, 1981). Little research has been published on the behavioral treatment of rumination. However, the research that has been conducted suggests differential reinforcement, dietary manipulations and oral hygiene procedures are effective in reducing rumination. In the current study, the effects of post meal gum were evaluated in a 7-year-old girl who was admitted to an inpatient unit for the treatment of severe behavior problems, including rumination. Results of functional analyses suggested rumination was, in part, maintained by automatic reinforcement and, in part, by access to positive reinforcement in the form of edible stimuli. Data gathered across the day suggested the probability of rumination was greater post-meals. Initially, Lily was taught to chew gum using a changing criterion design and a task analysis. The effects of the gum on post meal rumination were then evaluated using a reversal design. With the intervention in place, rumination was significantly decreased. In addition, generalization sessions were conducted in Lily’s home environment, during which low rates of rumination maintained. |
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| 74. The Effects of Video Feedback on Correct Implementation of Treatment Components During Caregiver Training |
| Area: DDA; Domain: Applied Behavior Analysis |
| Yanerys Leon (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Jessica Becraft (Kennedy Krieger Institute), MARIANA I CASTILLO IRAZABAL (Kennedy Krieger Institute; University of Maryland) |
| Abstract: Caregiver training is an essential component of behavioral interventions for children with severe problem behavior. The ultimate success of an intervention is generally a function of the extent to which caregivers implement the treatment accurately and reliably. Typically, caregiver training consists of several components including instruction, modeling, rehearsal, and verbal feedback during and following training sessions (Mueller et al., 2003). In some instances, this standard training is insufficient in producing acceptable implementation of treatment programs. In the current investigation, video-feedback was evaluated in conjunction with a standard caregiver training package. The father of a child admitted to an inpatient facility for the assessment and treatment of severe problem behavior served as a participant for this study. Initially, caregiver training consisted of the standard training package. After the caregiver failed to meet mastery criteria (i.e., 80% correct implementation) for several treatment components, video-feedback was added to the training package and evaluated in a multiple-baseline design. It was determined that video-feedback in conjunction with the standard training package was an effective component in training a caregiver to accurately implement a treatment program. Interobserver agreement was collected for one-third of sessions and averaged above 80%. |
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| 75. Precision teaching and speed reading |
| Area: DDA; Domain: Applied Behavior Analysis |
| GUNN LOKKE (University College of Ostfold, Norway), Jon A. Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Speed-reading techniques are widely used and generally accepted, but few reports on its effectiveness have been made. In one of few studies on the effectiveness of speed reading, students on average doubled their reading speed (Schmidt, 1972). Calef et al. (1999) conclude that measurable changes in reading eye movements and reading speed accompany successful completion of a speed-reading course in normally developed students. We have found no reports on the use of the techniques in children with retardation. We present the use of speed-reading and Precision Teaching procedures in a 14 year old boy with mild mental retardation and reactive attachment disorder. At baseline his average reading speed at school was 80 correct wpm with 4 learning opportunities, and 42 correct and 2 LOs at home. After four and 12 weeks respectively, average wpm increased to 150 correct and 1 learning opportunity at school and 100 correct wpm and 2 LOs at home. |
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| 76. Evaluation of Choice Making in the Assessment of Young Children with Problem Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| JOHN F. LEE (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Kelly M. Schieltz (University of Iowa) |
| Abstract: We evaluated changes in choice making over time during concurrent-operants conditions to show preferences, pre- and post-treatment, across two classes (tangible and attention) of positive reinforcement. The participants were 2 preschool-aged children who had developmental delays and displayed problem behavior maintained by both positive and negative reinforcement. The concurrent choice options varied the availability of parent attention and access to preferred toys. Time allocation within choice conditions was evaluated within a reversal design, and sessions were conducted in the children’s homes by their parents. Inter-rater agreement was conducted across 30% of sessions and averaged 97%. Pre-treatment results showed that both children had distinct preferences as demonstrated by stable patterns of allocation, with one child allocating time to choice options associated with parent attention and the other child allocating time away from parent attention. However, during post-treatment probes using the same concurrent-operants conditions, neither child showed stability in choice allocation suggesting that changes had occurred in their preference. |
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| 77. Teaching Peer Reinforcement and Grocery Words: Acquisition of Non-Target Stimuli and Observational Learning |
| Area: DDA; Domain: Applied Behavior Analysis |
| ANN KATHERINE GRIFFEN (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Robert Pennington (University of Kentucky) |
| Abstract: A multiple probe across behaviors design, replicated across participants, assessed the effectiveness of constant time delay in teaching appropriate peer reinforcement and grocery words to 3 elementary students with moderate intellectual disabilities in a small group instructional arrangement. Additionally, pretests and posttests assessed the acquisition of the participants' observational learning (acquisition of peers' grocery words) and non-target stimuli (related information supplied by the teacher in the consequent event). Results indicate that the participants learned (a) to appropriately reinforce peers, (b) to read their grocery words, (c) some of the target stimuli of their peers, and (d) much of the non-target stimuli associated with their own grocery words and their peers' grocery words. Errors for the delivery of reinforcement to peers significantly decreased across conditions (12.2%, 3.8%, and 0.1%). Maintenance data indicate that the participants maintained their target grocery words at high levels of accuracy. |
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| 78. Comparing Two Methods of Quantifying Behavior-Consequence Relations: Yule's Q and Contingency Space Analysis |
| Area: DDA; Domain: Applied Behavior Analysis |
| BLAIR PARKER HICKS (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Clinic), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Several methods of analyzing descriptive data to investigate behavior-consequence relations have been proposed and debated in recent years. Determining a statistic derived from the odds ratio, known as Yule’s Q (Yule & Kendall, 1957), is one such method that is gaining increased recognition as the standard for quantifying behavior-consequence relations in children with developmental disabilities (Yoder & Feuer, 2000). An alternative method that has received relatively less attention but that nevertheless shows promise is Contingency Space Analysis (CSA; Gibbon, Berryman, & Thompson, 1974; Matthews, Shimoff, & Catania, 1987; Martens, DiGennaro, Reed, Szczech, & Rosenthal, 2008). CSA involves a comparison of conditional probabilities and conveniently provides a visual representation of the sequential relation. In the present study, data collected during a descriptive assessment are analyzed using both methods and subsequently compared. Results indicate that each method suggests different conclusions in regards to identifying possible reinforcers for problem behavior. Advantages and disadvantages related to each method are specified. |
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| 79. A Brief Method for Identifying the Least Restrictive Level of Mechanical Restraints Prior to Restraint Fading |
| Area: DDA; Domain: Applied Behavior Analysis |
| Samantha Hardesty (Kennedy Krieger Institute), Lynn G. Bowman (The Johns Hopkins University School of Medicine), DAWN E. CONNOLLY (Kennedy Krieger) |
| Abstract: Programmatic restraints are often necessary to minimize the risk associated with severe self-injurious behavior (SIB). Given the restrictions mechanical restraints have on adaptive behavior, restraint fading is often an important treatment goal (Fisher, Piazza, Bowman, Hanley, & Adelinis, 1997). Mechanical restraints are faded by systematically modifying the rigidity of the restraints over time (e.g., changing the number or thickness of stays within each sleeve). Identification of a less rigid level of restraint prior to fading may help facilitate a more rapid fading process. Currently, no method exists for identifying which levels of restraint are optimal to begin restraint fading. Within the current study, 6 conditions were evaluated prior to the onset of the restraint pre-fading analysis with an 8-year-old male diagnosed with autism. Similarly to Wallace and colleagues (1999), data were collected on SIB and food consumption. Results identified 4 thin stays as a level of restraint associated with the highest percentages of adaptive behavior and lowest levels of SIB. A pre-fading analysis was conducted and results suggest that the probes conducted prior to the pre-fading analysis were effective in identifying a less intrusive level of restraint. Reliability data were collected for least one-third of observations and averaged above 80%. |
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| 80. The Use of a Comprehensive Behavioral Treatment Package for the Treatment of Elopement Behavior as Evidenced by Developmentally Disabled Children |
| Area: DDA; Domain: Applied Behavior Analysis |
| STEPHANIE A JOHNSON (STAR, Inc.) |
| Abstract: The purpose of this study was to evaluate a comprehensive behavioral treatment package designed to effectively and durably eliminate or reduce elopement behavior, as evidenced in the developmentally disabled population. Three developmentally disabled children, ranging in age from 6.2 to 10.3 years, took part in a comprehensive behavioral treatment program, which included such behavioral techniques as Differential Reinforcement of Incompatible Behaviors (DRI), Premack Principle, Structured Instructional Training, Motivational Home/Community Token Economy, Stimulus Control and Self-Management Strategies, and Videotape Self-as-a-Model instruction. The treatment package was sequentially administered to each child, using a multiple baseline across subjects design. Results indicated that the treatment program was successful in reducing the frequency, as well as the duration, of elopement events for all three subjects. |
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| 81. The Effects of Differing Reinforcement Schedules on Pica Behavior in Adolescents with Developmental Disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| ERIN FAGAN (Evergreen Center), Lawrence L. Lockwood (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Pica behavior is a serious and potentially harmful act. Students engaging in pica behavior are at an increased risk for gastro-intestinal problems, choking, or poisoning. This study examines the effects of two different reinforcement schedules, Non-contingent reinforcement and differential reinforcement of other behavior, in an attempt to treat pica behavior. Prior to the study, participants’ rates of pica behavior were at relatively high levels. During the study participants were reinforced with small edibles throughout the course of the day depending on the reinforcement method in place at that time. The frequency of attempted pica for two adolescent males with developmental disabilities was assessed using a reversal design. A parametric analysis comparing different 10, 15, and 20 minute intervals of reinforcement delivery for each schedule of reinforcement was implemented to determine the most effective schedule in reducing attempted pica. Results showed different rates of pica between the two reinforcement conditions but no difference within each reinforcement schedule between 10, 15, and 20 minute reinforcement delivery. |
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| 82. Increasing Attending Time for Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| TARA-LYNN BURBEE (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Attention to task is often difficult for children to incorporate into their daily routines. This may be even more challenging for those children with developmental disabilities and other learning difficulties. The purpose of this study was to determine if attending to task could be taught through the use of a standard shaping procedure to three students in a North Eastern Community Based Residential School. A changing criteria design was used to assess the shaping procedure in increasing the time attending to task. Attending to task was defined as the duration of attending from start of task until off task behavior occurred. Baseline data revealed that all three students had limited attending time of fewer than three minutes per task. Preferred reinforcers were chosen by the students to earn during the intervention. Interventions began with 10 seconds added to the individuals’ mean attending time during baseline. Baseline duration plus 5 minutes was desired for all three participants. Results indicated attending time increased to varying degrees, using shaping. |
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| 83. Idiosyncratic Functions: An Evaluation of Problem Behavior Maintained by Interruptions of Free-Operant Behavior or Transitions |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALLISON T. SCHULTZ (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Kristin Kiel (UMBC), Chris Dillon (Kennedy Krieger Institute) |
| Abstract: One reason that a treatment might be ineffective is because an individual displays problem behavior maintained by idiosyncratic operant functions not typically assessed in functional analyses (Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998). This failure to identify behavioral function may necessitate further analyses to determine additional variables that may maintain problem behavior. The purpose of the current study was to examine if the problem behavior of a 13-year-old girl diagnosed with mild mental retardation and pervasive developmental disorder-NOS was maintained by regaining access to interrupted activities or by escaping transitional demands. An Interruption Assessment was conducted to test for problem behavior maintained by interruptions from ongoing activities. A second Interruption Assessment was then conducted to assess problem behavior occasioned by “do” and “don’t” requests that were incompatible with ongoing preferred activities. These interruptions required the participant to transition to either another preferred activity or to a nonpreferred activity. Results from these assessments showed that problem behaviors occurred at comparable levels when transitioning to a preferred activity or nonpreferred activity, suggesting that the transition rather than the interruption of the ongoing preferred activity evoked problem behavior. |
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| EAB Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 84. The effect of screen flicker rate on hens’ discrimination of visual stimuli |
| Area: EAB; Domain: Experimental Analysis |
| RENEE RAILTON (University of Waikato), T. Mary Foster (University of Waikato, New Zealand), William Temple (University of Waikato) |
| Abstract: The use of television and computer screens for presenting stimuli to animals is increasing as it is non-invasive and can provide precise control over the stimuli. However, conventional (CRT) television and computer screens have been designed for the human visual system and have a flicker rate of 50-60Hz. Domestic hens’ critical flicker fusion frequency ranges between 80-90Hz. Thus stimuli presented on CRT screens may appear a series of flickering images to them. This study aimed to investigate whether hens’ discrimination between two stimuli was affected by altering the flicker rate of a CRT screen. Hens’ were trained in a conditional discrimination (to 85% correct over 5 sessions) between a black circle and cross presented on a CRT screen, with the screen refresh rate set at 100Hz. The hens accuracy on this discrimination decreased as the refresh rate of the CRT screen was decreased. These results imply that the change in flicker rate changed the appearance of the stimuli enough to affect their discrimination. |
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| 85. CANCELLED: Reinforcing and Punishing Effects of Environmental Enrichment for North American River Otters |
| Area: EAB; Domain: Experimental Analysis |
| SARAH E. REISBERG (Franklin & Marshall College), Meredith J. Bashaw (Franklin & Marshall College), Julie Grove (Maryland Zoo in Baltimore) |
| Abstract: Activity budgets of captive animals often differ from those of wild conspecifics, and may include persistent stereotypic or abnormal behaviors. Captive carnivores are particularly likely to develop stereotypies because the contingency between hunting and food is reduced or absent. Environmental enrichment can change these behavior patterns in carnivores, but enrichment success is variable and rarely complete. We implemented two enrichment techniques for North American river otters (Lontra canadensis) to determine whether 1> enrichment reinforced target behaviors and locations within the exhibit and 2> enrichment reduced stereotypic and abnormal behaviors by creating more naturalistic contingencies. Enrichment did increase desired behaviors and placing enrichment in a portion of the exhibit increased the time animals spent there. However, enrichment did not consistently reduce stereotypic and abnormal behaviors. Stereotypies that were associated with food-related cues decreased during enrichment, but flipping, an established stereotypy no longer dependent on food-related cues, did not change (though a decreasing trend in flipping suggests longer intervention may have produced greater success). Our results imply that enrichment is more effective as a reinforcer than a punisher, and its effectiveness as a punisher may be determined by the extent to which undesirable behaviors have become emancipated from their original eliciting stimuli. |
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| 86. A Modified Fading Procedure for Teaching Tolerance to Delayed Rewards |
| Area: EAB; Domain: Experimental Analysis |
| JEFF S. STEIN (University of Kansas), Patrick S. Johnson (University of Kansas), Adam T. Brewer (University of Kansas), Monica T. Francisco (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: Previous studies have demonstrated that a fading procedure has successfully increased tolerance to delayed reinforcers in pigeons (Mazur & Logue, 1978; Logue, et al., 1984). Currently, the extent to which this effect may generalize across species is unknown. Using rats as subjects, the present study seeks to replicate the findings of Mazur and Logue (1978) using a modified fading procedure. Rats in the control group (n = 4) choose between a small, immediate food reinforcer and a large, delayed food reinforcer. Rats in the experimental group (n = 4) receive training in which they initially choose between a small and large reinforcer presented after equal delays. Over the course of 300 sessions, the delay to the small reinforcer is gradually titrated, by increments of .05 s, according to a percentile-like schedule. The criterion to adjust the delay requires that the subject has chosen the large, delayed reinforcer on at least 59 out of the last 60 free choice trials. Additional data to be collected. |
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| 87. Reward sensitivity and individual competitiveness in an open field group foraging paradigm. |
| Area: EAB; Domain: Experimental Analysis |
| VALERI FARMER-DOUGAN (Illinois State University), Christopher Sorric (Illinois State University) |
| Abstract: Relations between competitive status and reward sensitivity across groups and individual rats were examined. Pre- and post- foraging competition tests were conducted. The 5 groups of 5 randomly grouped rats foraged for food delivered to opposite corners of an open field using a series of conc VT VT schedule ratios. Reward sensitivity, bias and competitiveness scores were obtained for individual rats. Percentages of competitive and foraging behaviors were collected for each rat during foraging sessions. Using reward sensitivity estimates, rats were regrouped into highest to lowest groups (N=5). The regrouped data were examined for differences in pre- and post-competition scores and competitive behaviors. Moderate correlations were found between competitiveness and reward sensitivity. Significant behavioral differences were found across the groups: Highest ranked rats showed more feeder-related competition. Lowest ranked rats engaged in more rearing and bottom foraging. The link between competition and reward sensitivity is discussed. |
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| 88. The Disruptive Effects of Negative Incentive Shifts Involving Reinforcer Delay and Magnitude in Rats |
| Area: EAB; Domain: Experimental Analysis |
| COLLEEN M. WHITE (College of Charleston), Chad M. Galuska (College of Charleston), Tammy Wade-Galuska (University of South Carolina-Salkehatchie) |
| Abstract: Negative incentive shifts in reinforcer magnitude engender excessive pausing on fixed-ratio (FR) schedules (Perone & Courtney, 1992). The present study seeks to extend this finding to situations involving transitions between immediate and delayed reinforcers. Six rats earned food pellets by lever pressing according to an FR 30 schedule. A two-component multiple schedule operated. In the immediate component (e.g., right lever), a pellet was delivered immediately upon completion of the FR. In the delay component (e.g., left lever), completion of the FR produced a signaled delay after which a pellet was delivered. Components irregularly alternated yielding four transitions: delay-delay; delay-immediate; immediate-immediate; immediate-delay (the negative incentive shift). Across conditions the delay was manipulated (15, 30, 60, 90 s). In some conditions the reinforcer magnitude associated with one of the components was increased (e.g., 3 pellets). Responding was primarily controlled by the upcoming conditions of reinforcement. Rats paused longer when the upcoming reinforcer was delayed, and paused longer with increasing delays. The immediate-to-delay transition produced a slightly longer median pause than the delay-delay transition. Pausing during the immediate-to-delay transition could be exacerbated when the immediate component produced a larger reinforcer and attenuated when the delay component produced a larger reinforcer. |
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| 89. Variability in domestic hens’ behaviour in extinction sessions following sessions with a fixed ratio schedule. |
| Area: EAB; Domain: Experimental Analysis |
| LEANNE NESHAUSEN (University of Waikato), James McEwan (University of Waikato) |
| Abstract: Initially domestic hens were trained to peck a square stimulus presented on a computer screen under a fixed-ratio 5 schedule of reinforcement to receive 30 reinforcers per 10-min (approximately) session. Once responding was stable there were several 40-min extinction sessions. After the extinction sessions the fixed-ratio 5 was re-established for several sessions, followed by further extinction sessions, this sequence was repeated three times. The time and location of every peck on the screen was recorded. Results showed that response structures that developed during the fixed ratio remained in extinction, at least for the duration of previous reinforcement sessions. After approximately 10 minutes, pecks in extinction became more variable in terms of rate and location on the screen. There were no 'extinction bursts' in pecking. Variability overall was similar for all the extinction sessions, but response rate reduced over sessions. In the second and third extinction sessions of each series responding tended to occur more as 'peaks'; that is, short periods of increased responding with periods of non-responding between peaks. These alternating reinforcement and extinction series had little effect on peck variability overall, but did have some effect on peck rate in extinction sessions. |
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| 90. How effective is it t o motiv-aid staff? |
| Area: EAB; Domain: Applied Behavior Analysis |
| CHERYL J. DAVIS (Consultant), Ben Bruneau (Crossroads School for Children), Michele D. Brock (Crossroads School for Children), Mary Rosswurm (Crossroads School for Children) |
| Abstract: Reducing problem behavior in children with disabilities is most often our biggest challenge in working with our clients. Training staff in-vito and in-situ has often produced better results for our clients, but what do we do when that is not effectively changing behavior? Using technology has been helpful, but is there empirical data to show the effectiveness of technological aids? This poster will present data that shows implementing a Motivaider with staff to prompt positive verbal reinforcement with a child with autism reduced problem behavior by over 50% during the first week. Additional data will be collected to determine the long term effects of this treatment. |
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| 91. Identification of Functional Relations From Multiple Baseline Data With Delayed Change in the Dependent Variable |
| Area: EAB; Domain: Experimental Analysis |
| REBECCA G. LIEBERMAN (Vanderbilt University), Paul J. Yoder (Vanderbilt University), Brian Reichow (Yale University), Mark Wolery (Vanderbilt University) |
| Abstract: Background: We examined whether steepness of slope, consistency of latency of change, and expectancy of delayed change affect experts’ judgment of a functional relation in the MBL-P design where delay in change of slope is present, to what extent experts agree, and characteristics of data where ratings indicate a functional relation. Method: Thirty-eight experts completed a survey composed of 16 figures containing 3 graphs in MBL format. Results: Experts rated graphs with steep slopes (d=1.02) and consistent latency of change (d=0.43) as showing more evidence of functional relations. Graphs creating expectancy of delayed change were more likely to be judged as showing functional relations if there was a steep slope (d=0.52). The average total agreement between pairs of experts was 0.4 (SD=0.2). The proportion of expert pairs that were in agreement at .80 or above was 0.04. The figure with an average rating that indicated a confident inference of a functional relation illustrated consistent latency of change, steep trend lines, and contextual information designed to create expectancy of delayed change in the DV. Conclusions: Findings may guide visual analysts to be more consistent in judgments of functional relations when there are delayed changes in the dependent variable. |
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| 92. Go/no-go Procedure with Compound Stimuli and Emergent Conditional Relations in Children with Autism |
| Area: EAB; Domain: Experimental Analysis |
| CÁSSIA LEAL DA HORA (Universidade de São Paulo), Paula Debert (University of Sao Paulo - Brazil) |
| Abstract: Matching-to-sample procedure is widely used for establishing emergent conditional relations. However, adventitious control by location, rather than the conditional control, can be established with this procedure in individuals with autism. The aim of this study was to evaluate whether emergent conditional relations could be established in autistic children with a go/no-go procedure with compound stimuli. In the go/no-go procedure only one operandum is used. One autistic child which showed adventitious control by location in matching-to-sample was trained to establish conditional relations with the go/no-go procedure with compound stimuli. During training, responses emitted in the presence of specifics stimulus compounds (A1B1, A2B2, B1C1 and B2C2) were followed by reinforcer. Responses emitted in the presence of other compounds (A1B2, A2B1, B1C2 and B2C1) were not. In tests, new configurations (BA, CB, AC, and CA) were presented resembling tests usually employed in equivalence studies. Participant took 50 training sessions to reach accurate performances. The participant exhibited emergent relations consistent with symmetry, transitivity and equivalence only after several repeated training and test sessions. In most of the training sessions participant responded to all compounds. These results show that refrain from responding is difficult to be established with the go/no-go procedure in children with autism. |
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| 93. Equivalence class formation of preposition locations for undergraduate college students |
| Area: EAB; Domain: Experimental Analysis |
| DANIEL C DEROSA DEROSA (Western Connecticut State University) |
| Abstract: Sidman (1971) proposed a method of teaching reading comprehension using existing teaching methods, called Equivalence. A matching-to-sample task was used to strengthen conditional relations for comprehension of written text. A convenience sample of undergraduate students at a northeastern university was randomly assigned to the Match-to-sample (MTS) group or the In Vivo (IV) group. The present study employed a match-to-sample task with the response topographies differing by group. In the teaching phase participants in the MTS group were asked to identify pictorial depictions of preposition locations in an array. A picture of the preposition corresponding to the sample appeared during each trial. Participants were informed of the correctness or incorrectness of each response. Mastery criterion was defined as five consecutive correct responses for each preposition location for each exemplar of that preposition. Tests for reflexivity, symmetry, transitivity and equivalence were conducted. In the MTS condition the test for equivalence was the same as the teaching phase for the IV condition and vice versa. A comparison of the number of trials required for mastery for each group was analyzed. The findings from this study will direct a future investigation focusing on children diagnosed with autism. |
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| 94. Contextually Controlled Derived Relational Intrusions Following Training |
| Area: EAB; Domain: Experimental Analysis |
| PAUL GUINTHER (University of New Mexico), Michael J. Dougher (University of New Mexico) |
| Abstract: A contextually controlled interrelated conditional discrimination training procedure was used to produce subsequent contextually controlled semantic false memory phenomena. All participants completed identical contextual discriminative training on a computer during the first phase of the experiment, during which a set of memory-test words participated in an equivalence class with one Set of words (S1) in Context 1 (C1) and participated in an equivalence class with a different Set of words (S2) in Context 2 (C2). Context consisted of the background color of the screen along with the font in which the words were presented. During a second phase of the experiment, the memory test words were presented for a free recall memory test. Half of the participants completed the free recall memory test in C1 and the other half of the participants completed the free recall memory test in C2. Although all participants were shown the same memory-test words for study, an interaction was demonstrated in which participants accidentally recalled S1 words with an elevated frequency when tested in C1, whereas they accidentally recalled S2 words with an elevated frequency when tested in C2. These results indicate that semantic relationships, and hence the particular false memory phenomena exhibited during the recall of semantic material, can be brought under contextual control. |
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| 95. Effects of Instructions and Descriptions, with or without Acquisition and Transfer Criterion, in a Conditional Discrimination, Matching to Sample Task. |
| Area: EAB; Domain: Experimental Analysis |
| Emilio Ribes-Iñesta (Universidad de Guadalajara), ALEJANDRA ZARAGOZA SCHERMAN (University of Manitoba) |
| Abstract: Three experiments were designed to evaluate the effect of criterion or non-criterion instructions and response descriptions use, on substitutive interaction contingencies. 32 university students (both genders) participated voluntarily in the study. Participants were randomly assigned to 6 experimental and 2 control groups. The experimental task consisted of a matching to sample procedure. Experiment 1 evaluated the effect of criterion instructions (Group 1) or non-criterion instructions (Group 2) on intramodal, extramodal, extrarelational and extradimensional transference tests in a first phase; as well as the effect of non-feedback training followed by the same transference tests in a second phase. Experiment 2 evaluated the effect of criterion (Group 5) and non-criterion (Group 6) response descriptions in a first phase; and the same non-feedback training and transference tests in the first and second phases. Experiment 3 evaluated the joint effect of criterion instructions and response descriptions (Group 7) and non-criterion instructions and response descriptions (Group 8), and the same second phase and transference test as in experiments 1 and 2. Groups 3 and 4 served as control groups.
Group 3 was administered non-correction instrumental training and group 4 was administered correction instrumental training. Data shows better transference test performance in the second phase of groups 1, 4, and 6. Results are discussed in terms of the linguistic and discrimination interactions each procedure allows for.
Keywords: contingency substitution, descriptions, instructions, transference, matching to sample. |
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| 96. Concurrent and Concurrent Chains Schedules of Reinforcement and Punishment in Human Subjects |
| Area: EAB; Domain: Experimental Analysis |
| Harold L. Miller Jr. (Brigham Young University), JASON VAN DER HORST (Brigham Young University) |
| Abstract: Human subjects played a computer game in which concurrent variable-interval variable-interval (conc VIVI) schedules of reinforcement arranged for on-screen changes and the delivery of coins from a nearby device. A separate set of conc VIVI schedules of punishment was subsequently introduced in compound with the schedules of reinforcement. Under these schedules, effective responses produced on-screen changes and the necessity to deposit coins into a nearby device. In a second experiment subjects were first exposed to a different game containing a concurrent chains procedure in which the initial links were conc VIVI schedules and the terminal links were variable-time (VT) schedules of reinforcement. Later, VT schedules of punishment were compounded with the VT schedules of reinforcement in the terminal links. We report the results in the comparative context of existing models of distributed choice on both concurrent and concurrent chains schedules, including melioration. |
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| 97. Meta-choice in the positive and negative situation |
| Area: EAB; Domain: Experimental Analysis |
| MAYUKO HORI (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: The present study examined the preference between forced choice situation which consists of a single alternative and free choice situation which consists of multiple alternatives with concurrent-chains schedule. Such a choice between choice situations is called meta-choice. In this study, two conditions of acquisition or loss of points were set. The acquisition condition was the condition that points were added to as a result of choice behavior (positive situation) and the loss condition was the condition that firstly participants were given specific points, and then that points were lost as a result of choice behavior (negative situation). Most of the past study used experimental situations in which participants get reinforcers as a result of choice behavior. In addition to this, it is necessary to demonstrate that the situation which contains multiple alternatives has the reinforcement value even if it is under the aversive situation like the loss condition in this study. As a result, in both of the acquisition condition and the loss condition, higher preference for the free choice situation were consistently observed. The present study suggested that presenting multiple alternatives has the reinforcement value. |
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| 98. A Comparison of Antecedent and Consequent Interventions Incorporating Choice |
| Area: EAB; Domain: Applied Behavior Analysis |
| BRITNEY NICOLE BURTON (The University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Lauren Lestremau Harpole (The University of Southern Mississippi), Laura L Needelman (University of Southern Mississippi), Nichole Weakley (University of Southern Mississippi) |
| Abstract: Antecedent and consequent interventions incorporating choice have been shown to increase desirable behavior and decrease problem behavior. However, no comparative research on antecedent and consequent strategies involving choice has been conducted to date. The purpose of the presentation will be to discuss a recent investigation in which an alternating treatments design (ATD) was used to compare the effects of a common antecedent strategy (choice of task sequence), a common consequent strategy (choice of reward), and an escape extinction strategy. The goal of the investigation was to determine which strategy would result in a lower percentage of disruptive behavior and a higher percentage of task engagement for 3 preschool-aged males with developmental delays and escape-maintained problem behavior. Results showed that all 3 treatment strategies reduced problem behavior and increased task engagement, with no one treatment condition producing better effects. The methods, results, limitations, and implications of the investigation will be discussed in the presentation. Participants will benefit from the session because they will gain information related to the use of choice-related intervention strategies in a school setting. |
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| 100. Effects of the Manipulation of Reinforcer and Response Dimensions in a Self-Control Training |
| Area: EAB; Domain: Experimental Analysis |
| Amanda Rana Ferreira (Universidade Federal do Para), EMMANUEL Z. TOURINHO (Universidade Federal do Pará) |
| Abstract: We manipulated reinforcer and response dimensions (reinforcer quality, reinforcer rate, reinforcer delay and response effort) in a self-control training. Eight 12 or 13-year-old participants were exposed to math problems in two concurrent schedules of reinforcement, in four experimental conditions: assessment of difficulty with math problems, baseline, training, and post training. Results showed that when only one dimension was in effect, responses were controlled by the favorable values. When two dimensions were in direct competition (e.g. rate x quality), responses were controlled by rate value (one participant), effort value (one participant) and quality value (six participants). Four participants showed impulsivity in the beginning of the self-control training and went through the training. Four participants did not show impulsivity and were exposed to maintaining sessions. Impulsive participants emitted self-controlled responses in the end of the training. In the post training assessment, all participants were exposed to direct competition between the delay and other two dimensions not manipulated in the training (or maintaining) sessions. Four participants showed impulsivity when delay competed with effort, but not when it competed with quality or reinforcer rate. These results suggest that the stability of self-control repertoires was conditioned to specific reinforce or response dimensions. |
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| 101. The Effects of Conditioning Toys as Reinforcers on Intervals of Toy Play, Stereotypy and Passivity for Two Children with Autism |
| Area: EAB; Domain: Applied Behavior Analysis |
| R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), SAMANTHA G BRODLIEB (Teachers College, Columbia University), Lin Du (Teachers College, Columbia University) |
| Abstract: We examined the effects of conditioning construction toys as reinforcers for play on the stereotypy, passivity and toy play of 2 seven-year-old males diagnosed with autism using a delayed multiple probe design. The participants functioned from pre-speaker to emergent reader/ writer levels of verbal behavior. The dependent variables included the numbers of intervals of appropriate toy play, stereotypy and passivity. Initial probe data showed the students engaged in frequent emissions of stereotypy and infrequent emissions of appropriate toy play in a free play setting prior to the implementation of the stimulus-stimulus pairing procedure. After the initial probe, toys were conditioned as reinforcers during stimulus-stimulus pairing sessions and students were observed in separate free play probe sessions. Results showed that when toys were conditioned as reinforcers, both students engaged in higher levels of appropriate toy play and significantly less stereotypy. |
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| 102. Correspondence training and two types of feedback: say-do correspondence or task precision. |
| Area: EAB; Domain: Experimental Analysis |
| CARLOS MARTINEZ MUNQUIA (University of Guadalajara), Angela K Avila Hernandez (University of Guadalajara), Maria Elena Rodriguez (University of Guadalajara) |
| Abstract: Lloyd (2002) have argued that correspondence training may be controlled by multiple and different contingencies. Previous research combining matching-to-sample tasks and correspondence training procedures have shown that this may be the case since say-do correspondence feedback does not promote task acquisition. Therefore, a study was designed to evaluate the functional role of two types of feedback: one promoting say-do correspondence and other promoting task acquisition. Twenty college students participated. They were divided into four groups (three experimental groups and one control group). Group 1 and 2 received feedback on say-do correspondence and task precision, respectively. Group 3 received both types of feedbacks. Performance under transfer tests was similar for groups 1 and 2. However, group 3 showed better transference than groups 1 and 2. Data suggest that correspondence training combined with feedback on task precision can lead to task performance referred in the literature as “verbal”, “goal-oriented” or “higher-order” type.
* Lloyd, K. (2002). A review of correspondence training: suggestions for a revival. The Behavior Analyst, 25 (1), 57-73. |
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| 103. Reciprocity of Responding As Determinant of Partial-Altruistic Behavior In Humans |
| Area: EAB; Domain: Experimental Analysis |
| Emilio Ribes-Iñesta (University of Guadalajara), NORA RANGEL (University de Guadalajara, Mexico), Lizbeth Pulido Avalos (University of Guadalajara), Ulises Valdez (University of Guadalajara), Elizabeth Ramárez (University of Guadalajara), Carlos Jimenez (University of Guadalajara), Mayra HernÁndez (University of Guadalajara) |
| Abstract: Eight female, 19 to 39 year old university students were randomly distributed in eight dyads (each participant had a confederate peer in the dyad). Participants were not informed that their peer was an experimenter’s confederate. In a situation of partial altruism, dyads solved a visual puzzle on two synchronized computers screens. Participants and confederates could track the performance of his/her peer, and place pieces in either puzzle. A within-subject design was used, comprising two individual baselines and five experimental phases, each one involving a specific confederate’s behavior toward a peer in the dyad: the percent of reciprocal placing of pieces in the peer’s puzzle. Dyads were randomly distributed in two different groups. Dyads in Group 1 were exposed to an ascending order of the percentage of reciprocity by the confederate (0, 25, 50, 75, 100%), and dyads in Group 2 were exposed to a descending order (100, 75, 50, 25, 0%). Results showed that participants placed their pieces in the peer’s puzzle in similar proportion to which confederates reciprocally placed their pieces in the participants’ puzzles. |
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| 104. Compensatory Conditioned Responses to Coffee Cues in Heavy Coffee Drinkers in a Reversal-Replication Design. |
| Area: EAB; Domain: Experimental Analysis |
| CAITLYN A BOROWICZ (Youngstown State University), Stephen Ray Flora (Youngstown State University) |
| Abstract: Increases in body temperature, blood pressure and other autonomic responses are unconditioned responses to caffeine at relatively high doses; 600 mg or more per bout in humans. However, these responses are more likely to occur when caffeine tablets are ingested and less likely when equivalent amounts of caffeine are consumed in coffee. One possibility is that regular coffee drinkers develop compensatory conditioned responses to the smell and taste of coffee that counteract the unconditional responses to caffeine. In regular coffee drinkers previous research has found that the smell and taste of coffee have functioned as conditioned stimuli producing compensatory conditioned responses in the form of decreased salivation, as opposed to the unconditioned response of increased salivation. A reversal replication design was used in the current study to investigate compensatory conditioned responses to coffee cues by comparing the effects on blood pressure and body temperature of caffeine ingested by tablet and in coffee compared to responses to placebo and decaffeinated coffee. |
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| 105. Distinctiveness and serial position of wins: Effects on win rate recall and willingness to gamble. |
| Area: EAB; Domain: Experimental Analysis |
| Stephen Ray Flora (Youngstown State University), CAITLYN A BOROWICZ (Youngstown State University) |
| Abstract: People typically have a better recall of items early in a sequence (primacy effect), late in a sequence (recency effect), or of items made distinctive. Compared to losses, wins in a casino are salient, or distinctive. Heavy gamblers frequently report early wins as important in establishing a pattern of gambling. The distinctiveness of early wins could artificially inflate their rate of occurrence during recall. Wins could also become more distinctive if they occur in rapid succession, rather than being spread apart. These factors may make problem gamblers falsely remember the number of their wins, and lead them to believe winning is more likely than it actually is contributing to chronic gambling. The present study investigated these possibilities. Participants are given repeated opportunities to bet on the turn of a card. The sequence and distinctiveness of wins systematically varied across participants. Dependent variables are whether or not participants chose to bet on each trial, participants’ recall of number of wins, and participants’ willingness to increase their wager on a final coin toss. |
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| 106. Probability Sequence Affects Choice on a Probability Discounting Task |
| Area: EAB; Domain: Experimental Analysis |
| AUGUST F. HOLTYN (Western Michigan University), Julie M Stine (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Within a probability discounting paradigm, subjects are repeatedly presented with a choice between a small, certain amount and a large, uncertain amount. Within a block of trials, the value of the certain outcome is systematically manipulated until the subject deems both amounts to be equivalent in value (i.e., an indifference point is determined). The probability is manipulated across blocks of trials to obtain a series of indifference points. Probabilities are typically presented in both an ascending and descending sequence. The current study randomly assigned participants from two different age groups (college students and older adults) to either an ascending or descending probability sequence. Hyperbolic discounting functions were fit to indifference points to assess rates of discounting. The rate of discounting in the ascending group was higher (i.e., choice was more risk averse) than that in the descending group, with this difference being more pronounced in the older adults. These results suggest that the order of presentation of probabilities during a probability discounting task can affect the rate of discounting. |
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| EDC Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 107. Behave Away: A Maintenance Manual
(How to Problem-Solve Challenging Behavior
While Helping Yourself Cope) |
| Area: EDC; Domain: Service Delivery |
| JOHN KOSMOPOULOS (York Central Hospital) |
| Abstract: “Behave Away” is a user-friendly, "how-to" manual provided to parents, caregivers and staff at the end of involvement to increase the likelihood of self-management and problem-solving while decreasing the likelihood of relapse and re-referral. This maintenance manual offers individuals the resources to systematically approach future behavioral challenges in a cogent way (i.e., prevention checklists, assessment and data collection methods to determine the function of behavior, function-based strategies, etc.) while helping themselves cope with everyday stressors in supporting someone with behavioral challenges through the use of cognitive-behavioral and acceptance-based techniques. |
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| 108. THE ACQUISITION OF SOCIAL SKILLS OF PRESCHOOL CHILDREN AS A FUNCTION OF THE TRAINING OF TEACHERS AND STUDENTS. |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracuz), Cintia S. Aguilar Salazar (University of Veracruz), Jocelyn Pitoll Garcia (University of Veracruz), Claudia Nakazona Peña (University of Veracruz) |
| Abstract: The National Program for Preschool Education (NPPE, 2004) is organized on the basis of competences. Besides of being subjective, it does not specify knowledges, skills and attitudes that teachers should possess, nor the activities to perform, nor identify the basic repertories that require children to learn the knowledge and social skills identified by the program (NPPE, 2004). The purpose of the study was to evaluate the effect of the training of teachers and students in acquiring social skills for preschool students. Participants were 12 students who were enrolled in the third grade of a kindergarten school. Their aged ranged between 3 and 5 years old, with a low economical level. Two teachers also participated in the research. Once the students and teachers’ competences were behaviorally defined, a Within and Between Subjects Experimental Design, was implemented. Teachers were trained in both: the establishment of basic repertoires of students, and on the skills and activities that they need to perform in order the children acquire knowledge, skills and social attitudes. The statistical data show that the purpose of the study was reached. |
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| 109. Enhancing Data Collection Procedures for IEP Goals |
| Area: EDC; Domain: Applied Behavior Analysis |
| REBECCA RENEE WISKIRCHEN (ACCEL), Christina Barosky (ACCEL), Bryan J. Davey (ACCEL), Jonathan Evans (ACCEL), Bradley Reed (ACCEL), Eli Lozada Jr. (ACCEL), Pamela Bolding (ACCEL), Jimmy R. Smith (ACCEL) |
| Abstract: Data collection is a pillar of Applied Behavior Analysis. Data collection procedures in classrooms document student progress in terms of academic, social and behavioral objectives. Classrooms often use data collections systems that are inefficient and inaccurate. These systemic issues arise from a lack in training, inadequate supervision, time constraints on staff, poor organization, immeasurable objectives and inaccurate prompting procedures. The presentation will highlight the changes in data collection and prompting procedures across 4 classrooms within a private special education day school.
Improved data collection procedures include the use of timely and accurate recording methods. This was accomplished through direct training and modeling. To facilitate student learning opportunities staff were trained to contrive situations and record outcomes. Further, staff were taught 3-Step-Prompting procedures to promote skill acquisition and compliance. IEP objective data will be presented for the 4 classrooms. Results demonstrate that these approaches lead to a significant number of objectives being mastered. |
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| 110. Effects of Parent Training on Parents' Use of Praise and Child's Spoken Words |
| Area: EDC; Domain: Applied Behavior Analysis |
| QUINN VICKERS MONTGOMERY (The Ohio State University), Moira Konrad (The Ohio State University), Cuong (Ken) Luu (The Ohio State University) |
| Abstract: While it is important to study intervention strategies that can be used by teachers and clinicians, it is equally important to study effective strategies that can be used by parents within the home setting. Given the fact that parents are often involved in, if not in charge of, coordinating services for their children, studies involving effective and time efficient training strategies for parents are of absolute importance.
The purpose of this study was to examine the effects of a parent-training package on (a) parents’ use of general and behavior-specific praise statements and (b) the number of spoken words used by a child with autism. The package consisted of training, feedback, and praise. A multiple baseline design was used to determine the effects of the parent-training package across two participants, the parents of the child with autism. The results of this study indicate that training, feedback, and praise were effective in increasing the praise used by the parents. |
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| 111. The Effects of Using the Good Behavior Game and Goal Setting to Increase the Rates of Praise of Teachers of Students with Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| CLINTON SMITH (University of Memphis), David Bicard (The Univeristy of Memphis), Sara C Bicard (University of Memphis) |
| Abstract: Six teachers were trained to provide praise statements to students at a summer camp for students with disabilities. A reversal design was utilized to assess the effects of the good behavior game and goal setting on rate of praise statements made by the teachers. The good behavior game consisted of teachers divided into two teams and the number of praise statements for each on the team was added together for a weekly total. The team with the most points at the end of each week earned a snack at a local ice cream establishment. The goal setting condition included the good behavior game in addition to the teachers setting a daily goal for the number of praise statements. The rate of praise statements increased during the good behavior game conditions (M=0.96 and 0.79) when compared to baseline (M=0.61). The rate of praise statements during the goal setting conditions (M=1.13 and 1.2) were higher than baseline and the good behavior game conditions. Goal setting for praise statements resulted in higher rates of praise statements than just utilizing the good behavior game alone or baseline. Future research should address the effects of goal setting and attainment on praise statements and the effects of reinforcer assessment or survey in conjunction with the good behavior game and goal setting on praise statements. |
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| 112. Promoting Reflection in Teacher Preparation Programs: a Multi-Level Model |
| Area: EDC; Domain: Experimental Analysis |
| CANDACE MARY SAWYER (University of Northern Iowa), Susan Etscheidt (University of Northern Iowa) |
| Abstract: The preparation of reflective teachers is a complex process requiring structured and sequential opportunities throughout the program of study. This poster session presents a paper discussing a variety of models for conceptualizing reflectivity in teacher preparation programs. Based on these frameworks, a three-level model of reflection for students in the University of Northern Iowa's teacher preparation program is described. The levels include reflection of technical competence, informed and reasoned analysis, and ideological inquiry. Reflective opportunities provided to prospective teachers include self-evaluation of lesson planning and delivery, reflective journals for personal theory-building, and pedagogical seminars. Concurrent, multimodel opportunities to promote reflective practice begin early in the preparation program and are continued through the student teaching experience. Specific examples and discussion guides are presented, and recommendation for teacher preparation programs are offered. |
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| 113. Accountability in Training and Practice: Documenting Response to Intervention Outcomes |
| Area: EDC; Domain: Service Delivery |
| SHANNON MCGUIRE (University of Cincinnati), Jennifer Hailley (University of Cincinnati), Renee Hawkins (University of Cincinnati), Jennifer L Meek (University of Cincinnati) |
| Abstract: With an increased emphasis on prevention, early intervention, and accountability in schools, Response to Intervention (RtI) has emerged as a way to link assessment to intervention and effectively meet students’ needs. Based on the principles of applied behavior analysis and single case design, RtI relies on valid and reliable progress monitoring to make empirically-based decisions about intervention effects and services for students. School psychologists entering the field need to be well prepared in all of these areas in order to effectively support RtI service delivery. However, little research has focused on RtI preservice training. The current presentation will describe the training model and structured practicum experiences of a school psychology program emphasizing RtI training. The presentation will provide a summary of the intervention outcomes for school-aged (K-12) students (N = 108) served by trainees (N = 35) from the 2005-2006, 2006-2007, and 2007-2008 school years. Summary statistics will be reported for student progress in response to the behavioral and academic interventions collaboratively developed by trainees through the RtI process. Outcome data will be used to evaluate trainee skill and training program effectiveness. Discussion will highlight the challenges and suggestions for future research on preservice training in RtI. |
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| 114. Student Research at Gonzaga University 1978-2009 |
| Area: EDC; Domain: Applied Behavior Analysis |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Randy L. Williams (Gonzaga University) |
| Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally-based Special Education Program.
The overall outcomes indicated that student publications and presentations were highest (52) during the 2001-2005 time period. Student publications and presentations ranged from 0 to 27 for the other five designated time periods.
Gonzaga University's Special Education Program's students published in peer reviewed journals such as Child & Family Behavior Therapy, Corrective and Social Psychiatry, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Physical and Developmental Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, and Psychology in the Schools.
Presentations were made at the Northwest Association for Behavior Analysis conferences, Council for Exceptional Children, the Annual Virginia Beach Conference on Behavior Disorders, the Third Focus on Behavior Analysis in Education Conference, the Association for Behavior Analysis conventions, and the Student Intercollegiate Research Conference. |
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| 115. Teaching Two 9 Year-Old Students Diagnosed with Autism the Structural and Functional Components of Writing |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNIFER L KNIPLING (Teachers College), Petra Wiehe (Teachers College Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: We examined the effect of a functional writer immersion program on the descriptive and structural components of writing. A multiple probe design across two participants was used. The participants were two elementary school students diagnosed with autism. For the probes, students were given a series of 6 pictures and told to write as much as they could about the pictures. They were given no feedback on their performances. A writer immersion manding program was then implemented. Students were required to write their requests for desired items or activities throughout the day in complete sentences on small strips of paper. These papers were then exchanged for the desired item or activity. Students were given feedback on the structural components of their writing, and continued to participate in the written mands program until they had 90% accuracy in their structural components across two consecutive days. The students were then given the same series of worksheets with the same instructions as a post-probe. Results showed an increase in the number of words and tacts used to describe the pictures while the percentage of correct structural elements remained the same or increased. |
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| 116. Using an Organizational Protocol to Facilitate Math Word Problem Solving in Children with Developmental Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| WENDY L. KOZMA (BEACON Services/Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Math word problems are used to evaluate a student’s ability to apply mathematical skills to practical experiences. The process of solving a word problem requires the student to approach the task tactically, applying a variety of problem solving steps and strategies, and to choose and carry out appropriate mathematical operations with accuracy. Students with developmental disabilities have difficulty in acquiring and applying the skills required to accurately solve word problems. The first purpose of the current study was to validate a Direct Instruction curriculum, Corrective Mathematics, as an effective methodology for teaching math word problems. The second purpose of the study was to validate an organizational protocol that was introduced when students had difficulty solving math word problems. Six students with developmental disabilities between 12 and 20 years of age participated in the study. Students were assessed after every 5 lessons. An alternating treatment design was used to evaluate problem solution after review of every 5 lessons using either remediation or an organizational template. Result indicated that student s frequently required remediation sessions to effectively meet criteria. Use of an organizational protocol proved effective in enabling them to reach criteria. |
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| 117. Daily On-task Behavior Reports and Homework Tracking Sheets System to Increase Academic Success. |
| Area: EDC; Domain: Applied Behavior Analysis |
| Heidi Maurer (KentWood High School), Stephen Litster (Kentwood High School), RICK SHAW (Behavior Issues) |
| Abstract: A homework tracking sheet was created to report home daily for assignments, upcoming projects, on-task and nondisruptive behaviors, and teacher comments. Baseline data was collected across the school day from the teachers rating on-task and nondisruptive behaviors on a 5-point likert scale. A criterion was then established above baseline (differential reinforcement of high rates) for students to earn rewards or lose privileges if the daily and weekly goals were not met. Students had to write down their homework for that day, have teachers rate and sign the sheet, check-in at the end of the school day with an adult, and have parents review and sign. Students graphed their ratings during the end of the day check-in with a mentor teacher. The daily and weekly rewards and consequences occurred at school and at home for having the sheet signed and meeting the goals. Students were successful in decreasing challenging behaviors and detentions/suspensions, and increasing appropriate behaviors and grades. |
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| 118. Using a Backwards Chain to Teach Students a Morning Routine |
| Area: EDC; Domain: Applied Behavior Analysis |
| SAMARA COHEN (Teachers College Columbia University), Victoria Sterkin (Teachers College Columbia Univ.), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: This study used a multiple baseline design across participants to determine if a backwards chain was effective for teaching students how to independently perform the behaviors in a morning routine that was completed daily upon arrival to school. Two five-year-old females and one six-year-old male participated in this study. These students were chosen due to their lack of performing any morning routine behaviors upon arrival to school at the beginning of the school year. They were selected from the members of a kindergarten classroom that used the CABAS® system of instruction, in a school that was located in a suburb of a large metropolitan area. All three participants were diagnosed with Autism. Each one functioned at the pre-listener level of verbal behavior, one participant was a pre-speaker, and two were emergent speakers (Greer & Keohane, 2005). After an initial baseline in which correct responding was 0%, a backwards chain was implemented. Results showed a functional relationship between using a backwards chain and students independently completing a morning routine. |
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| 119. A Functional Relationship Between Multiple Exemplar Instruction and the Emergence of the Naming Capability with Elementary School Students Diagnosed with Autism |
| Area: EDC; Domain: Applied Behavior Analysis |
| Nicole Luke (Columbia University Teachers College), RAPHAEL VIEIRA VASCONCELOS (Teachers College, Columbia University) |
| Abstract: This study assessed the effects of the Multiple Exemplar Instruction procedure on the emergence of the Naming capability with two male elementary school students diagnosed with autism. The study used a multiple probe across participants design. A probe was initially conducted to assess the performance of both participants in four different response topographies (matching, pointing, tacts and intraverbals). All stimuli used were 2-D. After the probe, Multiple Exemplar Instruction (MEI) was implemented, which consisted of rotating instruction between all four responses. Learn Units were used, which means that correct responses were reinforced and incorrect responses received feedback and corrections. Once criterion was met in MEI, a post-probe was conducted to assess the emergence of Naming. The results showed a functional relationship between the MEI procedure and the emergence of the Naming capability with both participants. |
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| 120. Peer Tutoring as a Tactic to Teach Vocabulary |
| Area: EDC; Domain: Applied Behavior Analysis |
| KIMBERLY N MOSCA FRANKLIN (Columbia), Mindy Bunya Rothstein (Teachers College Columbia University) |
| Abstract: A delayed multiple baseline across participants was used to examine the effectiveness of peer tutoring on teaching tutors novel vocabulary. Two 4-year-old participants were chosen from a preschool that served children diagnosed as preschoolers with disabilities and also children that were typically developing, to participate in this study. The participants were listeners, speakers, and beginning readers. They first were taught the process of peer tutoring. Following mastering the peer tutoring process, each tutor was given novel vocabulary words to teach a peer that neither the peer, nor the peer tutor had been taught previously. A probe was conducted to ensure that neither of the students had the vocabulary in their repertoire before starting the peer tutoring sessions. Probes were conducted on the tutor following each peer tutoring session to evaluate if they were learning the vocabulary words. Peer tutoring showed to be an effective tactic to teach both participants new vocabulary. |
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| 121. Something from Nothing: The Role of Automatic Reinforcement and Pairing in the Acquisition of Language |
| Area: EDC; Domain: Service Delivery |
| AMANDA W. DOLL (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Foundation) |
| Abstract: In the past decade, there has been a line of research in the verbal behavior analysis community investigating how the very early vocal behaviors of children, such as babbling and parroting, are converted into the rudimentary verbal operants of echoics, mands, and tacts. This line of research includes questions of "automatic reinforcement" as a maintaining variable for early babble, and whether a vocal stimulus-stimulus pairing procedure may be able to induce vocalizations in young children for whom the "language window" might otherwise seem to be closing. This poster reviews a single-case systematic replication combining elements from three seminal papers on vocal pairing. One young child with autism participated. Eight months of data were collected on five separate target vocalizations. For all but two targets, there was no measured intervention effect. However, for two targets, there were some improvements both across time and with the introduction of increased delay between teacher-model and preferred-event delivery. |
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| 122. Picture Reader: Using Video Modeling, Picture Cues, and Matrix Training for Novel Task Instruction |
| Area: EDC; Domain: Applied Behavior Analysis |
| SEAN M TOBYNE (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), Elise A. Warecki (Praxis, Inc.), Amanda M. Lockerbie (Praxis, Inc.), Dana Hurlbut (Praxis, Inc.), David Pasterchik (Abilities Software) |
| Abstract: A software program utilizing video modeling and picture cues implemented matrix training to teach novel single-step tasks to developmentally disabled children. Participants in this study were 8 to 21 years of age, diagnosed with autism spectrum disorder, and enrolled in a private school serving that population. Pretests were conducted to assess incoming students’ ability to complete a set of one-step tabletop tasks using a still photo as a cue. Using a constructed response matching to sample (CRMTS) task, participants who failed the pretest were taught one of the failed tasks at a time in a computer-based environment. In training, the student was required to select a still photo of a completed task in the presence of a video model of the task being completed. Upon completing training, posttest tabletop sessions were administered to assess whether or not computer-based training facilitated students’ completion of the task using only a still photo as a cue. Results showed that instruction not only succeeded in transfer of the trained task to the tabletop, but for some students, accurate tabletop performance among untrained tasks also emerged. These results suggest that the Picture Reader program is highly effective in teaching novel tasks.
Supported by grant #HD046289 |
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| 123. Use of Response Cards to Teach Telling Time to Students with Moderate to Severe Disabilities |
| Area: EDC; Domain: Experimental Analysis |
| CHANNON KAYE HORN (University of Kentucky) |
| Abstract: Relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate to severe disabilities. Effects of the two strategies were assessed on four dependent variables: (a) student active responding, (b) on-task behavior, (c) inappropriate behavior, and (d) acquisition of the target behavior. Results indicated that the response card condition resulted in higher levels of active responding and on-task behavior and lower levels of inappropriate behavior when compared to hand raising conditions. Published in Education and Training in Developmental Disabilities, 2006, 41(4), 382-391. |
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| 124. Picture Reader: Performance Generalization following Video Modeling and Picture Cue Training |
| Area: EDC; Domain: Applied Behavior Analysis |
| DANA HURLBUT (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), Elise A. Warecki (Praxis, Inc.), Amanda M. Lockerbie (Praxis, Inc.), David Pasterchik (Abilities Software) |
| Abstract: Following successful training of novel one-step tasks using the Picture Reader program, six students with autism diagnoses, between the ages of 11 and 21 participated in follow up studies of generalization. The original computer-based training included a combination of video modeling and picture cue use in establishing completion of a single action-object task (e.g., open box). After receiving this training, students were able to successfully complete tabletop tasks using only picture cues. Upon completion of training for a single novel task, many students demonstrated emergent performances on untrained tasks.
The studies presented here are follow ups to the original single-task training. Students were assessed for across-setting generalization, across-object generalization, multi-step task completion, and completion of tasks using iconic (instead of pictorial) representations of tasks. All students who passed the original single-step tasks demonstrated generalization; however, the patterns of generalization showed variability across students. Possible explanations for these patterns will be discussed.
Supported by Grant #HD046289 |
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| 125. A Comparison of Teaching Interventions on the Rate of Skill Acquisition and Maintenance |
| Area: EDC; Domain: Applied Behavior Analysis |
| LISA TERESHKO (ACES- EIBI), Cyndi Giordano (ACES- EIBI), Krystl Giordano (ACES- EIBI) |
| Abstract: Teaching stimuli in isolation and then introduced in a discriminative set has been a successful strategy for teaching academic skills to children with autism. The purpose of the current investigation was to compare the rate of acquisition when stimuli are first taught in isolation with the rate of acquisition when stimuli are introduced in sets. Six male students and one female student, ages 7 to 12, diagnosed with autism participated. The dependent variable was the rate of skill acquisition. The independent variable was the number of stimuli introduced initially. Results suggest introducing stimuli in sets to begin teaching leads to a higher rate of acquisition. Results are also suggested for maintenance. |
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| 126. Using Choice and Picture Cues to Decrease Prompt Dependence in Adolescents with Autism |
| Area: EDC; Domain: Applied Behavior Analysis |
| ANTHONY FOGLIA (CUNY Queens College), Carolyn S. Ryan (Institute for Children with Autism and Queens Coll) |
| Abstract: The present study compared the effects of assignment of tasks vs. choice of tasks to reduce prompt dependence in adolescents diagnosed with Autism. Attention as a maintaining factor for prompt dependence was also examined. Two adolescents (male and female, ages 13 and 14 respectively), took part in this study within a specialized day school for children with Autism. Baseline measured latency of task initiation after cue delivery for tasks that were assigned through verbal and gestural stimulus prompts without reinforcement. Intervention compared tasks assigned through pictorial cues to tasks initiated by use of a pictorial choice board in an alternating treatment design. Each task was ranked in preference order from previous assessment and presented in quasi random fashion. Attention was delivered by the presentation of contingent praise and noncontingent positive attention. Results show attention was the maintaining variable for prompt dependence. Latency of task initiation was reduced when students were given the opportunity to choose tasks and received contingent attention. |
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| 127. Teaching Prephonics to a Student Who is Nonvocal and has a Moderate Intellectual Disability |
| Area: EDC; Domain: Applied Behavior Analysis |
| DAWN H. DAVIS (Georgia State University), Laura D. Fredrick (Georgia State University), Rebecca E Waugh (Georgia State University), Robert Gama (Georgia State Universiy), Paul A. Alberto (Georgia State University) |
| Abstract: Students with Moderate Intellectual Disabilities (MOID) learn to read many words through sight-word instruction; however, this approach does not give them strategies for reading untaught words they encounter in their environment. Students who are also nonvocal have even fewer opportunities to learn to read untaught words in their environment. A phonics approach to reading teaches students letter sounds and blending skills allowing students to generalize these skills to read untaught words. One systematic, explicit approach to phonics instruction that includes teaching letter sounds and blending skills is Direct Instruction (DI). Pilot studies show, however, that students with MOID have difficulty mastering blending skills even when instructed with DI programs. To increase the probability that students with MOID would learn blending skills we developed a prephonics instructional sequence modeled after Direct Instruction that includes developing fluency with letter-sound correspondences before teaching blending skills and then testing for generalization of blending skills with untaught words made up of taught letter sounds. A changing criterion design embedded within a multiple baseline across sound sets was used. A student who was nonvocal demonstrated mastery of blending skills by making selections from distracter arrays designed to indicate exact location of errors. |
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| 128. A Comparison of Stimulus-Stimulus Pairing Procedures with Young Children with Language Delays |
| Area: EDC; Domain: Applied Behavior Analysis |
| REBECCA S. RAAS (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization) |
| Abstract: Research suggests that stimulus-stimulus pairing may increase sound production in children with autism, yet has shown mixed results (Esch et al., 2005, Miguel et al., 2002). A procedural variable that requires further investigation is the delivery of the preferred stimulus immediately upon echoing the experimenter. The purpose of the current study is to compare two stimulus-stimulus pairing procedures: 1) a stimulus-stimulus pairing procedure cited in previous studies, with the removal of a changeover delay, and 2) a stimulus-stimulus pairing procedure with direct reinforcement. Participants were children under the age of 3 with language delays. A multiple baseline across sounds was employed, and experimental conditions included baseline, stimulus-stimulus pairing (procedure 1), and stimulus-stimulus pairing with direct reinforcement (procedure 2). Miguel et al. (2002) suggests that long-term maintenance did not occur in participants exposed to a stimulus-stimulus pairing procedure. In the current study, the maintenance of sound production was examined by tracking the emission of the target sound after the pairing procedure, as well as the tracking of echoics and mands to investigate the possible transfer of the target sound to other verbal operants. |
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| 129. Use of Script Fading to Increase Spontaneous Conversation Skills |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNIFER E. CONNELLY (New York Center for Autism Charter School), Jamie Pagliaro (New York Center for Autism Charter School), Hannah E. Hoch (REED Academy), Julie Fisher (New York Center for Autism Charter School) |
| Abstract: Limited conversation skills may predispose children with autism to failed social interactions with peers. They often demonstrate deficits in their ability to initiate converstation and respond to conversational statements made by others. This study used script fading to increase the conversation sills of three participants with autism, ages six to eight years. The participants, all of whom attended and ABA-based charter school for children with autism and participated in general education classes for at least thirty minutes daily, were taught to converse with one another during a group activity. no typical peers were present during sessions. In baseline, the participantsdemonstrated low rates of both spontaneous initiations and responses to conversational statements. Following introduction of a script fading procedure, data showed an increase in both scripted and unscripted intiatons and responses. Results suggest that script fading procedures can increase spontaneous conversation. Qualitative improvements and generalization would be important goals for future research. |
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| 130. A Comparison of Interspersed- vs. Massed-Trial Training: Effectiveness, Mechanism(s), and Preference |
| Area: EDC; Domain: Applied Behavior Analysis |
| Claudia L. Dozier (University of Kansas), BROOKE ASHLEY JONES (University of Kansas), Erica Severtson (University of Kansas), Stacy A. Layer (University of Kansas) |
| Abstract: When evaluating the effectiveness of teaching strategies, one important variable is the order and composition of training trials that are presented. Several researchers have shown that interspersal of previously acquired (maintenance) tasks among new (acquisition) tasks is a superior training procedure as compared to a massed-trial procedure (Dunlap, 1984; Neef, Iwata, & Page, 1977; Schroeder & Baer, 1972), but the mechanism(s) by which interspersing previously mastered items with acquisition items has not been systematically assessed. The purpose of the current study is to (a) attempt to replicate the findings of previous research showing the superiority of interspersed-trial training with young children with and without developmental disabilities, (b) systematically assess the effects of high-density vs. low-density reinforcement and high stimulus vs. low stimulus variation on acquisition during interspersed-trial training, and (c) evaluate which teaching strategy is most preferred by participants. Results of the current study suggest that (a) massed-trial training is equally effective to interspersed-trial training with individuals without developmental disabilities, (b) acquisition under both conditions occurs in the absence of reinforcement (i.e., when error correction alone is delivered), and (c) all participants have shown a preference for interspersed over massed-trial training procedures regardless of whether reinforcers are delivered. |
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| TBA Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 131. The Effects of Weekly Workshops on the Graduate Student’s Usage of APA Style |
| Area: TBA; Domain: Applied Behavior Analysis |
| LAUREN S. MORRELL (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: Educators often assume that a graduate student in psychology has had experience with formal writing and is familiar with American Psychological Association (APA) guidelines for writing. In fact, many undergraduate psychology programs require a research methods class where students prepare a research proposal. This is often students first and possibly only experience with APA Publication Manual Style (Smith & Eggleston, 2001). This study examined the effects of weekly workshops on students’ use of APA Publication Manual Style. Students met individually once a week to discuss various activities and assignments they completed on an individual basis. A multiple baseline across participants with replications across skill sets design was used to demonstrate experimental control. Results are discussed regarding the effects of the weekly workshops on post-quizzes and written assignments. |
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| 132. Behavior Analysis Training Systems |
| Area: TBA; Domain: Applied Behavior Analysis |
| KELLY STONE (Western Michigan University), Caitlin Elizabeth O'Boyle (Western Michigan University), Robert Sheffey (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Behavior Analysis Training System Mission Statements
The goal of BATS is to increase the number of Behavior Analysts effectively working toward the well-being of humanity. This includes saving the world with behavior analysis in a continuous manner.
The goal of the Behavior Analysis Training System is to produce, place, and maintain competent behavior analysts so they can “Save the World with Behavior Analysis.”
BATS Subsystem Mission Statement
The mission of the Behavior Analysis Training System is to facilitate the improvement of the quality, accuracy, and timeliness of the overall system. This is accomplished by improving performance within and across all subsystems. Improved performance will be obtained through increasing system accomplishments, minimizing the number of and responding in a timely manner to disconnects, and improving the quality and accuracy of system products. |
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| 133. Organizational Behavior Management Supervisory System |
| Area: TBA; Domain: Applied Behavior Analysis |
| CALVIN J GAGE (Western Michigan University), Erik D. Lerdal (Western Michigan University), Miles K Bennett (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the OBM system is to provide supplemental information about their OBM projects to masters’ level students that were unable to take the advanced systems course or future students if the course is not offered. The timely use of the information provided by the system will improve the quality, timeliness, and usefulness of the OBM projects being created by the students. |
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| 134. GRE Preparation Course |
| Area: TBA; Domain: Applied Behavior Analysis |
| AMANDA JEAN KOWALSKI (Western Michigan University), Karolina Paszek (Western Michigan University), Jonathan Anthony (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: This course is designed to help students study for the Graduate Record Exam (GRE) and prepare for graduate school using performance management and self-management techniques. Each week students complete various tasks including preparing study materials for the GRE, creating a vitae/resume, and creating a personalized graduate school timeline. This course provides guidance, instructional materials, study tips, testing strategies, and other relevant information pertaining to the GRE. The GRE Preparation course provides students with tight behavioral contingencies to keep them from procrastinating on important pre-graduate tasks! After taking this course students will have a better mastery of the skills and concepts presented on the Graduate Records Examination and will have also prepared documents and other various materials necessary for graduate school applications. The graduate student instructors of this course have been consistently working on continuous quality improvement of the system. Pre and post GRE practice test data have been collected and the course continues to be updated to best fit the needs of the students. |
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| 135. The Language Facilitation Training System- Icon Exchange |
| Area: TBA; Domain: Applied Behavior Analysis |
| MICHELLE GAGLIANO (Western Michigan University), Rebecca A Markovits (Western Michigan University), Austin Mifsud (Western Michigan University), Lydie Biedron (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the Language Facilitation Training System is to give children with little to no functional language a way to communicate using an icon exchange system based off of Frost & Bondy’s Picture Exchange Communication System (PECS). |
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| 136. Intermediate Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| TIALHA NOVER (Western Michigan University), Rebecca M. O'Gorman (Western Michigan University), Amiee Howard (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Graduate students with experience in system management, course presentation, and supervision of graduate and undergraduate students over discrete-trial techniques for children diagnosed with autism spectrum disorders.
Undergraduate students with additional experience and supervision over discrete-trial implementation for children diagnosed with autism spectrum disorders, who are trained and knowledgeable for admission into the advanced practicum level experience. |
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| 137. Behavioral Research Supervisory System |
| Area: TBA; Domain: Applied Behavior Analysis |
| TIFFANY MARIE SMIECINSKI (Western Michigan University), Kelli Perry (Western Michigan University), Russell P Buero (Western Michigan University), Lindsey M Donovan (Western Michigan University), Brittney M Vallender (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Behavioral Research Supervisory System is to monitor students’ progress on various projects, ensuring that they complete weekly tasks. The timely completion of tasks allows the students to maintain and improve the projects over the course of the semester |
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| 138. Advanced Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| JOSEPH T SHANE (Westen Michigan University), Abby Ferree (Western Michigan University), Amanda Smith (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is the final course in a series of three practica designed to teach undergraduate students to accurately and effectively implement Discrete-Trial Therapy with preschool-aged children with autism. A prerequisite of this course is completion of the Basic and Intermediate Autism Practica. Only those students who show exceptional skill and performance are considered for the Advanced Practicum. The practicum takes place in a preschool classroom for children with Early Childhood Developmental Delays. One purpose of the Advanced Practicum is to give the students the opportunity to write an original procedure that will be implemented with the child they implement Discrete-Trial with in the classroom. To accomplish this, the students are required to analyze the child’s specific skill deficits, to write a procedure to help with one or more of these areas, to evaluate its effectiveness, and revise any aspect of that procedure to increase its effectiveness. Each student also receives the opportunity to write a set of sub-phases for a procedure that their child is unable to master. Finally, the students also receive relevant information on different aspects of behavioral treatment including an introduction to functional assessments as well as training in effective and ineffective therapies. |
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| 139. Academic Self-Management |
| Area: TBA; Domain: Applied Behavior Analysis |
| MATT BRODHEAD (Western Michigan University), Madeline Budzen (Western Michigan University), Megan R Baumgartner (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Self-Management is an undergraduate psychology course and a subsystem within the Behavior Analysis Training System at Western Michigan University. The goal of Self-Management is to help students gain self-management skills that can be applied to academic tasks as well as their everyday lives. The course is a one credit class that meets for 1.25 hours once a week. Students earn points contingent on behaviors listed on their task verification forms (TVFs); these aid in eliminating procrastination by holding the students accountable with proof of academic task completion. Students are also responsible for completing a self-management project that focuses on increasing or decreasing a behavior that improves the quality of their life. Students share tactics, techniques, and procedures during class discussion that aid in the success of their projects. Student activities include completing performance contracts and TVFs, demonstrating proof of their accomplished tasks, and presenting performance graphs. |
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| 140. Pre-Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| JOSEPH NORCROSS (Western Michigan University), Kelly Marie Hanlon (Western Michigan University), Kelly Wood (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Autism Pre-Practicum is a subsystem of the Behavior Analysis Training System (BATS) which is a system in Western Michigan University’s Psychology Department. The purpose of the Autism Pre-Practicum is to develop a basic discrete-trial training repertoire in undergraduate and graduate students prior to their entrance into the Croyden Avenue School Practicum. Students in the Croyden Practicum work one-on-one with a child in a pre-primary impaired (PPI) classroom implementing discrete trials. All students within BATS must participate in the Croyden Practicum. Undergraduate psychology students at Western Michigan University may opt to take the Croyden Practicum to fulfill their practicum requirement. The Autism Pre-Practicum is a pre-requisite from the Croyden Avenue School Practicum. For graduate students, training occurs during their first summer in BATS. For undergraduate students, training occurs the semester before they enter the Croyden Practicum. The Pre-Practicum focuses on training in implementation of discrete trials but covers all rules and policies of the PPI classroom at Croyden and the roles and responsibilities of each student. Training includes lectures, articles, video instruction, video modeling, live modeling, and role play with feedback. Role play with feedback is the main emphasis of the training. This is a one credit course. |
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| 141. The Behavior Systems Analysis Project |
| Area: TBA; Domain: Applied Behavior Analysis |
| MAEGAN KARAS (Western Michigan University), Elizabeth Saur (Western Michigan University), Alicia Olson (Western Michigan University), Matthew Semelbauer (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The production of students who can obtain a mastery level in the application of behavior systems analytic skills and OBM skills to a variety of applied setting through the practical experience of working at a real organization. The BSA Project is a two-credit course designed as a practical and advanced experience in systems analysis. This course is a supplement to the Survey Behavioral Analysis Research PSY 4600 course. Students will apply the principles and concepts from Organizational Behavior Management (OBM) that have been taught in PSY 4600 to this project. A crucial aspect of this project is that it is not hypothetical; all the problems, data and interventions should be real. Students are going to do a thorough study/analysis in a chosen setting, collect real data, and actually implement possible interventions. Common interventions consist of graphic feedback, monetary rewards, training or job aides. Students will be operating within the organization under the supervision of a psychology MA student. The MA student is supervised by Dr. Malott. |
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| 142. Studying as Fun and Games: Effects on College Students' Quiz Performance |
| Area: TBA; Domain: Applied Behavior Analysis |
| Nancy A. Neef (The Ohio State University), CHRISTOPHER J. PERRIN (The Ohio State University), Alayna Theresa Haberlin (The Ohio State University), Lilian C. Rodrigues (The Ohio State University) |
| Abstract: We evaluated college students’ participation in a game activity for studying course material on their subsequent quiz performance. Students were divided into 4 teams. Each week, students from two teams generated questions pertaining to the reading assignments before class. Each member of the two teams took turns posing questions to members of the opposing team for 20 min. The team that answered the most questions correctly was declared the winner and earned a bonus point. The effects of the game on subsequent weekly quiz performance was evaluated using a multi-element design in which pairs of teams alternated weekly between games and discussing individual project assignments with a graduate associate. The results showed that during almost all class periods, the mean percentage correct on quizzes was higher for the teams that engaged in games than for teams that discussed application projects. |
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| 143. The effects of cooperative learning groups on college students’ quiz performance in an ABA course |
| Area: TBA; Domain: Applied Behavior Analysis |
| JU HEE PARK (The Ohio State University, Department of Special Education), Cuong (Ken) Luu (The Ohio State University), Sheila R Alber-Morgan (The Ohio State University) |
| Abstract: Most of college courses have depended on a traditional lecture which has been criticized for the failure in leading students to be active participants in class. Instructors have contrived useful strategies that may help students be more actively engaged in instruction. One of those strategies is including small-group activities as a part of the course requirement, which requires students to work together to solve problems or to complete tasks related to the topic covered in class. The purpose of this study was to examine the effects of small-group activities on college students’ performance in weekly quizzes in an introductory applied behavior analysis course. All students alternately participated in the following three experimental conditions: (a) cooperative learning group condition, (2) cooperative learning group condition with a group contingency for bonus points, and (3) a control condition in which no group activity was provided. Limitations, future directions, and implications for practice will be presented. |
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| TPC Poster Session 5 |
| Monday, May 25, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 144. The Correspondence Between Information Gathered During Parent Interviews, Behavioral Data, and FBA Determined Functions of Behavior |
| Area: TPC; Domain: Service Delivery |
| JILL MCDANIEL (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Clinic), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Gathering behavioral data via direct observation for children with disabilities and problem behaviors can be difficult. An accepted alternative to these data are standardized parent interview forms, such as the Nisonger Child Behavior Rating Form. Forms such as these are assessed for reliability and validity, but given their role as a substitute for direct behavioral data, measurements of the correspondence between what is reported on the form and what is actually seen in observation are rarely made. Conversely, unstructured parent interviews, such as those administered in functional behavior assessments, may result in a different set of data regarding parent perception of behavior. These data also may or may not be congruent with what direct behavioral data reveal. Additionally, it is unclear the extent to which these tools are capable of accurately identifying behavioral functions. In this study, the congruence between parent interview forms, behavioral data, and behavior functions is examined. |
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| 145. Defining Reinforcement: Is delay relevant. |
| Area: TPC; Domain: Applied Behavior Analysis |
| KELLY P. BRADLEY (Western Michigan University) |
| Abstract: In providing formal definitions of reinforcement, some behavior analysts specify that the reinforcing stimulus must immediately follow the operant response. Others do not require such immediacy. A survey sent to members of the editorial boards of the Journal of Applied Behavior Analysis, the Journal of the Experimental Analysis of Behavior, The Behavior Analysis, the Analysis of Verbal Behavior, and the Journal of Organizational Behavior Management in 1991 found no consistent agreement regarding whether receipt of grant money, delayed several months relative to submission of the proposal that was funded and accompanied by an increase in the rate of proposal writing, should be considered as a reinforcer. Similarly, no consensus was apparent regarding whether respondents excluded delayed response-consequence relations from their definition of reinforcement. The present study replicated this earlier survey, with very similar results. These results indicate that today, like 17 years ago, behavior analysts do not agree on how reinforcement should be defined. Given the term’s importance in behavior analysis, this is surprising and perhaps unfortunate. |
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| 146. The Rubber Hand Illusion as Verbal Behavior and Conditional Discrimination |
| Area: TPC; Domain: Experimental Analysis |
| BRADY J. PHELPS (South Dakota State University) |
| Abstract: When people feel tactile stimulation on one of their hands that is stationary and obscured from view while simultaneously viewing an artificial-rubber hand receiving the same type of stimulation, they will commonly come to report that the rubber hand is their own hand. The self-report of an altered body position is due to conflicting information from our kinesthetic, somatosensory and visual sensory systems. This effect has been termed the rubber hand illusion (RHI) and has been the subject of many studies from a cognitive neuroscience perspective. The RHI can be reconceptualized as self-report of body position, with the altered self-report being a function of primarily internal SDs from kinesthetic events interacting with somatosensory events that are primarily external SDs and visual events that are external SDs. The stimulus control from the internal and external events alters self-report as in a conditional discrimination. The self-report of body position is compatible with an analysis of verbal behaviors. |
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| 147. The Skinnerian Concept of Efficient Behavior |
| Area: TPC; Domain: Theory |
| Ieda Maria Bertola Mazzo (UEL - Universidade Estadual de Londrina), Jocelaine Martins Silveira (UFPR - Universidade Federal do Paraná), MAURA ALVES NUNES GONGORA (UEL - Universidade Estadual de Londrina), Paulo Cesar Morales Mayer (UEL - Universidade Estadual de Londrina) |
| Abstract: This report presents the result of an exam of Skinnerian texts, developed with the aim of making explicit the criteria with which Skinner uses the term efficient to qualify behaviors. Some texts in which he most uses this term were examined: those that deal with reinforcement contingencies, contingency planning and cultures survival. It was verified that Skinner tends to use the expression “efficient behavior” in reference to two themes: 1 – possibilities or reinforcement chances and 2 – cultural behavior and cultures survival. In the first case, he uses the term to qualify: operant responses, specific operant response classes and special behavior repertoire that present better possibilities of producing environmental reinforcing consequences. In the second case, the author names as efficient the behavior that produces, not only reinforcing consequences, but also socially relevant cultural consequences. It was observed, still, that the criteria here made explicit constitute part of the arguments with which Skinner defends the contingency planning as the only way of assuring the learning of efficient human behavior. These results are important as guidelinesfor interventions in different contexts, aiming at promoting more efficient behaviors. |
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| 148. A Behavioral Interpretation of Maslow's Hierarchy |
| Area: TPC; Domain: Theory |
| BREANN E. PLAMOWSKI (Salem State College), Darlene E. Crone-Todd (Salem State College) |
| Abstract: Little research has been done on the connection between Behaviorism and Humanism, or on the reasons why people conduct genealogy research. The current research proposes that there is a relationship between the levels of Maslow’s Hierarchy and the type of reinforcement that is most effective for increasing behavior due to motivating operations. Participants (n=121) were genealogy researchers who completed an online survey related to past and current reasons for engaging in genealogy research, as well as questions relating to hypothesized primary, conditioned and generalized reinforcers. The questions from the survey were derived from, and were analyzed through both a behavioral (motivating operations) humanistic (Maslow’s Hierarchy) framework. The results indicate that there is a relationship between various types of reinforcement and the levels Maslow’s hierarchy. Specifically, as individuals provide verbal reports consistent with higher humanistic levels, they also report that conditioned and generalized reinforcers are more likely to affect their behavior. This is important for understanding the relationship between humanism and behaviorism, and that humanistic approaches can be explained on the basis of behavioral principles. |
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| 149. Influences on Perceptions of Self-Efficacy in Behavior Interventionists |
| Area: TPC; Domain: Service Delivery |
| ROBERT W BURNS (California State University, Northridge), Marnie Nicole Shapiro (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
| Abstract: The growing number of persons diagnosed with autism spectrum disorder (ASD) results in more individuals coming into the field of applied behavior analysis (ABA) to work with children with ASD. Thus, it is imperative for researchers to explore the variables that impact ABA interventionists. Previous research has shown a negative relationship between perceptions of case severity and perceptions of therapeutic self-efficacy. We hypothesized that the relationship between perceptions of case severity and perceptions of therapeutic self-efficacy is because perceptions of case severity mediates the relationship between perceptions of therapeutic self-efficacy and knowledge about ABA and ASD. In other words, increased amounts of knowledge about ABA and ASD are related to low perceptions of autism severity, which in turn is related to increased perceptions of therapeutic self-efficacy. A sample of ABA interventionists completed an anonymous on-line survey. Preliminary results support our hypothesis suggesting that increasing knowledge of ABA and ASD may lead to increased perceptions of self-efficacy. These findings have direct implications for material to be emphasized while training of behavior interventionists. |
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| 150. Cultural and individual influences on individual and group rates of temporal discounting. |
| Area: TPC; Domain: Theory |
| SHAWN R. CHARLTON (University of Central Arkansas), Caitlin Porter (University of Central Arkansas), Laura Crocker (Univeristy of Central Arkansas) |
| Abstract: In his seminal paper Selection by Consequences Skinner argued that behavior is shaped at individual, cultural, and evolutionary levels of selection. While natural selection is a distinct process, there is significant overlap between individual and cultural selection. In this poster, we present the data from an experiment testing the cross-cultural changes in individual and group rates of temporal discounting. Specifically, we examine the rate of discounting for money for Americans of European descent, Americans of Asian descent (Chinese), and Chinese students attending their first semester of school in America. Due to cultural contingencies, it is hypothesized that the Chinese students will have the lowest discount rates in the group discounting condition. However, due to individual contingencies, the Americans of Asian descent will have discount rates comparable to those of the Americans of European descent. This pattern of findings would suggest that temporal discounting, a behavior with a known physiological component, is influenced by cultural, individual, and physiological changes. The applied importance of this information for working with individuals from distinct cultural contingencies will be discussed. |
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