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| #71 International Poster Session - AUT |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 1. Brief Functional Analysis and Treatment of Elopement. |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER J. PERRIN (Bancroft NeuroHealth), Elizabeth A. Hill (Bancroft NeuroHealth), Kristin DiNovi (Bancroft NeuroHealth), Stefanie H. Perrin (Bancroft NeuroHealth), Megann Czekalski (Bancroft NeuroHealth), Christine H. Masterson (Bancroft NeuroHealth) |
| Abstract: Previous research has examined brief functional analysis (BFA) methodologies in order to make experimental demonstration of behavioral functions more practical in an outpatient setting (Wallace & Iwata, 1999; Kahng & Iwata, 1999; Wacker et al. 1994; Derby et. al, 1992). To date, these methodologies have not been applied to the assessment and treatment of elopement. The purpose of this study was (a) to use BFA methodologies to empirically demonstrate the function of elopement demonstrated by two preschoolers, and (b) develop a function-based intervention derived from the results of the BFA. In phase one, a BFA consisting of 5-minute sessions with 4 to 5 repetitions of each condition (ignore for Brian only, attention, toy play, demand, and tangible) was conducted with each participant. In phase two, the efficacy of a function-based intervention (noncontingent reinforcement for Brian and functional communication training for Gary) was assessed using a pairwise design. Both participants’ rates of elopement were differentially lower during the implementation of the function-based intervention relative to baseline. Collectively, these results demonstrated that brief functional methodologies could be applied successfully to the assessment and treatment of elopement. Exact agreement averaged at least 80% during sessions for both participants. |
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| 2. Behavioral Assessment and Intervention Supporting Dental Compliance for Children with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| RACHEL M. HUCKFELDT (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University) |
| Abstract: This study explores procedures for providing dental services to children with autism from a behavioral perspective. Participants in the study were children with autism who exhibited problem behaviors during typical dental routines. These challenging behaviors included: crying, aggression, self-injurious behavior, non-compliance, and eloping. Children in the study were first given an oral assessment by a dental hygienist to determine their level of tolerance for simple dental procedures. Children who did not comply with the oral assessment were involved in Experiment 1 of the study, which consisted of a multi-faceted intervention, including video-modeling and systematic desensitization. Children who tolerated the oral assessment were given a dental cleaning. Children who did not tolerate the cleaning were involved in Experiment 2 of the study. This phase of the study utilized a multi-faceted intervention, including visual schedules and desensitization procedures. Both experiments used a multiple-probe design across responses, and measured child behavior as well as treatment integrity. Implications from the findings may include: new procedures for managing behavior problems in a dental setting, a usable behavior assessment device for dental professionals, and better dental hygiene for this population. |
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| 3. A Comparison of Systematic Manipulations in Analog and Natural Environments in a Public School Setting. |
| Area: AUT; Domain: Applied Research |
| CHRISTINE D. HAGENLOCHE (Newton Public Schools), James T. Ellis (Melmark New England), Katie Towle (Newton Public Schools) |
| Abstract: A functional analysis was conducted on the stereotypic behavior (motor and vocal) of a 4-year old boy diagnosed with autism. The functional analysis was conducted in a public preschool, in both an analog setting and in the student's inclusion classroom. Ten minute sessions were run over a period of approximately 8 weeks. Interobserver agreement was conducted in 100% of sessions and averaged above 85%. Conditions were individualized to test specific functional hypotheses for this student. Conditions included alone, alone-large group , play, large-group instruction, small-group instruction, social attention-verbal, social attention non-verbal, high demand, and low demand. Where applicable, conditions were implemented across the analog and natural environments. Results led to changes in the behavior intervention procedures employed throughout the student's day. |
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| 4. Treatment Analysis of Finger Play Behavior Maintained by Automatic Reinforcement |
| Area: AUT; Domain: Applied Research |
| AURELIE WELTERLIN (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Lauren McSorley (Rutgers University), Jana Horowitz (Rutgers University) |
| Abstract: Children with autism often exhibit a wide range of repetitive, non-goal directed behavior (i.e., stereotypy). Such behavior tends to persist in the absence of social stimuli, and is termed “automatic reinforcement”. Automatically-reinforced behavior (e.g., hand flapping) often interferes with social interaction and learning opportunities. Given that the cause of such behavior is unknown (or internal), it is often difficult to treat effectively. One procedure that has garnered empirical support in the treatment of automatically reinforced behavior is differential reinforcement of low rates of behavior (DRL). The present study used a single subject design to evaluate the effectiveness of DRL for reducing automatically-reinforced finger play in a seven year old child with autism. The DRL procedure, in conjunction with other antecedent strategies, resulted in a 91.7% decrease in hand play (100.8 instances per hour to 8.4 instances per hour). In addition, a component analysis was conducted to determine what parts of the intervention package were critical. Implications for the treatment of automatically-reinforced behavior will be discussed. |
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| 5. Component Analysis of Variables Maintaining Automatically Reinforced Self-Injurious Behavior |
| Area: AUT; Domain: Applied Research |
| MARK J. PALMIERI (Rutgers University), Karen L. Lenard (Temple University), Kate E. Fiske Massey (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University) |
| Abstract: Individuals with developmental disabilities often engage in self-injurious behavior that persists in the absence of social stimuli (i.e., automatic reinforcement). Identifying items or activities that effectively compete with automatically reinforced self-injury has proven to be an effective treatment option (e.g., Piazza, Adelinis, Hanley, Goh, & Delia, 2000). In the current investigation, a series of functional analyses were conducted for an adolescent autistic male referred for the assessment and treatment of severe self injury (i.e., head/object hitting). Although self-injurious episodes occurred frequently while at school (35 events per hour), rates of self-injury remained near zero rates while at home. It was found that the student was allowed free access to paper shredding and a couch while in the home setting. A component analysis was conducted to identify the critical variables that competed with self-injury. Four modified ignore conditions were run as part of the functional analysis (a standard ignore, ignore with paper shredding, ignore while resting on a sofa and a combined ignore condition with both shredding and the sofa available. A 68.3% decrease in self-injury was observed during the ignore condition with access to the sofa. |
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| 6. Stimulus Preference Assessment and Prerequisite Skills: Comparison of Procedures and Predictors |
| Area: AUT; Domain: Applied Research |
| KIMBERLY A. CLAUSEN (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University) |
| Abstract: Past research has investigated many different procedures for assessing preferences for individuals with autism and other developmental disabilities. There has been some agreement that there are advantages and disadvantages associated with each type. Much of this research has focused solely on the characteristics of the preference assessment methods rather than including the characteristics or skills of the individual being assessed. This study investigated possible pre-requisite skills needed for children with autism to successfully complete three methods of assessing preferences. An initial assessment of joint attention, scanning and choice making behaviors was conducted with four children with autism. Next, each child's preferences were assessed using restricted free operant, paired stimulus, and multiple stimulus without replacement procedures. The results were compared in terms of similarities and differences among the three assessments as well as the likelihood that each would identify items that would function as reinforcers. Scores on the initial pre-requisite skills assessment were then compared in order to establish if low scores (indicating a lack of the possible needed skills) correlated with high percentages of aberrant behavior or a low probability of identifying stimuli that function as reinforcers for each type of preference assessment. |
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| 7. Functional Analysis of Episodic Self-Injury Correlated to Possible Sinus Infections and a Sensory Integration Technique |
| Area: AUT; Domain: Applied Research |
| STACY L. CARTER (Tennessee Technological University), John J. Wheeler (Tennessee Technological University) |
| Abstract: This presentation will describe a functional analysis conducted to evaluate the self-injurious behavior of a 4-year-old male diagnosed with autism. The functional analysis was conducted in the presence and absence of a possible sinus infection. The functional analysis also evaluated the influence of a sensory integration technique (weighted vest) on the self-injury. The functional analysis was conducted during periods when the child was wearing a weighted vest and when a weighted vest was not being worn. The results revealed that the self-injurious behavior was maintained by automatic reinforcement while in the presence of a possible sinus infection. Additionally, the weighted vest was found to have no influence on the occurrence of self-injury. The implications of these results will be discussed with respect to the inclusion of biological events during functional analysis sessions and the use of weighted vests as a treatment for self-injury. |
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| 8. The Use of Conditional Probabilty to Identify Precursor Behaviors |
| Area: AUT; Domain: Applied Research |
| FRANK L. BIRD (Melmark New England), Lisa Dunn (Melmark New England), Daniel Almeida (Melmark New England) |
| Abstract: Functional analysis has been shown to be an effective means of identifying environmental variables of challenging behaviors. A limitation of functional analysis is that the assessment evokes problem behaviors which may put the individual at significant risk. A method to reduce this risk is to identify precursor behaviors and to implement functional analysis on these behaviors. Smith and Churchill (2002) demonstrated the functional analysis of precursor behaviors and successfully inferred the maintaining determinants for the problem behaviors based on this analysis. The authors noted that a limitation to their study was that the precursor behaviors were not identified in any systematic manner. The study in this proposal utilized conditional probability via descriptive analysis to identify precursor behaviors to severe self-injury. The study demonstrated that the precursor behaviors reliably preceded the self-injury and did not occur at other times. The results of this study enabled clinicians to complete functional analysis on the precursor behaviors as a means to determine the environmental determinants of the self-injury and minimized the risks to this individual. |
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| 9. Preference Assessment for Auditory Stimuli via Microswitch Activation |
| Area: AUT; Domain: Applied Research |
| GLENN M. SLOMAN (University of Florida), Jennifer M. Asmus (University of Wisconsin, Madison), Elizabeth L.W. McKenney (University of Florida), Maureen Conroy (University of Florida) |
| Abstract: Preference assessments experimentally identify a stimulus or activity as a potential reinforcer. Typically, preference assessments have been conducted using leisure activities, manipulative items, edibles, tasks and visuals to compete with or provide alternatives to self-injurious, stereotypy, and other aberrant behavior or to choose from available intervention options. A variety of modes of preference selection has included direct item manipulation, picture selection, approach responding, and verbal statement. In addition, Hanley et al. (1997) previously used three different colored microswitches to determine preference among various behavioral interventions. In the current experiment we extend the data base on preference assessments by evaluating three auditory stimuli (i.e. songs) via use of microswitch activation with a child diagnosed with autism. The preference assessment was based on DeLeon, Iwata, Conners, and Wallace (1999) to determine the target child’s preferred song as measured by duration of song play across five, three trial sessions with a single stimulus presentation. The participant engaged in a simple operant response to activate a microswitch playing 10 seconds of a song. Differential responding was shown across songs, establishing song preference. Interrater agreement was collected on duration and frequency ranging from 92.5% to 94.4% and from 76.5% to 94.7%, respectively. |
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| 10. Noncontingent Escape and Instructional Fading to Decrease Problem Behavior |
| Area: AUT; Domain: Basic Research |
| LAURA BUTLER (The May Institute) |
| Abstract: The following study was done to assess the functional relationships between problem behavior and certain environmental situations. The behavior in this study was aggression, self-injurious behavior, and tantrum. One individual was observed across multiple conditions including conditions similar to Iwata, Dorsey, Slifer, Bauman & Richman 1982/1994, different staff and different types of demands. The results showed that problem behavior occurred particularly, when the demand was related to a task demand. I extended the research on the placement of noncontingent escape with instructional fading to reduce behavior maintained by negative reinforcement. During noncontingent escape with the instructional fading, escape from task demands was delivered on a fixed time schedule independent of the student’s behavior. Instructional fading was added to the fixed-time schedule dependent on the student’s problem behavior. The results showed that implementing noncontingent escape with instructional fading was an effective procedure for reducing problem behavior in a child with Autism. |
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| 11. Effects of Antecedents on Social Behaviors of Children with Autism |
| Area: AUT; Domain: Applied Research |
| TAKETO NAKAO (University of Florida), Glenn M. Sloman (University of Florida), Elizabeth McKee (University of Florida), Maureen Conroy (University of Florida) |
| Abstract: This poster presentation will describe the findings from a federally funded project focusing on the development of functional assessment strategies and corresponding interventions to facilitate social skills in young children (ages 2 – 5 years old) with Autism Spectrum Disorders. The purpose of the presentation is to provide results of the effects of antecedent intervention conditions on the social behaviors of a student with autism. A three phase process was employed to identify potential antecedent interventions. In the first phase, descriptive observation was conducted to identify naturally occurring antecedent events relevant to social interaction. Following the observation, a structural analysis was conducted to experimentally validate antecedent events identified through the descriptive observation process. Finally, the results of the structural analysis were used to generate a treatment plan. The results of the study indicated that small group activities, including computer games and games with rules were more likely to increase social behaviors than a cognitive activity. Data were collected in a separated classroom setting during school hours by trained graduate research assistants. Inter-rater reliability ranged from 75% to 100%, and averaged 90% on the frequency of social behaviors and 99% to 100% and averaged 99% on duration on antecedent conditions. |
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| 12. Are Teachers Aware of Consumer Preferences? Comparison of Teacher Report and Data-Based Preference Assessment in an Adult Program for Individuals with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINE M. JASCEWSKY (Eden II Programs), Harold Mahecha (Eden II Programs), Frank R. Cicero (Eden II Programs), Anthony Mauro (Eden II Programs), Ginamarie C. Forlenza (Eden II Programs) |
| Abstract: Many ABA procedures rely on reinforcement and choice making for increasing motivation and decreasing challenging behavior. In order for these procedures to be effective, however, the individual’s preferences must be clearly understood. In recent years, data-based preference assessment procedures have increased the reliability in which consumer preferences are known. Many teachers, however, continue to rely on past experience and other, more subjective methods of determining consumer preferences. The current study was implemented to judge the accuracy of teacher reports of consumer preference by comparing the findings of teacher reports to data-based preference assessment results across 30 adult consumers with autism. Teacher reports included a one-time listing of assumed consumer preferences grouped into three categories of assumed preference strength. Items were then tested within a multiple-item preference assessment and ranked according to potency by recording rank of choice and/or duration of engagement. Results support the use of data-based assessment methods to confirm or correct the opinions of teachers regarding consumer preference. Comparison data between the two methods will be visually displayed. |
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| 13. The Use of a “Response Clock” Procedure to Reduce Disruptive Behavior |
| Area: AUT; Domain: Applied Research |
| AMBER I. MCLEARY (The Bay School), Ethan S. Long (The Bay School), Hollee Schinzel (The Bay School), Laura Newman (The Bay School) |
| Abstract: The use of response cost procedures to successfully reduce various problem behaviors has been well documented (Miltenberger, 2001). One of the issues that must be considered when implementing a response cost program is the “social validity” of such a procedure. If the change agent cannot carry out the procedure or if the change agent does not find the procedure acceptable, alternative programs should be considered. The following investigation employed a non-concurrent, multiple baseline design to evaluate the effectiveness of a response cost procedure to decrease disruptive classroom behavior exhibited by two participants with autism. A visual aid in the form of a “Response Clock” was used to facilitate teacher implementation of the procedure. Results demonstrated notable reductions in problem behaviors with the use of the procedure. Social validity data indicated that teachers and caregivers found the use of the procedure highly acceptable and practical for classroom use. The utility of the Response Clock procedure and issues regarding the use of response cost procedures will be discussed. |
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| 14. An Examination of Behavioral Sensitivity and Persistence in Children Diagnosed with Autism |
| Area: AUT; Domain: Basic Research |
| ERIC BOELTER (Kennedy Krieger Institute), Gregory A. Lieving (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Deficits characteristic of autism can be conceptualized as being related to problems with contingency control, which may restrict behavioral sensitivity to changes in the environment, resulting in greater behavioral persistence. To test this hypothesis we compared the performance of children with and without autism on computer tasks. In the current study, preliminary data are presented for two children with autism and one control child. Behavioral sensitivity to environmental changes and behavioral persistence were examined in a two-phase experiment using a touch screen computer. In Phase 1, participants responded on 2-ply concurrent random ratio schedules with nominal reinforcement rates of 1:1, 1:2, and 1:3. The data were analyzed by fitting matching functions according to the generalized matching law. Two parameters, response sensitivity and bias, were estimated using these functions. In Phase 2, resistance-to-change was examined by imposing response-independent reinforcers as disruptors on the concurrent schedule baseline, and measuring proportional changes in response rates as a function of the rate of response-independent reinforcer delivery. Results indicated that the participants diagnosed with autism were less sensitive to the changes in reinforcement schedules and were more persistent in their responding in comparison to the control participant. |
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| 15. Manipulating Motivating Operations to Reduce Challenging Behavior during Leisure Activities for Persons with Autism |
| Area: AUT; Domain: Applied Research |
| CHATURI EDRISINHA (University of Texas, Austin), Jeffrey S. Sigafoos (University of Tasmania) |
| Abstract: Integrated leisure activities may be difficult to sustain for individuals with autism due to challenging behavior. Consequence-based interventions may be intrusive in such circumstances as they may interfere with peer social interactions. In this study we identified the consequences maintaining challenging behavior for three adults with autism. Prior to leisure activities with same-aged non-handicapped peers we satiated the participants on the consequences maintaining challenging behavior. The results showed a reduction in challenging behavior during leisure activities during satiation conditions. |
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| 16. The Use of Concurrent Schedules of Reinforcement to Decrease Escape, Person Assaults and Self-injurious Behaviour and to Improve the Academic Performance of an Eight-Year Old Student Diagnosed with Au |
| Area: AUT; Domain: Applied Research |
| MARCIA WARD (ABACAS Ireland), Jennifer Mary McMullen (ABACAS Ireland), Juliet M. Quinlan (ABACAS Ireland) |
| Abstract: In this study concurrent schedules of reinforcement were implemented to decrease person assaults, escape, and self-injurious behaviours. An eight-year old boy diagnosed with autistic spectrum disorder with a full-time placement in an ABA school was chosen as the participant. Assessment occurred in two areas: 1) at school; and 2) at home. The student’s primary caregivers were committed to attending parent educations sessions during both the pre and post intervention phases of the experiment. A functional relationship is demonstrated between the independent and dependent variables. The results illustrated a significant reduction in all three target behaviours as well as improvement in his academic and communicative repertoires. Results in the home were limited by a dearth of reliable data but anecdotal evidence and a motivational assessment presented by the participant’s caregivers suggest that increased rates of reinforcement were matched by proportionally improved behaviour and more fluent speaker and listener behaviour. |
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| 17. Using Stimulus Equivalnece Procedures to Teach Receptive Emotional Labeling to a Child with Autistic Disorder |
| Area: AUT; Domain: Applied Research |
| FUMIYUKI NORO (University of Tsukuba, Japan) |
| Abstract: The purpose of the present study was to examine the effectiveness of stimulus equivalence procedures for teaching 4 receptive emotional labels (happiness, anger, sadness, and surprise) to a 5-year 9-month-old girl with autistic disorder. Training programs were designed to teach the girl to match schematic expressive faces to printed emotional labels and to match cartoons depicting emotional situations to schematic faces. After both matching tasks met the learning criteria, she showed the unreinforced conditional relations between the printed emotional labels and the emotional situation cartoons, indicating the emergence of stimulus equivalence classes. In addition, the results demonstrated expansion of the equivalence classes to photographs of expressive faces and sentences describing emotion-eliciting situations. |
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| 18. A Probing Question: Which is More Accurate, "Probe" or "Trial by Trial" Data? |
| Area: AUT; Domain: Applied Research |
| LISA BARSNESS (Minnesota Early Autism Project) |
| Abstract: Data collection is a highly debated topic among behavior analysts. Typically, in early intensive behavioral interventions, there are two camps for data collection. Those who are proponents of "probe data" or time samples, and those who support the more traditional "trial by trial" or event recording procedure. This poster will compare both data collection procedures and determine which is a more accurate representation of actual behavior in this sample of young children with autism. |
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| 19. Resistance to Extinction and Behavioral Variability in Individuals With and Without Autism |
| Area: AUT; Domain: Basic Research |
| HEATHER JENNETT (Kennedy Krieger Institute), Gregory A. Lieving (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute) |
| Abstract: Individuals with autism are characterized by restricted, repetitive, and stereotyped patterns of behavior (DSM-IV, 1994) that may continue even when environmental conditions change. Thus, these individuals may be more resistant to extinction than other individuals. This study uses operant procedures traditionally used in basic research to examine this hypothesis experimentally. Preliminary data will be presented for two participants with autism and one control participant. A computer program with a touch screen monitor was used and all sessions were 10 minutes in length. During baseline, 6 stimuli were present and reinforcement was available contingent upon any 3-touch sequence. Once stability was established, extinction was implemented. It was hypothesized that the participants with autism would show greater resistance to extinction and less extinction-induced behavioral variability than the control participant. Resistance to extinction was measured by calculating the log proportion of baseline rates across sessions of extinction and behavioral variability was measured by U-values (Page & Neuringer, 1985). The results indicate that the responding of the participants with autism was more resistant to extinction than the control participant, however, none of the participants displayed extinction-induced variability in response sequences as indexed by U-values. |
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| 20. Assessing the Effects of Continuous versus Intermittent Attention on the Persistence of Attention-Maintained Behavior |
| Area: AUT; Domain: Applied Research |
| JACQUELYN M. MACDONALD (New England Center for Children), Eileen M. Roscoe (New England Center for Children), William H. Ahearn (New England Center for Children), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center) |
| Abstract: Research has demonstrated that behavioral persistence is related to the rate of reinforcement produced by behavior. Behavioral momentum suggests that more dense schedules of reinforcement produce greater behavioral persistence. However, the partial reinforcement extinction effect suggests that intermittently reinforced behavior has greater response strength relative to continuously reinforced behavior. In the current study, we examined whether continuous (CRF) relative to intermittent (INT) attention would produce differential behavioral persistence. Subsequent to identification of attention as a functional reinforcer, the two conditions were compared. Each condition consisted of four components. Components 1 and 4 were no interaction conditions while component 3 was the extinction component. Component 2 was the reinforcement component and differed according to the condition. In the CRF condition, Component 2 involved continuous reinforcement of the behavior of the participant while in the INT condition, Component 2, involved intermittent reinforcement. Results suggest that behavior was more resistant to extinction following continuous reinforcement. This suggests that adding more reinforcers can increase the persistence of behavior. Interobserver agreement data were collected and consistently exceeded 100%. |
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| 21. Assessing the Reliability of Descriptive Assessment Tools |
| Area: AUT; Domain: Applied Research |
| TIFFANEY ESPOSITO (Melmark New England) |
| Abstract: Descriptive analysis involves direct observation of behavior in the individual’s natural environment. This type of assessment can assist in identifying potential variables that may be contributing to a problem behavior (Mueller, Sterling-Turner & Scattone, 2001). Descriptive analysis tools are commonly utilized in settings for children with developmental delays. Although the information from such tools can be helpful in designing behavior interventions there is a lack of research supporting the reliability of the tools and the reliability of interpreting the data from the tools. In this study completed descriptive assessment tools were reviewed by four senior clinicians. Each clinician was instructed to identify potential antecedents and consequences to the challenging behavior from the data recorded by direct care staff. The clinician’s summarization of the data was then reviewed for reliability. The goal of the study was to determine if each of the four clinicians would identify the same antecedent and consequent events for the targeted behavior, thus suggesting that the tool could be interpreted reliably. Results indicated that there was variability between the four clinicians in regards to their interpretation. The results will be discussed in regards to the potential utility of descriptive assessment tools in the applied setting. |
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| 22. Functional Analysis of Noncompliance During Discrete Trial Instruction |
| Area: AUT; Domain: Applied Research |
| JENNIFER ZONA (Dr. Gertrude A. Barber National Institute), Robert Gulick (Dr. Gertrude A. Barber National Institute), Thomas P. Kitchen (Dr. Gertrude A. Barber National Institute), Tara C. Williams (Dr. Gertrude A. Barber National Institute), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: The purpose of this study was to determine how social mediation - i.e., the provision or removal of various forms of adult attention, affects student responding during discrete trial instruction. The phenomenon of slow responding or "noncompliance" during discrete trial instruction, while frequently observed in clinical settings, has rarely been the subject of applied research. Using a multi-element design, the present study employed a modified analogue functional analysis to determine functional relations between four common maintaining variables and the response latency/duration of 5 children diagnosed with autism. Analogue sessions were designed to manipulate 1) antecedent positive verbal attention in the form of verbal prompting 2) consequent negative verbal attention in the form of an informational "no" 3) antecedent positive physical attention in the form of physical prompting and 4) the consequent removal of verbal and physical attention in the form of a brief time-out. A fifth analogue served as a control wherein manipulation of these four variables did not occur. |
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| 23. Using Concurrent Schedules to Determine Preference and Reinforcer Efficacy |
| Area: AUT; Domain: Applied Research |
| ANGIE CHRISTINE QUERIM (Northeastern University), Joseph M. Vedora (BEACON Services), Gary M. Pace (The May Institute) |
| Abstract: Recent research indicates preference assessments do not always accurately predict reinforcers, suggesting both assessments should be completed to more accurately identify reinforcers. This study examines a procedure that used a paired stimulus preference assessment and a reinforcer assessment with a concurrent schedule measuring both preference and reinforcement. Two responses were available to the participant in a concurrent schedule; by responding to a particular schedule the participant altered the schedule of reinforcement. Results indicated both preference and reinforcer qualities for varied tangible items. |
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| 24. Extended Functional Analysis of Aggression Maintained by Attention |
| Area: AUT; Domain: Applied Research |
| LISA DUNN (Melmark New England), John Stokes (Charles River ARC), Frank L. Bird (Melmark New England) |
| Abstract: Researchers in this study investigated the control that specific environmental variables had on rates of a young woman’s aggressive behavior. An initial functional analysis was conducted to determine the specific function of aggression. Results indicated that the primary function was attention from staff. A second functional analysis was then conducted to investigate the control that specific forms of negative attention from staff had on maintaining high rates of this young woman’s aggressive behavior. Results indicated that high body language and high voice volume maintained aggression. Based off the results of the analysis, a social extinction procedure, along with staff training and a visual volume indicator was implemented. Rates of aggressive behavior remained variable after this intervention was implemented and it was determined that a non-exclusionary time out procedure would be implemented. Through the implementation of the non exclusionary time out procedure, the researchers were able to decrease the frequency of aggressive behavior. The data - displayed graphically – illustrates the two functional analyses that were conducted, as well as the frequency of aggressive behavior decreased with the introduction of the non exclusionary time out procedure. |
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| 25. Conducting Functional Analyses Across Settings to Identify the Variables that Maintain Screaming Behavior |
| Area: AUT; Domain: Applied Research |
| LISA DUNN (Melmark New England), John Stokes (Charles River ARC), Frank L. Bird (Melmark New England), Erin Hogan (Melmark New England) |
| Abstract: Researchers in this study conducted analogue functional analyses of screaming behavior across three different settings with a young girl with autism. The hypothesis was that contextual variables played a significant role in this girl’s challenging behavior. Results obtained from the initial functional analyses illustrated a lack of stability in the data, which made conclusions tentative. After the initial functional analysis was conducted, this young girl’s self-injurious behavior was resulting in significant tissue damage. Since additional rotations of a traditional functional analysis were not going to be practical, a latency functional analysis was conducted across both the school and residential settings. During this analysis, different attention and demand conditions were used in order to further determine what was maintaining challenging behavior. During each condition, a timer was used to determine the start time of the condition and the condition was terminated upon the occurrence of any approximation of screaming behavior. The latency between the onset of the condition and the first occurrence of the behavior helped to determine the variables that maintained challenging behavior for this young girl. The data – displayed graphically – illustrate the results of both the initial functional analyses that were conducted and the results of the latency functional analyses conducted. |
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| 26. Comparison of the Validity of Comprehensive Measurement Systems to Evaluate Autistic Children |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER E. LOTHAMER (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University), Tamara L. Pawich (Eastern Michigan University), Renee Lajiness-O'Neil (Eastern Michigan University) |
| Abstract: This poster presentation is a critical review of the literature of various coding and rating systems for comprehensively assessing the behavior of autistic children. Comparisons of these systems will focus on which behaviors are measured and the basis for including a particular set of behaviors. The systems will thus be compared according to the degree to which they are correlated with a variety of indices of validity to include: correspondence to DSM-IV-TR diagnostic symptoms; empirical documentation of the incidence of behaviors in autistic children; demonstrated sensitivity to changes in behavior due to intervention; ability to function successfully in normative social environments; sociometric measures indicating social acceptance by peers and other individuals in the community; and other indicators of social validity such as ratings of social competence. Because the goal of comprehensive behavioral interventions is to change the behavioral repertoires of autistic children so that they more closely approximate those of their normally developing peers, it is important to determine which measurement systems provide the best outcome assessment, measuring those behaviors that indicate success in various educational, social and family settings. |
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| 27. Increasing Staff Data Collection Using Public Posting |
| Area: AUT; Domain: Applied Research |
| ERIN RICHARD (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: A deficit many students with autism have is difficulty generalizing skills to a variety of settings, people, and contexts. In order to increase generalization it is important to have multiple instructional personnel teach skills throughout the day. It can be challenging for staff to run and collect data on these programs given their other data collection responsibilities. The purpose of this study was to investigate the use of public posting to increase staff data collection on these programs. This study was conducted in a small private school for children with autism. A multiple baseline design was used across four classrooms. During baseline, staff were given no feedback on their data collection. During the public posting condition, weekly averages for each staff person in the classroom as well as a graph displaying the classroom average across time were posted. Results indicated that when public posting was implemented there was an increase in data collection for all classrooms as compared to baseline levels. Covert interobserver agreement data were collected during 29% of the sessions and averaged 96%. Results are discussed in terms of future research for increasing staff data collection in school settings. |
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| 28. An Examination of the Correlation between Descriptive Assessments and Analogue Functional Analyses |
| Area: AUT; Domain: Applied Research |
| JENNIFER A. CASTELLANOS (University of Nevada, Reno), Ginger R. Wilson (Nyansa Learning Corporation), Brooke M. Holland (University of Nevada, Reno), Kristina Landerman (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Descriptive assessments are often used to identify naturally occurring antecedent and reinforcing stimuli in the environment (Lerman and Iwata, 1993; Anderson and Long, 2002). The results of these assessments have been compared to the results of analogue functional analysis in a variety of settings to test their predictive validity, with mixed results (Freeman, et al., 2002). For instance, Mace and Lalli (1991) used descriptive and experimental methods to analyze bizarre speech in an adult male with mental retardation and found that the descriptive method showed two functions, while the analogue analysis only showed one function. Cunningham and O’Neill (2000) compared descriptive assessments with functional analyses results for children with autism and found good agreement across the different methods. In a study by Lerman and Iwata (1993), descriptive and functional analyses were used to determine the function of self injurious behavior and found that the descriptive assessment was useful for determining social and nonsocial contingencies, but not for differentiating between positive and negative reinforcement. This poster will reveal the results of both the descriptive assessments and analogue functional analyses conducted on tantrumming behaviors displayed children with autism. Correlation data between the two assessments will be provided in order to examine the predictive validity of descriptive assessments. |
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| 29. Development of the Social Interaction Inventory: Preliminary Examination of Application to a Clinic Population |
| Area: AUT; Domain: Applied Research |
| JENNIFER M. GILLIS MATTSON (Binghamton University), Elizabeth Geoghan (Binghamton University), Brianna Friedman (Binghamton University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: An effective assessment of children’s social competence and motivation has been a challenge for researchers. The social interaction inventory (SII) is a behavioral measure that is designed to assess four domains of social interaction: Initiation, Social Responsivity, Social Skills, and Social Motivation. The importance of such an inventory is to provide a reliable measure to assess outcomes of behavioral interventions for the development of social competency in children with autism spectrum disorders. In a pilot study, the SII was administered to 13 children with autism spectrum disorder and 13 typical children. The SII was then revised and administered to 15 children with autism. Adaptive social behavior measures were also collected using standardized assessments. Utility of the revised SII with this population is discussed. |
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| 30. Electronic versus Traditional Data Collection Procedures in a Behavioral Program for Children with Autism |
| Area: AUT; Domain: Applied Research |
| MAUREEN CHILDS (Texas Young Autism Project), Kristen McClintock (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Behavioral interventions for children with autism rely on a continuous flow of data to make ongoing refinements and evaluate effectiveness. Collecting and recording this data is traditionally accomplished via binders, forms and pencils. Significant amounts of behavior therapist time are required to collect and analyze data, thus reducing time available for programs. New technology, such as the MTrial software, allows data collection using personal digital assistants (PDAs), and data analysis reports through personal computers. This system is designed to reduce time spent on data activities. The present study examined the actual time required for each method for 6 children with autism enrolled in a center-based discrete trial behavioral intervention program. Data were collected from videotaped treatment sessions for 3 months, including training time for each method, daily data collection time and biweekly progress report preparation time. Interobserver agreement was 85%. Results show initial required training time is much less for the electronic method, average daily use time is less for the traditional method for the first 1-2 months, and progress report preparation time is much less for the electronic method. Overall, there is a significant time savings for the electronic method, although the learning curve for daily use is steeper. |
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| 31. The Effects of Noncontingent Escape on Dropping and Compliance |
| Area: AUT; Domain: Applied Research |
| STEFANIE H. PERRIN (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Previous research has demonstrated the utility of noncontingent reinforcement as an effective treatment for reducing rates of problem behavior (Kodak, T. Miltenberger, R. G. & Romaniuk, C., 2003). This study examined the effects of noncontingent escape (NCE) on an eleven-year old male’s rates of dropping. In phase one, a functional analysis of dropping was conducted using a pairwise design. Results of the functional analysis indicated that dropping was maintained by social-negative reinforcement in the form of escape and social-positive reinforcement in the form of access to tangible items. In phase two, the efficacy of NCE on rates of dropping was assessed by comparing differential reinforcement of alternative behavior (DRA), escape extinction (EE) and NCE with DRA plus escape extinction using a BAB reversal design. Rates of dropping were differentially lower in the DRA, EE, and NCE condition. These results suggest that noncontingent-negative reinforcement may be beneficial when treating escape maintained dropping. Reliability averaged above 80% across sessions. |
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| 32. Descriptive Assessment to Identify Variables Maintaining Challenging Behaviors |
| Area: AUT; Domain: Applied Research |
| FRANK L. BIRD (Melmark New England) |
| Abstract: Descriptive analysis involves direct observation of behavior in the individual’s natural environment. This type of assessment can provide information regarding naturally occurring schedules of reinforcement and identify potential variables that may be contributing to a problem behavior (Mueller, Sterling-Turner & Scattone, 2001). It also may be an effective tool when analogue functional analyses can not be conducted. Despite this benefit, descriptive assessment does not provide causal statements as to the relation between behavior and the environment and because antecedent and consequent stimuli are not controlled, pertinent stimuli may not be observed. Because descriptive tools are utilized within the applied setting as alternatives to analogue analyses, the utility of direct observation needs to be assessed. In this study, conditional probabilities were calculated on the descriptive data to determine the relation between environmental events and challenging behaviors (aggression). The data supported the hypothesis that the student’s challenging behavior was maintained by either negative or positive reinforcement. Based on this information a structured descriptive analysis (SDA) was designed and implemented to determine the role of both positive and negative reinforcement in maintaining this student’s aggressive behaviors. Interventions based on the results from the SDA were implemented and resulted in reduction of the challenging behaviors. |
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| 33. Two Different Forms of Preference Assessments: A case study |
| Area: AUT; Domain: Applied Research |
| CAROLYN SACHSE (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The present research is designed to identify at least five activities or tangibles that the student prefers so that they may be used as reinforcers. The preference assessment of physically presenting the items will be compared to a second preference assessment in which the items will be placed with pictures of the actual item to determine whether replacing items in a preferenceassesment with pictures of the items can yield reliable and consistent results |
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| 34. Analysis of Response Class Hierarchy with Demand-Maintained Behaviors |
| Area: AUT; Domain: Applied Research |
| MARY BETH CULL (Columbia University Medical Center), Kyong-Mee Chung (Columbia University Medical Center) |
| Abstract: The results from a functional behavior analysis demonstrated that aggressive behaviors of a 14-year-old boy were maintained by the avoidance of task demands. An analysis of response class hierarchy was conducted because caregiver reports and informal observations suggested that the boy’s 3 types of problem behaviors (resting, verbal aggression, and aggression) belonged to the same response class. The results of the analysis were consistent with caregiver reports and informal observations. The boy engaged in these problem behaviors in a specific order. He escalated to the next level of the hierarchy when a certain behavior did not succeed in removing the demand placed on him. The importance of determining the existence of a response hierarchy when managing problem behaviors and creating an effective treatment program will be briefly discussed. |
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| 35. Functional Analysis and Intervention for Self-Injurious Behavior and Aggression in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| SANDRA BLACK (May South), Michele Wixson (May South), Bradley S. Bezilla (May South) |
| Abstract: Self-injurious behavior and aggressive behavior negatively impact social and educational skill acquisition. In the study, we conducted a functional analysis to develop a comprehensive behavior plan to address self-injurious behavior and aggression in a 6-year-old child with autism. A functional analysis was conducted at the child's home utilizing both parents and staff trained in functional analysis. Information relevant to functions, antecedents and establishing operations were combined to develop a comprehensive behavior plan. Data will be presented on the functional analysis and intervention (including baseline and treatment phases). |
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| 36. Performing a Functional Analysis on Problem Behavior in a School Setting |
| Area: AUT; Domain: Applied Research |
| BECKY CUTLER (Child Life Education), Michael F. Dorsey (Simmons College) |
| Abstract: This study looked a performing a functional analysis on problem behavior of a seven year boy with Autism within a private school setting. The purpose of this study was to find the possible function of the problem behavior. A functional assessment was conducted which included an ABC, scatterplot and MAS, and an interview of the student’s team of teachers. Problem behavior was defined as any instance of the student screaming, crying, flopping to the floor, kicking or bolting. Throughout the assessment phase, careful attention was given to the antecedent and consequence that followed the behavior. Problem behaviors seemed to decrease in duration depending on the amount of verbal and social attention was given to the student. A functional analysis was conducted with two phases; attention and no attention. Results showed that tantrums decreased in time and frequency when attention was not given to behavior. Interobserver agreement was 100% throughout all sessions. Overall, the results from the analysis, helped decrease the problem behavior for all future occurrences. When new topographies of behaviors emerge, the same consequences are given successfully. |
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| 37. Assessing and Decreasing Escape-maintained Stereotypic Behaviors in a Child with Autism |
| Area: AUT; Domain: Service Delivery |
| AMBER ROSE JOHNSON (Glenwood Resource Center), Steven L. Taylor (Glenwood Resource Center), Connie Christ Taylor (Midland Lutheran College) |
| Abstract: A brief functional analysis was conducted in an applied setting to assess the functions of non-injurious stereotypic behaviors in a seven-year-old boy diagnosed with autism. A brief functional analysis indicated that stereotypic behaviors were maintained by escape and sensory reinforcement. A compliance training procedure was implemented to reduce escape-maintained stereotypic behaviors utilizing an ABAB research design. Mean rates of escape-maintained stereotypic behaviors were reduced from approximately 33% to less than 4%. Interobserver agreement averaged 98%. The results demonstrated that a brief functional analysis conducted in an applied setting was successful in identifying the multiple functions of the child’s stereotypic behaviors and that compliance training was effective in reducing escape-maintained stereotypic behaviors. |
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| 38. Conditioning the Computer as a Reinforcer to Decrease Stereotype |
| Area: AUT; Domain: Basic Research |
| R. DOUGLAS GREER (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Gretchen O'Sullivan (Columbia University Teachers College), Claire S. Cahill (Columbia University Teachers College), Alexis Dworetzky (Columbia University Teachers College) |
| Abstract: Two eight year old females, Student A and Student B, who were diagnosed with autism participated in this study. They are identical twins. Student A and Student B had very few conditioned reinforcers, and emitted high rates of passive behavior and stereotypy. The participants were given access to the computer for 5 minutes while activity, stereotypy, and passivity were recorded in 5 second intervals. Baseline measurements showed that the computer was not a conditioned reinforcer. Both Student A and Student B achieved criterion for increased time intervals of playing a computer game. Probe sessions identical to baseline were conducted with Student A and Student B. After the baseline, they were conditioned to play on the computer during training sessions in which computer was paired with a conditioned reinforcer. The levels of interaction with the computer were raised significantly while stereotypy and passivity decreased drastically for both students. |
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| 39. Comparing Assessments for Children with Autism |
| Area: AUT; Domain: Applied Research |
| BETSY WURSTNER (Temple University) |
| Abstract: Various assessments for children with Autism are currently available and widely used. This poster will provide information comparing assessment outcomes for children with Autism using a within subjects design. |
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| 40. Does The Number Of Programs Being Taught To A Young Child With Autism In Early Intensive Behavioral Intervention Affect Skills Acquisition And Generalization |
| Area: AUT; Domain: Applied Research |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
| Abstract: Typically, young children with autism receiving early intensive behavioral intervention acquire skills through the implementation of several instructional programs each session. During a three-hour session, individual children may be receiving 10 to 20 different instructional programs, each lasting about 15 minutes. Depending on the length of the session, the nature of the instructional programs, and characteristics of the child, each program may be run more than once in a session. With all else being equal, the greater the number of programs presented to the child, the fewer repeat exposures the child would have on any one program. This poster will describe the results of a study comparing the acquisition rate of skills when children are being taught 20 different programs at a time to 10 different programs at a time. |
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| #72 International Poster Session - CBM |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 41. Brief Analysis of Choice Making in the Treatment of Problem Behavior |
| Area: CBM; Domain: Applied Research |
| JACHELLE LOWE (Idaho State University), Denise Van Stone (Idaho State University), Stephanie M. Peterson (Idaho State University), Lloyd D. Peterson (Idaho State University), Jessica E. Frieder (Idaho State University) |
| Abstract: There is a growing body of literature on the use of concurrent schedules of reinforcement for treatment of problem behavior identified as escape motivated. In these studies, different qualities and durations of reinforcement have been provided when children request breaks from tasks as compared to when they chose to complete work. This research has shown that this is an effective intervention for children displaying negatively-reinforced problem behaviors (Peck et al., 1996; Peterson et al. 2005). However, much of the research has been conducted over long-periods of time. A more brief method of assessing the effects of concurrent schedules of reinforcement during treatment is needed when children are referred for outpatient evaluations of problem behavior. Previous research has demonstrated the robustness of brief functional analysis (Northup et al., 1991) in determining the function of problem behaviors (Khang & Iwata, 1999). Golonka et al. (2000) extended the brief functional analysis by evaluating choices between concurrently available reinforcement schedules in brief, outpatient settings. During the choice-making analysis quality of reinforcement provided for work and break choices was manipulated. Results extended Peck et al. (1996) findings by demonstrating that the quality of the reinforcement will influence the choices made by a child. |
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| 42. Behavioral Versus Social-cognitive Explanations for the Effects of Praise on Intrinsic Motivation: A Comparative Study |
| Area: CBM; Domain: Applied Research |
| AMANDA M. HARRIS (Western Michigan University), John Carton (Oglethorpe University) |
| Abstract: Substantial research suggests that tangible rewards undermine intrinsic motivation while praise appears to enhance it. Social-cognitive researchers, based on cognitive evaluation theory, assert that praise often augments intrinsic motivation because it tends to be perceived as informational while tangible rewards appear to be perceived as controlling or amotivating (Deci & Ryan, 1999). In contrast, behavioral researchers propose that the observed differential effects can be attributed to differences in reward delivery (e.g., discrimination training) and support the use of both types of rewards when appropriately administered (Carton, 1996). The present study tested the hypothesis that the effects of praise are due to discrimination training and not to an inherent informational characteristic of praise. Participants were administered the typical methodology used to study the effects of praise on intrinsic motivation with the addition that the discriminative stimuli signaling availability of praise were manipulated experimentally. The results of a 4 (reward condition) X 3 (time) factorial MANOVA supported the discrimination training account for the effects of praise on intrinsic motivation (F = 40.94, p < .001). Implications for the use of reinforcement in applied settings are discussed. Key words: praise, discrimination training, intrinsic motivation |
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| 43. The Effect of Response Cost on the Performance of Morning Routines in an Adolescent |
| Area: CBM; Domain: Applied Research |
| ROBERT LECLERC (School of Psychology, University of Ottawa), Catherine Vincent (School of Psychology, University of Ottawa) |
| Abstract: Performing morning routines within a reasonable time period seems to be a challenge for at least some adolescents, especially on school days. Although this problem may have important negative consequences such as conflict with parents and repeated school tardiness resulting in school suspension, research data on effective behavioral strategies are lacking. The present study assessed the effect of a response cost strategy which consisted of taking off points when the participant took more time than allowed for completing components of a morning routine behavioral sequence. There were four targeted behavioral components: getting out of bed, completing breakfast, showering, and getting dress. Each component was treated sequentially, following a multiple-baseline design across behaviors. Also, the upper limit of the allowed time for completing for each behavioral component was gradually decreased to a level which was determined acceptable by both the participant and his mother; this procedure followed a changing-criterion design. Each day, the participant received 10 points, which were exchanged either immediately or later for a preferred activity or object. Results showed that for each behavioral component, time objectives were reached upon the introduction of the response cost strategy. Follow-up data showed the maintenance of the behavioral changes. |
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| 44. An Experimental Analysis of Nondirective Play Therapy |
| Area: CBM; Domain: Applied Research |
| KEITH M. WILSON (Eastern Illinois University), Heather Sawyer (Eastern Illinois University), Kevin M. Jones (Miami University), Jessica Beckett (Eastern Illinois University), Jane E. Wilson (Sexual Assault Counseling and Information Service) |
| Abstract: An experimental analysis of nondirective play therapy was conducted. The participant was a developmentally normal 6 year old female with a history of physical and sexual abuse. The impact of nondirective play therapy components, including fixed time (FT) therapist attention, absence of demands, and environmental enrichment, on inappropriate play was compared to a control condition using a reversal design. The experimental conditions resulted in a consistent decrease in inappropriate play. Implications for a component analysis of nondirective play therapy are discussed. |
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| 45. Sensory Activity Rotation decreases Self-Injury by Children with Disabilities: Antecedent Management for Home and Hospital |
| Area: CBM; Domain: Service Delivery |
| KIMBERLY D. BELLIPANNI (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute) |
| Abstract: Self-injurious behaviors (SIB) are maintained by various functions. Children who engage in SIB may engage in the behaviors in order to produce self-stimulation because they are unable to change their environment or access sensory stimulation independently. When children are unable to access various forms of stimulation in their environment, an increase in undesirable behavior (e.g., head-banging) may be observed. A behavioral protocol in which children are exposed to a variety of activities across sensory modalities according to a timed schedule may be helpful in reducing the occurrence of SIB. This study describes the use of an activities rotation protocol in reducing inappropriate behavior (i.e., self-injury) in children with complex medical conditions receiving inpatient or outpatient services from a pediatric psychology consultation program. Systematic data collection and analysis across conditions were used to assess reduction of SIB during periods of unstructured time when the protocol was or was not in place. Results are discussed in the context of the unique challenges of caring for children with disabilities who are entirely dependent on caregivers for stimulation and activity change. Key Words: Self-injury, Pediatrics, Sensory stimulation |
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| 46. Linking Assessment to Individualized Intervention for Children with Selective Mutism |
| Area: CBM; Domain: Service Delivery |
| VALERIE J. GORTMAKER (Munroe-Meyer Institute), Vivian Chen (Munroe-Meyer Institute), Mark D. Shriver (Munroe-Meyer Institute) |
| Abstract: Selective Mutism (SM) is defined as persistent failure to speak in specific social situations (e.g., school, with classmates) where speaking is expected, despite speaking in other situations (e.g., home, with parents). From a behavioral perspective, SM occurs as a function of variables in the individual’s environment (e.g., antecedents, discriminative stimuli, consequences). The form, rate, magnitude, and duration of SM can vary across settings, context, and individuals. Thus, an idiographic approach to treat children with SM is critical. Previous research has demonstrated the effectiveness of using behavioral strategies (e.g., shaping, stimulus fading, reinforcement) for treating SM. There exists minimal information, however, regarding clear assessment strategies, case conceptualization, and the linkage of assessment data to individualized interventions. Two case illustrations are provided in this study to demonstrate the assessment procedures (e.g., interview across informants, school observation), case conceptualization, and the linkage between assessment data to individualized interventions. Case 1 is a 10-year-old male with severely limited communication including only use of minimal non-verbal gestures to peers and teachers. Case 2 is a 7-year-old male who verbally converses with peers, chorally responds to class-wide questions using simple words, and uses non-verbal gestures to peers and teachers. |
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| 47. Effect of Early Gradual Attendance Techniques on School Refusal Caused by Bullied Experience in a Fifth Grade Boy |
| Area: CBM; Domain: Applied Research |
| SHIGEKI SONOYAMA (University of Tsukuba, Japan) |
| Abstract: School refusal is also one of the most common problems seen by clinical child psychologist in Japan. Because school refusal is a heterogeneous condition, treatment method should be specific to the condition of the case. In this case study, I treated school refusal behavior in a fifth grade boy who had been bullied by his classmates in the school, then became to refuse attending school in the middle of July, necessitated to transfer to another school at the beginning of September, and referred to author at the beginning of November. I applied the early gradual attendance techniques that were composed of behavioral counseling with him and his mother using attending school schedule and behavioral contract. Although he gradually attended school through behavioral counseling using attending school schedule, he was unable to attend all school days until the end of February. Since behavioral contract was introduced in the beginning of March, however, he not refused attending school and became to attend all school day long at the end of March. His full attendance was maintained in 6 months follow-up period. This case suggests the effect of gradual attendance technique on school refusal behavior as psychogenic reactions to traumatic experience, i.e. bullied experience. |
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| 48. Brief Analysis of Choice Making in the Assessment of Problem Behavior |
| Area: CBM; Domain: Applied Research |
| DENISE VAN STONE (Idaho State University), Jachelle Lowe (Idaho State University), Stephanie M. Peterson (Idaho State University), Jessica E. Frieder (Idaho State University), Lloyd D. Peterson (Idaho State University) |
| Abstract: Harding, Wacker, Berg, Cooper, Asmus, Mlela, & Muller (1999) analyzed the effects of positive and negative reinforcement affected response allocation between problem behavior, time allocation, and compliance to parent requests. The purpose of the present study was to analyze the effects of different types of positive reinforcement provided in concert with negative reinforcement compared to negative reinforcement alone during a brief functional analysis of problem behavior. Unlike Harding et al. (1999), the present study allowed the participant to escape to one of two play areas contingent upon the occurrence of problem behavior. First, a play area containing toys and adult attention was pitted against a play area containing neither toys nor attention. Next, a play area containing toys but no adult attention was pitted against a play area containing adult attention but no toys. Results are consistent with Harding et al. (1990) and other studies that have shown the influence of positive reinforcement on negatively reinforced problem behavior. Results also extend the findings of Harding et al. (1999). This study also illustrated the efficiency of embedding choice making into a brief functional analysis because it allowed for the identification of both positive and negative reinforcement functions for problem behavior simultaneously. |
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| 49. Diagnostic and Functional Relations among Typically Developing Adolescents |
| Area: CBM; Domain: Applied Research |
| REBECCA SCHARTON (Utah State University), Clint Field (Utah State University), Megan Bork (Utah State University), Jaclyn King (Utah State University), Donna L. Stewart (Girls and Boys Town), Nancy L. Foster (Munroe-Meyer Institute), Michael L. Handwerk (Father Flanagan's Boys Home) |
| Abstract: Functional assessment methodology has developed considerably over the past decade and is supported by a tremendous amount of empirical data (e.g., Cooper et.al., 1992; Mace & Lalli, 1991; Northup, et.al., 1997). However, mixed data and arguments have been presented describing the relationship shared by traditional diagnostic categories and hypothesized functions of behavior. Some have argued that traditional diagnostic concepts should be replaced with a functional typology that may possess improved reliability and validity. However, given the absence of clear data describing the relations shared among these typologies additional data collection seems warranted. This study evaluated relations observed among categories within the Diagnostic and Statistics Manual (4th-TR)and hypothesized function of behavior as reported by parents through the use of a functional assessment strategies. Data was collected for 350 typically developing adolescents. A series of correlational analyses were conducted and will be presented. This study contributes to our understanding of functional assessment methodology by targeting cognitively average adolescents and by assessing functional and diagnostic typologies to better understand convergent and divergent relations that exist. Discussion focuses on the advantages and disadvantages of various behavioral nomenclatures in light of the current findings. |
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| 50. Parent Training with an Enhanced Individualized Video Feedback Component |
| Area: CBM; Domain: Applied Research |
| NICOLE QUINTERO (Syracuse University), Leah K. Brzuszkiewicz (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: The current study utilized group-based parent training (GT) and individualized video feedback (IVF) in a multiple baseline design across four mother-child dyads to decrease maternal inappropriate behavior during play with her preschooler with DD. All mothers received group parent training in the form of the Incredible Years Basic Early Childhood Training (conducted by the 2nd author) and either 1, 2, or 3 sessions of supplemental IVF treatment (conducted by the 1st author). Data were collected and coded during weekly videotaped observations of mother-child play in the family home. IVF sessions involved providing positive and corrective feedback to the mother upon viewing the videotaped play session. Additionally, appropriate replacement behaviors were identified, modeled, and practiced. Results suggest that the GT + IVF combined treatment was effective in decreasing the inappropriate behavior of all four mothers involved in the study. Discussion focuses on the utility of IVF as a supplement to group-based parent training to enhance treatment outcomes and generalization and maintenance effects. |
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| 51. Assessment of Compliance Generalization throughout Treatment in Errorless Compliance Training |
| Area: CBM; Domain: Applied Research |
| REBECCA K. ARVANS-FEENEY (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Ducharme and colleagues developed errorless compliance training, a parent training technique that excludes disciplinary procedures (e.g., response cost or time out). The current study addresses whether, while training compliance to easier requests, the overall level of compliance to more difficult requests increases without direct training. Parents included in the study reported noncompliance with their 3-10 year old children. Parent-training sessions, parent support sessions, and parent follow-up sessions were conducted at Western Michigan University. The remaining sessions were conducted by parents in the home setting. Results presented will inform researchers regarding the feasibility of implementing the errorless compliance training procedure in a more streamlined and efficient manner. |
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| 52. Functional Assessment Interviews: Are Parent and Adolescent Perceptions of Behavioral Function Convergent? |
| Area: CBM; Domain: Applied Research |
| CLINT FIELD (Utah State University), Rebecca Scharton (Utah State University), Jessica Malmberg (Utah State University), Alexis Bolton (Utah State University), Nancy L. Foster (Munroe-Meyer Institute), Michael I. Axelrod (Girls and Boys Town) |
| Abstract: Currently, there is limited research describing the degree of agreement that exists across parent and child perceptions of behavioral function as reported during highly structured interviews. This is due, in part, to the limited use of functional assessment interviews with youth that possess the cognitive and verbal abilities required to provide self report. An additional limiting factor has been the unavailability of parallel structured interviews for use with parents and children. This study assessed the degree to which parent and adolescent interview data yielded convergent information regarding function of problem behavior. Unique to this study was 1) the use of parallel versions (child and parent) of a structured functional interview, 2) direct assessment of the functional perceptions of cognitively normal adolescents, and 3) recruitment of a large sample of youth (n=100). Preliminary analyses have indicated moderate evidence of convergent perceptions of behavioral function. Subsequent analyses are currently being conducted. The value of utilizing parallel versions of functional assessment instruments with typically developing adolescents is discussed and suggestions for subsequent research are provided. |
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| 53. Can We Improve Appropriate Behaviors of Children with ADHD at School Using Neurofeedback? |
| Area: CBM; Domain: Service Delivery |
| JEONGIL KIM (Daegu University, South Korea), Kyong Bong Kim (Lotus Flowers Children Center, South Korea), Yunhee Lee (Lotus Flowers Children Center, South Korea) |
| Abstract: This study examined the effect of neurofeedback training procedures and ABA strategy to enhance appropriate school behaviors. Neurofeedbak protocol and ABA strategy were designed to regulatie the subjects' brain wave activity intending cognitive functioning and to teach appropriate school behaviors for children with ADHD. Twenty of 7-11 year old children with ADHD without medication participated in the study. The result of the study showed attention span improvement with 84% of the subjects, impulsivity decrease with 72% of them, inappropriate behavior improvement with 85% of them, and improved school adjustment score with 79%. |
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| 54. Use of Stimulus Fading to treat Pill Swallowing Refusal with an 8-year-old boy |
| Area: CBM; Domain: Service Delivery |
| DAVID REITMAN (Nova Southeastern University), Celine Passeri (Nova Southeastern University) |
| Abstract: Pharmacological treatment produces reductions in many of the core problems characteristic of ADHD. Pharmacological treatment is also useful when delivered in combination with behavior management procedures such as parent training and classroom-based intervention. However, while little has been published on the subject, it appears that many children find swallowing medication difficult and many refuse treatment outright. Surprisingly, few resources are available for parents that are confronted with pill refusal behaviors by their children. This study describes the use of a stimulus fading and functional assessment procedure to reduce pill refusal with an 8-year-old boy diagnosed with ADHD. The study was a replication and extension of procedures developed by Anderson, Ruggiero, & Adams (2000) for a child diagnosed with HIV. Results indicated that completely independent (defined as unassisted pill swallowing for 3 days in a row) pill swallowing was achieved after 12 sessions of stimulus fading. Functional assessment suggested that pill refusal behavior was strongly related to attention-based reinforcement. |
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| 55. The Effects of Response Cost with Escape Extinction vs. without Escape Extinction in the Treatment of Food Refusal |
| Area: CBM; Domain: Applied Research |
| PING WANG (Kennedy Krieger Institute), Kellie A. Hilker (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Response cost (i.e., the loss of reinforcers following the occurrence of inappropriate behaviors) is widely used to change behavior. The current study examines the effects of response cost with and without escape extinction (EE) in the treatment of food refusal behaviors (i.e., disruptive behaviors, food expulsions and packs). Two participants were referred to the pediatric feeding program for the assessment and treatment of food refusal. A reversal design was used to assess if response cost was associated with decreased food refusal behaviors while increasing food acceptance and grams consumed. If inappropriate behaviors persisted after implementing response cost procedures, EE was added to the sessions. To what extent EE added to the treatment efficacy will be discussed. |
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| 56. A School-Based Intervention as Treatment for a Pediatric Feeding Disorder: Shaping a Chewing Response |
| Area: CBM; Domain: Applied Research |
| PHILIP L. CONCORS (Angello, Barnard, & Concors Consultants), Amanda J. Charney (Medford Lakes School District) |
| Abstract: Functional Behavioral Assessment methodology was utilized to identify maintaining variables for non-chewing behavior. Oral tactile feedback, graduated prompting, and praise paired with access to preferred foods comprised a multi-component treatment package. Feeding sessions were conducted by classroom staff and related service providers. Inter-observer agreement measures obtained by the researchers were consistently high. Results of a multiple-baseline design across meals (breakfast, lunch, and afternoon snack) suggested an overall increase in independent chewing responses. Implications for behavioral intervention for pediatric feeding disorders in a school setting are discussed. |
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| 57. Increasing Texture with Children with Food Refusal |
| Area: CBM; Domain: Applied Research |
| JOYCE KAO (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: Texture fading is an antecedent manipulation used to treat feeding problems. After reaching specific criteria (e.g., acceptance, mouth clean, coughs/gags) texture is often advanced in the following order: puree, junior, wet ground, chopped fine, and bite size. Despite appropriate levels of multiple mealtime behavior (e.g., high acceptance, mouth cleans), for several children, the advancement to chopped fine was marked by decreased manipulation of the bolus and limited to no chewing (children consumed the bite as if they were “swallowing a pill”). In this study, a multi-element design was used evaluate whether the size of the bolus was associated with more manipulation and/or chewing as children were presented with chopped fine pieces alternated with bite size pieces of food. With the bite size texture, manipulation and chewing increased. Discussion of the response and implications for treatment will be discussed. |
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| 58. Comparison of DRA and Self-monitoring to Decrease the Duration of Meals for a 9-year-old boy with a Feeding Disorder |
| Area: CBM; Domain: Applied Research |
| KELLI WHEELER (Kennedy Krieger Institute), Kellie A. Hilker (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: In this study, we examined the effects of self-monitoring and differential reinforcement for alternative behavior (DRA) on meal duration of a 9-year-old child diagnosed with a feeding disorder. The three conditions (baseline, DRA, and self-monitoring) were conducted using a multi-element design. The three conditions were randomly alternated throughout the day across three meals per day. Results demonstrated that meal duration was less during the DRA condition than during the self-monitoring and baseline (no treatment) conditions. Results also showed that food consumption was greater during the DRA condition than either the baseline and self-monitoring conditions. Meal duration and food consumption were similar during the self-monitoring and baseline conditions. |
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| 59. Presenting a Non-Preferred Food in a Social-Affective Context to Change Food Preference |
| Area: CBM; Domain: Applied Research |
| RINITA LAUD ROBERTS LAUD (Louisiana State University/Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute) |
| Abstract: Considerable evidence exists that food preferences of children with normal eating development are modified by experiences like repeated exposure to foods and social-affective contexts in which food is presented. The present study evaluated the effect of social-affective contexts on the preferences of a child with food refusal. A bite of sweet potato, identified by a forced-choice preference assessment as a non-preferred food, was presented in an ABA design as either a reward alone or as a reward with modeling. The bite was offered outside of treatment, and no contingencies were enforced. Sweet potatoes, which was consumed 0% of the time it was offered before treatment, was consumed 57.1% of the time following treatment. This same procedure was implemented with another pre-assessed non-preferred food, asparagus. Asparagus, which was consumed 0% of the time it was offered before treatment, was consumed 9.1% of the time following treatment. Sweet potatoes were again found to be consumed 50.0%, even though it was not the target food. Inter-observer agreement was calculated for 44% of both study parts and averaged 100%. These results suggest that presenting a non-preferred food to a child with food refusal as a reward with modeling may increase the food’s future preference. |
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| 60. Treatment of Packing in Children with Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| NICOLE M. ROSCOE (University of Maryland, Baltimore County/Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: This study evaluated several treatment procedures to decrease packing in a 22-month-old female with severe food refusal. The child was 100% g-tube dependent upon admission to a day treatment program. During the admission, the child’s acceptance of food increased despite continued packing of bites. Previous research demonstrated that redistributing food with a Nuk® brush and lowering the texture of foods decreased packing and increased mouth cleans. Several treatment procedures were implemented to decrease packing (e.g., placement of the bite with a Nuk brush, redistribution of the bite with a Nuk brush, Differential Reinforcement of Alternative behaviors, Response Cost, lower texture) without an increase in mouth cleans. Subsequently these procedures were discontinued and therapists continued to present bites after successive packs. This manipulation was associated with higher consumption of volume without increasing the duration of meals. Discussions about this schedule of presentation as a form of treatment will be discussed. |
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| 61. From Therapist to Parents: Variables Associated with the Return of Problem Behavior |
| Area: CBM; Domain: Applied Research |
| JAMES H. BOSCOE (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Generalizing the effects of an intervention from therapists to caregivers is an important part of the treatment of feeding disorders. This study examined several cases where the introduction of the parent as feeder was associated with increases inappropriate behavior. Cases varied on several variables: a) the number of sessions after the introduction before the onset (or reemergence) of the problem behavior, b) treatment integrity scores, and c) levels of inappropriate behavior. Reasons for the differentiation between caregivers will be discussed. |
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| 62. A Comparision of Three Response Cost Procedures to Increase Appropriate Mealtime Behaviors in Children with Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| ALYSIA A. PALMISCIANO (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute) |
| Abstract: Research has demonstrated that response cost procedures can effectively decrease food refusal behavior. In this study, we evaluated the effects of different forms of response cost on rates of acceptance and mouth cleans of children admitted to an inpatient program for the treatment of pediatric feeding disorders. One response cost procedure involved the removal of reinforcement following a pack and it’s return following the next mouth clean (DRA2). A second response cost procedure involved the removal of reinforcement following a pack and it’s return following the next acceptance or mouth clean, whichever came first (DRA1). The final response cost procedure involved removing reinforcement following a pack and returning it non-contingently after 30 seconds (NCR). |
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| #73 International Poster Session - CSE |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 64. Functional Analysis and Treatment of Socially Stigmatizing Ambulation |
| Area: CSE; Domain: Applied Research |
| MELANIE PITMAN (Northeastern University) |
| Abstract: A brief functional analysis was conducted in an analogue setting to identify the maintaining variables for upright walking in a woman with developmental disabilities supported in an outpatient setting. All conditions required modification, since treatment outcomes were intended to increase, rather than decrease, the target behavior. The participant displayed a significantly greater duration of upright walking during the attention condition, which initially indicated that the desired behavior was maintained by positive reinforcement. Treatment of socially stigmatizing ambulation was implemented during natural transition times in a reversal design and consisted of differential reinforcement of an incompatible response. Results of treatment indicated that physical assistance delivered by staff produced an immediate and large increase in upright walking while verbal attention from staff was ineffective. During treatment conditions, duration of socially stigmatizing ambulation was significantly greater in baseline. These results indicate that socially stigmatizing ambulation was maintained by automatic reinforcement, rather than positive reinforcement, and treatment initially chosen to function as differential reinforcement of incompatible behavior may have also functioned as sensory matching and sensory extinction. |
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| 65. A Content Analysis of the Journal of Applied Behavior Analysis |
| Area: CSE; Domain: Applied Research |
| MITCH FRYLING (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles), Erin J. Pitts (University of Nevada, Reno) |
| Abstract: The Journal of Applied Behavior Analysis (JABA) has published a number of studies demonstrating the efficacy of applications of behavioral principles to socially relevant phenomena. A number of populations (e.g., autism, severe mental illnesses) and behaviors have been studied during this effort. Additionally, comprehensive technologies have been developed during this time (e.g., functional analysis of problem behavior, reinforcer identification methods). Many of these studies have vast social implications that may increase the quality of life for many. However, applied behavior analysis has yet to be accepted by many within mainstream psychology. Even within demonstrated areas of application (i.e., developmental disabilities and autism) behavior analysis has not reached its potential. The extent to which researchers are studying socially relevant populations, evaluating social validity, generalization, utilizing caregivers/staff as therapists, conducting research in the natural environment, and measuring/evaluating long-term treatment outcome may effect this. Thus, the current paper will evaluate the first five years and most recent five years of JABA along these dimensions. |
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| 66. Prompting Safety-Belt Use: The “Flash for Life” Technique Revisited in the Context of Safety-Belt Use Laws |
| Area: CSE; Domain: Applied Research |
| ELISE A. DRAKE (Virginia Tech), Leah Farrell (Virginia Tech), Matthew G. Cox (Virginia Tech), E. Scott Geller (Virginia Tech) |
| Abstract: Twenty years ago, before safety-belt use laws became widespread, 20-22% of unbuckled drivers buckled-up following an interpersonal “Flash-for-Life” prompt (Geller, Bruff, & Nimmer Nimmer, 1985). The current research revisited and implemented the “Flash-for-Life” intervention in the context of safety belt-use laws and observed that 30% of 427 unbuckled drivers put on their safety belt following prompting. More specifically, college students stood at intersections on campus and showed colorful signs with the message, “Please Buckle-Up, I Care” to drivers who were not using a safety belt. The compliance was higher than in the 1985 study, indicating that a high baseline rate of safety-belt use does not negate potential positive influence of a simple prompting intervention. In other words, the results indicate that a significant proportion of the 20% of drivers who do not use vehicle safety belts on a regular basis will respond favorably to a simple behavioral prompt that could be readily applied at institutional settings nationwide. This field study is currently being replicated, and the results will be reported with these given here. While current government initiatives are punitively-based, this community-based approach promotes safety-belt use through peer influence and behavioral science. |
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| 67. Aggression in Dogs: A Differential Negative Reinforcement Protocol |
| Area: CSE; Domain: Applied Research |
| KELLIE S. SNIDER (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Aggression in dogs is a serious problem in the United States, with over 4,700,000 people bitten annually, and over 800,000 requiring medical treatment (K. Delise, 2002). Common aggressive behaviors seen in dogs include barking, chasing, lunging, snarling, growling and biting. Many such behaviors are maintained by escape from people (and/or) other dogs. Escape extinction contingent upon aggressive behaviors and escape provided contingent upon benign behaviors was investigated. Aggressive dogs were tethered on 6 foot leashes. An experimenter walked toward the dog until the dog performed an aggressive behavior. She stood still until the behaviors stopped, then walked away contingent upon a desirable behavior such as looking toward the owner, or turning away from the experimenter. In subsequent approaches the experimenter stopped walking toward the dog before the point at which the dog had previously performed the behavior, and exited based on performance of a desirable behavior. Proximity was systematically increased. If at any time the approach provoked aggressive behavior, the experimenter stopped and waited until the behavior ended before exiting. The aggressive behaviors diminished or were eliminated with as little as 1 hr. of treatment with some dogs. Successful generalization occurred in several cases. |
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| 68. NY Social Work Students’ Attitudes Towards a Harm-Reduction Approach to Practice with Substance Users |
| Area: CSE; Domain: Applied Research |
| SARAH K. MOORE (Jane Addams College of Social Work, University of Illinois, Chicago) |
| Abstract: The literature is replete with examples of the negative attitudes with which social workers approach substance use/rs. These attitudes have contributed to a reliance on traditional approaches to intervention which limit options unnecessarily, despite evidence that a harm reduction approach might better serve clients with varying needs. The results of a mixed method investigation into the extent to which use of a 'consequence analysis' procedure would contribute to thoughtful, informed social work student' attitudes will be presented. This is a two-phase study including an on-line intervention with 100 New York City social work students and follow-up interviews with 16 of those students whose attitudes changed most and least. Data revealing how the 16 interviewees might transfer their new knowledge post-intervention into practice will also be presented. |
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| 69. Investigating the Relationship Between Monotonous Driving and Certain Driver Characteristics Using Applied Simulator Technology |
| Area: CSE; Domain: Applied Research |
| DAVID G. KIDD (Virginia Tech), Kimberly R. Hylton (Virginia Tech), Walter B. Parker (Virginia Tech), Gary N. Phibbs (Virginia Tech) |
| Abstract: The current research examined the effects of monotonous, long-distance driving and its relationship to mood and physiological arousal. Participants’ (N=65) mood and arousal levels were measured using Speilberger’s State-Trait Anxiety Inventory (STAI) and the Emotional State Questionnaire. A STISIM driving simulator (Systems Technology, Inc., Hawthorne, CA) was used to simulate the driving experience. Results indicated that participants, regardless of group (Long-Distance Group versus Short-Distance Group), reported more negative emotion after the driving simulation (p < .05). Additionally, the Long-Distance Group reported significantly more negative emotions than short-distance drivers (p < .05). Results also indicated that the short-distance group reported less pre- and post-test state-anxiety (p < .05). These results support Garrity & Demick’s (2001) findings, suggesting a connection between negative emotion and increased anxiety levels. An increase in negative emotions and anxiety levels has been shown to negatively impact driving behavior and driver cautiousness (Garrity & Demick, 2001). Based on the current study’s findings, future studies should investigate interventions that would promote positive moods and decreased anxiety during driving. |
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| 70. Inappropriate Masturbation: Behavioral Interventions for Individuals with Severe and Multiple Disabilities |
| Area: CSE; Domain: Service Delivery |
| TONYA NICHOLE DAVIS (University of Texas, Austin), Berenice de la Cruz (University of Texas, Austin), Katherine M Wamhoff (University of Texas, Austin) |
| Abstract: The purpose of this review is to identify literature regarding behavioral interventions for inappropriate masturbation displayed by individuals with severe or multiple disabilities. Inappropriate masturbation is defined as any form of genital stimulation that is against societal norms or potentially harmful. A combination of search methods retrieved eight articles published within the last 30 years. A review synthesis of the studies suggests a trend moving toward more positive treatment approaches that teach replacement behaviors. However, the lack of studies along with the lack of rigorous experimental design found in existing studies suggest the need to further explore the most effective interventions that use the least intrusive and aversive techniques. |
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| 71. The Current Resource Condition and Service Needs of Social Supports for Families of Children with EBD In Korea |
| Area: CSE; Domain: Service Delivery |
| EUN JUNG SEO (JinJu International University, South Korea), Gyeong Ok Jung (JinJu International University, South Korea), YoungSoo Son (JinJu International University, South Korea) |
| Abstract: The study was explored the current resource condition and service needs of social supports for the family of the children with Emotion & Behavior Disorder by three scales as assessment tools. A hundred mothers who had elementary school kids with Emotional and Behavior Disorder(EBD) were recruited for the study. Thirty mothers among a hundred mothers had one to one home visit interview were met the participant's criterions of the study. Three assessment tools, such as Family Survey(FS), Resource of Social Support, and Social Needs(SN) used in the study, were developed to collect resources for the family background, resource availability, awareness level of their mothers for each social support resource(SSR), and mothers' needs for the social supports As a result, the orders of availabilities for the SSR were spouses, special education teachers, siblings, therapists, and other parents. The results of the resource availability, awareness level of their mothers on each social support resource, and mothers' needs for the social supports were provided in the study. |
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| 72. Tourette's Disorder and Social Acceptability: A Comparison of African- and European-Americans with Symptoms of the Disorder |
| Area: CSE; Domain: Service Delivery |
| CHRIS A. FLESSNER (University of Wisconsin, Milwaukee), Andrew Lincoln (University of Wisconsin, Milwaukee), Andrea Weber (University of Wisconsin, Milwaukee), Douglas W. Woods (University of Wisconsin, Milwaukee), Nicole A. Roberts (University of Wisconsin, Milwaukee) |
| Abstract: The primary aim of this study was to examine the influence of race (e.g., African-American vs. Caucasian) on the perceived social acceptability of individuals with Tourette’s Disorder (TD). Two hundred and sixty-nine participants were asked to read one of four vignettes depicting an individual with TD (African-American male, African-American female, Caucasian male, or Caucasian female). Participants were subsequently asked to complete the Social Acceptability Scale (SAS), a self-report measure assessing the subject’s social acceptability. Initial analysis revealed that Caucasian participants gave African-Americans with TD significantly higher SAS scores than the Caucasians with TD. Further analysis revealed no statistically significant differences in social acceptability ratings between the four vignette conditions. This article concludes that the increased perceived social acceptability of African-Americans with TD may explain why African-Americans are less likely than Caucasians to seek treatment for TD. Limitations of the current study and future areas of research are also discussed. |
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| 73. Do JRC Graduates Hold On to their Gains - A Follow Up Study |
| Area: CSE; Domain: Applied Research |
| ANDRE VLOK (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center), Rosemary Silva (Judge Rotenberg Center), Joseph Assalone (Judge Rotenberg Center), Peter E. Jaberg (Judge Rotenberg Center) |
| Abstract: This study will examine the post-treatment outcomes of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming. The students were evaluated after leaving JRC, using both a subjective General Life Adjustment rating (obtained from guardians, former students, and JRC staff) and an objective count of certain Quality of Life Indicators. Consistent with past follow up studies with JRC students, it is anticipated that the group of students as a whole will show marked improvement over their status prior to enrolling in JRC on both of the measures employed. |
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| #74 International Poster Session - DDA |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 74. Examination of the Relative Effects of Attention and Toys in Reducing SIB Maintained by Automatic Reinforcement |
| Area: DDA; Domain: Applied Research |
| DAVID L. RUSSELL (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Jennifer Ernest (Kennedy Krieger Institute), Dawn E. Lingle (Kennedy Krieger Institute) |
| Abstract: A functional analysis of self-injury maintained by automatic reinforcement may yield various patterns of responding, including high levels of behavior across all conditions except the control condition (Hagopian et al., 1997). This pattern may suggest that an enriched environment provides sufficient stimulation to compete with the reinforcement associated with SIB. The purpose of the current study was to evaluate which component(s) within a toy play condition that were responsible for decreased SIB in a 5-year-old girl diagnosed with Pervasive Developmental Disorder, NOS. A comparison between attention only, toys only, and toys and attention suggested that the presence of toys was the critical component. Anecdotal observations and subsequent experimental analyses found that positive affect was only associated with an attention condition. A choice assessment was conducted to determine whether the participant preferred an environment associated with positive affect and low rates of SIB (i.e., attention condition) or an environment associated with only neutral affect (i.e., toys condition). A clear preference was observed for playing with the toys. Reliability data were collected during 33.33% of all assessments and averaged 91.45%. |
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| 75. Comprehensive Behavioral Assessment of Dextroamphetamine Across Six Dosage Levels |
| Area: DDA; Domain: Applied Research |
| KRISTIN RUSCITTI PURINGTON (Glenwood Resource Center), Steven L. Taylor (Glenwood Resource Center) |
| Abstract: The effects of six doses of dextroamphetamine were examined in a 42-year-old woman with ADHD and moderate mental retardation by measuring verbal disruptions, intervals on-task, speed, and accuracy through a simple sorting task. Interobserver agreement data were recorded during 33% of sessions and mean interobserver agreement was 95%. Accuracy was greatest at 25 mg, the percentage of on-task behavior increased at doses of 10 mg and continued to increase as the dosage level increased, sorting speed was highest at 15 mg, and the percentage of verbal disruptions decreased at doses of 15 mg and greater. These findings suggest comprehensive behavioral assessment may be used to aid dosage decisions and provide a departure from traditional indirect measures that are typically used. |
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| 76. Using Structured Conversations in the Treatment of Somatic Verbal Statements |
| Area: DDA; Domain: Applied Research |
| ARNIE ZENCIUS (Devereux Cleo Wallace), Jeanne M. Brower (Northern Illinois University/Cornerstone Services) |
| Abstract: The participant was a 28 year old female diagnosed with mild retardation. She lived with six other developmentally disabled adults in a residential setting and attended a day treatment center. At both her residential setting and day treatment setting staff noted that she frequently made verbal statements of having severe pain, illness and injury. These verbal statements occurred daily and resulted in the participant obtaining a great deal of social attention from residential and nursing staff. Following staff interviews using the FAST & QABF and conducting a structured A-B-C analysis, it was determined that social attention was the primary function of behavior. Treatment consisted of using structured conversations (i.e., developing a checklist) during conversation sessions. All sessions were six minutes in duration and included a list of topics to discuss (structured conversation) or did not involve a list (baseline). An A-B-A-B-A-B reversal was used to demonstrate experimental control. Results show that the frequency of verbal statements of pain and injury decreased to near zero levels during structured conversation sessions. |
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| 77. Abolishing Effects of Dextroamphetamine as a Function of Dose |
| Area: DDA; Domain: Applied Research |
| KRISTIN RUSCITTI PURINGTON (Glenwood Resource Center), Steven L. Taylor (Glenwood Resource Center) |
| Abstract: Previous research (e.g., Northup et al. 1997) investigating drug-behavior interaction effects found that Methylphenidate may alter the effectiveness of controlling environmental variables. In the present study, attention-maintained verbal disruptions were evaluated across six dosage levels of dextroamphetamine in a 42-year-old woman with ADHD and moderate mental retardation. Interobserver agreement data were recorded during 33% of sessions and mean interobserver agreement was 95%. Results indicated that verbal disruptions showed a typical extinction effect only when the level of dextroamphetamine was 15 mg per day or greater and suggested that dextroamphetamine may act as an abolishing operation in reducing verbal disruptions maintained by attention. This study extends and supports the work of Dicesare, McAdam, Toner, and Varrell (2005) and Northup et al. (1997). These findings have important implications for the development of interventions for individuals with ADHD. |
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| 78. Developing Preferences for Age Appropriate Leisure Items in Adults with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| SHANNON R. FREEMAN WEISS (Southern Illinois University), Paula K. Davis (Southern Illinois University), Ashley E. Welch (Southern Illinois University) |
| Abstract: The purpose of this study was to develop preferences for age appropriate leisure activities in adults with mental retardation who typically spend little time engaged in such activities. Preference assessments were conducted with four adults with moderate to profound mental retardation to identify a highly preferred age inappropriate item and a minimally preferred age appropriate item. A multiple probe across participants was used to evaluate the effects of conditioning sessions in which a noncontingent food item was delivered on an FT 30s schedule during sessions with the age appropriate item and no food was delivered during sessions with the age inappropriate item. The dependent variable was the percentage of intervals in which participants engaged with the items when they were presented simultaneously. Observations were made during baseline, after every 12 conditioning sessions (6 with the higher preferred item; 6 with the lesser preferred item), and at 1 week, 2 week, and 1 month follow-ups. Three participants switched preferences during conditioning sessions. One switched preferences prior to conditioning. Results of this study suggest that the preferences of individuals with significant levels of retardation can be altered with relatively little effort from those that are age inappropriate to those that are age appropriate. |
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| 79. The Use of a Latency Measure in Conducting an Analog Functional Analysis with a Severely Aggressive Adult: A Replication and Extension |
| Area: DDA; Domain: Applied Research |
| LAUREN POWERS (The Vinfen Corporation), Jennifer L. Link (The Vinfen Corporation), Mary Teresa Bolotin (The Vinfen Corporation), Kelly L. Hyde (The Vinfen Corporation), Diana Poles (The Vinfen Corporation), Michael F. Dorsey (The Vinfen Corporation/Simmons College) |
| Abstract: A major concern in the completion of an analog functional analysis with individuals who engage in severe levels of aggressive behaviors is that the staff may be injured as a result of the aggressive behavior. Iwata and his colleagues validated the use of a latency measure as an alternative to the commonly utilized observational measurement procedures. Their results suggest that the results of an analog functional analysis that is terminated immediately after the first occurrence of such an aggressive behavior will yield diagnostic results similar to a functional analysis in which the sessions are continued for the normal 10 to 15 minute duration. The purpose of the current study was to replicate the utilization of a latency measure with a moderately retarded adult whose aggressive behaviors presented a significant probability of injury to staff. Additionally, the study evaluated the use of the latency measurement across settings, with the initial evaluation being conducted in a controlled environment within the individual’s day program, and a follow-up evaluation conducted in the living room of the individual’s residence. The results of the study support the initial research of Iwata in the utility of a latency measure when conducting functional analysis evaluations of aggressive behavior. |
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| 80. A Literature Review of Functional Communication Training with Children Under Age 8 |
| Area: DDA; Domain: Applied Research |
| HYUNG-MEE KIM (University of Texas, Austin), Melissa L. Olive (University of Texas, Austin) |
| Abstract: This paper reviews the literature on FCT with young children. Over 100 articles were coded and analyzed. 55 of 103 studies of FCT have utilized participants under the age of 8. A total of 144 participants were enrolled in these studies. Functional Analysis was the most widely used type of assessment to determine the function of challenging behavior. Intervention was completed in a variety of settings. Participants were taught to use verbal language, sign language, picture requesting, and voice output communication aids. Generalization and Maintenance were rarely studied. Social Validity was studied even less. |
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| 81. Evaluation of a New Residential and Further Education Service for Young People with Severe Intellectual Disabilities and Challenging Behavior |
| Area: DDA; Domain: Service Delivery |
| PAUL D. LANGTHORNE (Tizard Centre, University of Kent), Peter McGill (Tizard Centre, University of Kent) |
| Abstract: In the UK the development of services for young people with severe intellectual disabilities and challenging behavior remains hampered by a lack of consensus over the form such services should take. This study evaluates outcomes achieved by a new local service, designed to meet the needs of four young people with severe intellectual disabilities and challenging behavior. A utilisation focused approach to evaluation was employed in order to develop research questions. Following a dialogue with stakeholders, three themes were identified; i- an evaluation of long-term outcomes achieved by the students, ii- an evaluation of the quality of staff support, iii- an evaluation of the transition process. An AB quasi-experimental single case study design was adopted to address the first two themes of the research. A range of measures were completed before and after the transition to the new service. Thematic analysis of responses to open-ended questionnaires was used to address the final theme of the research. The new service was associated with an increase in choice, community presence and a reduction in the frequency of challenging behavior. This study provides some support for the development of small, local, community-based services for young people with severe intellectual disabilities and challenging behavior. |
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| 82. Treatment of Pica and Self-Stimulation by Differential Reinforcement of Other Behavior |
| Area: DDA; Domain: Applied Research |
| KATHERINE D. FALWELL (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute) |
| Abstract: Pica, a disorder characterized by habitual ingestion of inedible substances, is frequently associated with persons diagnosed with developmental disabilities. Pica often poses a serious threat to the person’s physical well-being, making it a high priority for intervention (Kerwin & Berkowitz, 1996). Self-stimulation is highly consistent and repetitious motor behavior that is also characteristic of persons with developmental disabilities. While self-stimulation may not pose an imminent health risk, it often interferes with the person’s learning environment and precludes participation in normal daily activities (Fox, 1982). In this study, a 14-year-old male diagnosed with autism and mental retardation received treatment for pica and self-stimulation maintained by automatic reinforcement. Treatment consisted of differential reinforcement of other behavior (DRO) and was evaluated in a multiple baseline design. Reinforcers were identified via preference assessments and consisted of verbal praise and preferred food items. Reinforcement was provided for completing work and remaining in his seat during a 2” work period. Work periods were gradually increased to 15” duration. Results indicate a significant decrease in pica and self-stimulation to zero rates across treatment conditions. Generalization of findings is discussed. |
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| 83. Manipulating Items within the Environment to Assess Treatment of Pica |
| Area: DDA; Domain: Applied Research |
| BETTY POLION-CHEATUM (Partlow Developmental Center), Tammy A. Carroll (Partlow Developmental Center) |
| Abstract: Pica, the ingesting of non-edible food items, is a life-threatening behavior that affects approximately 25% of people with developmental disabilities. For those individuals residing in environments that may not be as stimulating as others, individuals may not have many opportunities to make “good” choices other than engaging in inappropriate behaviors, such as pica. Following functional analyses of pica, individual treatments were designed and implemented. |
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| 84. Research on the Use of Punishment Procedures: A Literature Review |
| Area: DDA; Domain: Applied Research |
| MAUREEN J. LACERTE (Nashoba Learning Group - Simmons College), Michael F. Dorsey (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: The present study presents a comprehensive review of the research published on the use of punishment procedures since 1968 within the 32 major journals that commonly publish applied behavior analytic research. Factors such as the type of procedures evaluated, demographics of the subject populations, and behaviors treated are reviewed. In addition, the study provides an evaluation of the cumulative rate of such publications over the past 35 years. This data supports the thesis that, while such research was common in the early years of the development of the field of applied behavior analysis, the rate of such publications has been significantly reduced since the mid-1980s and essentially eliminated within the past few years. The paper discusses the implications of this lack of support for behavioral practitioners as well as many of the variables responsible for the reduction in research on such an important topic. |
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| 85. Anagram-Construction-Echoic Training Effects on Response Emergence and Maintenance in Learning Disabled Children |
| Area: DDA; Domain: Applied Research |
| GIOVANA ZULIANI (Federal University of San Carlos), A. Celso Goyos (Federal University of San Carlos) |
| Abstract: This study investigated how time elapsed between training and testing influences the emergence and maintenance of academic skills. A computer with the research software Mestre® was used. Pretests defined the entry repertoire and the selection of training words. Training relations were “identity anagram construction with echoic” and “dictation-echoic anagram construction”. Instruction was see-listen-repeat in presence of visual stimuli (printed words) and listen-repeat in presence of auditory stimuli (dictated words). After criterion was met in training session, tests were introduced in two phases. First, immediate tests took place with two of the three just trained words. One word was reserved and not tested immediately. Secondly occurred testing was introduced with all trained words. Each of them was analyzed to verify performance differences caused by influences of time passed between reaching criteria in training and in the final test. The results showed consistent performances in equivalence class formation, fluency in trained words, and new conditional relations emerged. It wasn’t possible to verify if fluency performance occurred as a function of training or because the words were presented repeatedly. Further investigation on fluency as just a product of stimuli repetition or a function of generalization is under way. |
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| 86. Environmental Influences on Behavior in Children with Developmental Disabilities |
| Area: DDA; Domain: Basic Research |
| KATHERINE M WAMHOFF (University of Texas, Austin), Berenice de la Cruz (University of Texas, Austin and The Moore-Weis Children's Center of Austin), Tonya Nichole Davis (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: Features of developmental disabilities (e.g., stereotyped responding, social behavior) across a series of systematically controlled social contexts were examined. Some previous research with other disabilities has demonstrated that environmental factors can have a significant influence on symptom expression. For example, Oliver, Demetriades, & Hall, (2002) demonstrated that smiling and laughing behaviors, characteristics that are associated with Angleman syndrome, are sensitive to changes in the social environment. While most researchers are currently interested in mapping global behavioral patterns associated with various syndromes, it also seems important to examine the potential impact of social/environmental influences on such behaviors. The purpose of the study was to examine whether several of these features vary infrequency and intensity as a function of changes in social/environmental context. Adaptive social behaviors were increased by adjusting environmental and social context prior and/or in situations in which such behaviors were displayed. There are two potentially important contributions of this research. First, demonstrations that core features of syndromes are sensitive to environmental influences might challenge the notion that such behavior patterns are entirely influenced by biological predispositions. Second, if behavior patterns are sensitive to environmental conditions they may be conceptualized as communicative in nature (Reichle, Beukelman, & Light, 2002). |
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| 87. The Utility of Competing Items in the Reduction of Inappropriate Behaviors during Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| JUSTIN BOYD (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Melissa M. Shulleeta (Kennedy Krieger Institute) |
| Abstract: Researchers have assessed stimuli that are hypothesized to produce a consequence similar to the functional reinforcer believed to maintain problem behavior. For example, when the results of a functional analysis suggested that target behavior was maintained by automatic reinforcement, Piazza et al. (2000) demonstrated that the introduction of items that simulated the consequences of the target behavior resulted in reduced rates of responding. The current study evaluated the utility of competing items for a child who engaged in destructive behaviors in order to leave an area (i.e., elopement). When extinction and functional communication for “walk” were proven to reduce rates of inappropriate behaviors to near zero levels, schedule thinning was initiated (i.e., the child was required to briefly wait for the functional reinforcer). During schedule thinning, inappropriate behaviors increased dramatically. Therefore, a competing items assessment was conducted to identify specific items that would produce high rates of appropriate item engagement and low rates of elopement. Demonstrated in an ABAB design, the introduction of competing items was shown to decrease rates of inappropriate behaviors (self-injury, aggression, and disruptions) during wait times. With the addition of competing items, the schedule was systematically faded to a terminal goal of 10-minutes. |
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| 89. Effects of Attention on the Assessment and Treatment of Pica Maintained by Automatic Reinforcement |
| Area: DDA; Domain: Applied Research |
| KELLY J. BOUXSEIN (Marcus Autism Center and Georgia State University), Tiffany Kodak (Louisiana State University and Marcus Autism Cente), Kristen Mays (Marcus Autism Center) |
| Abstract: Pica, the ingestion of inedible objects, is a dangerous behavior that occurs in approximately 25% of individuals with developmental disabilities (Piazza et al., 2002). In the current study, the functional analysis for one participant indicated that (1) pica was maintained by automatic reinforcement and (2) therapist presence and attention may have had a reductive effect on levels of pica. A component analysis for the ignore condition was conducted to compare levels of pica during manipulations of both the distance between the therapist and the participant and percentage of time that the therapist was oriented towards the participant. Results demonstrated that the highest rates of pica occurred when the therapist was standing farthest and oriented away from the participant relative to when the therapist was standing closer to and oriented toward the participant. A treatment consisted of delivering brief statement of concern contingent on pica. Results suggested that (1) therapist presence and attention were correlated with lower levels of pica and (2) providing attention contingent on occurrences of pica reduced the behavior relative to baseline. |
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| 90. The Use of Verbal Instruction and DRO Procedures in the Treatment of Automatically Maintained Self-Talk |
| Area: DDA; Domain: Applied Research |
| CHRISTINE MARIE MAYNE (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Burel Goodin (Kennedy Krieger Institute), Kate Litman (Kennedy Krieger Institute) |
| Abstract: Differential Reinforcement of Other Behavior (DRO) has been widely used to treat a variety of problem behaviors. With DRO procedures, reinforcement is provided after a specified period of time passes in which the target problem behavior does not occur. At the end of the DRO interval, the interval is reset and, if problem behavior has not occurred, reinforcement is delivered. Recently, Woods and Himle (2004) found that a DRO with a verbal reminder at the beginning of session was more effective in reducing verbal tics than a verbal instruction condition alone. It is possible that the DRO was effective due to the reinforcement provided for the absence of SIB or due to the feedback provided at the end of an interval during which no problem behavior occurred (i.e., token delivery). In the current study, we compared the effects of DRO and verbal instruction on the automatically maintained self-talk of an adolescent male diagnosed with autism, moderate mental retardation, bipolar disorder and ADHD. Results indicated that a verbal instruction condition (i.e., interruption) wherein self-talk was interrupted upon each occurrence was as effective as a DRO procedure in reducing self-talk. In addition, the verbal instruction condition alone was associated with an increase in appropriate verbal responses. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 91. The Effects of Pivotal Response Training to Increase Socially Spontaneous Communication on High School Students |
| Area: DDA; Domain: Applied Research |
| YI-WEI HSIN (The Ohio State University), Tsung-Han Ho (University of Texas, Austin), Ta-Yen Wang (Taipei Municipal Teachers College) |
| Abstract: Children with autism spectrum disorders have been shown to have deficits in communication and social interaction. Various studies on social interaction skills improvement had been conducted; however, the enhancement was constrained. In this study we examined the effects of adopting Pivotal response training (PRT) to enhance socially spontaneous communication on high school students with autism in Taiwan. Three high school students with no spontaneous communication participated in the study. The multiple baselines across subjects were used with a series of course package of PRT. The package was designed with Picture Exchange Communication Systems (PECS) in natural settings, focusing three objectives on participant’s request, attention-getting, and avoidance. The results showed that after training, the socially spontaneously communication of three participants have improved, and the effects of PRT could be generalized to untrained settings. Some suggestions for future research are provided. |
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| 92. The Use of a DRL Procedure to Reduce Stereotypic Loud Vocalizations |
| Area: DDA; Domain: Applied Research |
| IJEN CHEN (Melmark New England), John Stokes (Charles River ARC) |
| Abstract: Results from several studies have shown that the use of Differential Reinforcement of Low Rates of Responding (DRL) procedures have successfully reduced challenging behaviors in different settings. In this study, a DRL procedure was implemented using a variation of an A-B-A-B experimental design to reduce the loud vocalizations of a 15-year-old girl with developmental disabilities in a residential setting. A DRL procedure was selected after functional assessment data identified that the behavior was maintained by sensory consequences. The DRL procedure utilized hourly intervals and the contingent reinforcer was access to a portable music device (iPod) that was one of the first choices both on the student's direct and indirect leisure preference assessments. The results showed that the DRL procedure successfully reduced the percent occurrence (data:10-minute, partial interval) of loud vocalizations from a daily average of 42.55% to 18.36% within one month. A return to baseline for 3 days showed a substantial increase to a daily average of 58.80%. The DRL program was then reintroduced and the behavior again decreased (daily average of 22.36%). IOA was conducted at least once every week and the range of IOA was from 80% to 100% with the average of 98.2%. |
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| 93. Teaching ‘Yes’ and ‘No’ Responses Across Functional Operant Classes |
| Area: DDA; Domain: Applied Research |
| M. ALICE SHILLINGSBURG (Auburn University), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Melissa Brown (Marcus Autism Center) |
| Abstract: Skinner (1957) described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses of the same topography may be functionally independent. That is, a response may not generalize across functions (e.g., a child may mand “water” when deprived of liquid but may not tact “water” when shown a glass of water) without explicit training. Previous research has supported Skinner’s assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985) and suggests that specific programming must be incorporated in order to achieve generalization across verbal operants (e.g., Sigafoos, Reichle & Doss, 1990). In the current study, we examined the independence of the same form of a response under varying conditions (i.e., tact and intraverbal) in a multiple baseline design with a 7-year-old boy diagnosed with Autism. During baseline, the participant did not respond ‘yes’ or ‘no’ under tact or intraverbal conditions. Following tact-teaching sessions, levels of both ‘yes’ and ‘no’ increased in the tact but not the intraverbal condition. Usage of ‘yes’ and ‘no’ as an intraverbal only emerged following intraverbal training. These results support Skinner’s theory of independence of verbal operants and previous research on training functional verbal behavior. |
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| #75 International Poster Session - EAB |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 1. EAHB-SIG Student Paper Competition Award Winner. Response-Consequence Contingency Discriminability When Positive and Negative Reinforcement Compete in Concurrent Schedules |
| Area: EAB; Domain: Basic Research |
| MICHAEL A. MAGOON (Auburn University/Illinois State University) |
| Abstract: Three experiments were conducted to test the qualitative prediction of contingency discriminability theory that any difference in type between the consequences of concurrently available discriminated operants will heighten response-consequence contingency discriminability. In each experiment, three adult human participants working under two-alternative concurrent schedules of money reinforcement completed four experimental conditions in each of two phases that differed according to whether the two component schedules employed identical or different types of consequences. In Experiment 1, one phase consisted of positive versus positive reinforcement and the other consisted of positive versus negative reinforcement (avoidance). All participants demonstrated steeper matching function slopes in the latter phase. Experiments 2 and 3 were designed to test the necessity and/or sufficiency of two features that distinguished positive from negative reinforcement in Experiment 1: money gain versus money loss; and the presentation of feedback after participants met versus failed to meet the reinforcement contingency. Both features were sufficient, but neither was necessary, to produce a slope effect similar to that seen in Experiment 1. Overall, the results supported contingency discriminability theory. The strengths and weaknesses of the present methods for advancing research on the effects of variables other than reinforcement frequency on choice are discussed. Advisor: Tom Critchfield |
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| 2. Discounting with Humor: Choice Between Length of Joke and Ratings of Funniness |
| Area: EAB; Domain: Basic Research |
| STEPHANY DUKES (Jacksonville State University), Stephen C. Bitgood (Jacksonville State University), Kim Phillips (Jacksonville State University), Layla Abby (Jacksonville State University) |
| Abstract: The study attempted to produce a discounting effect by giving participants a series of choices between a less funny, shorter joke and a funnier, longer joke. Joke pairs were 25 versus 50 words, 50 versus 100 words, and 100 versus 200 words. Jokes had been independently rated for quality (funniness) and assigned ratings of high, medium or low. Thus, choices included combinations of length and quality (e.g., 25-word/low funny versus 50-word/high funny). Two procedures were compared. The visual condition required participants to select one of two jokes based on visual inspection of its length and quality. The verbal condition required participants to select a joke based on a verbal description (e.g., "Would you like to read a 50-word/low rated joke or a 100-word/medium rated joke?"). For both conditions, the participants were instructed to read the joke outloud after selection. The visual condition produced a discounting-like effect (participants chose shorter, less funny jokes for a 100-200-word comparison, but longer, funnier jokes for a 25-50-word comparison). The verbal condition, on the other hand, produced a high percentage of longer joke selections across all word lengths. |
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| 3. Choice of Films and Temporal Discounting |
| Area: EAB; Domain: Basic Research |
| LAYLA ABBY (Jacksonville State University), Stephen C. Bitgood (Jacksonville State University), Stephany Dukes (Jacksonville State University), Kim Phillips (Jacksonville State University) |
| Abstract: Participants were given a film festival scenario in which they had to choose between shorter/lower-rated films and longer/higher critically-rated films. The films varied between 5 and 80 minutes with choices always between a value and its double (e.g., 5 versus 10 min, 20 versus 40 min). Critic ratings were given as either high, medium, or low. Thus combinations of film length and critic ratings included comparisons such as : 5-min/low-rated film, versus a 10-min/medium-rated film, etc. The study was conducted during the class periods of two psychology classes. A temporal discounting effect was found: participants chose the longer film when the intervals were short (5 versus 10-min), but chose the shorter film when the intervals were long (40 versus 80 min). In addition, a low-high rating contrast resulted in a higher percentage of choices for the longer/higher rated film compared to the low-medium or medium-high rated choice comparisons. Thus, both time interval and magnitude of difference in critic ratings were found to be important. |
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| 4. A Comparison of Stimulus Equivalence Training and Functional Equivalence Training |
| Area: EAB; Domain: Basic Research |
| TYLA M. FREWING (University of Victoria), David Polson (University of Victoria), Joseph A. Parsons (University of Victoria) |
| Abstract: This study explored the relationship between stimulus equivalence and functional equivalence. Visual stimuli in the form of the official flowers (A), the flags (B) and the maps (C) of 16 states were employed. Two counterbalanced conditions were compared using a within-subjects design for 12 participants. In the stimulus equivalence training condition, the AC and BC relations for eight states were taught via match-to-sample. Following positive tests for stimulus equivalence, participants were taught to type the two-letter state abbreviation to the maps (C-R). Then, a functional equivalence test was administered that assessed their ability to type the two-letter state abbreviation to the flowers (A-R) and to the flags (B-R). In the functional equivalence training condition, participants were taught to type the two-letter state abbreviation to the flowers (A-R), to the flags (B-R) and to the maps (C-R) of eight other states. Then, a stimulus equivalence test was administered that assessed their ability to match-to-sample in accordance with all derived relations (AB, BC, BA, CB, AC, CA). Generally, functional equivalence training produced superior levels of emergence performance and required less training time, although high levels of emergent performance were observed under both conditions. Theoretical and practical implications are discussed. |
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| 5. Comparison of the Cultural Influences on the Teaching Behaviors of the Teachers of English as a Second Language in the People’s Republic of China and USA |
| Area: EAB; Domain: Applied Research |
| LI LI (Utah State University), Franklin I. Bacheller (Utah State University), Richard P. West (Utah State University) |
| Abstract: This study examines the cultural influences on teaching behaviors of the ESL teachers in different settings: mainland China and USA. Identical ESL courses were taught at one Chinese university and one American university. Courses were requested to be taught by using the same instructional methodologies. A survey was initiated to both Chinese ESL teachers and the American ESL teachers after the courses were completed in order to find out whether culture was a factor that influenced their teaching behaviors. The result indicated that despite of the same courses, same textbook materials and the same instructional methodologies implemented, the teaching behaviors of both Chinese ESL teachers and American ESL teachers varied based on the local cultures and responded to the students’ expectations. The average GPA of the ESL courses taught in the Chinese university was 3.048 and the average GPA of the ESL courses taught in the American university was 3.071. Many studies indicated that second language learning requires interactions and negotiations between and among students and teachers. In certain cultures, frequent interactions among students during a class period may not occur based on the local culture. For example, a good Chinese student should be quiet and diligently taking notes while the teacher lecturing. A good teacher is expected to give a wonderful lecture and to catch every student’s attention. Before the study, the Chinese ESL teachers were provided with the same textbook materials and were trained with the same instructional methodologies used by their American counter partners. The study results indicated that Chinese culture influenced the Chinese ESL teachers’ teaching behaviors and on the other hand, the American ESL teachers’ teaching behaviors were heavily influenced by their students who had different cultural backgrounds, though same instructional methodologies were required. The study found that the teaching behaviors of the Chinese ESL teachers were more of giving and feeding knowledge to their students and on the contrary, the teaching behaviors of the American ESL teachers were more of responding to the students’ behaviors, interactive and negotiating. Although teaching behaviors of both Chinese and American ESL teachers were influenced by the local cultures and the students with different cultural backgrounds, the productions of the teaching, or GPAs, were almost identical. |
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| 6. The Effects of Activity Preference Training to Increase Self Control in Adolescents with Traumatic Brain Injury |
| Area: EAB; Domain: Applied Research |
| ERICA D. POZZIE (Southern Illinois University), James W. Jackson (Southern Illinois University), Mark R. Dixon (Southern Illinois University), John M. Guercio (Center for Comprehensive Services), Mandy Parker (Southern Illinois University BAT program), Meagan Causey (Center for Comprehensive Services) |
| Abstract: The current study examines the use of an activity preference training procedure to increase self control in a group of adolescents with traumatic brain injury. In the current study the effects of a concurrent button clicking task during delays to reinforcement is examined. During choice baseline procedures, subjects show a preference for a small immediately delivered reinforcer to a larger delayed reinforcer delivered contingent upon an activity requirement consisting of a button clicking task. To train preference for the large delayed reinforcer with an activity requirement, a procedure consisting of presenting concurrent choices between a large delayed reinforcer with no activity requirement and a large delayed reinforcer contingent upon the activity requirement was used. In this phase the activity requirement is initially set at a low level (10% of baseline) occurring in the last 10% of the delay to reinforcement and escalates by 10 % following consecutive selections of the large delayed reinforcer with activity requirement. Expected outcomes include an eventual shift in preference to the large delayed reinforcer with activity requirement over the small immediate reinforcer in choice baseline probe trials. |
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| 7. A Behavioral Economic Approach: Demand for Food with Prenatal Food Restricted Rats |
| Area: EAB; Domain: Basic Research |
| ALEXA A. WAKLEY (Idaho State University), Shilo L. Smith Ruiz (Idaho State University) |
| Abstract: Prenatal food restriction has been linked to obesity and obesity related diseases. One theory underlying this phenomenon is that food reinforcement may have higher reinforcer efficacy in rats prenatally food restricted compared to controls. The effects of prenatal food restriction on elasticity of demand for food were examined in this study. Fifteen adult female rats were randomly assigned to one of three levels of food restriction (0%, 25%, 50% of food intake under ad libitum access). Food restriction began at least two weeks prior to mating until parturition. When offspring were three months old, behavior was placed under various fixed ratio schedules (FR 5, FR 15, FR 30, FR 50, FR 90, and FR 150), in which a fixed number of responses produces a food pellet. Elasticity of demand for food reinforcement was examined across the three groups. Differences were observed in the number of reinforcers, response rates, elasticity coefficients, and the Pmax of the demand curves. |
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| 8. Effects of Stimulus Discriminability and Spatial Location on Children´s Conditional Discrimination Performance |
| Area: EAB; Domain: Basic Research |
| GERARDO ORTIZ (Universidad de Guadalajara, Mexico), Emilio Ribes Iñesta (Universidad de Guadalajara, Mexico), Laura Correa Patiño (Universidad de Guadalajara, Mexico), Edgar Eduardo Montes Castro (Universidad de Guadalajara, Mexico) |
| Abstract: Two studies were run to evaluate different perceptual variables on children’s matching-to-sample performance. In the first study, the location of the sample stimulus above each of the comparative stimuli was systematically manipulated. In the second study, comparative stimuli were presented according to different densities of physical discriminability. Results are discussed in terms of the relative influence of perceptual factors in children as compared to adults in conditional discrimination performance. |
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| 9. The Effects of Two Methods of Conditioning a Clicker on Behavior Variability During Training |
| Area: EAB; Domain: Applied Research |
| MICHELLE LAMANCUSA (University of North Texas), Kathryn L. Kalafut (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: The Effects of Two Methods of Conditioning a Clicker on Behavior Variability During Training The stimulus-stimulus contingencies to establish an event as a conditioned reinforcer are clear in the literature. However, the reinforcer-behavior contingency during the conditioning process is not clear or considered relevant. In animal training non-contingent reinforcement (NCR) has traditionally been used in clicker training. Recently it has been suggested that the contingency be response specific from the beginning of clicker conditioning. The purpose of this research is to determine the effects of two different methods of conditioning the clicker on behavior variability during training. The subjects were three dogs. In the first condition, the clicker is conditioned in the traditional way, beginning with non-contingent reinforcement (NCR) and then proceeding with reinforcement contingent on eye contact (the target response). In the second condition, clicking and reinforcement is contingent on eye contact without a previous NCR schedule. After establishing eye contact with reliability, a two-minute period of extinction is in place for each condition. Following extinction, differential reinforcement of any behavior is in effect. It is expected that pairing with NCR will produce increased variability as compared to the contingent pairing. Results will be discussed in terms of side effects resulting from the pairing procedures (i.e., prompt dependency). Results in progress |
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| 10. Effects of Experience on Human Preference between Fixed- and Variable- Ratio Schedule |
| Area: EAB; Domain: Basic Research |
| KOICHI ONO (Komazawa University) |
| Abstract: Preference between fixed-ratio(FR) schedule and variable-ratio(VR) schedule in concurrent-chain schedules of reinforcement were investigated in humans after exposure to particular combinations of terminal links. The experiment was composed of three phases; a baseline phase to measure baseline preference between FR and VR terminal links, an experience phase in which one of two pairs of terminal links was arranged as pre-exposure: both terminal links had FR schedules; or both terminal links had VR schedules, and a test phase in which preference between FR and VR was again measured. In test sessions following the pre-exposure, humans’ preferences mainly shifted to the terminal links with which they had no recent experience. These data suggest that recent previous experience was a possible determinant of preference than the difference between FR and VR terminal links. |
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| 11. Reinforcing Listener Behavior and its Effects on Correct Responding to Literal Questions |
| Area: EAB; Domain: Applied Research |
| JEANNINE E. SCHMELZKOPF (Columbia University Teachers College & CABAS), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Denise O'Sullivan (Columbia University Teachers College & CABAS) |
| Abstract: In the following study a multiple probe design across participants was implemented to determine the effects of reinforcing listener behavior on the correct responses to literal questions about a story. The two participants were six year old males diagnosed with autism who were chosen for the study because they both emitted low numbers of correct responses to literal questions in a baseline probe. Following the baseline probe, treatment A was implemented in which literal questions were asked after every two pages. In treatment conditions correct responses were reinforced with verbal praise and an edible, and incorrect answers were ignored. Following achievement of the pre-determined criterion of 90% correct responding across two consecutive sessions, a post treatment probe session was conducted. In the probe sessions responses were not consequated in any manner by the teacher. The post treatment probe sessions showed that there was an increase in correct responses from baseline probe sessions for both participants. |
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| 12. Emergent Label Preference or Emergent Flavor Preference? |
| Area: EAB; Domain: Basic Research |
| PAULA DEBERT (University of Sao Paulo, Brazil, and Presbyterian University Mackenzie), Vanessa Teixeira Grecco (Presbiterian University Mackenzie), Leticia de Lemos Lourenço (Presbyterian University Mackenzie), Rafael Diego Modenesi (Presbyterian University Mackenzie), Jaqueline Souza Parisoto (Presbyterian University Mackenzie) |
| Abstract: Two studies were conducted with a procedure similar to the one developed by Barnes-Holmes, Keane, Barnes-Holmes and Smeets (2000). In Experiment I, twelve undergraduate students were trained to match two nonsense syllables (VEK and ZID) to two emotive words (CANCER and HOLIDAYS) and to match labels X and Y to the nonsense syllables. After training, two soft drinks with similar flavors were presented with one of the two labels. Subjects were first asked to indicate which soft drink they would like to taste first. After having tasted both soft drinks, they were required to indicate which one they preferred. After that, the same test was conducted except that the labels were changed and subjects were not aware about it. The subjects were then tested for equivalence relations between emotive words and labels. In Experiment II, six children were exposed to the same procedure with different stimuli (two colored pictures with an emotion connotation and two black geometric forms). In both tests, all subjects tasted first the soft drink with label X and consistently preferred one of the flavors independently of its label. These results indicate that labels’ functions were probably not transferred to flavors. |
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| 13. On the Psychological Distance to Reward: The Effects of Fixed Time Terminal-Link Schedules and Non-Localized Stimuli |
| Area: EAB; Domain: Basic Research |
| DAVID M. TREJO (University of Wisconsin, Milwaukee), Jay Moore (University of Wisconsin, Milwaukee) |
| Abstract: In some concurrent chain studies with pigeons, segmentation of one terminal link appears to be aversive and therefore to produce preferences for another, less segmented link (Duncan & Fantino, 1972; Doughty et al, 2004; Fantino, 1969; Leung 1987, 1993, 1994; Leung & Winton, 1985, 1986, 1988; Takahashi, 1993; Wallace, 1973). However in another study, indifference was found between segmented and unsegmented terminal links (Schneider, 1972). In addition, yet another study found preference for the more segmented terminal link (Marcattilio & Richards, 1981). At issue is the role of response requirements and additional stimulus presentations in choice involving segmented schedules. The current study used the concurrent chains procedure with pigeons to examine the effects of segmented terminal links on choice. The components of the segmented terminal link were FT schedules, and the correlated stimuli were house lights, rather then keylight changes that evoke pecking. The initial links consisted of equal variable interval (VI) 30-s schedules. In the current study both terminal links were 30 s in duration. Since the initial and terminal link schedules were equal for both choices, the inter-reinforcement intervals were not a factor for preference. Also, the present study eliminated terminal link response requirements by using FT schedules in the terminal links. The experimental question was the extent to which preference during initial link phase of the procedure was influenced by manipulations of terminal-link stimuli. Preference was measured by the choice proportion. The choice proportion is the number of responses on one initial-link key divided by the responses on both initial-link keys. The results indicated that the pigeons preferred the less segmented terminal-link schedules. This lends further support to the “Psychological Distance to Reward” theory (Fantino, 1969). |
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| 14. Randomizing Criteria within an Interdependent Group Contingency: Effects on Math Seatwork |
| Area: EAB; Domain: Applied Research |
| DIPTI MUDGAL (Munroe-Meyer Institute), Heather Sterling-Turner (University of Southern Mississippi) |
| Abstract: The purpose of this poster is to present comparative data on the effects of randomized and set criteria on work completion and accuracy within an interdependent group contingency (Good Classwork Game). The poster will include methodological and procedural details about the classwide intervention implemented in four elementary classrooms. The intervention was targeted on students referred for poor work completion during math seatwork. Results from the study will be discussed along with implications for future research. |
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| 15. An Analysis of the Subject’s Own Behavior as Stimuli in a Conditional Discrimination Task |
| Area: EAB; Domain: Basic Research |
| ALVARO TORRES CHAVEZ (Universidad Nacional Autónoma de México), Florente López (Universidad Nacional Autónoma de México) |
| Abstract: A conditional discrimination task of the subject’s own-behavior is described. The task can serve to carry out experiments that Sidman (1994, 2000), has considered crucial for its theory about the origins of equivalent classes. We show that the task may be applied to analyze the problem of emerging conditional relations, in which the performance of the subject functions both, as sample stimuli and as a stimuli for comparison. The data of a pilot experiment are presented. The data suggested that the visual representation of the subject’s performance can function as stimuli leading to the formation of two equivalent classes related to the subject’s performance in the discrimination task. |
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| 16. Challenging the Cognitive Map Theory |
| Area: EAB; Domain: Basic Research |
| HEATHER M. ANSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: The proposed study is designed to show that “cognitive maps” are not the best way to account for the behavior of rats in mazes. Instead, referring directly to the history of reinforcement more effectively explains behavior. The researchers will attempt to show that the results obtained in maze studies by Edward Tolman, typically explained by suggesting that the rat uses an internal representation of the maze, can be replicated in situations that do not involve mazes. Specifically, we will replicate a famous maze used by Tolman and Honzik with lever pressing. Different paths of the maze will be represented by schedules of reinforcement for lever pressing in which the response requirement on the lever corresponds roughly to the relative lengths of the different paths in the maze. If this is successful, there will be additional evidence that certain kinds of learning, usually said to be the result of “cognitive maps” or “processes” are actually due to different reinforcement probabilities inherent in different schedules of reinforcement.” |
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| 17. Comparison of Hyperbolic Decay Parameters in Strains of Mice |
| Area: EAB; Domain: Basic Research |
| CRISTINA I. VARGAS-IRWIN (Virginia Commonwealth University), Jaime Robles (Virginia Commonwealth University) |
| Abstract: A choice procedure was adapted to assess discounting of large delayed rewards in mice. Male mice were presented with the choice of a 2 or a 4 sec. access to sweetened condened milk, contingent upon responding on either of two retractable levers. Each session consisted of 5 blocks of 12 of these choice trials. On the first block, all rewards ere presented immediately. In each sucessive block, choice of the large reward was delayed for 5 s., resulting in 5,10,15 and 20 sec. delays. Acquisition of differentiated within-session responding was monitored for each strain of mice and the hyperbolic decay equation was fitted for each animal once stable and differentiated responding was achieved. Parametric differences between different strains are discussed as well as the characterization of genetic difference from a behavioral perspective. |
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| 18. Extinction-induced Behavioral Variability |
| Area: EAB; Domain: Basic Research |
| JENNIFER M. KINLOCH (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), James McEwan (University of Waikato, New Zealand) |
| Abstract: Although it is widely known that behavior becomes more variable during extinction there are few studies that investigate this. In the first experiment participants responded for points under DRL schedules, using the space bar on a computer. The introduction of extinction resulted in a wider range of inter-response times than seen during training (replicating Morgan and Lee (1996)). In the second to fifth experiments the response was the production of rectangles on the computer screen for points followed by a period of extinction. Under some conditions the reinforcement criterion was based on DRL schedules, in others it was based on the rectangle size. Inter response time, position and size of the rectangle were recorded. The data from all studies will be presented. Initial analysis shows greater variability along the reinforced dimension in extinction. |
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| 19. Utilizing the Internet to Produce Behavioral Changes in Alcohol Use in the College Population |
| Area: EAB; Domain: Applied Research |
| HOLLY DENICE SHOCKLEY (Washington State University), Raymond O. Sacchi (Washington State University), Jason Rogers (Washington State University) |
| Abstract: This investigation will compare the alcohol consumption by students in an online experimental discussion group who respond to a common blog versus an online control group that will receive the same computerized newsletters/videos etc. along with the same questions posed at pre and post-testing but are not required to make blog responses. A second set of analysis will compare the experimental and control group responses on pre and post questionnaires to see if there are differences in the decision-making behaviors surrounding their alcohol consumption. This will be an Internet based experiment. Previous studies of online intervention strategies have focused on single person assessments and used instant feedback to the client. However there have been little to no investigations of group based online intervention strategies concerning the use of alcohol and drugs within the college population. To enhance participation, subjects will be anonymous and only identified by self-generated numbers. It is predicted that the students who write and share experiences on the program blog will show significantly greater decreases in alcohol consumption and better decision-making skills related to the consumption of alcohol. |
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| 20. Matching and Competition in a Group Foraging Paradigm |
| Area: EAB; Domain: Basic Research |
| NIKOLAY STOYANOV (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: The generalized matching law, originality developed by behavioral psychologists, and the ideal free distribution, originally developed by ecologists, have often been compared because of a strong mathematical similarity. Each model predicts the relative distribution of behavior between two resource sources. The models differ because the matching law predicts the distribution of individual behavior while the ideal free distribution predicts the distribution of organisms. The present experiments examined the effects of inter-organism competition. Twelve rats participated in the study, which was conducted in two different phases. In the first phase, two groups of six rats responded in a group foraging task. Competitive weights were assigned to each rat on the basis on the amount of food each rat consumed in the first phase. In the second phase, new groupings of six rats were created by taking the three rats with the highest competitive weights from each original group and combining them into a new group. Rats with the lowest competitive weights were combined in a similar fashion. After regrouping, the group foraging task was conducted again. Changes in the parameters of the matching law were then compared under high-competition and low-competition conditions. The results have implications for both the matching law and the ideal free distribution, and once again suggest similarities between the two models. |
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| 21. Speed Transfer and Class Mergers via Conditional Discriminations: Transfer Training with Trigrams |
| Area: EAB; Domain: Basic Research |
| ABDULRAZAQ A. IMAM (John Carroll University) |
| Abstract: Three participants demonstrated two independent groups of three seven-member equivalence classes, one with and one without a speed contingency. Each participant then experienced transfer training using a class member with trigrams. During transfer training, the three A-stimuli from the speed classes served as sample for the consonant-vowel-consonant trigrams. Transfer test involved all the remaining non-speed class members. Test results showed increases in the response speeds of the non-speed class members suggesting that speed transfer may be an artifact of the procedure rather than the specific stimuli involved in transfer training. |
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| #76 International Poster Session - EDC |
| Saturday, May 27, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 115. Educators' In-service Training in Behavioral Instruction Practices and Principles |
| Area: EDC; Domain: Service Delivery |
| JOHN C. BEGENY (North Carolina State University) |
| Abstract: Several behaviorally-based instruction practices have been demonstrated to increase students’ academic achievement. However, many educators argue that teachers do not commonly use behavioral instruction practices in the classroom, nor do they receive sufficient training in such practices. As a follow-up to a recent study suggesting that teachers receive little college training in behavioral instruction practices (Begeny & Martens, in press), the purpose of this study is to examine educators’ training during employment. At the present time, 63 educators have been surveyed. Preliminary findings suggest that teachers receive approximately half of an in-service workshop day in behavioral instruction practices across the four subcategories of the survey instrument (e.g., instructional programs, assessment strategies), with no significant differences in training between categories. However, continued data collection for this project is scheduled to occur within the next two months and more complete results and analyses should be available at the time of the presentation. Accordingly, this presentation will describe educators’ in-service training in the same practices and principles inquired about in the Begeny and Martens (in press) study, and will present comparisons between educators with differing professional characteristics (e.g., duration of employment). Limitations, implications, and future research directions will also be presented. |
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| 116. Differences in Attribution of Instructionally Alterable Variables Among Undergraduate Preservice General Educators |
| Area: EDC; Domain: Applied Research |
| BARBARA MALLETTE (State University of New York, Fredonia), Gregory F. Harper (State University of New York, Fredonia) |
| Abstract: Previously, a survey on alterable instructional variables was piloted among undergraduate education candidates in their final semester of study. As was hypothesized, these candidates attributed student difficulties to uncontrollable factors when presented with a case study. However, there was variability in candidate ranking of controllable variables in the absence of a case study. Our current investigation examines if other preservice teacher candidates will rank factors in a similar fashion. Ranks of candidates in each of the four years of our degree program will be examined to note if differences emerge in their ratings of controllable and uncontrollable instructional variables. A two-part survey was administered to candidates across the four years of our undergraduate program. First, candidates were asked to identify the instructional variables, and characteristics of teachers, classrooms, and students that are most important in determining student achievement and failure. Next, candidates were presented with brief case studies for which they had to identify the most likely causes of student difficulties described in these instances. Our hypothesis is that in the absence of the case study stimulus, upper class candidates will accurately attribute failure to alterable variables while underclass candidates will not discriminate between alterable and non-alterable variables. |
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| 117. Evaluating Special Education Interventions: Preparing Teacher Trainees in Accountability Methods |
| Area: EDC; Domain: Service Delivery |
| KRISTAL E. EHRHARDT (Western Michigan University), Barbara Gillett (Western Michigan University) |
| Abstract: In order to provide high-quality services to students with disabilities, not to mention to meet requirements of federal legislation (NCLB and IDEA-2004), it is critical that teacher trainees in special education programs receive training in data-based decision making, intervention design, and direct assessment methods, such as curriculum-based measurement (CBM). In this study, teacher trainees in an undergraduate special education program were instructed in a service delivery model emphasizing CBM, direct observation in classrooms, and the use of single-case accountability designs for evaluating the results of interventions they designed and carried out. This study examines outcomes for teacher trainees and students with disabilities. Specifically, for teacher trainees, procedural and intervention integrity data, and social validity data are presented. Regarding school-age students served in this study, child-outcome data and intervention acceptability data are provided. In addition, social validity data from mentor teachers will be presented. |
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| 118. Integrating Clinical Practice into Masters Level Training: The Gonzaga Center For Applied Behavior Analysis |
| Area: EDC; Domain: Applied Research |
| K. MARK DERBY (Gonzaga University), Anjali Barretto (Gonzaga University), Kimberly P. Weber (Gonzaga University), Shannon Hayter (Gonzaga University) |
| Abstract: The IDEA of 1997 made the application of functional behavioral assessment a requirement in the school setting when applying discipline procedures in the school setting. Specifically, with regard to suspension and expulsion of students with an IEP. In response to this mandate, the Department of Special Education at Gonzaga University developed a campus based clinic to serve as a training cite and to provide services to local children. Formally called The Gonzaga Center for Applied Behavior Analysis, over 50 Master's Level students have completed the training and over 100 children have been served. In this poster, the training sequence will be discussed and the results to date will be presented. |
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| 119. Student Research at Gonzaga University 1978-2005 |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Randy Lee 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. These data were blocked from 3 to 5 year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-2004, and 2005-Present). The overall student publication and presentation outcomes indicated that student puvblications and presentations were highest during 2001-2004 (number of publications and presentations = 48). Student publications ranged from 0 to 20 for the other four designated time periods. Gonzaga University's Special Education Program's students published in such peer reviewed journals as Child & Family Behavior Therapy, 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 Developmental and Physical Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, Behavior Modification, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis, Council for Exceptional Children, and The Annual Virginia Beach Conference on Behavior Disorders and the Association for Behavior Analysis. |
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| 120. The Personalized System of Instruction as a Metacontingency |
| Area: EDC; Domain: Basic Research |
| JOAO CLAUDIO TODOROV (Universidade Católica de Goiás), Marcio Moreira (IESB), Ricardo Correa Martone (IESB), Diogo C. Seco (IESB) |
| Abstract: Changing traditional educational practices with the Personalized System of Instruction (PSI) requires behavioral changes of several persons, all of them involved in what we call Education: students, professors, staff and managers. A PSI course is based upon five basic features: Unit mastery; flexible pacing; on-demand course content; immediate feedback; and peer tutoring. To accomplish these basic features some cultural practices, regarding Education, must be managed, such as absence of lectures (speeches), students’ self-management of time, changes in administrative procedures, recycling of professors’ teaching styles, and tutor training. This work analyses, in terms of metacontingencies, the introduction of PSI into two disciplines of an undergraduate psychology course. The interlocking contingencies that have been established, as well as those that were supposed to, are discussed. Using the metacontingency concept as an analytic tool might improve our understanding of particular contingencies of reinforcement operating at the individual level. |
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| 121. The Effect of Conditional Passes in a Mastery-based CAPSI-Enhanced Undergraduate Course |
| Area: EDC; Domain: Applied Research |
| JESSICA M. HONEYCUTT (Delta State University), Darlene E. Crone-Todd (Delta State University), Joseph J. Pear (University of Manitoba) |
| Abstract: The present study evaluates student persistence, defined as the number of tests attempted and the number of tests passed, by week, in two CAPSI-enhanced undergraduate courses. The independent variable is the use of a conditional pass (present or absent) at two different times during the semester. At the outset of the course, students were given a pass or restudy on self-paced unit tests involving written answers where mastery was defined as “complete and correct”. As the course progressed, student test-taking decreased to a very low level. With the addition of a “conditional pass” in which students could revise answers that were close to mastery, student test-taking increased, and more passes per week were observed. In addition, some students who had not attempted unit tests prior to the introduction of the conditional pass were more likely to attempt the self-paced tests after the conditional pass was introduced. This suggests that the restudies may have been punitive in nature; however, the conditional pass provides a less punitive outcome for answers that do not meet mastery criteria. Data will also be presented on the quality of textual behavior observed on unit tests, as measured by a modified Bloom’s taxonomy. |
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| 122. Effects of Training and Feedback Techniques on the Acquisition of Scientific Skills |
| Area: EDC; Domain: Applied Research |
| MARIA ANTONIA PADILLA VARGAS (University of Guadalajara) |
| Abstract: The objective of this study was to assess the effect of strategies of training and feedback on the acquisition of scientific skills of new researchers. The participants were six graduate students in Behavioral Sciences. Their scientific skills were estimated before they started graduate school. At the end of the classes, they were evaluated again with the same instrument. During the semester, training and feedback strategies that the instructors used with the participants were analyzed looking for positive correlations. Results showed that the acquisition of skills depended of the number of papers and experimental reports they wrote, and of the amount of feedback they received. The implications of these findings for pedagogy of science will be discussed. |
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| 123. The Effects of “Bug-In-Ear” Supervision Teachers’ Delivery of Learn Units |
| Area: EDC; Domain: Applied Research |
| JANET I. GOODMAN (University of West Georgia) |
| Abstract: Research on teacher interactions has consistently demonstrated improvements in student learning when teachers deliver clear instructional antecedents, increase their rates of questioning, and provide increased opportunities to respond. This sequence of skills is also termed the Learn Unit. While the knowledge base on effective teaching increases, increasing numbers of teachers require instructional support if they are to implement these practices with their students. Supervision and coaching strategies can help teachers reach these students by delivering immediate feedback to improve their instructional delivery. In this study, instructional feedback was provided to novice teachers using “bug-in-ear” technology to coach them to deliver effective instructional interactions, complete Learn Units. Results showed that the rate and accuracy of teachers’ effective teaching behaviors increased dramatically when in-class feedback was delivered via the electronic “bugs.” For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research on Learn Units and on the delivery of immediate feedback through bug-in-ear (BIE) technology, and suggests an effective supervision strategy for novice teachers. |
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| 124. Use of a Momentary Time-sampling Procedure and Environmental Prompts to Increase Target Behaviours of Educational Staff in a Setting for Children with Autism |
| Area: EDC; Domain: Applied Research |
| CLAIRE E. MCDOWELL (The Saplings School, Rathfarnham), Aisling A. Ardiff (The Saplings School, Rathfarnham), Nicola Catherine Ann Hardy (The Saplings School, Kill), Katrina Duffy (The Saplings School, Mullingar) |
| Abstract: Baseline data was collected using a momentary time-sampling procedure by the Educational Director and Programme Supervisor of an ABA school for children with Autism. Data indicated several areas of concern with time-management across the working day. A procedure to target time spent on areas of concern, including interactions with staff, parents and children was implemented. Use of environmental prompts resulted in increased time spent engaged in behaviours that had previously occurred at low frequencies. |
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| 125. The Effect of Class-Wide Function Based Intervention Team "CW-FIT" Group Contingency Program in an Inner-City Elementary School |
| Area: EDC; Domain: Applied Research |
| EMILY D. SHUMATE (Juniper Gardens Children's Project, University of Kansas), Howard P. Wills (Juniper Gardens Children's Project, University of Kansas), Kimberly K. Bessette (Juniper Gardens Children's Project, University of Kansas), Chris Cullinan (Juniper Gardens Children's Project, University of Kansas) |
| Abstract: This poster will describe the CW-FIT group contingency intervention and data from two classrooms in an elementary school. The school is an inner city, high risk setting, with 45% of the students from culturally diverse groups, 61% are from economically disadvantaged homes, and 21% of students are identified as having disabilities. The implementation of CW-FIT in this study consists of three components: teaching functional replacement behaviors for the inappropriate behaviors, differential reinforcement of alternative behaviors (DRA) with group and individual contingencies, and extinction. The program is implemented using a game format with teams, points, and incentives. Results from group data indicated increases in students’ on task behavior (1st grade baseline mean = 60%, during intervention it increased to a mean of 93%; 2nd grade baseline mean = 48%, during intervention it increased to a mean of 89%). Observations on individual target students (n=6) indicated a reduction in disruptive behaviors (baseline mean = 26 disruptive behaviors per 10-min observation, during intervention it decreased to 9 disruptive behaviors per 10-min observation). |
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| 126. Effects of Class-wide Function Based Intervention Teams "CW-FIT" Group Contingency Program in an Urban, Culturally Diverse, Elementary School Setting |
| Area: EDC; Domain: Applied Research |
| ANNA C. SCHMIDT (Juniper Gardens Children's Project, University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project, University of Kansas), Katrina L. Franzen (Juniper Gardens Children's Project, University of Kansas), Sarah Maas (Juniper Gardens Children's Project, University of Kansas), Katie Hollenberg (Juniper Gardens Children's Project, University of Kansas) |
| Abstract: This poster will describe the CW-FIT group contingency intervention and data from three classroom settings. An urban, high-risk school with 95% of students from culturally diverse groups, 65% English Language Learners and 90% low SES served as the setting. CW-FIT consists of 4 critical components: teaching functional replacement behaviors for inappropriate behaviors, differential reinforcement of alternative behaviors (DRA)/group and individual contingencies, extinction, and self-management. The program is implemented using a game format with teams, points, and incentives. Results indicated increases in students’ on-task behavior (5th grade baseline mean of 44%, increasing to 83% during CW FIT; 1st grade baseline mean of 57%, increasing to 86% during CW-FIT). Additional effects included reductions in disruptive behaviors for individual target students, and increases in teacher praise for appropriate behaviors. |
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| 127. Behavior Management Plan for Intergrated Classrooms |
| Area: EDC; Domain: Service Delivery |
| ANNABELLE M. GUERCIO (Global Concepts Charter School) |
| Abstract: A Behavior Management Program was put in place in third grade and fifth grade classrooms that house both typical and learning disabled children in a Charter School. One classroom had a turn-a-card system that was not working and the other had a new system that the students were not responding to. The new plan follows a token system that is both visual and tangible for the students. This poster will display the plan, the system, and the results for both classrooms to maintain positive behavior outcomes and a substantial decrease in behavior issues through data and feedback from the classroom staff. |
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| 128. A Program to Decrease Behavioral Problems in Elementary School Students |
| Area: EDC; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (University of Veracruz, Mexico), Deni Vovides Tejeda (University of Veracruz, Mexico), Doris Miriam Ladron de Guevara Tejeda (University of Veracruz, Mexico), Sebastian Figueroa Rodríguez (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracruz, Mexico), Andree Fleming-Holland (University of Veracruz, Mexico) |
| Abstract: The disorder caused by lack of attention span and hyperactivity (TDAH), generates low learning level in children and difficulties to socialize and establish good relationships within their family, as well as, their school mates.. The purpose of this investigation was to identify the children having this problem and implement an applied behavior analysis program to be implemented by parents and teachers who were trained to eliminate or decrease inappropriate behaviors manifested by eight children of elementary school, through a complete sequential and group comparative experimental design. The research was carried out at “Adalberto Tejeda Grammar School” situated in the colonia Revolución in the city of Xalapa, Veracruz with the participation of 8 children from first to sixth grade academic level who manifested the above mentioned problems. The results obtained allowed confirmation of the study’s objectives since it was possible to identify the children with TDAH, as well as those factors associated with the syndrome, and evaluate the effect of the program concerning behavioral problems in the children. |
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| 129. Increasing Appropriate Lunchroom Behavior: A Praise Note System for Elementary Students |
| Area: EDC; Domain: Applied Research |
| RIKKI K. WHEATLEY (Utah State University), Richard P. West (Utah State University), Tim G. Smith (Utah State University), Richard B. Sanders (Utah State University) |
| Abstract: Schools are often in need of low-cost, high-impact strategies to improve student behavior. The current study used a multiple-baseline across three target behaviors to assess the efficiency of a praise note system in an elementary school lunchroom. Students were taught appropriate behaviors, and the school staff was trained to recognize and reward students who kept the lunchroom clean, sat appropriately in their seats, and walked in the lunchroom. The intervention consisted of 1) teaching specific appropriate behaviors and 2) implementing a praise note system to reward students for behaving appropriately. The praise note intervention was successful. The average amount of litter left in the lunchroom decreased from 34.3 pieces during baseline to 1.3 pieces during the intervention phase. The average number of instances of sitting inappropriately decreased from 65.5 during baseline to 23.3 during the intervention phase. The average number of instances of running in the lunchroom decreased from 34 during baseline to 8.5 during the intervention phase. |
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| 130. Using a Self-Monitoring Strategy to Increase On-Task Behavior with Three Fourth-Graders with LD |
| Area: EDC; Domain: Applied Research |
| MICHAEL C. LAMBERT (Western Washington University), Charlene Esget (Bellingham Public Schools) |
| Abstract: The study took place in the general education classroom during literacy activities. Students were cued to self-monitor their behavior on two minute intervals using the Invisible Clock, a technology that vibrated at repeating intervals. This technology was discrete and unobtrusive while still cueing the students to self-record. A reversal single-subject research design was used to examine the effects of self-monitoring on on-task behavior. Results indicate that the self-monitoring strategy improved the on-task behavior of all three students. In addition, the general education teacher found the intervention to be effective and easy to implement. |
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| 131. Self-Monitoring of Homework Completion: Effectiveness of an Intervention for Adolescents in Residential Treatment Homes |
| Area: EDC; Domain: Applied Research |
| MICHAEL I. AXELROD (Girls and Boys Town), Elizabeth J. Zhe (University at Albany, State University of New York), Jean A. Klein (University of Minnesota), Kimberly A. DeRuyck (University of Kansas), Jordan del Mundo (Girls and Boys Town) |
| Abstract: On-task behavior and completion of quality academic work continue to be areas of concern for many children and adolescents, particularly those who are highly distractible. Considering the pervasiveness of off-task behavior and the social and educational implications, vast amounts of research have targeted this concern. The purpose of this study is to examine the effectiveness of a thirty-minute self-monitoring intervention with adolescent males in residential treatment. Participants will be identified by treatment team staff as adolescents who experience difficulty with attention to task, both while completing homework and in the academic setting. An alternating treatments design with variable monitoring periods will be utilized across a three-week time period. The self-monitoring activities will include self-ratings and staff-ratings across three- and ten-minute intervals over the thirty-minute time period. Individualized daily and weekly reward systems will be implemented for each youth. Outcomes will be determined through evaluating the amount of on-task behavior, accuracy of on-task behavior measured by the congruence of the ratings of on-task behavior between the student and a treatment team member, and the frequency of homework referrals over the course of the intervention. Implications for research and practice will be discussed. |
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| 132. Publication Trends in the Journal of Applied |
| Area: EDC; Domain: Applied Research |
| JOHN H. HUMMEL (Valdosta State University), Laura C. Bales (Valdosta State University), Joseph B. Conrad (Valdosta State University) |
| Abstract: In 1993, John Northup, Timothy R. Vollmer, and Karen Serrett published “Publication Trends in 25 Years of the Journal of Applied Behavior Analysis in JABA. Their graphical data focused on seven different categories: article type, participants, behavioral implementer, target behavior, and principles employed. For each of the categories data for the years 1968-1992 were presented and trends interpreted (e.g., over 40% of all the studies reported were conducted in schools). While children were the most frequent population studied, developmentally disabled individuals began increasing in the late 1980s, as did the study of elders. Behavioral experimenters increasingly served as the primary behavior-change agent over the period analyzed, while teachers decreased between 1968 and 1983, remaining somewhat constant between 1984-1992. Skills acquisition has increasingly been the focus target behavior though academically-related behaviors stabilized in the 1980s with about 8% of the articles focusing on academics. Decreasing behavioral excess accounted for approximately 3-4% of the articles since 1979. Positive reinforcement was the primary behavioral principle employed across all years. The present study replicates and extends the categories initially used by Northrup et al. (1993). Initially, JABA articles from 1968-1992 were simultaneously and cooperatively coded by two observers and checked for inter-rater reliability (IOR). This was done to train the observers on how to record the data. This training was continued with additional single articles until the observers reached an agreement of at least 90%. Each observer, following the Northup et al. (1993) article, then independently coded the articles in five JABA volumes. These results were checked for IOR purposes. Under the “type of article” category, for “other” several subcategories were added to the original listing; other now also includes Group designs (with and w/o randomization) and Descriptive studies. Once IOR for 5 randomly selected volumes of JABA was established at the 80% or higher convention, each observer was assigned alternating volumes for the years 1993-2004. A single article from each volume was coded by both observers to validate IOR (if these IOR probes reflected <80% agreement, coding was stopped and retraining was scheduled). Graphed results for the categories will be presented to show whether the trends first noted by Northup et al. have continued or changed. |
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| 133. 15 YEARS of The Journal of Behavioral Education: A Review of Its Past Focus and a Look at the Current Direction |
| Area: EDC; Domain: Applied Research |
| RACHEL WANNARKA (Pennsylvania State University), Dawn W. Hamlin (Pennsylvania State University), Katie E. Hildebrand (Pennsylvania State University), Mandy J. Kubo (Pennsylvania State University), Youjia Hua (Pennsylvania State University), David L. Lee (Pennsylvania State University) |
| Abstract: Fifteen years ago a new publication was started to address some critical needs in the field of behavioral education. This publication intended to be a centralized vehicle for behavioral education research pertaining to individuals from all ages, including both disabled and nondisabled populations. Research would come from all settings and also address some then current issues such as adult illiteracy and computer instruction. Applied and basic research would be published together, and special focus would be placed on the links between both. As this journal begins a new era under a new editor, a timely review is in order. In this review of The Journal of Behavioral Education we review the first years of the journal and contrast it to the most recent years, in terms of both addressing its original intended goals and also noting recent research trends. |
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| 134. The Effects of the Use of a Performance Matrix in a Classroom Setting |
| Area: EDC; Domain: Service Delivery |
| CARRIE ANN HARTMAN (Area Cooperative Educational Services), Annabelle Smith Murray (Area Cooperative Educational Services) |
| Abstract: The purpose of this study is to examine the effects of the use of a performance matrix on staff and student performance in classroom settings for students with autism and other developmental disabilities. The matrix was designed to combine judgment measures, percentages and counts into a single index representation of total classroom performance. This performance matrix combines measures of student independence, academic and social engagement, inappropriate behavior and mastered objectives. It also contains measures of staff adherence to structured schedule, data collection and graphing of student performance, and staff morale. Reinforcers for improvement and acquisition of particular scores were developed by the school administrators based on surveys filled out by the participating staff. |
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| 135. Unison Responding: A Meta-Analysis of its Effects on Student Behavior |
| Area: EDC; Domain: Applied Research |
| DAWN W. HAMLIN (Pennsylvania State University), David L. Lee (Pennsylvania State University), Kathy L. Ruhl (Pennsylvania State University) |
| Abstract: Methods to increase appropriate student academic behaviors are of great interest to practitioners serving both disabled and nondisabled populations. Unison responding procedures are one way practitioners can increase student academic achievement while decreasing student off-task behaviors. Given the link between academic student responding and positive academic outcomes, this body of research can provide an efficient, effective, and economical method to increase desired behaviors. Many different aspects of unison responding have been explored within experimental frameworks. This meta-analysis explores the results from these developing research foundations that support the use of unison responding within a variety of classroom settings. Limitations to the current research and future potential research questions are also discussed within this poster presentation. |
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| 136. The Effect of Digital Camera Photographs on the Vocabulary Development of Deaf Students |
| Area: EDC; Domain: Service Delivery |
| M. LYNN WOOLSEY (University of North Florida), Len Roberson (University of North Florida) |
| Abstract: This reversal design study examined the effects of using digital pictures as a study guide for vocabluary development in two different classes: a high school reading class and a high school driver's education class. Both classes took digital pictures of themselves and classmates signing the vocabulary word. They captioned the pictures and created either cards or vocabulary sheets. Students in each class improved their scores on weekly quizzes during the digital photograph vocabulary phase. This study has implications for students with language delays, autism, and learning disabilities, as well as adults who are non-readers. |
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