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| #200 Poster Session - AUT |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 1. A Review of Interventions to Reduce Challenging Behavior in School Settings for Students with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| NATASHA BERETVAS (The University of Texas at Austin), Wendy A. Machalicek (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Jeffrey S. Sigafoos (University of Tasmania), Giulio Lancioni (University of Bari) |
| Abstract: This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment. Also, the reported measures of social validity in the studies reviewed here have elicited positive reports from stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. |
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| 2. Examination of Microswitch Activation In Identifying Potential Auditory Reinforcers in Children with Developmental Disabilities. |
| Area: AUT; Domain: Applied Research |
| GLENN M. SLOMAN (University of Florida), Jennifer M. Asmus (University of Wisconsin, Madison), Maureen Conroy (University of Florida) |
| Abstract: Systematic examination and relative ranking of preference has been conducted widely to incorporate stimuli into analysis and treatment paradigms. As the assessment of preference of stimuli range from activities, edibles, and tangible items, little research has been conducted to identify stimuli of an auditory nature. Two children diagnosed with developmental disabilities participated in a single stimulus assessment to determine auditory preference. Furthermore, format was evaluated to determine the utility of using a microswitch to assess preference under a single stimulus presentation. Identification of auditory stimuli may have important treatment implications for intervening with behavior from stereotypy to compliance. |
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| 3. Use of Differential Reinforcement to Reduce Inappropriate Vocalizations across School Settings for Students with ASD. |
| Area: AUT; Domain: Applied Research |
| STACEY M. MCINTYRE (Behavioral Directions, LLC), Jane M. Barbin (Behavioral Directions, LLC) |
| Abstract: In the present study, the effects of differential reinforcement were assessed in the treatment of inappropriate vocalizations for two participants with autism spectrum disorders in different school settings. With the introduction of Differential Reinforcement of Low rates of behavior (DRL), an 86% reduction in inappropriate vocalizations occurred for participant #1 who received instruction within a self-contained special education classroom. For participant #2, an initial decrease in inappropriate vocalizations occurred with the introduction of the DRL treatment; however, a 78% reduction was achieved with the addition of Differential Reinforcement for Alternative behavior (DRA) to the treatment package. Participant #2 accessed the general education curriculum in a typical classroom setting. For both participants, classroom teachers were trained in the implementation of the treatment plan along with data collection procedures. Based on the results of this study, differential reinforcement procedures can be successfully applied by instructional staff in both special and general education classroom settings to reduce problem behavior. |
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| 4. The Treatment of Severe Aggression in an Adolescent with Autism. |
| Area: AUT; Domain: Applied Research |
| JAMES NICHOLSON MEINDL (Pennsylvania State University, Harrisburg), Richard M. Foxx (Pennsylvania State University) |
| Abstract: This study describes the successful treatment of severe aggressive and destructive behaviors emitted by a 13-year-old boy with autism. A treatment package consisting of a high density of reinforcement, token economy, differential reinforcement, response cost, overcorrection, and physical restraint was implemented in a self-contained classroom in a school for children with developmental disabilities. The treatment effectively decreased problem behaviors to at or near-zero levels and treatment gains have been successfully maintained for over one year. In addition to a decrease in problem behavior, significant gains in levels of communication and academic instruction were made. |
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| 5. DRA Procedure for Encopresis for a 13-Year-Old Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| YASAMAN DIANAT (Autism Spectrum Therapies) |
| Abstract: A DRA plus response cost procedure was implemented by the parents of a 12 year old boy diagnosed with Autism and Epilepsy in order to address encopresis. Baseline data indicated the boy would eliminate in areas other than the toilet, such as the backyard, or his pants, when he was at home at least once per day, seven days per week. Once the DRA procedure was implemented, eliminations outside of the bathroom reduced to 3-4 times per week. At this point, a response cost procedure was implemented and reduced the behavior to zero accidents per month. The fidelity of implementation was consistent. The procedure was implemented for 5 months. Follow-up reports by parents indicate that encopresis does not occur, even 5 months after the procedure was no longer in place. |
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| 6. Proactive DRO Treatment to Decrease Disrobing Behavior in an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| HAROLD MAHECHA (Eden II Programs), Frank R. Cicero (Eden II Programs), Michael Porcelli (Eden II Programs) |
| Abstract: The purpose of this case study is to demonstrate the effectiveness of a DRO intervention in addressing the disrobing behavior of a 27 year old male with Autism attending an ABA based day training program. The participant in this study had a long history of displaying multiple compulsive behaviors however one of his most challenging compulsions involved the frequent removal of clothing items (shirt, pants, underwear and shoes). Through the use of a functional assessment it was determined that this particular behavior was maintained by an internal sensory drive however it could at times be used by the participant as an escape mechanism.
At the beginning of the treatment the individual was taught to correctly identify the pictures representing “shirt” and “pants” through functional communication trials. Once the participant mastered the symbols, training sessions were conducted where the individual was required to drape the shirt on his shoulders for a period of ten seconds. Upon successful completion of the trial, the individual was immediately reinforced with a preferred edible and then allowed to remove the shirt. After completing two trials with 100% accuracy, the steps were gradually increased until the individual was able to fully wear his shirt for the required ten seconds. Once all these steps were achieved, staff moved the participant to 20 second trials and continued to increase the time of the trials by 10 seconds until he reached 3 minutes. When the three minutes were reached, the DRO became a full day session. The data taken during this treatment showed that the DRO was successful in drastically reducing the disrobing behavior during program hours. |
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| 7. Evaluating the Use of Differential Reinforcement of Incompatible Physical Activity to Reduce Stereotypic Teeth Grinding in a Child with Autism and Cerebral Palsy: A Case Study. |
| Area: AUT; Domain: Applied Research |
| ELIZABETH MCCURDY (Autism Behavior Consultants), Erica R. Roest (Autism Behavior Consultants), Heidi Glesne (Autism Behavior Consultants), Helen Donnelly (Autism Behavior Consultants), Naoise Tobin (Autism Behavior Consultants), Amy Jamba (Autism Behavior Consultants), Nickie Lau Lau (Autism Behavior Consultants; California State Univ), Moira Smith (Autism Behavior Consultants) |
| Abstract: The purpose of this study was to reduce stereotypic teeth grinding in a 6-year-old boy with autism and cerebral palsy. The child was reinforced for chewing gum, as it is a behavior that is incompatible with grinding teeth. The gum chewing also provided physical exercise to his mouth and jaw. This study also discusses the long-term benefit physical exercise has on maintaining lower rates of teeth grinding. |
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| 8. Using DRL to Decrease Maladaptive Behaviors in a Six-Year-Old Child with Autism. |
| Area: AUT; Domain: Applied Research |
| STACI MIZOKAMI (Autism Spectrum Therapies) |
| Abstract: A changing-criterion design was implemented using DRL procedures to decrease the maladaptive behaviors of a 6-year-old child with Autism. The maladaptive behaviors were all attention maintained and included behaviors such as tormenting the family cat, spitting, cursing, and throwing objects, and the like. Baseline data revealed that the child engaged in these maladaptive behaviors at least 8 times per day. Using DRL procedures, the frequency of inappropriate behaviors across her day was gradually decreased to zero levels. A response-cost procedure was also used when the maladaptive behaviors occurred. |
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| 9. A Case Study Examining a Self-Management Procedure with a Child Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| JENNIFER A. CASTELLANOS (University of Nevada, Reno), Michele R. Bishop (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: The purpose of this case study was to teach a child with autism to recognize and monitor his own behavior, specifically crying. Crying frequently occurred during in home sessions and at school. A self-monitoring intervention with a response cost component was implemented at home and at school. If the child cried during home training sessions he marked his data sheet and paid one token from his token economy. In addition, the child was taught to label whether or not he cried during specified time intervals. Reinforcement, in the form of one token, was delivered for correctly labeling his behavior during the previous interval. Prompts from the tutors to complete the tasks of setting the timer, marking the data sheet, and collecting a token were gradually faded as the child acquired these skills. Being able to correctly tact one’s own behavior may be an important component of changing that behavior. After he has learned to tact his behavior he can then learn when crying is appropriate and inappropriate, and also learn how to prevent his own crying. |
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| 10. Implementation of a Self-Management Program to Reduce the Occurrence of Challenging Behaviors in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| ELISHA M. VILLANUEVA (Autism Spectrum Therapies) |
| Abstract: The purpose of this study was to analyze the effectiveness of a self-management program in reducing the occurrence of challenging behaviors in an 8-year old child with autism. Alternate behaviors were identified to replace the occurrence of challenging behavior. The child was systematically trained to self-evaluate both the alternative and the problem behaviors. A different behavior was selected for self-management per teaching routine. The child was taught to self-monitor the specified behavior within the target routine and report performance to an instructional assistant at naturally occurring transitions. Data was collected on the accuracy of self-evaluation as well as the occurrence of the target behavior and the absence of challenging behavior. Results of the intervention indicate that the self-management program was effective in reducing challenging behavior and increasing alternative replacement behavior. |
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| 11. Using FCT and Differential Reinforcement to Decrease Pica in a Child with Autism in a Classroom Setting. |
| Area: AUT; Domain: Applied Research |
| DEBORAH A. NAPOLITANO (University of Rochester), Lisa A. Blaakman (Monroe #1 BOCES), Lori B. Kohl (Monroe #1 BOCES), Heather M. Vallese (Monroe #1 BOCES), David McAdam (University of Rochester) |
| Abstract: Pica is an eating disorder often seen in persons with developmental disabilities. Although behavioral interventions have been shown to be effective, few interventions have been evaluated in naturalistic settings (McAdam et al., 2004). The purpose of this study was to replace the pica of a 6-year-old boy with autism with a functionally equivalent communication response in a classroom setting.
This study used a changing criterion design. Initially, preferred food items were placed on the floor. The Sd “don’t touch” was delivered and the latency to reaching for the food items was recorded (0 seconds). Next, the participant was told the “rules”, the food items were placed on the floor, and a timer was set for 1 second. The Sd “don’t touch” was delivered. When the timer went off, the participant was prompted to vocally request appropriate food items. The duration (up to 30 minutes) and the distance between the adult and the child were systematically increased. Reliability data were recorded for 60% of sessions and was 100%.
Data indicated that FCT and differential reinforcement reduced pica and increased vocal communication for the participant, in his classroom. These results demonstrate that functional communication can replace pica in a naturalistic setting. |
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| 12. The Effects of Reinforcement and Extinction on Compliance during Transitions in a Preschool Setting. |
| Area: AUT; Domain: Applied Research |
| ALICIA A. RICHARDS INGIOSI (Pennsylvania Verbal Behavior Project), Rebekah L. Houck (Pennsylvania Verbal Behavior Project), Mary Shore (SPIN/Elwyn) |
| Abstract: In a preschool classroom with instruction guided by the analysis of verbal behavior, a student engages in noncompliant behavior when directed to transition from a preferred setting to a lesser preferred setting. The purpose of this study is to demonstrate a procedure to decrease the amount of time spent in transition and to decrease the frequency of problem behaviors occurring simultaneously. We compared the effects of two strategies frequently used to gain compliance during transitions: a reinforcement alone condition and a reinforcement plus extinction condition. Previous research demonstrated that reinforcement plus extinction yielded a higher frequency of compliance. This study addresses the question: Does reinforcement plus extinction have a greater effect on compliance during transitions as compared to reinforcement alone? Baseline data includes the initial instruction and graduated assistance prompting after five minutes. Measurements during treatment phases will include duration of transition and frequency of problem behavior. Treatment data will be collected. |
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| 13. Functional Analysis and Treatment of Pica: Training Exchange of Inedible Items. |
| Area: AUT; Domain: Applied Research |
| JEB JONES (The Marcus Institute), Katherine V. Powers (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University), Jane Morton (The Marcus Institute), Crystal Gremillion (The Marcus Institute) |
| Abstract: Pica, defined as the ingestion of inedible objects, is often treated by providing access to competing stimuli (Piazza, et. al, 1998). That is, providing noncontingent access to alternative, preferred stimuli to individuals who engage in pica may compete with consuming inedible objects. In the current study, we exposed pica to functional analysis conditions, and results suggested that pica was maintained by automatic reinforcement. Treatment consisted of exposure to noncontingent access to competing items, which reduced pica to low-to-zero levels. Finally, we reinforced exchanging inedible objects with access to competing stimuli. Results suggested that training for exchanging items was successful across 3 objects (leaf, pencils, and paper), and levels of pica were maintained at low levels. |
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| 14. Idiosyncratic Functions: Assessment and Treatment of Problem Behaviors Maintained by Access to Ritualistic Behaviors. |
| Area: AUT; Domain: Applied Research |
| NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Ellen Farrell (Kennedy Krieger Institute), Camille Mongeon (Kennedy Krieger Institute) |
| Abstract: Ritualistic behaviors are commonly observed in children diagnosed with autism and are included as part of the diagnostic criteria for the disorder. These ritualistic behaviors may occur frequently and interfere with daily activities such as academics or self-care tasks. Intense bursts of problem behavior may also arise when these ritualistic behaviors are blocked or restricted. In the current investigation, functional communication training (FCT) and extinction were evaluated as a treatment for problem behaviors surrounding the blocking of ritualistic behaviors in a 9-year old girl. Through a mands assessment, it was determined that the client would engage in problem behavior to gain access to rituals (propping open doors). The client was taught to communicate for access to ritualistic behavior using a picture card and engaging in the vocal response, “My way, please.” Upon communicating, the client was allowed to prop open the door. Data were collected on the rate of problem behaviors, as well as the rate of appropriate communication. It was determined that FCT and extinction were an effective treatment component to reduce rates of problem behaviors associated with the blocking of rituals to near zero. Reliability data were collected for one third of sessions and averaged above 80%. |
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| 15. Decreasing Problematic Behavior in Children with Autism through a Self-Monitoring Cost Response System. |
| Area: AUT; Domain: Applied Research |
| MICHELLE KARREN (St. Cloud State University), Colby Anderson (St. Cloud State University), Rachel D. Russell (Able Developmental Clinic), Sara White (Binghamton University) |
| Abstract: Three children with autism were taught to decrease problematic behaviors using a self-monitoring cost response system. Two males and one female, ranging in age from six to nine, participated in the study. The target behaviors varied for each subject but included protest behaviors as well as stereotypical behaviors. Each participant wore a wristband from the time they woke to when they went to bed at night. A set number of tokens, referred to as strikes for male subjects and charms for the female subject, were placed on a wristband/bracelet each morning. Each time the target behavior occurred the subject was instructed to remove a strike/charm. At the end of each day, if the subject had one or more strikes left, a reward was earned. For all three children, the reward earned was access to 30 minutes of a novel movie watched with family members. The study employed a multiple baseline across subjects and staff. The results indicated significant decreases in target behaviors for all subjects. Both short-term and long-term maintenance gains were in evidence. |
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| 16. The Effect of a Visual Schedule on the Bruxism of a Nine-Year-Old with Autism. |
| Area: AUT; Domain: Applied Research |
| AISLING A. ARDIFF (The Saplings School), Lorna Hogan (The Saplings School) |
| Abstract: The author investigated the effect of introducing a visual daily schedule on the bruxism of a young girl. The girl was noted to engage in routining behaviours and it was postulated that allowing the girl prediction and control of her environment might reduce her anxiety levels and associated bruxism. |
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| 17. The Use of Cognitive-Behavioral Strategies, Restricted Attention, and Response Cost to Decrease Challenging Behavior in a Student with Asperger's Syndrome. |
| Area: AUT; Domain: Service Delivery |
| HESTER BEKISZ (The Genesis School), Mary Ellen McDonald (Eden II Programs/The Genesis School), Sofi Michalakis (The Genesis School), Steve Reed (The Genesis School), Lewis Mazzone (The Genesis School) |
| Abstract: The current case study examined the use of a variety of cognitive-behavioral strategies, restricted attention and response cost to decrease challenging behavior (inappropriate language, inappropriate laughter, eloping, destruction of materials and non-compliance) in a student with Aspergers Syndrome. Specific proactive strategies used included: schedules with choices, self-monitoring of behavior, strategy checklists, point system with token menu and relaxation techniques. Specific reactive strategies included: restricted attention (attention was provided in relation his academic tasks and not in relation to preferred topics) and response cost (schedule did not allow for preferred activities to be chosen). Prior to intervention the behavior was variable and although some of the targeted behaviors occurred at low rates due to the nature of the behavior and the inclusion setting the student attended the behavior warranted treatment. When intervention was introduced there was a gradual reduction in inappropriate laughter and an immediate reduction in the remaining target behaviors. |
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| 18. Use of Matched Stimuli to Reduce Stereotypic Behavior Maintained by Automatic Reinforcement. |
| Area: AUT; Domain: Applied Research |
| VIRGINIA S. WONG (Hawthorne Country Day School), Amy J. Davies Lackey (Hawthorne Country Day School), Christine Montalto (Hawthorne Country Day School) |
| Abstract: Previous research (Piazaa, Adelinis, Hanley, Goh, & Delia, 2000) demonstrated that providing access to items that matched the hypothesized sensory consequences of aberrant behavior was more effective than simply selecting any stimuli. The purpose of this research was to extend their findings by examining the effects of matched stimuli to decrease stereotypic behavior maintained by automatic reinforcement. Preference assessments were used to identify items that matched the hypothesized sensory consequences of the stereotypic behavior. |
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| 19. Treating of Noncompliance and Aggression in an Adult with Autism: The Effectiveness of a Task Board and “Choices,” within a Group Home Setting. |
| Area: AUT; Domain: Applied Research |
| NIALL JAMES TONER (Eden II Programs) |
| Abstract: The purpose of this investigation was to examine the effectiveness of a reinforcement procedure to decrease noncompliance and aggression. A thirty-three year old male with autism was the sole participant in this study. He was living in the group home one year prior treatment. A single-baseline design was used to examine the effects of the treatment procedure within the residence. Frequency data were collected for all sessions in the residence and community outings. It was recorded on an hourly basis with various experimenters. In the baseline condition, there were no treatment procedures present. During the treatment condition, a task board and choices were integrated into his schedule. The treatment session started upon daily arrival to the residence for the task board but choices were in constant use. The task board with various chores, goals, and activities was dictated by the participant. Choices were integrated into the task board and to all aspects of daily living. These treatment procedures were implemented solely in the group home and on group home outings. Results showed a significant decrease in episodes of noncompliance and aggression within days of treatment and maintained minimal episodes over a six month period. |
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| 20. Non Contingent Access to Changing Clothes to Decrease Urination Accidents in an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| GINAMARIE C. FORLENZA (Eden II School for Autistic Children, Inc.), Anthony Mauro (Eden II Programs) |
| Abstract: The purpose of this study was to examine the effectiveness of non contingent access to changing clothes in decreasing incidences of urination accidents in an adult with autism within his day treatment program. A 40 year old male who had frequent incidences of urination accidents within his day treatment program participated in this study. Baseline was taken for one month and the frequency of urination accidents averaged three times per week. During the treatment period this participant was provided with non contingent access to a variety of clothing in which to change into as well as a “change clothes” exchange card for requesting to do so. During the first week, if an independent request to change clothes was not made a minimum of every thirty minutes, one was prompted. Within the first month of treatment the average incidence of urination accidents decreased to once per week, and decreased to zero within the second month. Throughout the following four months the average incidence remained at zero as the treatment plan continues to remain effective in decreasing the incidence of urination accidents in this adult male with autism. There are no data to reflect the frequency of clothing changes per day, however staff within the participants classroom report observations of diminishing frequency and an approximate average of once per day. |
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| 21. Systematic Desensitization to Increase Tolerance of Previously Aversive Stimuli in a Six-Year-Old Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| JANE KIM (Autism Spectrum Therapies) |
| Abstract: Systematic desensitization techniques were used with a 6-year old boy with autism to gradually increase his ability to tolerate use of the air conditioner. A social story was used as a priming tool prior to the desensitization training, as well as to prompt coping behaviors such as deep breathing and self talk during implementation of the program. The occurrence of challenging behavior (e.g., verbal protests, crying, yelling, attempting to turn off the air) was recorded. The duration of exposure was systematically increased by short intervals as the participant displayed 2 or fewer incidences of challenging behavior within the specified interval. This procedure was implemented three times a day for approximately 8 weeks. At completion of the intervention, the participant was able to tolerate use of the air conditioner for up to 30 minutes. Desensitization procedures were generalized to additional settings across multiple trainers. |
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| 22. Training Grandparents to Implement Interventions to Decrease Disruptive Behaviors. |
| Area: AUT; Domain: Applied Research |
| KARA BERNIER (BEACON Services), Katie Marshall (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Previous research has indicated that parents can be trained to effectively implement behavioral interventions. Little similar research has been done with extended family members (e.g., grandparents). Many families of children with autism have difficulty participating in events involving extended family. The present study evaluated the effectiveness a multiple component treatment package that was implemented by a grandparent. The participant was a five-year old girl who displayed disruptive behaviors (crying, screaming, bolting, flopping, and self injurious behaviors) on neighborhood walks. During baseline, the child exhibited high rates of disruptive behaviors throughout the ten-minute walk. During the intervention, the child’s grandmother was trained to implement a multiple component treatment package that included an extinction procedure, the use of a visual schedule, and contingent positive reinforcement for appropriate behaviors. Results indicated that disruptive behaviors decreased and the child displayed appropriate behaviors while walking in the neighborhood with her grandmother. |
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| 23. Using Latency to Approach for Comparing Stimuli Preferences for Students with Autism. |
| Area: AUT; Domain: Applied Research |
| TODD FRISCHMANN (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Meredith Bamond (Rutgers University) |
| Abstract: Several procedures have been developed to identify and compare stimulus preferences for individuals with developmental disabilities. These procedures are often used to select reinforcers for effective behavioral interventions. Typical assessment formats include single-stimulus (SS), paired-stimulus (PS), and multiple-stimulus (MS) presentations. The PS and MS formats compare an individual’s selection of stimuli presented in an array, thereby providing a measure of preference differentiation that cannot generally be obtained in a SS format. However, the PS format can be time-intensive for caregivers to complete, and the MS format is limited in the number and size of stimuli that can be reasonably presented in an array. Both of these formats can be problematic for some individuals with scanning or selection deficits. In this study, the latency of approach to various stimuli presented in a SS format was recorded and subsequent consumption noted. The differences in latency measures were compared to the preference differentiation obtained from a multiple-stimulus-without-replacement (MSWO) assessment. Preliminary results indicated that measuring approach latency to stimuli in a SS format yielded similar preference differentiation as the MSWO format. |
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| 24. Assessment and Treatment of Escape-Maintained Aggression: The Use of Self-Monitoring Techniques for a Student with Autism. |
| Area: AUT; Domain: Applied Research |
| JANA HOROWITZ (Rutgers University), Kate E. Fiske Massey (Rutgers University), Melissa Ortega (Rutgers University), Alexandra M. Vlahogiannis (Rutgers University), Tina Zorrilla Rivera (Rutgers University, Douglass Developmental Disabil), Robert LaRue (Rutgers University, Douglass Developmental Disabilities Center) |
| Abstract: Self-monitoring has been used to decrease aberrant behavior and increase on-task behavior in both typical children and children with developmental disabilities (Koegel & Koegel, 1990; Mithaug & Mithaug, 2003; Shabani, Wilder, & Flood, 2001). However, assessment methods for determining the appropriateness of self-monitoring protocols are lacking. In the current investigation, a 12-year-old female with autism was referred for treatment of her aggressive behavior. A functional analysis revealed that she exhibited increased rates of aggression during work sessions in which demands were externally-imposed (e.g., by a teacher), while she exhibited zero rates of aggression during work sessions in which demands were self-imposed. To decrease staff demands and increase the student’s independence in work sessions, a self-monitoring system that allowed her to monitor both her academic skills and her aggressive behavior was implemented and evaluated using a reversal design. This assessment data was used to develop a treatment that incorporated self-monitoring and choice in her behavior plan, which resulted in an 80% in aggression. Results are discussed in terms of effective assessment for behavior likely to respond to an intervention using self-monitoring. |
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| 25. Self-Management and Time-Out to Decrease Challenging Behaviors. |
| Area: AUT; Domain: Applied Research |
| HELENA L. MAGUIRE (Melmark New England), Marijke P. Callahan (Melmark New England), Jessica Surette (Melmark New England), Tiffaney M. Esposito (Melmark New England/Northeastern University), Kimberly L. Mayer (Melmark New England) |
| Abstract: Self-management procedures such as relaxation training have been researched extensively as a means to teach adaptive behaviors to children and adults with special needs. Relaxation skills such as sitting, deep breathing, and muscle relaxation are taught as an alternative to interfering behaviors that are observed to occur prior to more severe challenging behavior. These challenging behaviors include loud vocalizations, property destruction, self-injury or aggression.
In this study, one participant that was eleven years of age and diagnosed with autism and severe language impairment was taught to engage in specific relaxation skills. In the first phase, practice trials were conducted when the child was not displaying any defined targeted challenging behaviors such as loud vocalizations, self-injury or aggressions. In the second phase, the participant was prompted to relax when defined target behaviors occurred. Additionally, time out procedures were used in conjunction with relaxation procedures in an effort to decrease aggressive and self-injurious behaviors.
This study utilized a multiple baseline design conducted across the school and residential setting. The dependent measures that were assessed were the following: frequency of operationally defined antecedent behaviors; frequency and duration of operationally defined tantrum behaviors; frequency of initiated use or requests to use the specified relaxation strategies. The intervention used was the implementation of a modified sequence of motor arm movements and deep breathing at a designated area.
Initial data collected demonstrates a significant decrease in antecedent and tantrum behaviors across both settings through the use of relaxation procedures as well as an increase in adaptive behaviors such as initiations of requests to relax. Additional data will continue to be collected. |
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| 26. Reducing Automatically Reinforced Aberrant Behaviors in a Child with Autism, Using a Positive Procedure: A Case Study. |
| Area: AUT; Domain: Applied Research |
| GLADYS WILLIAMS (Centro de Investigacion y Ensenanza del Lenguaje, SL), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje, SL), Jaqueline Marilac Madeira (Universidad de Oviedo, Spain), Manuela Fernandez Vuelta (Centro de Investigacion y Ensenanza del Lenguaje,) |
| Abstract: Many children with autism display atypical or aberrant behaviors. These behaviors are often maintained by automatic reinforcement, hence the difficulty to treat them. The purpose of this study was to see the effect of a positive interaction in an eight year old non-vocal child with autism who displayed spitting, regurgitating and vomiting throughout the day. The intervention consisted of reinforcing one minute whole intervals of appropriate behavior during the entire work time in the classroom. During the intervention the aberrant behaviors were ignored. The data showed that the intervention was effective, reducing all three behaviors to zero levels. |
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| 27. Pivotal Response Training on Symbolic Play Behaviors of a Preschool Child with Autism. |
| Area: AUT; Domain: Applied Research |
| HUA FENG (National Changhua University of Education), Chia-cheng Chung (National Changhua University of Education) |
| Abstract: The purpose of this study was to investigate the effect on symbolic play behaviors of preschool child with autism by giving pivotal response training. A single–subject experimental design of multiple probes design across behaviors was used in the study. The independent variable of this study was pivotal response training. The dependent variables of this study were the improvement of three kinds of single symbolic play behaviors , three kinds of complicated symbolic play behaviors and spontaneous symbolic play behaviors. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity.
The study showed positive gains on the single symbolic play behaviors, complicated symbolic play,and the spontaneous symbolic play behaviors. The parent and teachers all favored and agreed at the importance of symbolic play training and the treatment outcomes. |
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| 28. The Development of a Coin Equivalence Curriculum for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| HEATHER E. FINN (The New England Center for Children), Krista Smaby (Las Lomitas School District), Betty Kao (Spectrum Center), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Procedures derived from the stimulus equivalence literature have been used to teach spelling, reading, math, U.S. geography, etc. The purpose of this study was to test a curriculum sequence to effectively teach two six-year-old boys with autism to identify money. The proposed sequence included relations that were directly taught (baseline relations) and novel (derived) relations that were tested. Trained relations included selecting the coin (e.g., a dime) in response to its spoken name (e.g., “dime”), selecting the printed price (e.g., $0.10) in the presence of the actual coin and in response to the spoken price (e.g., “ten cents”). Tested untrained relations included selecting the coin in the presence of its printed price and in response to its spoken price, selecting the printed price in response to the spoken name, and labeling the coin and printed price. IOA was collected for at least 39% of the sessions and was 100%. For one of the participants, seven untrained relations emerged after training. For the other participant, four untrained relations emerged, while others had to be directly trained. The proposed curriculum facilitated mastery in minimal time. Future studies should replicate the results with additional participants while expanding the curriculum by teaching constructed responses. |
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| 29. Caregiver Conducted Functional Analysis to Determine the Function of Inappropriate Touching. |
| Area: AUT; Domain: Applied Research |
| CAROL DEPEDRO (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: This study describes the use of an analogue analysis to determine the functional relationship between inappropriate touching in a child with autism and specific programmed consequences (Iwata, et al). A 3 ½ year old child with autism, who exhibited inappropriate touching, was observed during four different analogue conditions. The results of this analysis indicated that the attention condition resulted in the highest levels of inappropriate touching. The results, also suggests that inappropriate touching or attempts to touch may be being maintained by sensory stimulation. The results of this assessment of function were be used to develop a treatment procedure that resulted in reductions in the frequency of inappropriate touching. |
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| 30. Teaching Young Children with Autism to Self-Monitor through the Use of a Behavior Contract. |
| Area: AUT; Domain: Applied Research |
| CHRISTEN A. RAE (Therapeutic Pathways, Inc.), Cathy Eschete (Therapeutic Pathways, Inc.) |
| Abstract: Behavioral contracts were used to teach and provide feedback to young children diagnosed with autism to increase targeted desired behavior. In addition, it provided a structured and systematic format for contingent delivery of behavior specific praise and tangible reinforcement for staff working with these children. First, each child was taught to identify and label 2D pictures that would be used as rules for their contract using discrete trial format. Mastery criteria were 80% correct responses across three staff members. Staff then implemented the behavior contract through self-monitoring and token reinforcement to further teach the child to discriminate between examples and non-examples of targeted behavior. Behavior targets and contracts were individualized based on each child's needs. |
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| 31. Establishing Textual Control over Independent Play Schedules via Relational Training. |
| Area: AUT; Domain: Applied Research |
| HEEJEAN G. YANG (The New England Center for Children), Heather E. Finn (The New England Center for Children), Caio F. Miguel (California State University, Sacramento) |
| Abstract: A common intervention for promoting independence of children with autism includes teaching them to follow a picture activity schedule depicting play activities. Over time, the pictures can be replaced by printed words, so the child learns to follow a written schedule. The purpose of this study was to evaluate the effectiveness of conditional discrimination training in the establishment of textual control over an independent activity schedule, as well as to evaluate the transformation of function of members of the same equivalence class. Two 5-year old children diagnosed with autism participated in the study. A multiple-baseline design across two 3-activity sets was used to evaluate the effects of establishing textual control over play behaviors. A pre/posttest design was used to assess emergent stimulus relations. Both participants demonstrated transfer of stimulus control from pictures to texts. Therefore, conditional discrimination/relational training seemed to be a viable method to establish textual control over independent play of children diagnosed with autism. Results from emergent relations tests also suggested that children “comprehended” the words/text. |
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| 32. An Analysis of Gaze Shifts in the Context of Joint Attention. |
| Area: AUT; Domain: Applied Research |
| KRISTA SMABY (The New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children), William H. Ahearn (The New England Center for Children), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center) |
| Abstract: Deficits in joint attention are characteristic of children diagnosed with autism spectrum disorders (ASD). The purpose of this study was to assess gaze shifts in the context of joint attention, specifically to evaluate if children with ASD displayed a deficit in looking back and reestablishing eye contact with a familiar adult following a correct response to an experimenter’s gaze shift compared to their typically developing peers. Results indicated that the children with ASD who were assessed looked back at the familiar adult in 3.5% of opportunities in a discrete trial setting and 8.3% of opportunities in a play setting. Their typically developing peers looked back at the familiar adult in 55.5% of opportunities in a discrete trial setting and 20% of opportunities in a play setting. IOA on looking back ranged from 95 to 100%. Children with autism looked back at the familiar adult less frequently than their typically developing peers. A behavioral interpretive analysis suggests that the observed deficit may be due to insensitivity to the naturally occurring, socially mediated consequences that effectively strengthen and maintain the behavior in typically developing children. |
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| 33. Teaching Object Imitation to a Child with Downs Syndrome and PDD-NOS Dual-Diagnosis Using a Naturalistic Behavioral Approach. |
| Area: AUT; Domain: Applied Research |
| NICOLE ZEUG (University of North Texas), Amanda C. Besner (University of North Texas), Andrea Newcomer (University of North Texas), Nicole Suchomel (University of North Texas), Allison Jones (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Sarah Ewing (University of North Texas) |
| Abstract: Imitation is an important skill lacking in most children with autism. The current study is a systematic replication of Ingersoll and Schreibman (2006) who taught young children with autism reciprocal object imitation. The study employed a multiple-baseline design across four toy sets to demonstrate the effectiveness of the naturalistic technique in increasing object imitation in a 24-month-old child with a dual diagnosis of downs syndrome and PDD-NOS. Collateral gains in other areas, such as joint attention, and play complexity were also assessed. The results are discussed within a context of intervention goals and teaching formats for toddlers with autism. |
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| 34. Can Children with Autism be Taught to Respond to and Initiate Joint Attention? |
| Area: AUT; Domain: Applied Research |
| NOZOMI NAOI (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: We examined the controlling variables for responding to joint attention bids (RJA) and initiating joint attention (IJA) in children with autism. Behavioral assessment of RJA and IJA was conducted with 11 children with autism. The results of behavioral assessment of RJA showed that children with verbal skills had the ability to respond correctly to joint attention bids, but nonverbal children were less responsive. Following RJA training, responding to pointing, and head and gaze were effectively trained and generalized to responding to the gaze alone. In behavioral assessment of IJA, the target objects were presented in the location where the child could see but the adult could not, and the emergence of joint attention behaviors was assessed. The results demonstrated that children with autism showed some ability to initiate joint attention provided with an appropriate situation. The results of IJA training demonstrated that using child’s preferred materials as target, more frequent and functional joint attention behaviors were emitted following training. We also measured cerebral responses to joint attention in children with autism prior to and post behavioral intervention using Near-Infrated Spectroscopy (NIRS) and examined the effects of behavioral intervention on brain function. |
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| 35. The Relationship between Eye Contact, Joint Attention, and Functional Verbal Behavior in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| HITOMI KUMA (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Hitomi Kuma(Keio university) and Jun-ichi Yamamoto(Keio University)
The present study aimed to examine that the relationship between eye contact, joint attention and functional communication and evaluated the effect of the behavioral intervention on preverbal and verbal response in children with autism. In baseline, we evaluated children’s behavior by Early Social Communication Scales (Mundy, et al, 2003) as assessment. Participants were consisted of 11 children with autism and 4 typically developing children. As results, the positive correlation with language score and joint attention score were showed. The rate of verbal response with eye contact had negative correlation with language score in children with autism. The result suggested that the functional verbal behavior with spoken language was replaced with eye contact response. Eye-contact and vocal utterance would have equivalent function. These results indicated that joint attention is needed in the development of verbal behavior, though the eye-contact response is not necessary in the extension of functional verbal behavior. We discussed that various kinds of responses (eye-contact, pointing, leading, touching, and speaking) should be focused and taught in progress of the intervention program. |
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| 36. The Learning Efficacy of Joint Attention on Preschool Children with Autism. |
| Area: AUT; Domain: Applied Research |
| YU-CHING HUANG (National Changhua University of Education), Hua Feng (National Changhua University of Education) |
| Abstract: This study investigated the efficacy of joint attention teaching for children with autism. Three preschool children with autism participated in this study. A multiple probes design across behaviors of single-subject experimental design was implemented. The independent variable was joint attention teaching. The dependent variables were the percentage of learning and generalized outcomes. And the questionnaires for social validity. The consequences of the study were as follows:
Joint attention teaching 1) increases the percentage of response to showing, pointing, and gazing; 2) increases the percentage of coordinated gaze shifting and protodeclarative pointing; 3) maintains and generalizes the outcomes; and 4) makes positive changes noted by parents and teachers of preschool children with autism. |
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| 37. The Effects of the Picture Exchange Communication System on Head-Hitting of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| YI-WEI HSIN (The Ohio State University), Tsung-Han Ho (The University of Texas, Austin), Ta-Yen Wang (Taipei Municipal University of Education) |
| Abstract: The Picture Exchange Communication System (PECS), serves as an effective intervention to replace or supplement insufficient communication skills, is one of augmentative and alternative communication (AAC) systems. The primary interest of PECS is to minimize difficulties with communication skills on children with autism spectrum disorders (ASD). In spite of the logical design of PECS and its foundation in applied behavior analysis, few studies investigated if PECS could concurrently reduce the self-injurious behaviors by increasing communication skills.
This study examined the effects of PECS on reducing self-injurious behaviors of children with autism. Three autistic children with head-hitting behavior participated in the study. All participants were diagnosed with severe autism and placed into special education classrooms in two elementary schools. Multiple baseline across subjects design was used in this study. The content of PECS was based on the functional analysis at the pre-intervention stage aiming at identifying the variables to maintain their head-hitting. Results showed that two of the participants reduced their head-hitting using PECS as alternative to satisfy their needs, while the other did not Limitations and suggestions for future studies are discussed. |
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| 38. Comparison of Data Collection Methods in Intensive Early Behavior Therapy for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| LISA BARSNESS (Minnesota Early Autism Project), Jennifer Bozosi (Lovaas Institute) |
| Abstract: Behavior analysts and practitioners providing intensive early behavior therapy to children with autism typically collect data on objectives through the use of more traditional continuous event recording (trial by trial) or time sampling (first trial probe) procedures. Both procedures are compared to assess whether "first trial probes" can provide an accurate representation of percentage correct responding (measured by continuous event recording). This poster will expand upon our original pilot data by comparing data from an increased number of sessions and will include a measurement of interobserver reliability. |
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| 39. Reducing Severe, Aggressive Behaviors in a Seven-Year-Old Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| SANDRA CAZARES (Autism Behavior Consultants; California State University, Los Angeles) |
| Abstract: The purpose of this study is to reduce severe, aggressive behaviors of a seven year-old boy in both the home and school setting. Aggressive behaviors serve as a function of escape and task avoidant behavior. The child will be taught to memorize and practice appropriate coping skills indicated on a rule card. Spontaneous implementation of appropriate coping skills versus the display of aggression will be reinforced using reinforcement menus. This case study explores the effectiveness of the rule card on a child who has had limited exposure to aba intervention. |
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| 40. Intensive Behavioral Intervention for Young Children with Autism: A Review and Critique of Large-Scale Outcome Studies. |
| Area: AUT; Domain: Applied Research |
| RACHEL SUMNER (University of Nevada, Reno), Michele R. Bishop (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Applied Behavior Analysis (ABA) has been scientifically proven to effectively treat autism and for this reason is the treatment of choice for young children with autism. Support for this statement comes mainly from studies that remediate specific behaviors such as dressing or toileting, however, and not from studies that focus on more global or comprehensive outcomes such as improved academic, intellectual or social outcomes. Were ABA to pursue research of that sort, it would be in a far better position than it is currently to support the claim that it is the treatment of choice for young children with autism. This project looks at whether or not ABA proves itself to be the treatment of choice for young children with autism from the few outcome studies that exist. |
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| 41. Teaching Children with Autism to Follow Eye Gaze: A Response Shaping Program. |
| Area: AUT; Domain: Applied Research |
| KRISTIN MILLER (Foundation for Autistic Childhood Education and Support), Matthew Tritto (Foundation for Autistic Childhood Education and Support) |
| Abstract: Joint attention refers to the ability of children to coordinate attention between social partners and events or objects (Mundy et al., 1986.) One of the key behaviors of joint attention is the ability to follow the eye gaze of another person. Following the eye gaze of another person is a behavior that allows for sharing and gathering information. Previous research has established the lack of joint attention behaviors as an early indicator of autism (Mundy et al., 1986,) and thus a skill deficit needing to be addressed in many children with autism.
In a pilot study, a response shaping procedure was developed to teach two children with autism who did not follow the gaze of an adult to do so. This procedure will be applied to an additional two children with autism. Data will be collected indicating the level of the program, and at each step of the program whether the child followed the gaze or did not follow the gaze of the adult. A summary of the results and conclusion will follow. |
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| #201 International Poster Session - CSE |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 42. Effects of Contingent Outcomes and Changes in Group Membership on Distribution of Groups Earnings in an Experimental Metacontingency. |
| Area: CSE; Domain: Basic Research |
| RICARDO CORREA MARTONE (University of North Texas), Sigrid S. Glenn (University of North Texas), Thomas Anatol Da Rocha Woelz (University of North Texas) |
| Abstract: The concept of metacontingency represents one attempt to formulate a unified conceptual framework for behavioral and cultural change. Metacontingencies describe contingencies between 1) recurring interlocking behavioral contingencies of two or more individuals resulting in an aggregate product and 2) an external selecting environment. These cultural level contingencies are purported to result in stability or change in the interlocking behavioral contingencies, and thereby evolution at the cultural level. In these experiments, 4 people play a game on a computer screen. Players decide individually how much to invest. Totaled, the individual investments represent the group’s investment. The computer then requests the group to choose a row on a 7x7 matrix made up of plus signs and minus signs. The intersecting cell between the computer’s choice and the group’s choice determines the group’s payoff. Finally, the participants decide how they are going to distribute the group’s earnings. The product of this discussion (equal or unequal distribution) determines the payoff in the next cycle. At some point during the experiment, each player is replaced by a naive player. Preliminary results suggest the metacontingency between the product of the IBC’s and the subsequent payoff functions to produce IBC’s that generate the selected product. |
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| 43. The Effects of Resource Availability and Storage Capacity on Recurring Cooperative Interlocking Behavioral Contingencies. |
| Area: CSE; Domain: Basic Research |
| ANA BARBARA NEVES (University of North Texas), Sigrid S. Glenn (University of North Texas), Thomas Anatol Da Rocha Woelz (University of North Texas) |
| Abstract: We first conducted a systematic replication of “An experimental analysis of Harris’s Cultural Materialist: the Effect of various Modes of Production on metacontingencies” (Ward, 2006) and found similar results. Follow up experiments examine the effects of resource availability and storage capacity on recurring cooperative interlocking behavioral contingencies. Cooperative behavior is defined as sharing resources with other participant. Eight college students, participating in dyads work for beads they can trade for money at the end of the experiment. In each trial, one of a deck of cards is presented, indicating the number of resources each participant has access to. Participants may store tokens for a prescribed number of trials, or put them in the bank (from which they cannot be retrieved but do count toward payment for participation). Participants must use a minimum number of resources to continue earning. When a participant has no resources to fulfill participation requirement, s/he can no longer continue in this cycle. When both participants fail to fulfill participation requirements, this cycle ends and a new cycle begins. A parametric factorial single-subject design will be used to assess the effect of each IV and any interaction in their effects. Historical effects will also be examined. |
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| 44. The Research Practices of Positive Behavior Support. |
| Area: CSE; Domain: Applied Research |
| MITCH FRYLING (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Ainsley McPherson (University of Nevada, Reno) |
| Abstract: Research and practice in the area of positive behavior support (PBS) has received much attention in recent years. Of particular interest has been the relationship of PBS to ABA. This poster will display data from an evaluation of research in the Journal of Positive Behavior Interventions. Variables of interest include the use of caregivers, natural environment settings, follow-up measures, studying generalization, program evaluations, and the citation of JABA. |
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| 45. Child Sexual Abuse Primary Prevention with Low-Income Brazilian Students. |
| Area: CSE; Domain: Applied Research |
| MARIA DA GRAÇA SALDANHA PADILHA (Universidade Federal de São Carlos), Maria Cristina Antunes (University Tuiuti of Paraná), Lucia C. A. Williams (Universidade Federal de São Carlos) |
| Abstract: This paper presents a study aimed to evaluate a child sexual abuse primary prevention program, strengthening: a) the discriminative behaviors of sexual abuse risk signs, b) the assertive behaviors needed to discourage potential sexual offenders, c) the behaviors of scape and avoidance of risk situations and d) the behaviors of reporting the abuse and seeking help. Low-income students (21 male and 21 female), aged 11 to 15 years, of a rural school situated in Southern Brazil participated of the study. The 10 sessions involved social skills training, discussions on sexuality, discrimination of abusive situations, and self-protection skills training. A self administered questionnaire was applyed to assess knowledge of topics covered during the program: pre and post intervention, and 21 months after the first one. T Test was applyed in a “30 points scale” to compare results among three waves of data collection. A significant increase was found in second application scores (mean = 27.97), as compared to first ones (mean=23.04) Follow-up results indicated lower scores (mean=25.61), but still significantly higher than entry point data. Present results point out to the feasibility of school prevention of child sexual abuse for the Brazilian reality, still on demand for research in such area. |
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| 46. Gender Differences on Infidelity in a Southern Brazilian City. |
| Area: CSE; Domain: Applied Research |
| MARIA DA GRAÇA SALDANHA PADILHA (Universidade Federal de São Carlos), Maria Cristina Antunes (University Tuiuti of Paraná) |
| Abstract: This study aimed to analyze gender differences on conjugal infidelity in a brazilian city. A self administered questionnaire was applyed in 300 men and women, aged 25 to 45, married at least for 5 years. A sistematic sampling was applyed to randomize people from eight regions of the Curitiba city – Brazil. SPSS 8.0 was applyed to analize gender differences (Chi-square and T test). Sample was composed by 52% of women and 48% men; age mean 36.7 year; 88% white; 62% Catholics; 27,7% undergraduate level and 44% high school level; mean time of marriage 12.3 years. We found significant differences on: men betray because biological factors; betrayal is socially stimulated for men; virtual sex is betrayal; to desire someone is betrayal; infidelity person must to attend psychotherapy. Data analysis reveals that 25% of women and 45% of men were unfaithful. Men said that were unfaithful to find new kind of pleasure, to adventure, to feel young and to take a physical desire. Women said that where unfaithful to revenge their partner. We found gender differences that reveal gender norms to infidelity behavior. |
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| 47. Is Enrichment Really Enriching? A Systematic Method of Evaluating Enrichment Items. |
| Area: CSE; Domain: Applied Research |
| KATHRYN L. KALAFUT (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: The importance of enrichment activities for captive animals has been widely recognized in zoos and captive settings. However, there is a need for tools that guide the implementation and effectiveness of the enrichment. The purpose of this posteris to show a systematic method to evaluate enrichment items for captive animals. The method includes an observation system including measures on the location of the animals in the enclosure, their position, concurrent activities, attention, stereotypic behavior and also includes several different enrichment schedules. The evaluation system was also tested on different species in the zoo to test its generality and sensitivity to different enclosures and species. Results pending. |
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| 48. Relation between Suicidal Ideation and Patterns of Addiction in Mexican Adolescents. |
| Area: CSE; Domain: Applied Research |
| NORMA COFFIN (Universidad Nacional Autónoma de México), Maria de Lourdes Jimenez Renteria (Universidad Nacional Autónoma de México) |
| Abstract: In recent investigations in Mexico, more depressive adolescents have been reported showing depressive symptoms, manifested as sadness, emptiness, indecision, suicidal ideation, suicidal attempts and suicide acts (Casullo, 2003). The World Health Organization (WHO, 2004), considers that suicidal ideation represents 1.4% of morbidity. In this study, suicidal ideation is taken as “any idea of committing suicide, or the desire of taking away the own life” (Amezcua, 2003). Along with drug consumption, Flores (2005), mentions that depression is a risk factor for addiction, since it causes emotional emptiness, which derives in belief of welfare through the use of drugs. In the present study, knowledge of relation between suicidal ideation and addiction in Mexican adolescents was the main goal. Two surveys Casullo, 2003 & Silva, 2004), were applied to 1075 adolescents, both sexes, with an age interval of 11-16 yrs. Findings showed that from adolescents who presented high suicidal ideation, 50% reported drug use (alcohol, tobacco, and other); those who reported mild suicidal ideation, also reported drug use. Relation between suicidal ideation and drug use was found, showing that the stronger the ideation, the more use of drugs. |
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| 49. An Epidemiological Study of Suicidal Ideation in Mexican Adolescents. |
| Area: CSE; Domain: Applied Research |
| NORMA COFFIN (Universidad Nacional Autónoma de México), Arturo Silva Rodríguez (Universidad Nacional Autónoma de México), Maria de Lourdes Jimenez Renteria (Universidad Nacional Autónoma de México) |
| Abstract: Suicidal behavior is conceived as the concern or action, oriented to cause the self’s death in a volunteer way. Such behavior includes suicidal ideation, suicidal attempt and suicide. Thus, suicidal ideation is defined as any idea which involves the act of committing suicide or the desire of taking away the own life (Amezcua, 2003). According to Apter (2001), the risk factors for committing suicide are: a psychiatric disorder, depression, mental disorders as bipolar behavior, use of alcohol or other drugs, as long as other behavior problems as alimentary disorders (anorexia or bulimia).Overholser (2003) states that some of the predictor factors for suicidal conduct, are: high levels of stress, divorce or parents’ split, and permanent negative perceptions of life events. In the present study, the major goal was to know the prevalence of suicidal ideation in adolescents of Mexico from rural or urban communities. More than 2 000 secondary students were surveyed (Scale of Suicidal Ideation, Casullo, 2003), in 2005-2006; age interval was from 11 -16 yrs., both sexes. Prevalence knowledge permits design more effective interventions and development of prevention programs. In Mexico, rates of suicidal ideation have become more present in new generations. |
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| 50. Reducing Environmental Tobacco Smoke and Cigarette Litter in Outdoor Settings on a University Campus. |
| Area: CSE; Domain: Applied Research |
| NATHAN C. HAHN (Southern Illinois University), April S. Worsdell (Southern Illinois University) |
| Abstract: Outdoor smoking not only exposes people to harmful environmental tobacco smoke, but it also produces unsightly cigarette litter. In an attempt to deter outdoor smoking, a Midwestern university enacted a policy to discourage smoking within 7.62 m of campus building entrances. This study was designed to examine compliance with the existing policy, as well as to examine the effects of two antecedent interventions for improving compliance with the policy and decreasing cigarette litter. Four campus locations were selected. The first antecedent intervention involved removing existing cigarette receptacles and replacing them with a receptacle situated 8.23 m from the building entrances. During the second intervention, a sign was placed at the border of the smoke-free area, and smaller signs were posted on the inside of building doors. Baseline observations revealed a consistent number of smokers in violation of the policy. When the first intervention was implemented, reductions in smoking were observed across all sites. Further reductions in smoking were noted when the signs were added, and in some cases, smoking was eliminated within the smoke-free zone. In addition, these interventions resulted in a higher proportion of cigarette litter being placed inside receptacles as opposed to being deposited on the ground. |
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| 51. Core Values in Behavior Analysis. |
| Area: CSE; Domain: Applied Research |
| ERIK ARNTZEN (Akershus University College), Jon A. Lokke (University of Oslo), Gunn Lokke (University College of Ostfold, Norway) |
| Abstract: We wanted to study which values are defined as essential for behavior analysts in Norway. The survey has been sent out to behavior analysts in the field, students at different levels, bachelor and master students, at different universities. We have used a modified version of the Values Survey by Bailey (2006). Results will be presented and possible differences from the US will be discussed. |
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| 52. Social Validity in the Journal of Applied Behavior Analysis. |
| Area: CSE; Domain: Applied Research |
| DANIELLE LISE LAFRANCE (Florida Institute of Technology), Renee Reagan (Florida Institute of Technology), Carelle A.D. Harris-Fortune (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
| Abstract: Historically, it has been suggested that very little research has been conducted which takes social validity into account as a primary measure. The current study examined the behavior analytic literature to determine whether this is true. A review of the literature was conducted, beginning with all articles published in the Journal of Applied Behavior Analysis from 1981 through 2005. A coding system was used to identify which articles included measures of social validity and which did not. Further, each article reviewed was coded according to 1) the type of data collected on social validity (i.e., informal vs. formal methods), and 2) the eligibility and need of a social validity measure for that study. Interobserver agreement was collected on at least 25% of articles, and averaged 85% agreement. Results suggest that there is a dearth in the amount of data taken on social validity in the behavior analytic literature; this will be discussed in terms of the importance of this measure for researchers and clinicians in the field. |
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| 53. From Feral to Friendly: Shaping “Tameness” in Felines. |
| Area: CSE; Domain: Applied Research |
| ANGELA DRAKE (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: In most animal shelters, feral (wild) felines that are relinquished to the shelter are subsequently euthanized. The development of a procedure for “taming” feral and fearful felines has the potential to save lives. This research demonstrates the effectiveness of a shaping procedure using positive and negative reinforcement for “taming” feral and fearful felines. Taming includes training a feline to allow people to approach it, training the feline to approach people, and training the feline to allow people to pet it. The participants included feline subjects of any breed or sex that were less than 6 months of age. The findings revealed that shaping was an effective method for taming the subjects in this study. Future research should focus on developing a training video for shelters to use. This procedure should be extended to adult feral and fearful felines and investigate possible uses with wildlife rehabilitation. |
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| 54. Graphic Crime Scene Evidence Functions as an Establishing Operation Potentiating Harsher Sentences. |
| Area: CSE; Domain: Theory |
| DAVID E. GREENWAY (University of Louisiana, Lafayette), Matthew Ian Isaak (University of Louisiana, Lafayette) |
| Abstract: Police and witness statements regarding a murder were read to one-hundred and twenty-six subjects. Judge's instructions were read to one-half of subjects, while one-half of subjects completed questionnaires. One-half of each of these two groups were shown 90 pictures of the crime scene, the victim, and the autopsy. Verdict and sentence forms were taken after the oral evidence was presented, and after the photo presentations. The photo presentations were associated with a greater probability of guilty verdicts with death sentences. Judge's instructions exerted no effects. Results are discussed in the context of graphic crime evidence as establishing events potentiating harsher sentences and limiting the effective rule-governance of the Judge's instructions. |
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| 55. Comprehension and Retention of Risk Information. |
| Area: CSE; Domain: Basic Research |
| FRANK HAMMONDS (Troy University), Wendy Donlin Washington (Johns Hopkins University School of Medicine) |
| Abstract: Often, people engage in risky behavior despite exposure to information about the risk. For example: smoking, failing to wearing seatbelts, and eating saturated fats are all associated with health risks, but remain prevalent behaviors in our society. Insufficient retention and comprehension of risk information may contribute to the failure to avoid behaviors that increase health risks. In a previous study, we presented risk information as relative risks, prevalence rates, probabilities, or a log scale value. The results indicated that prevalence rates were best understood and remembered by the participants. The log scale presents information in the simplest manner, but unfamiliarity with this method probably contributed the lack of retention of the risk information. Increased exposure to the log scale could result in it becoming the most effective means of communicating risk, as indicated by its success in rating earthquake strengths. In an ongoing study, participants receive detailed instruction about the four methods of presenting risk. Information retention is tested before and after instruction. The results will inform about the best strategies to communicate risk information. |
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| 56. Eating Disorders and Obesity Ambulatory: A Brazilian Service. |
| Area: CSE; Domain: Service Delivery |
| DENISE C. HELLER (Univeristy Tuiuti do Parana), Talita Lopes Marques (n/a) |
| Abstract: Eating disorders prevalence had increased in the last years because of the social female obsession for leanness. These psychopathologies affect either rich or poor population, specially young girls. Obesity had also increased in the entire world and it’s a public health problem. The treatment of these pathologies is expensive and difficult in Brazil. In order to promote a care service for poor population it was created in a Brazilian private university, in 2003, the Eating Disorders and Obesity Ambulatory. This service offers low-cost multidisciplinary intervention (psychological and nutritional) for Anorexia Nervosa, Bulimia Nervosa, eating disorders not otherwise specified and Obesity. Young women from 13 to 26 years old basically form the people who come for eating disorders treatment. For the treatment of obesity the majority are women (40 years old or more). Most of the clients are students or poor people. All the treatment is individual, weekly, with familiarly intervention when requested. About 50% of the patients finish the treatment with good results. This is a pioneer service in Brazilian universities and because of the prevalence of these psychopathologies is so important. More researches are suggested. |
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| 57. Body Image Improvement Program: An Experimental Intervention in a Fitness Center in Brazil. |
| Area: CSE; Domain: Applied Research |
| TALITA LOPES MARQUES (n/a), Denise C. Heller (Univeristy Tuiuti do Parana) |
| Abstract: Nowadays women are almost obligated to embrace cultural values about the glories of thinness that makes them feel dissatisfied with their weight, shape and self. One of the ways to lose weight is to exercise at fitness centers. The present study describes a program of 10 weeks that intended to improve the self-perception of the body image and its acceptance. The group was formed by 15 women from 16 to 45 years old that exercises regularly (tree times a week minimum). Most of them presented an unreal self-image, negative body image and looked for impossible body changes. 26,66% presented inadequate eating behaviors. The subjects discussed during the program were: body perception, eating behavior, body image, beauty patterns trough the times, cultural representation of food in Brazil, achievable goals, goal changes, self-esteem, self-confidence, life quality. In the end of the program the participants could percept an improvement of their acceptance of their body with improvement of body image and increasing of self-esteem. Programs like this should be adopted by fitness centers because it helps improving self-perception of body image and can help people to adopt a healthier life style, preventing eating disorders and improving body image. |
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| 59. Frequency of Exercise and the Value Ratio. |
| Area: CSE; Domain: Applied Research |
| STEPHEN C. BITGOOD (Jacksonville State University), Layla Abby (Jacksonville State University), Donna LePrell (Jacksonville State University) |
| Abstract: The role of exercise in maintaining good health is beyond dispute. The major problem is that many (if not most) people do not exercise at the frequency, duration, or intensity recommended by experts. Behavior analysis suggests that operant principles may help understand the lack of behavioral control for exercise behavior. The magnitude of both positive and negative reinforcement may be key in this regard. Positive reinforcers should include the benefits of exercise such as reducing stress, maintaining or losing weight, etc. On the other hand, avoidance behaviors such as lack of time, fear of injury, discomfort/pain, etc. are also likely to play a role. When both positive and negative reinforcement are combined, the mathematical nature may be an important consideration. If there is a simple additive relationship (exercise choice = magnitide of positive reinforce + magnitude of negative reinforcers), then one might predict that both positive and negative reinforcers have approximately equal weight. However, temporal discounting and optimal foraging theories suggest that the relationship is a ratio of positive reinforces/negative reinforcers. This mathematical relationship places more importance on the denominator (avoidance factors) than on the numerator (positive reinforcement). Two survey studies tested the assumption that frequency of exercise is influenced more by avoidance than by benefits as predicted by a ratio of reinforcer magnitude/avoidance magnitude. University students rated a list of positive and negative factors associated with exercise and the averages used to assess the best predictor of exercise frequency. The findings generally supported a ratio rather than an additive function when positive reinforcement and negative reinforcement is combined. |
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| 60. Simplified Habit Reversal and Self-Monitoring as a Treatment for a Behavior Analyst with Nail Biting: A Case Study. |
| Area: CSE; Domain: Applied Research |
| LAUREN C. WASANO (Quality Behavioral Outcomes) |
| Abstract: The services of a behavior analyst are often sought in order to build the skills and achievements for a variety of individuals. Behavior analysts often utilize instructional and environmental modifications in order to produce significant improvements in human behavior through skill acquisition as well as the reduction of various types of problem behavior. Occasionally, these services are utilized on fellow behavior analysts to address similar needs. The purpose of the present study was to (a) evaluate the use of the Questions About Behavioral Function (QABF) and data collected via direct observations in identifying the function of the nail biting for a behavior analyst and (b) report on the effectiveness of the resulting treatment package that included a self-monitoring system and a simplified habit reversal (SHR) procedure consisting of awareness training, competing response training and social support. |
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| 61. A Single-Subject Application of FAP Enhanced Behavioral Activation (FEBA) to Non-Clinical Relationship Difficulties. |
| Area: CSE; Domain: Applied Research |
| LAURA BETH TURNER (University of Wisconsin, Milwaukee), Rachel Manos (University of Wisconsin, Milwaukee), Laura C. Rusch (University of Wisconsin, Milwaukee), Nicole A. Roberts (University of Wisconsin, Milwaukee), Jonathan W. Kanter (University of Wisconsin, Milwaukee) |
| Abstract: Behavioral Activation (BA) is a well known treatment for depression seeking to actively engage individuals in their lives and to resist avoidance. Functional Analytic Psychotherapy (FAP) is another treatment focusing on interpersonal relationships and therapist in-vivo contingent responding to client behavior. FAP Enhanced Behavioral Activation (FEBA) is a combination of these two treatments and is applied to relationship difficulties. To study this treatment, couples of at least 6 months were recruited through undergraduate classes. Participants chose one member of the couple to receive 8 50-minute sessions of relationship coaching (i.e., FEBA). Prior to and following treatment, both members of the couple completed self-report measures of emotion, psychological distress and relationship functioning, and were measured on physiological arousal during a conversation with each other’s romantic partner. Session by session data from one member of the couple along with pre- and post-treatment physiological arousal and questionnaire data from both members will be presented. This innovative design allows for a test of generalization of improvements from the member of the couple attending coaching to the member who did not attend. |
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| 62. Behavioral, Attitudinal, and Decision-Altering Effects of Aggressive Videogames on Young Adults. |
| Area: CSE; Domain: Basic Research |
| DEREK SZAFRANSKI (Western Michigan University), Kent D. Smallwood (Western Michigan University), Scott Latour (Western Michigan University), John Ceglarek (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
| Abstract: Each year, interactive video game technology becomes more and more advanced, offering more lifelike environments, immersive experiences, and realistic situations in which the player must decide how to act. As a result of these technological advancements, the violent content in video games has become increasingly realistic and graphic. Unlike the passive viewing experience of television, video game players are adopt roles in which they initiate actions and direct the progression of video game experience. In these active roles, they may engage in and are rewarded for violent acts against fictitious video game characters or other online players. To date the few (approximately 10) more recent studies of the impact of videogame play on aggressive behavior and attitudes still have several shortcomings, mostly in their choice of dependent measures. The purpose of this investigation was to build off of the small research base related to effects of violent video games on behavior, attitudes, and physiology by adopting several dependent measures that have not used in previous studies, including realistic behavioral simulations, computer simulations of aggression, and vignette-based measures of aggressive attitudes. This study is a methodological refinement and extension of work done by Smallwood, Fuqua & Dagen (2005), which itself improved upon the methodologies employed by other studies, such as Anderson & Dill (2000), Deselms & Altman (2003) and Sheese & Graziano (2005). |
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| #202 Poster Session - DDA |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 63. A Demonstration of Discriminated Responding between Simultaneously Presented Communication Cards. |
| Area: DDA; Domain: Basic Research |
| ERIC BOELTER (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Functional Communication Training (FCT) is a treatment component frequently used to reduce problem behavior by replacing it with an alternative but functionally equivalent behavior (Carr & Durand, 1985) such as touching a picture card. Within communication systems developed for individuals with communication deficits, multiple stimuli are often presented simultaneously in a choice format. To communicate effectively using these systems, individuals must demonstrate discriminated responding between these stimuli. In the current study, following a demonstration of the effectiveness of FCT using a single communication card, we taught an 8-year-old boy diagnosed with Severe Mental Retardation and Cornelia de Lange Syndrome to mand for a high, a medium, and a low preferred toy item by touching corresponding cards. He was trained separately to respond on each card. He was then presented the cards simultaneously while provided noncontingent access to one of the toy items. The item available noncontingently was altered within reversal and multielement designs. The results showed that the boy responded most often on cards that were not associated with the item provided noncontingently, suggesting discriminated responding. Problem behavior remained at zero to near zero rates throughout this evaluation. |
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| 64. Correspondence between Stimulus Preferences and Progressive Ratio Break Points in Individuals with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| MEAGAN GREGORY (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Melissa J. Allman (Johns Hopkins University School of Medicine), Michelle A. Frank-Crawford Crawford (Kennedy Krieger Institute) |
| Abstract: Prior research has shown reasonable correspondence between preference level, determined via stimulus preference assessments, and reinforcer strength indexed by response allocation on concurrent schedules. However, other studies have shown that these differences are not necessarily meaningful when absolute response rates on simple ratio schedules are used to compare stimuli of varying preference levels. This study examined whether preference levels correspond to a different measure of absolute stimulus value: amount of responding supported by a reinforcer as determined via progressive ratio schedules. The analyses involved a) comparing progressive ratio break points for stimuli of high, moderate, and low preference and b) determining whether changes in stimulus preference, as a function of time and exposure, were mirrored by changes in break points. Interobserver agreement on stimulus selection and break point values was over 95% across 6 participants. The results revealed moderate correspondence between preference level and break points for stimuli at the far ends of the of the preference hierarchy, but less sensitivity to differences among similarly ranked stimuli. Changes in preference value were generally reflected by changes in break points, although there was an overall tendency for break point values to increase regardless of the direction of change in preference level. |
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| 65. Assessing Self-Injurious Behavior (SIB) during Feeding for a Child with Profound Disabilities and Visual Impairments. |
| Area: DDA; Domain: Applied Research |
| LAUREN LLOYD WITHHART (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Developing effective behavioral treatments for clients with severe disabilities and visual impairment often requires modification to the standard assessment procedures. One such modification was that of Paclawskyj & Vollmer (1995) who determined that a modified stimulus choice assessment was better than a preference assessment when identifying reinforcers for visually impaired clients. In the current case study, additional modifications were necessary during the functional analysis.
In the current study, assessment of SIB during mealtime was evaluated for a child with profound mental retardation, severe SIB and visual impairments. A forced choice stimulus preference assessment for edible items was conducted prior to the functional analysis to identify preferred edibles. In order to replicate situations in the client’s natural environment, additional functional analysis conditions were added including: a food presentation condition consisting of presenting 1 bite of food every 5 seconds with escape for SIB and a tangible condition in which preferred food was presented contingent on SIB. One additional modification was that SIB was the only target inappropriate mealtime behavior (not batting at the spoon or expulsions, etc.). The results suggest that SIB was maintained by escape from feeding demands and bite presentation. Inter-rater agreement was 100% across 65% of the sessions. |
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| 67. Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence with Treatment Outcomes. |
| Area: DDA; Domain: Applied Research |
| ROXANNE L. WOLF (University of North Texas), Richard G. Smith (University of North Texas), Jessica Hobbs (University of North Texas), Heather A. Moore (University of North Texas), Larisa Maxwell (University of North Texas), Curtis J. Harris (University of North Texas), Bryan S. Lovelace (University of North Texas), Lauren A. Cherryholmes (University of North Texas) |
| Abstract: The current study was designed to further evaluate the usefulness of anecdotal assessments. The goal of this study was to evaluate the overall agreement between multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale and the Functional Analysis Screening Tool (FAST) and, if agreement occurred across respondents, to assess the effectiveness of treatment based on the outcome of the anecdotal assessments. Results of this study showed that anecdotal assessments were able to identify the general maintaining contingency for two participants. However, for one participant it was not able to identify which socially mediated variable (attention or tangible) maintained the aberrant behavior. |
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| 68. Measuring Outcomes of Behavioral Treatment Using the Aberrant Behavior Checklist (ABC). |
| Area: DDA; Domain: Applied Research |
| DANIELLE L. GUREGHIAN (Kennedy Krieger Institute/University of Maryland, Baltimore County), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: The Aberrant Behavior Checklist (ABC; Aman & Singh, 1986) is an empirically derived scale that measures idiosyncratic, maladaptive behaviors for individuals with developmental disabilities and mental retardation. Divided into five sub-scales, I) Irritability, II) Lethargy, III) Stereotypy, IV) Hyperactivity and V) Inappropriate speech, the ABC was originally designed to measure changes in behavior due to psychotropic drugs. In the current study, we examined the possibility that the ABC could be sensitive to behavioral treatment alone. Pre- and post-treatment ABC scores were examined for 24 patients with developmental disabilities in an outpatient clinic who received behavioral treatment for severe behavior problems. Results indicated that the change in pre- and post-test scores for each sub-scale were clinically significant (p<.01) with the exception of inappropriate speech, which was significant at p< .05. The greatest decrease in scores was in the Irritability and Hyperactivity subscales. Additionally, within each subscale, the percentage of scores in the clinically significant range dropped by at least 50%. Results are discussed in terms of implications for measuring outcomes of behavioral versus psychiatric treatment. |
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| 69. The Use of Non-Contingent Reinforcement without Extinction to Treat Aggressive Behavior Occasioned by Blocking Sleep. |
| Area: DDA; Domain: Applied Research |
| SALLY D. GRAVES (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Non-contingent reinforcement (NCR) has been found to be an effective treatment component for a wide range of problem behaviors (Roscoe, Iwata, & Goh 1998). In the current study, the participant was a 15-year-old male diagnosed with moderate Mental Retardation and admitted to an inpatient facility for the assessment and treatment of aggressive behavior. Experimental analyses indicated that aggressive responses were exhibited when the participant was interrupted or blocked from sleeping. A treatment consisting of NCR was conducted in order to alter the motivating operation for sleeping behavior and, as a result, decrease aggressive behavior occasioned by blocking sleep. After achieving a clinically significant reduction in aggressive behavior, NCR thinning was conducted and academic demands were systematically introduced in order to facilitate generalization. Interobserver agreement (IOA) data were collected for at least 33% sessions and averaged above 80% for all responses. |
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| 70. Using Augmented Simplified Habit Reversal in the Treatment of Tourette’s Disorder in an Individual Diagnosed with Severe Mental Retardation. |
| Area: DDA; Domain: Applied Research |
| KRISTIN RUSCITTI PURINGTON (St. Cloud State University), Kayla Jean Davidson (Glenwood Resource Center), Steven L. Taylor (Glenwood Resource Center) |
| Abstract: Simplified habit reversal has been found to be of limited effectiveness without the use of augmentative procedures. We investigated the efficacy of a simplified habit reversal treatment combined with augmentative procedures to eliminate the occurrence of vocal and motor tics. The participant was a 40-year-old woman diagnosed with Down syndrome, severe mental retardation, and Tourette’s Disorder. A functional analysis of vocal tics suggested vocalizations were sensitive to the level of environmental stimulation. A multiple baseline design was used. A simplified habit reversal treatment consisting of awareness training, competing response training, and social support was implemented. Augmentative procedures were then implemented to increase treatment efficacy. The effectiveness and limitations of these augmentative procedures are discussed. |
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| 71. Choice and Work Performance in Mentally Retarded Adults (II). |
| Area: DDA; Domain: Basic Research |
| GIOVANA ESCOBAL (Federal University of São Carlos), A. Celso Goyos (Federal University of São Carlos) |
| Abstract: The aim of the present study was to investigate the effects of a novel work task and work support on mentally retarded preference. Choice was investigated with and without environmental work support and work performance was assessed as a function of conditions chosen. Four mentally retarded adults first learned to criterion a novel work task with and without environmental work support. The environmental support displayed containers to place its different components and was designed to provide immediate feedback, to increase or maintain the rate of work response and to prevent errors during the task routine. Next, the subjects worked individually either under multiple schedules or under concurrent-chain schedules according to a multiple-element baseline design. When the multiple schedules condition was on, the components were either presence or absence of environment support, quasi-randomly distributed. In the concurrent-chain schedules condition it was used a FR-1, on the first link, and either one of the presence-absence of environmental support condition, on the second link. The results showed a preference for work support condition; the time spent to task completion and average number of errors performing the task decreased. The results also suggested that the preferred conditions engendered more motivation to work. |
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| 72. Validating Conditioned Reinforcers through Preference Assessment. |
| Area: DDA; Domain: Applied Research |
| ELIZABETH J. KELSEY (Northeastern University), Daniel Gould (The New England Center for Children) |
| Abstract: This study investigated a method for establishing and validating conditioned reinforcers. A paired-stimulus preference assessment was conducted with 4 edible items for an adult participant with developmental disabilities. After determining a stable preference hierarchy, a reinforcer assessment was done to validate preference assessment results. Novel (unconditioned) tokens were then substituted in the preference assessment for the highest- and lowest preferred edibles. Next, token training was conducted. One token was paired with the highest-preferred stimulus and the other token was paired with the lowest-preferred. Token training in sessions of 20 pairings per stimulus and brief preference assessments with tokens and edibles alternated until the preference hierarchy with tokens matched that obtained in the initial preference assessment. The token was assumed to be established as a conditioned reinforcer when it was selected with the same relative frequency (i.e., had the same rank) as the edible it replaced. A reinforcer assessment was then conducted using high and low preference edibles and tokens. Results indicated that conditioned reinforcers were established, and that preference assessment methodology can be used to determine the optimal number of pairing trials needed to establish conditioned reinforcers. |
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| 73. Effects of Choice of Task Sequence in Picture Activity Schedules. |
| Area: DDA; Domain: Applied Research |
| CHRISTINE APOSTOL (Crossroads - New England), Daniel Gould (The New England Center for Children) |
| Abstract: The effects of choice of task sequence were evaluated in 3 participants diagnosed with autism and seizure disorder. On-task behavior, problem behavior, and inappropriate behavior were assessed across choice- and no-choice conditions using an alternating treatment design. During the choice condition, the participant selected task order of 4 or 6 activities in their picture activity schedules. During the no-choice condition, the experimenter yoked the task sequence to the preceding choice session. Novel tasks were used during a generalization phase. Results showed that on-task and on-schedule behavior was higher during the choice condition relative to the no-choice condition for all participants, and this effect was maintained across novel tasks. Results also showed that problem behavior was lower during the choice condition relative to no-choice condition for 2 participants, and this effect was maintained across novel tasks. These results suggest that providing choice-making opportunities increases appropriate behavior and decreases problem behavior and is a viable option for use in practice. |
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| 74. Effects of Toy Play Skills on Occurrence of Problem Behavior Maintained by Automatic Reinforcement: Preliminary Findings. |
| Area: DDA; Domain: Applied Research |
| KELLY M. VINQUIST (University of Iowa), Anuradha Dutt (University of Iowa), Jason M. Stricker (University of Iowa), Wendy K. Berg (University of Iowa), David P. Wacker (University of Iowa), Joel Eric Ringdahl (University of Iowa), Jeffrey R. Luke (University of Iowa) |
| Abstract: A functional analysis and a series of preference assessments were conducted with two participants with mental retardation who engaged in severe problem behavior. Functional analysis results suggested that problem behavior was maintained by automatic reinforcement. A differential reinforcement treatment in which access to preferred toys was made contingent on the completion of an adaptive response was implemented for both participants. Data were collected on problem behavior across baseline (noncontingent access to toys) and treatment (DRA) conditions for one year. In addition, task analysis data were collected on individual play skills during free operant preference assessments across the same time period. For Steven, problem behavior decreased across treatment and baseline conditions with a collateral increase in play skill and appropriate object manipulation. For Nadia, problem behavior decreased across treatment conditions but continued to occur at high levels during the baseline conditions. Toy play data show little or no changes in item manipulation or individual toy play skills. These preliminary results suggest that improvements in toy play skills may increase the likelihood that a participant engages in appropriate play behavior rather than problem behavior during free operant play conditions. |
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| 75. Analysis of Task Prompting Strategies during Functional Communication Training. |
| Area: DDA; Domain: Applied Research |
| JAY W. HARDING (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: We evaluated the effects of two prompt strategies for presenting work tasks within a functional communication training (FCT) program. The participant was a 4-year-old boy diagnosed with autism who displayed problem behavior maintained by negative reinforcement. Assessment and treatment procedures were conducted in the child’s home with his mother serving as therapist. Treatment data were evaluated within a reversal (ABCBC) design. Inter-rater agreement was assessed across 30% of all sessions and averaged 97%. During FCT, the child was required to point to a picture in a book and then touch a microswitch to request a break to “play.” In the first FCT condition (B), his mother made a verbal request and modeled pointing to a designated picture two times, and then removed her hand. If the child did not comply, his mother used hand-over-hand assistance. During the second FCT condition (C), his mother made a verbal request and modeled pointing two times, but then left her finger next to the designated picture. Results showed similar levels of problem behavior and independent manding across the two conditions, but a higher level of independent task completion during the second FCT condition. |
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| 76. Reducing Challenging Behaviors Using Behavioral Contracting. |
| Area: DDA; Domain: Applied Research |
| TATE MCGHEE (Pinellas Association for Retarded Children), Kimberly M. Smith (Pinellas Association for Retarded Children) |
| Abstract: This intervention took place in the home setting and adult day training program of this individual. This intervention was used with a verbal, twenty-one-year-old individual who is diagnosed with mental retardation and Down’s syndrome. This individual exhibited aggression towards others (ATO), aggression towards property (ATP) and unauthorized access to tangibles (UAT). To reduce the frequency of these challenging behaviors, behavioral contracting was used to increase his use of appropriate social skills as an alternative to challenging behaviors. Data was collected on the frequency of challenging behaviors, as well as the percentage of points earned. |
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| 77. Functional Communication Training with Participants Diagnosed with a Behavior Disorder. |
| Area: DDA; Domain: Applied Research |
| RUSSELL LANG (University of Texas, Austin) |
| Abstract: Seven studies of functional communication training (FCT) with participants with a behavior disorder (BD) diagnosis were reviewed to summarize, participant characteristics, study methodology, and effects of treatment. The results indicate that FCT has been studied within the BD population most often with boys between _ and _ years of age and that limited additional information in regards to ethnicity, severity of diagnosis, or other individual participant characteristics is unknown. The majority of research has been completed utilizing __________ research designs. The majority of study procedures were implemented by ________ in _________ settings. Finally, available research indicates that the use of FCT with children with a BD diagnosis is _____. |
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| 78. Interval Recording for Duration Events: A Re-Evaluation. |
| Area: DDA; Domain: Applied Research |
| AMANDA M. COLBY (St. Cloud State University), John T. Rapp (St. Cloud State University), Timothy R. Vollmer (University of Florida), Henry S. Roane (Munroe-Meyer Institute, University of Nebraska Medical Center), Joanna Lomas (The Marcus Institute), Lisa N. Britton (Spectrum Center) |
| Abstract: In two experiments, events that were recorded using continuous duration recording (CDR) were rescored using 10-s partial interval (PIR), 10-s momentary time sampling (MTS) and 20-s MTS. Results of experiment 1 showed that data paths generated by each interval method produced conclusions about functional control that were similar to those based on CDR when using reversal designs; however, for multielement designs, 10-s PIR was prone to showing differentiation between data paths that was not evident with CDR. Results of experiment 2 showed that both 10-s and 20-s MTS yielded data paths on behavior-behavior relations (e.g., covarying responses) that were consistent with CDR whereas 10-s PIR produced some behavior-behavior patterns that were not. In both experiments, 10-s MTS generated data paths that were nearly identical to the respective CDR data paths. The implications of these findings for researchers and clinicians are briefly discussed. |
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| 79. Validation of Behavior Analytic Instructional Design for an On-Line Course in Psychology of the Exceptional Child. |
| Area: DDA; Domain: Applied Research |
| JAMES C. SANTOYO (Central Missouri State University), Duane A. Lundervold (Central Missouri State University) |
| Abstract: Instructional design components (remediation, self-paced) of an online course in Psychology of the exceptional child was examined using a quasi-experimental design with two sections of students (N = 70). Multidimensional assessment of teaching effectiveness included : (a) objective measures of student learning outcomes; (b) student ratings of teaching, and, (c) student ratings of study behavior. Results of T-test (pre-post test scores) indicated significant change (p < .05) in student learning outcomes. Mastery-based instructional design components were strongly and positively associated with post test performance. Self-reported study behavior was a moderating variable in approximately 30% of the sample. Results suggest that behavior analytic instructional design components produce high levels of student satisfaction and performance for online courses. |
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| 80. Training Parents to Treat Noncompliance in Children with Developmental Disabilities Using Guided Compliance. |
| Area: DDA; Domain: Applied Research |
| CHRISTINE BENNETT (University of Washington Autism Center), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Noncompliance with parental directions is a critical target for children with developmental disabilities for several reasons including the frequency of the problem and the impact that noncompliance has on caregivers. Three decades worth of research have shown the effectiveness of guided compliance with children with developmental disabilities; however, only a few studies have examined the effects of parent-implemented three-step guided compliance with this population (Handen, Parrish, McClung, Kerwin, & Evans, 1992; Smith & Lerman, 1999; Tarbox, Wallace, & Penrod, 2003). Three children with developmental disabilities and one primary caregiver for each child participated in the present study. Parents were trained in three-step guided compliance (i.e., command, gestural prompt, and physical prompt) via a PowerPoint® presentation with embedded video models. They rehearsed the procedure with a confederate until mastery and then implemented it with their child. Results showed that following parent training, all three parents implemented the procedure with a high degree of treatment integrity. The physical prompt step was the most difficult to implement. Children’s compliance levels increased drastically from baseline for 2 of the 3 children. Recommendations regarding the content and format of computerized instruction and clinician-delivered parent training of the guided compliance procedure are discussed. |
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| 81. Using Competing Stimuli to Treat Self-Injurious and Other Problem Behavior in a Young Adult with Cornelia de Lange Syndrome. |
| Area: DDA; Domain: Applied Research |
| KOREN BOGGS (Johns Hopkins University School of Medicine), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Several studies have employed competing stimulus assessments to identify items that appear to compete with reinforcement maintaining problem behavior. The present study examines the effects of using noncontingent access to empirically-identified competing stimuli to treat self-injurious and other problem behavior. A functional analysis of self-injurious behavior, aggression, and disruptions exhibited by a young adult with Cornelia de Lange Syndrome revealed that problem behaviors were at least partially maintained by automatic reinforcement. In a related finding, it appeared that problem behaviors and in-session sleeping co-varied under similar low-stimulation conditions. Consequently, a competing stimulus assessment was conducted to identify items associated with high levels of engagement, low levels of problem behavior, and low levels of in-session sleep. Three competing stimuli were identified and subsequently provided noncontingently in a treatment evaluation conducted in several contexts. Results of the treatment evaluation support the hypothesis that noncontingent access to stimuli which presumably compete with the functional reinforcer (i.e., sensory stimulation) effectively reduces both rates of problem behavior as well as levels of in-session sleep. Interobserver agreement was assessed for at least 33.3% of sessions and reliability coefficients (i.e., exact agreement, duration-per-interval) were at least 80%. |
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| 82. Preference Assessment: Principle and Practice. |
| Area: DDA; Domain: Applied Research |
| DAVID GELLER (University of South Florida), Kenneth G. Winn (Agency for Persons with Disabilities) |
| Abstract: Best practice in the development of behavior intervention plans includes conducting preference assessments. As described in the ABA Position Statement on the Right to Effective Behavioral Treatment (1989), the consumer of behavior analytic services has a right to effective treatment. In order for effective behavior change to be accomplished in an efficient or timely manner, the behavior change mediator must know what items or activities are likely to function as reinforcers for the client. Thus, it is critical that thorough preference/reinforcer assessments are conducted prior to implementing the behavior change plan. However, a thorough assessment is not enough. The putative reinforcers must be available for delivery following appropriate client behavior, and direct contact staff must be trained on, and discriminative stimuli available to occasion, that appropriate delivery. 25 behavior plans were reviewed and very few were found to reference the preferred items within the behavior change procedures. Data are presented to describe the extent to which preference assessment is translated into the contingent delivery of effective reinforcers. |
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| 84. Concurrent Operants Assessment of Functional Reinforcers for Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| JENNIFER L. BREDTHAUER (The Marcus Institute), Nathan Call (The Marcus Institute), Robert-Ryan S. Pabico (The Marcus Institute), Joanna Lomas (The Marcus Institute) |
| Abstract: Challenges faced by clinicians include problem behavior that is either too dangerous or does not occur at a rate sufficient for direct assessment via functional analysis. In situations such as these, alternative assessment formats that do not require the occurrence of problem behavior may be beneficial. In the current study, the relative influence of social positive and negative reinforcement was examined within a concurrent operants arrangement. Children with autism and other developmental disabilities were presented with a series of choices that systematically varied the availability of attention, access to preferred tangible items, and escape from demands. Preference for social reinforcers was examined by associating single or combined reinforcers with different sides of a room and measuring time allocated to each side. Choice combinations were examined within a reversal design and were compared to results of a functional analysis (Iwata, Dorsey, Slifer, Bauman & Richman, 1982). Interobserver agreement data were collected for at least 20% of all sessions for each participant and always exceeded 80% agreement. Idiosyncratic results were obtained for each participant and are discussed in terms of clinical applications as an alternative to functional analysis for low rate or other problem behavior that cannot be assessed directly. |
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| #203 International Poster Session - EAB |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 85. Conditioned Taste Avoidance Induced by Wheel Running is Inhibited by Pre-Exposure to Novel Food Tastes. |
| Area: EAB; Domain: Basic Research |
| W. DAVID PIERCE (University of Alberta, Canada), Donald C. Heth (University of Alberta, Canada) |
| Abstract: Rats were given differential exposure to three distinct and novel foods. One of these foods was exposed for 7 days; another for 2 days, and the last was not exposed. Next, half of the rats received six daily sessions in which a compound of the three flavors was followed by opportunities to run in wheels. The other rats received the food compound but without wheel running. On the next day, all rats were given a choice among the three food flavors presented concurrently in separate dishes. When the compound food had been followed by wheel running, rats ate little of the food given no pre-exposure, more of the food given 2 days of pre-exposure, and considerably more of the food given 7 days of pre-exposure. In comparison, rats that did not receive an opportunity to run ate equal and moderate amounts of the three foods. The results suggest that pre-exposure to a food’s taste produces latent inhibition that interferes with conditioned taste avoidance produced by pairing a taste (CS) with wheel running (US). |
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| 86. Discriminative Control of Choice Behavior in Humans. |
| Area: EAB; Domain: Basic Research |
| ROBERT W. ALLAN (Lafayette College), Lanny Fields (Queens College, City University of New York), Patricia A. Moss-Lourenco (The Graduate Center, City University of New York) |
| Abstract: College students were exposed to two different pairs of concurrent VI VI schedules with schedule pairs discriminated by different colors. Choice behavior consisted of tapping on either the "z" or "p" key of a computer keyboard and reinforcer deliveries were simulated by animated coins falling from one of two boxes at the top of the computer monitor to boxes below. The delivery boxes changed colors either between or within sessions. Each session was 10 minutes in duration. The results showed that discriminated undermatching can be easily obtained and maintained with this procedure and that in these conditions, human choice behavior resembles animal undermatching obtained over many sessions. |
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| 87. A Brief Opportunity to Run Does Not Function as a Reinforcer for Mice Selected for High Daily Wheel-Running Rates. |
| Area: EAB; Domain: Basic Research |
| TERRY W. BELKE (Mount Allison University), Ted Garland, Jr. (University of California, Riverside) |
| Abstract: Mice from replicate lines selectively bred based on high daily wheel-running rates run more total revolutions and at higher average speeds than do mice from non-selected control lines. Based on this difference it was assumed that selected mice would find the opportunity to run in a wheel a more efficacious consequence. To assess this assumption, selected and randomly bred control mice were exposed to FR 1 schedules where a lever press produced a brief (i.e., 90 s) opportunity to run in a running wheel in one condition and a longer (i.e., 30 min) opportunity in another condition. Results showed that a brief opportunity to run was an effective consequence for maintaining lever pressing in control, but not selected mice. In fact, randomly bred control mice responded more readily for both brief and longer reinforcer durations. Selected mice, in contrast, were more likely to respond for an opportunity to run when it was of a longer duration. In sum, high wheel running rate mice that are putatively “addicted” to running were less likely to respond for an opportunity to run than randomly bred mice. |
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| 88. The Matching Law and Division I Basketball. |
| Area: EAB; Domain: Basic Research |
| JENNIFER L. HITT (Illinois State University), Thomas S. Critchfield (Illinois State University), Larry Alferink (Illinois State University) |
| Abstract: The matching law describes situations involving a choice between 2 responses. Close approximations of the matching law’s predictions have been observed under a number of laboratory and real world situations, including athletic performance in sporting events. T. Vollmer and J. Bourret (2000) found that shot selection in basketball closely followed the predictions of the generalized matching equation. We attempted to extend their findings to the 2004 NCAA Division I teams by using the matching law to compare the performance of the top 30 and the bottom 30 ranked teams. We obtained season statistics for each team. The generalized matching law provided a very good account of the performance of all 60 teams. In general, teams displayed a tendency towards undermatching. However, the top 30 teams had higher slopes and greater bias for 3-point shots than did the bottom 30 teams. In addition, the matching law accounted for more of the variance for the top 30 teams than was true for the bottom 30 teams. These results suggest that the matching law captures performance factors that distinguish between higher and lower ranked teams. Further exploration could extend the present study to other years, other teams and to conference tournaments. |
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| 89. A Behavioral Study of Counterfactuals. |
| Area: EAB; Domain: Basic Research |
| ARELI MORANDO (University of Guadalajara), María Antonia Padilla Vargas (University of Guadalajara), Mayra Hernández (University of Guadalajara), Enyola Rodríguez (University of Guadalajara), Laura Barba (University of Guadalajara), Jose E. Burgos (Centro de Estudios e Investigaciones en Comportamiento - University of Guadalajara) |
| Abstract: A counterfactual is an assertion that expresses an alternative state of affairs that is different from a certain factual state. This paper describes a first behavioral approach to this kind of assertion. A risky choice task was designed with the Aurora Toolset, part of the Neverwinter Nights computer game. Thirty-nine participants were first given three trials where they were instructed to have a virtual alter-ego fight a monster for gold pieces that were going to be exchanged for points in a course at the end of the experiment. Unbeknownst to the participants, the probability of vanquishing these monsters was 0.0, so all participants experienced failure in these trials. Participants were then given a choice between an easy monster for less gold and a harder monster for more gold. Unbeknownst to the participants, the probabilities of vanquishing the monsters were 1.0 for the easy and 0.0 for the hard. About 75% of the participants chose the hard monster. Participants then received a descriptive feedback, a descriptive feedback with a counterfactual, or a descriptive feedback with a rule, and a second choice of the same kind. The overall risk level decreased to 31%, but no significant differences were observed among the groups. |
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| 90. Functional Analysis of the Training and Evaluation of the Correspondence between Verbal and Non-Verbal Behavior. |
| Area: EAB; Domain: Basic Research |
| HORTENSIA HICKMAN (Universidad Nacional Autónoma de México), Diana L. Moreno (Universidad Nacional Autónoma de México), Rosalinda Arroyo (Universidad Nacional Autónoma de México), Ma. Luisa Cepeda Islas (Universidad Nacional Autónoma de México), Olivia Tena (Universidad Nacional Autónoma de México), Patricia Anabel Plancarte Cansino (Universidad Nacional Autónoma de México) |
| Abstract: Traditionally the study of the correspondence between the verbal and the non verbal behavior has been fundamental for the interpretation and study of stimulus equivalence and conditional discrimination. The great majority of the works in the field of conditional discrimination and/or equivalence have focused on the study of, for example, the reports post-session, analysis of protocols and the description of general rules of performance, among others. Nevertheless in the great majority of the works verbal behavior is used as supplementary measure more than a direct one, that is, mainly it is evaluated and is not trained, even though the importance of the correspondence between verbal and non verbal behavior is emphasised for the establishment of complex relations. The present work proposes a method in which different possibilities of training are described to establish the correspondence between verbal and the non verbal in tasks of conditional discrimination and/or stimulus equivalence. |
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| 91. Speed Transfer and Class Mergers via Conditional Discriminations: Differential Transfer Training with One or Two Class Members. |
| Area: EAB; Domain: Basic Research |
| ABDULRAZAQ A. IMAM (John Carroll University) |
| Abstract: Eleven participants in four experiments demonstrated two independent groups of three three-member equivalence classes, one with and one without a speed contingency. Each participant then experienced transfer training and testing. During transfer training, either only one A-stimulus (with fast (Experiment 1) and slow (Experiment 2) contingencies), or two A-stimuli (with differential slow-fast contingencies on classes 1 and 3 (Experiments 3 and 4)) from the speed classes served as sample for the A-stimuli from the non-speed classes. Transfer test involved the remaining non-speed class members presented in the same session as training blocks (Experiments 1-3) or in separate testing sessions (Experiment 4). Test results showed undifferentiated changes in latencies of the non-speed class members (Experiments 1-3), and more differentiated changes consistent with class membership (Experiment 4). The results implicate discrimination of contingencies in engendering better differentiation of class membership. |
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| 92. Establishment of Stimuli Classes of Letters through a Procedure of Errorless Simple Discrimination without Reversion. |
| Area: EAB; Domain: Basic Research |
| DANIEL CARVALHO DE MATOS (Catholic University of São Paulo), Maria Amalia Andery (Catholic University of São Paulo) |
| Abstract: The present research consisted of the “prompt delay” procedure to check the emergence of stimulus classes in normal children. The research occurred in a classroom where only the experimenter and a child remained. The stimuli were letters and their rotations.9 children (aged 4 to 6) with difficulties to differentiate between pair of letters graphically similar and their rotations (b-d, n-u, p-q and rotations in 270 degrees and B-D, N-U, P-Q and rotations in 180 degrees) were used. The procedure consisted first of a pre-test (MTS) to check if the children could not differentiate between the letters and their rotations. Later, the selected children passed through a training session. The training was conducted with simple simultaneous discrimination trials with the letters mentioned above and their rotations. After this, the participants passed through a test (MTS) to check the emergence of a stimulus class composed by letters and another composed by forms (rotations). Then, a pos-test was utilized to check if the children’s repertoire had improved. In the end, the results expected should be the successful emergence of the stimulus class composed by real letters so the children could already differentiate them. The data are still being collected. |
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| 93. Self-discriminated responses as members of equivalence stimulus classes. |
| Area: EAB; Domain: Basic Research |
| ANNA BEATRIZ QUEIROZ (Catholic University of São Paulo), Maria Amalia Andery (Catholic University of São Paulo) |
| Abstract: The purpose of this study was: (1) to establish the control of two (typing) responses as SD or conditional stimuli over a second response of choice between stimuli in a MTS task, (2) to verify if the typing responses became members of equivalent stimulus classes, and (3) if other stimuli of the equivalent classes would have discriminative functions similar to these responses . Seven adults participated in the study. On Phase 1 subjects were trained in a MTS task (stimuli relations AB and BC), then tested for the emergence of two stimulus equivalence classes (1 and 2) with three arbitrary stimulus in each one. On Phase 2 typing RFV or UJM on a computer became the stimuli controlling the choice of stimuli B1 or B2. On Phase 3 it was tested if (a) the typing responses became members of the equivalence classes established on Phase 1 and (b) if stimuli (C1 and C2) – which had not been present on Phase 2 - acquired discriminative functions similar to the typing responses. Results showed that: equivalence classes were established for all participants on Phase 1; the typing responses assumed discriminative/ conditional functions, controlling the choice between two arbitrary stimuli on Phase 2; the typing responses became members of the equivalence classes; and members of the equivalence classes not present on Phase 2 assumed discriminative functions. Discussion highlights these findings and the consistency of the results. |
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| 94. Access to Others: Player Points in the Prisoner Dilemma Game. |
| Area: EAB; Domain: Basic Research |
| PEDRO FALEIROS (Universidade de São Paulo/UNIARARAS/Universidade Metodista de Piracicaba), Martha Hübner (Universidade de São Paulo), Raquel Zacharias (UNIARARAS), Viviana Ferrante (UNIARARAS), Adriana Leme (UNIARARAS), Juliana Mesquita (UNIARARAS), Raquel Deperon (UNIARARAS) |
| Abstract: In the prisoners dilemma game, a cooperative response occurs when the player is reciprocal with the other; a delator response is when the player punishes the others response. The objective of the study was to verify if the access of the others player points could influence the choice of the cooperative response. The strategy of the game was “tit for tat”, where reinforcers were delivered for the reciprocity of the opponent in the next trial. Seventeen university students were participants in a computer tit for tat game. One session of 100 trials were conducted. The participants were divided in three groups. In Group 1 the access was only to ones own points; in Group 2 the access was to ones own points and to the other in all trials; in Group 3 the access was to ones own points and to the others just in random trials. All participants in Group I cooperated during sessions, replicating data from previous studies. In Group 2 five participants cooperated and just one emitted delator response. In Group 3 just one participant cooperated. The access of others player points seems to increase the grade of the discrimination of the others player reciprocity |
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| 95. An Evaluation of Escape Maintained Aggressive Behavior. |
| Area: EAB; Domain: Applied Research |
| DANIELLE ELISABETH EDMONDS (Bancroft NeuroHealth), Jennifer L. Tessing (AdvoServ) |
| Abstract: The present study examined various factors contributing to aggressive behavior during divided attention conditions within a functional analysis. Specifically therapist preference, attention provided by high-preferred therapist, the presence of high-preferred therapist, and the removal of low preferred therapist were examined. The participant was an eleven-year-old male diagnosed with Impulse Control Disorder and Mental Retardation – NOS. Functional Analysis conditions using high preferred vs. low preferred therapists were then compared. Results indicated that aggression is escape maintained, specifically from attention provided by low-preferred therapists. |
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| 96. Responding on a Variable Ratio Schedule with Counter: Operant-Respondent Interactions. |
| Area: EAB; Domain: Basic Research |
| ZANE FERGUSON (The Graduate Center, City University of New York), Robert W. Allan (Lafayette College) |
| Abstract: When a response counter is added to a fixed ratio schedule, post-reinforcement pausing (PRP) increases in duration. This may be due to the combined effects of the operant ratio schedule arrangement and a respondent temporal signaling function by the response counter. The purpose of the present study was to attempt a dissociation of these effects. A computer touch screen presented a dot stimulus near the left edge which moved to the right for each accurate peck, progressing toward a terminal stimulus location where the next response produced food. Each session consisted of 40 reinforcers. The study employed an ABA design. Four pigeons were exposed to VR schedules with a signaled terminal location (TL) as a baseline. In Phase 2, the TL was removed, thereby eliminating the signal properties of the counter. Phase 3 returned to baseline conditions. No accuracy or rate effects were found. PRP, which varied predictably as a function of ratio requirement in the presence of the TL, did not vary when the TL was excluded. As a result, PRP become the prominent dependent measure. A possible interpretation of the operant-respondent interaction underlying the post-reinforcement pausing phenomenon in ratio schedules is offered. |
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| 97. Comparison of Discounting Parameters Obtained through Different Adjusting Procedures: Bisection and Up-Down. |
| Area: EAB; Domain: Basic Research |
| THOMAS ANATOL DA ROCHA WOELZ (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The study compared delay discounting in adult humans using two different methods of adjustments. Both methods used hypothetical choices of monetary amounts. One involved adjustments using a fixed sequence of ascending or descending amounts, the other used a bisection algorithm in which the changes in amounts varied as a function of the subjects' choices. Two magnitudes of delayed reinforcer were used: $1,000 and $10,000. We used a within subject design to compare indifference curves and discounting measures across the two adjusting procedures. Twenty four subjects were divided in two groups and exposed to the procedures in opposite order, to account for sequence effects. Results from within subject comparisons showed no systematic differences between procedures. However, the group initially exposed to the bisection algorithm procedure presented slightly more discounting overall. We conclude that if there are differences in discounting between the fixed-sequence procedure or the bisection procedure, those differences are small. |
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| 98. All Washed Up: An Applied Behavior Analysis Program to Increase the Retention and Return Rate of Towels in a Student Recreation Center. |
| Area: EAB; Domain: Applied Research |
| RAYMOND O. SACCHI (Washington State University), Thomas A. Brigham (Washington State University), Holly Denice Shockley (Washington State University), Benjamin L. Lawson (Washington State University), Ryan Sain (Washington State University), Samantha Swindell (Washington State University) |
| Abstract: The Student Recreation Center (SRC) at Washington State University loses thousands of towels every year due to patron inadvertent or intentional pilfering. The cost of replacing the towels runs in the thousands of dollars annually. Two forms of towel amnesty were developed to induce patrons to return the towels, The first condition consisted of two weeks of a towel amnesty consisting of a large receptacle placed in front of the SRC entry with a sign announcing the Towel Amnesty Program, asking patrons to return SRC towels collected at home. After a two week interval, the Amnesty Plus condition was introduced for 2 weeks. It consisted of the same receptacle and position but with a sign informing patrons that they would receive a raffle ticket for each towel returned. The winners of the raffle received free enrollment in a popular university recreation class. The recreation classes are very popular and should entice patrons to return the towels they retained in the past. Results showed that Amnesty Plus significantly increased the number of returned towels. The number of SRC patrons was controlled during the analysis to prevent any possible confound for number of patrons using the facility during the given intervention. |
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| 99. Haloperidol and Naltexona Didn't Change the Time Allocation. |
| Area: EAB; Domain: Basic Research |
| FRANCISCO JUSTINIANO VELASCO (Sigma Alimentos Noreste, S. A. de C. V.), Carlos F. Aparicio (University of Guadalajara) |
| Abstract: In the present work it was used a haloperidol dose (0.16 mg/kg) and a naltrexona dose (3 mg/kg) on rats behavior in a choice situation. The experimental situation had eight reinforcement alternatives which were controlled by a concurrent schedule. The alternatives were separated by barriers of 110 centimeters high. Four reinforcement alternatives offered food pellets according to a variable interval schedule of 300, 600, 1400 and 700 seconds; same schedule was used in the other four alternatives to provide sucrose pellets. Results of line base shows that rats were sensitive to the reinforcement contingencies: They choose and responded on the alternatives that offered a high reinforcement frequency, same as those ones that offered sucrose pellets and on alternatives that required a smaller cost for obtaining food. Results indicate that the rats under the haloperidol decrease the emission of the instrumental behavior but they didn't change the preferences showed in base line. Under the naltrexona, rats didn't decrease the emission of instrumental behavior; neither drugs changed the time allocation. |
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| 100. Satiation, Habituation, and Elasticity: An Economic Analysis. |
| Area: EAB; Domain: Basic Research |
| AMANDA L. ZANG (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Demand elasticity is defined as a change in the consumption of a commodity as a function of the price of that commodity. As prices rise, consumption will generally fall. When substitutes are readily available, consumption will fall relatively quickly – that is, demand will be highly elastic. When substitutes are not available, consumption falls relatively slowly – that is, demand is inelastic. A recent experiment in our laboratory examined the relative roles habituation and satiation in the demand elasticity for food when alternative (substitutable) food was offered. In the first phase of the experiment, rats responded for food on a series of Fixed Ratio (FR) schedules. In a second phase, rats were given pre-feedings prior to each session, with the caloric content of food equivalent to what they would have normally consumed during a session. The food used during these pre-feedings was either of the same type or of a different type than what was normally earned during the session. Demand dropped off much more quickly (i.e., it was more elastic) when the pre-feeding involved the same type of food earned during the session. The present project replicated the earlier experiment using Variable Interval (VI) schedules. Both experiments suggest that habituation is an important factor in demand elasticity. |
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| 101. Signal Effects on Preference in Two Choice Procedures. |
| Area: EAB; Domain: Basic Research |
| ALANA DULANEY (Santa Clara University), Robin Hepworth (Santa Clara University), Matthew C. Bell (Santa Clara University) |
| Abstract: The present study compared the effects of two choice procedures with pigeons as subjects. In one procedure, a concurrent chains schedule presented subjects with a choice between two alternatives. One alternative was associated with a fixed-time 30-s terminal-link schedule of reinforcement and the other was associated with a fixed-time 60-s terminal-link schedule of reinforcement. In the second procedure, subjects were also given a choice between two alternatives. However, both terminal-link delays were fixed-time 60-s schedules but only one resulted in reinforcement. In both procedures, subjects were exposed to both non-differentially signaled terminal-link delays and differentially signaled terminal-link delays. When the delays were non-differentially signaled (by a white light in the terminal links), choice proportions were .50. Preference (measured by relative response rates during initial links) was .92 for the fixed-interval 30s schedule in the concurrent chains procedure and .95 developed for the reinforced chain in the equal delays procedure. The change in preference from non-differential to differential condition suggests that how delays to reinforcement are signaled can have a powerful impact on choice behavior. |
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| 102. The Aesthetics of Interteaching: Does Introduction Method Affect Performance? |
| Area: EAB; Domain: Applied Research |
| ELIZABETH A. DALIANIS (James Madison University), Nicole A. Capik (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Interteaching is an instructional technology based on the principles of behavior analysis. Multiple studies have demonstrated the effectiveness of interteaching, showing higher test scores following interteaching as compared with more traditional course formats (e.g., lecture). Additionally, many students report that they enjoy interteaching. However, a sizable number of students report that they do NOT like interteaching, which could reduce the likelihood that instructors will use the technique. In this study, we will examine three different ways of introducing interteaching in the classroom to determine whether introduction method affects acceptability and interteaching performance. In one condition students view a videotape of a high quality interteaching discussion. In a second condition, students receive a brief lecture reporting empirical evidence that supports the efficacy of interteaching. In the third condition students receive directions on how interteaching works. To the extent our data suggest that one introduction method improves performance and acceptability compared to the others, instructors should consider introducing interteaching in this manner to reap the most benefits from the technique. |
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| 103. Differential Reinforcement of the Eye Traveling Speed: A Preliminary Study. |
| Area: EAB; Domain: Basic Research |
| SHO OTAKI (Keio University, Japan), Haruka Takeshita (Keio University, Japan), Naoki Kamiya (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Eye movement (or saccade) has been used in cognitive science as a useful measure of what participants are doing when conducting experimental tasks whereas its use in operant conditioning has been less explored. The aim of this study was to examine whether eye traveling speed (fast or slow) could be differentially reinforced in a search task. Trial started with a presentation of a fixation point that placed in the center of the screen. When the participant made a response to the fixation, eight Arabic numbers appeared on a perimeter around the fixation stimulus. Participants were required to press numbers in ascending order (from 1 to 8) using a mousse-clicking. A score was given when eye traveling speed was faster than 40 deg / s after each clicking in a training block (rapid condition), whereas it was given when eye traveling speed was slower than 40 deg / s in the other training block (slow condition). Results showed that mean eye traveling speed was significantly faster in the rapid condition than that in the slow condition, suggesting that eye traveling speed can perhaps be differentially reinforced. No obvious pattern of eye traveling speed was observed within a session. |
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| 104. The Effects of Fixed Ratio Values on Concurrent Mand and Play Responses. |
| Area: EAB; Domain: Basic Research |
| HAVEN BERNSTEIN (The Graduate Center, City University of New York), Bruce L. Brown (Queens College), Peter Sturmey (Queens College, City University of New York) |
| Abstract: Three children diagnosed with Pervasive Developmental Disabilities emitted a high rate of mands and a low to zero rate of appropriate play when the two responses were reinforced on concurrent FR 1 schedules. When mands were reinforced on an FR 10 schedule and play responses were concurrently reinforced on an FR 1 schedule, play responses increased. Two participants’ mands decreased but were maintained, and the third participant’s mands increased. All participants undermatched. The implications of the use of choice procedures for clinical settings are discussed. |
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| 105. How a Contingent Auditory Marker Signal Affects Learning when a Delay to Reinforcement is Present. |
| Area: EAB; Domain: Basic Research |
| MICHELE STONE (University of California, San Diego), Shawn R. Charlton (University of California, San Diego) |
| Abstract: Previous research suggests that presence of a marker signal after a correct response may enhance learning. The present investigation explored whether an auditory marker signal delivered contingent on a correct response can bridge a delay to reinforcement. A visual match-to-sample task and an auditory marker signal with Carneaux pigeons were used. Eight birds were placed in four different conditions. All birds were given a visual match-to-sample task. In the experimental conditions there was a 5 second delay to reinforcement after the correct response. In the signaled condition, this delay was preceded by an auditory signal when the correct response was given; in the unsignaled condition, no signal was given. In the long-delay conditions, the method was the same; however, the delay was lengthened to 15 seconds. After five days above 90% correct, or 30 days maximum, the condition was switched. The control birds had no delay and no signal. Results indicate that the signaled condition demonstrated much faster learning and retention than the unsignaled condition. This evidence suggests that there are situations where learning can be enhanced by the addition of a marker signal after a correct response. Results will be discussed in terms of clinical implications and future research. |
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| 106. Repeated Acquisition and Resistance to Change of Rule Governed Self-Control as a Function of Rule Completeness. |
| Area: EAB; Domain: Basic Research |
| LUISA FERNANDA CANON GUERRERO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Research examining the effectiveness of rules varying along different dimensions on the acquisition and maintenance behavior under different schedules of reinforcement has indicated that specific and complete descriptions of the contingencies produce appropriate schedule behavior. However, these findings may not be replicated when contingencies are more complex. The contingencies involved in the assessment of impulsivity versus self-control tend to be much more complex than those prevailing in simple schedules of reinforcement. Self-control may be induced as rule following, and studies manipulating specific rules, have shown contradictory results of rule effectiveness on the acquisition of self-control. It seems possible that a point may be reached where contingency descriptions become too elaborate to control behavior effectively. The purpose of the present study is to evaluate the relative effectiveness of different levels of rule specificity manipulated systematically, on the repeated acquisition and resistance to change of rule governed self-control in a between groups design coupled with within-subject manipulations. |
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| 107. Effects of Listening and Talking on a Categorization Task in Three to Four-Year-Old Children. |
| Area: EAB; Domain: Basic Research |
| ALEJANDRA MARQUEZ (Universidad de Guadalajara), Emilio Ribes Iñesta (Universidad de Guadalajara) |
| Abstract: We present data on one experimental study in order to identify the influence of different linguistic modes (listening and talking) on the adjustment to categorization criteria. Twelve children between 3 and 4-years-old participated and were assigned randomly to 1 of the 3 groups (2 experimental and 1 control). They had to solve a categorization task similar to Klein´s (1959). Children had to classify several objects according to the material they were made of (plastic, metal, wood, and mixed plastic-metal and wood metal materials). Phases of the study included: a) pretest, b) 2 sessions with the experimental task using listening or talking accordingly with the experimental group, c) 1 test session of free categorization, d) 2 more sessions with the experimental task (listening or talking), e) posttest, and f) 1 intra-modal transfer session. Data were analyzed in terms of children’s comprehension of the categorization criteria along with the cognitive outcomes (attending, reproducing, and assignation) that they attained using different linguistic modes. |
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| 108. Response and Time Allocation on Concurrent Variable-Interval Schedules of Signaled and Unsignaled Reinforcement. |
| Area: EAB; Domain: Basic Research |
| JEFFREY J. EVERLY (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: A common view of behavior maintained by concurrent variable-interval (VI) VI schedules is that under well-controlled conditions, response ratios will match reinforcement ratios (Baum, 1974). The present research explored an alternate assumption that concurrent VI VI schedules engender a “stay/switch” response pattern, in which almost exclusive allocation of behavior to the more frequently reinforced (rich) alternative is only interrupted when a reinforcer becomes available at the less frequently reinforced (lean) alternative (Houston & McNamara, 1981). A stay/switch response pattern can only occur if the availability of reinforcement at the lean alternative can be discriminated. An attempt to engender a stay/switch response pattern was accomplished by exposing pigeons to a variety of concurrent VI VI schedules where each VI schedule was presented twice; once with signals accompanying available reinforcers at either the rich or lean alternative, and once with no signaling of reinforcers. In conditions where the availability of reinforcement was signaled, most of the behavior was allocated to the unsignaled alternative. Although the results violate assumptions about the stay/switch response pattern, they suggest that reinforcement of switching is an important determinant of the allocation of behavior on concurrent VI VI schedules. |
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| 109. The Use of a Matching-to-Sample Task to Train Say-Do-Describe Non-Correspondence. |
| Area: EAB; Domain: Basic Research |
| MARIA ELENA RODRIGUEZ PEREZ (University of Guadalajara), Mario Lopez Islas (University of Guadalajara) |
| Abstract: Risley and Hart (1968) introduced correspondence training procedures in order to promote correspondence among what a person says, does and describes he has done. A second-order matching-to-sample task was modified to include correspondence training. Therefore, 24 participants were exposed to the matching task using three different screens: (1) self-instructions, where the matching array was described to participants and they had to choose a text indicating the stimulus he was going to use as a correct matching response, (2) matching, where participants chose a correct matching response, and (3) descriptions, where participants had to choose a text describing his matching response. Feedback was delivered in such a way that non-correspondence among screens was favored. Participants tended to choose texts and matching responses in order to fulfill the prescribed feedback. Results from this research are compared with results obtained in a previous experiment favoring say-do-describe correspondence.
*Risley, T. R. and Hart, B. (1968). Developing correspondence between the non-verbal and verbal behavior of preschool children. Journal of Applied Behavior Analysis, 20, 235-242. |
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| #204 Poster Session - EDC |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 110. Corrective Reading: Improving the Reading Skills of Struggling Middle School Urban Learners. |
| Area: EDC; Domain: Applied Research |
| CHRISTOPHER D. YAWN (The Ohio State University), Temple S Lovelace (The Ohio State University), Yi-Wei Hsin (The Ohio State University), Ralph Gardner III (The Ohio State University) |
| Abstract: Many poor minority urban students are not proficient readers. Moats (2000) estimated that as many as 60-70% of poor minority children read below grade level. Middle school students are expected to be skilled readers. However, many students have not been effectively instructed in reading skills during elementary school. These students often struggle to decode and comprehend the typical textbooks that are required in middle school. In other words, students are unable to learn from reading. For the middle school learners who are poor readers, school can be frustrating. Many of these learners lose interest in academic tasks and many engage in inappropriate behaviors during instruction.
This study was conducted in an urban middle school in a high poverty area of a large city. The students in the school were predominately African Americans. Teachers identified the two participants as struggling readers. Initially, the participants were assessed at 2nd grade reading level. SRA Corrective Reading DI curriculum was used to instruct the participants in decoding skills, fluency, and comprehension. Utilizing the DI curriculum, participants made significant gains over the course of four months. The participants improved their basic reading skills and became more confident about their academic abilities. |
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| 111. The Effects of a Prevention-Based Supplemental Corrective Reading Program with At-Risk Urban Learners. |
| Area: EDC; Domain: Service Delivery |
| ANGELLA HARJANI SINGH (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: Students in high poverty areas are at a greater risk for reading failure compared to their more affluent peers, and are in higher need for early and systematic instruction. The study investigated the effects of a supplemental Corrective Reading direct instruction method on the decoding skills of urban students who were identified as being at-risk for reading failure. Three fifth-grade students, three fourth-grade students and three third-grade students received 30 minutes of supplemental decoding instruction five days a week for 12, 14 and 16 weeks respectively. A multiple baseline across subjects design was used to analyze the effects of the instruction on phoneme segmentation (PSF), and nonsense word fluency (NSF) of the target students. Results indicate that all students made noticeable gains in both PSF and NSF as a result of the intervention. These gains were confirmed through administration of standardized reading tests. The results confirm the efficacy of the Corrective Reading program on the essential decoding skills of at-risk learners. Limitations and implications for practice and directions for future research are discussed. |
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| 112. The Effects of the Reading Mastery Program on Children at Risk for Low Beginning Reading Achievement. |
| Area: EDC; Domain: Applied Research |
| TYLER JACK (Eastern Washington University), Kathleen Marie Waldron-Soler (Eastern Washington University), Kurt Stellwagen (Eastern Washington University) |
| Abstract: Effective, efficient, supplemental reading instruction is critical to the success of at-risk students. The purpose of this study was to investigate the effects of short-term, supplemental reading instruction using the Reading Mastery program with first graders at risk for low reading performance. Three students at-risk for low beginning reading achievement participated in the study. Using a multiple baseline across subjects design, learners received 9 to 12 weeks of daily instruction with the Reading Mastery, Classic Edition program. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency and Nonsense Word Fluency subtests were used to monitor the effects of daily instruction with the Reading Mastery program. Pre- and posttest date were also collected on the learners using the Woodcock Johnson-Third Edition Tests of Achievement (WJ-III ACH) Basic Reading Skills Cluster (Letter-Word Identification, and Word Attack subtests). Results showed that all learners made significant gains in oral reading fluency and letter-sound correspondence skills as measured by DIBELS. Further, all learners made significant gains in decoding words and nonsense words as measured by the WJ-III ACH. Results are discussed in terms of the implications for effective supplemental reading instruction and the need for future research. |
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| 113. Direct Instruction Reading: Effects of the Reading Mastery Plus Curriculum on Children with Developmental Disabilities. |
| Area: EDC; Domain: Applied Research |
| RYAN M. ZAYAC (Auburn University) |
| Abstract: Research on reading by children with mild to moderate mental retardation was virtually nonexistent prior to the late 1960s because of an emphasis on other types of skills and the general belief that these children could not learn (Conners, 1992). Early research suggested that this belief was misguided; it showed that behavioral techniques could be powerful in teaching a basic sight-word vocabulary to these students (Brown, Huppler, Pierce, York, & Sontag, 1974; Brown & Perlmutter, 1971). Since that time, much of the instruction and research on reading by children with mild to moderate mental retardation has focused on sight-word approaches (Conners, 1992). However, the development of Direct Instruction programs has led to an examination of teaching reading using a phonics approach. The current study examined the effects of the Reading Mastery Plus program on children with developmental disabilities. |
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| 114. Effects of a Reading Racetrack on Sight Word Reading Fluency of Urban Elementary Students with Disabilities. |
| Area: EDC; Domain: Applied Research |
| CUONG (KEN) LUU (The Ohio State University), Madoka Itoi (The Ohio State University), Moira Konrad (The Ohio State University) |
| Abstract: Reading is the basis for learning. Failure to read fluently will impede students’ performance in all school subjects and will continue to affect their performance later in life. This presentation reports the findings from a study that used a multiple baseline across participants design to determine the effects of a reading racetrack intervention on sight word reading fluency of elementary students with disabilities in an urban setting. A reading racetrack is a drill sheet with a sketch similar to an automotive racetrack. The racetrack is divided evenly into 28 cells, where each cell is used for a single word inscription. The intervention consisted of one-minute timings using the reading racetrack to promote fluency, error correction, and student self-recording. Additional reading fluency measures were collected for generalization. |
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| 115. A Comparison of Response Modes on Letter Naming Rates of English-Language Learners. |
| Area: EDC; Domain: Service Delivery |
| DONNA MARIE GILBERTSON (Utah State University), Janie Maxfield (Utah State University), John Hughes (Utah State University) |
| Abstract: For the increasing number of English language learners (ELLs) who are learning English reading skills, interventions that address the effects of linguistic demands experienced by ELLs are required to help these students become effective readers. An alternating treatments design was used to compare the effects of two language-based response modes on acquisition and retention rates of letter naming performance (LNP) by six kindergarten ELLs performing below the average letter naming level and slope of other ELL classmates. With equal amounts of practice opportunities, ELLs practiced by orally reading printed letters (see/say) or practiced by pointing to a printed letter that was orally read to them (hear/point). The see/say intervention practiced printed letter sounds to enhance oral reading competence. Alternatively, the hear/point intervention confirmed a non-verbal recognition of oral letter sounds to increase attention and information processing of oral and printed letters prior to an oral LNP assessment. The see/say intervention was moderately more effective on LNP rates than the hear/point intervention for all ELLs on the acquisition assessment and for 4 of the 6 ELLs on the retention assessment. Results are discussed in terms of efficiency and effectiveness when making decisions about selecting and implementing responsiveness to intervention assessments that support ELLs. |
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| 116. Improving Reading Fluency in Adults Who Have Low Literacy Skills. |
| Area: EDC; Domain: Applied Research |
| LAURA D. FREDRICK (Georgia State University), Amy C. Scarborough (Georgia State University), Daphne Greenberg (Georgia State University), Victoria Burke (Georgia State University) |
| Abstract: Fluency is one of the five essential components of effective reading instruction, and although it has been studied extensively with children it has not been addressed with adults who have low literacy skills and are learning to read. One effective strategy for improving children’s reading fluency is repeated readings. When young children participate in repeated readings they typically read to either the teacher or another child in the class. We examined the impact of repeated readings with adults whose word reading skills were at the 3.0 to 5.9 grade level and who were receiving Direct Instruction Decoding and/or Comprehension in an adult literacy program. We modified the repeated readings strategy so that the adults practiced reading aloud, but not to another person. The adults began with passages at their reading level and recorded the number of times they practiced each passage until they reached mastery which was set at a 40% improvement in the number of correct words read per minute (CWPM). On average there was a significant increase in CWPM read on the first read of the last passage compared to the first read on the first passage although the passages increased in difficulty. |
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| 117. Visual Goal and Progress Stimuli and Their Affects on Students' Reading Fluency Growth Rates. |
| Area: EDC; Domain: Applied Research |
| DAVID E. FORBUSH (Utah State University), April Rose Lockwood (Utah State University), Linsey Gleed (Utah State University) |
| Abstract: “National longitudinal studies show that more than 17.5 percent of children in U.S. schools will encounter reading problems in their first three years of schooling” (National Reading Panel Progress Report, 2000). In the book Preventing Reading Difficulties in Young Children, Snow, Burns and Griffen identify obstacles that account for the majority of early readers’ problems. A primary obstacle identified is difficulty understanding and fluently applying the alphabetic principle or sound symbol code, which over time results in significantly reduced reading fluency levels. One method supported by the National Reading Panel (NRP) for increasing fluency rates among readers is completion of repeated oral readings. Repeated oral reading have been found to show clear improvements among students across age and reading levels and appear to be most pronounced for poor readers. The NRP recommends that repeated readings be coupled with guidance and feedback but do not provide specific direction on either. Preliminary investigations suggest that feedback in the form of visible goal and jump stickers on reading stimulus materials positively affect students’ reading fluency rates. The purpose of this poster session is to display and describe the application and outcomes of these interventions for poor readers. |
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| 118. The Impact of Offering Rewards when Assessing Students’ Reading Fluency: A Between-Subjects Experimental Comparison. |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (North Carolina State University), Scott P. Ardoin (University of South Carolina), Kristina Groce (North Carolina State University), Hailey Krouse (North Carolina State University) |
| Abstract: Using rewards to increase motivation and improve academic performance has been a long-standing practice in most US classrooms. There is more ambiguity, however, when one considers using rewards during educational assessment. For instance, most standardized test protocols do not recommend using specific reward systems (including specific feedback about performance), unless there is a specific need to do so (e.g., student compliance with the assessment would not occur unless a motivational system is used). Yet, both theory and research suggest that using incentives may motivate individuals to perform their best, which would better represent a person’s “true” score on a test. This study examined the impact of using a reward system when evaluating students’ oral reading fluency (ORF). Seventy-nine students were divided into two groups, with one group (reward group) receiving a reward for increased reading performance on the final ORF assessment, and the other group (control) not receiving an opportunity for a reward. Findings revealed notable improvements in words read correctly and incorrectly per minute for the reward group, but statistically significant differences were found only with words read incorrectly per minute. Results will also be reported with respect to using “reward-based” ORF scores to predict end-of-grade test scores, and limitations and future research directions will be presented. |
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| 119. Improving Oral Reading Fluency and Retelling Comprehension of Students with Native American Heritage through the Use of Repeated Readings and Precision Teaching Measurement Approaches. |
| Area: EDC; Domain: Applied Research |
| WILLIAM J. SWEENEY (The University of South Dakota), Brittany S. Schreurs (The University of South Dakota), Heather A. Niebuhr (The University of South Dakota), Paul Malanga (Arlington Developmental Center) |
| Abstract: Students of Native American heritage are at high risk for academic failure due to a variety of cultural, ethnic, historical, and language differences. A recent report claimed that close to 60% of those children of Native American decent were not making adequate annual yearly progress in the areas of reading and math based upon criteria set for the federal No Child Left Behind Act. This study sought to evaluate not only the effect of repeated readings and Precision Teaching approaches on oral reading fluency with two elementary students enrolled in a highly diverse elementary school, but it also evaluated the effects of retelling comprehension with these students. The combination of repeated reading procedures and Precision Teaching measurement systems for improving oral reading fluency of students at-risk for academic difficulties is resulting a robust intervention system for use in the schools (Sweeney, Ring, Malanga, & Lambert, 2003). The effectiveness of these procedures were successfully used with students with learning disabilities (Tiegen, Malanga, & Sweeney, 2001), with high school students with severe emotional and behavioral disorders (Devine, 2004), with an adult described as functionally illiterate (Sweeney, Omness, Janusz, & Cooper, 1992). Similar procedures were used with linguistically diverse students (Bolich & Sweeney, 1996), students enrolled in English Language Learner Programs (Sweeney, in press), as well as in the general education classroom (Sweeney, et al., 2003). Unfortunately, only a few studies evaluated the additional variable of comprehension as related to the effectiveness of implementing repeated reading procedures and Precision Teaching measurement systems (Sweeney, 1992) and no studies have focused on the effectiveness of these interventions with students of Native American decent. |
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| 120. Effects of Two Supplemental Writing Interventions on Fourth and Fifth Grade Students’ Written Expression. |
| Area: EDC; Domain: Applied Research |
| MADOKA ITOI (The Ohio State University), Moira Konrad (The Ohio State University), Terri Hessler (The Ohio State University, Newark) |
| Abstract: This presentation reports the findings from two studies that examined the effects of supplemental writing instruction on the written expression of 4th and 5th grade students who struggle with writing fluency and quality. In the first study, researchers examined the effects of self-graphing number of words written on total number of words written, number of correct word sequences, and number of correct punctuation marks using a multiple-baseline design across three participants. In the second study, researchers used a multiple baseline across skills design to examine the effects of supplemental direct instruction writing lessons. The specific writing/grammar skills were measured with weekly skill probes, and curriculum-based measures were used as generalization measures. Implications for practice and future research will be shared. |
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| 121. Effects of Two Self-Mediated Interventions on the Writing of High-Achieving Urban African American First Graders. |
| Area: EDC; Domain: Service Delivery |
| TEMPLE S LOVELACE (The Ohio State University), Jennifer Tsvetkoff (The Ohio State University), Terri Hessler (The Ohio State University, Newark), Ralph Gardner III (The Ohio State University) |
| Abstract: African American students are underrepresented in gifted education. Teaching high achieving minority students in the early grades self-mediated writing strategies could enhance the likelihood they will be identified for gifted education. Research indicates that improving the fluency and vocabulary of written expression will positively affect it qualitatively (Minner et. al., 1989). This study examined the effects of self-counting and synonym lists on increasing the length and quality of writing. Five high-achieving urban African American first grade students participated in this study. Results demonstrate that different interventions increased scores for different students, supporting differentiated instruction for high-achieving students. Four out of five students a) averaged more different words, b) averaged more total words, and c) had no meaningful difference in rubric scores in each intervention. |
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| 122. The Effects of Writer Immersion and Responses of a Reader on the Writing Effectiveness of Students with Academic Delays. |
| Area: EDC; Domain: Applied Research |
| YASMIN J. HELOU-CARE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: A multiple probe design across participants was used to test the effects of writer immersion and the responses of a student reader on the technical and functional writing skills of two 9 year old female participants and four 9 year old male participants classified as learning disabled and speech and language impaired. The participants were selected for participation in this study due to their high percentage of structural errors in writing and low levels of correct responding for functional writing tasks. The dependent variables consisted of the structural components of the participant's writing and the effectiveness that the writing had on the behavior of the reader. The independent variable consisted of writer immersion in which all communication is completed in written form for a certain period of time, written corrections to structural errors, and the reader’s ability to complete the described task with the writer observing in order to determine that the writer’s behavior was effective. Results for the study showed that writer immersion and the student reader functioned to increase the functional description written by the participants. In addition, written corrections to structural errors functioned to increase the percent of correct structural components. |
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| 123. Use of Copy, Cover, and Compare with Middle School Students: A Further Replication. |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), Stephanie Quinlan (Gonzaga University), Gary Johnson (Spokane Public Schools), Susan Poindexter (Gonzaga University) |
| Abstract: The correlation between spelling and school success generates the urgency for focused spelling instruction for adolescence with disabilities. The purpose of this study was to determine the effectiveness of using copy, cover, and compare for spelling words with two male middle school students with disabilities. The effectiveness of using copy, cover, and compare was examined using a multiple baseline single case design. The outcomes indicated an increase in correct spelling of words. The present case report replicates our previous research with middle school students with disabilities. Further research should investigate the areas of maintenance of spelling skills using copy, cover, and compare. |
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| 124. Preparing Students for College Entrance Exams: Findings of a Targeted Intervention Conducted within a Three-Tiered Model of Support. |
| Area: EDC; Domain: Basic Research |
| KATHLEEN L. LANE (Vanderbilt University), E. Jemma Robertson (Vanderbilt University), Joseph H. Wehby (Vanderbilt University), Robin J. Parks (Vanderbilt University) |
| Abstract: With the reauthorization of IDEA, positive behavior support has become a required supports that schools must address. Yet, the majority of research has been conducted on primary and tertiary prevention efforts, with little attention to secondary prevention efforts - particularly in high schools. This study examined outcomes associated with participation in a program, Preparing for the ACT, designed to enhance student peformance (N=126) on the ACT college entrance exam. Resutls of descriptive analysies revealed that academic peformance in the previous year was significant in predicting post-intervention practice scores. Yet, behavioral performance from the previous academic year was not significantly associated with practice test scores. Further, students' post-intervention scores were significant in predicting actual ACT scores. However, only in the case of the English subtest were academic and behavioral performance predictive of English scores. Results of a quasi-experimental design used to compare actual ACT performance for students who did and did not participate in the intervention suggested improved performance for students who did participate in the program as evidenced by positive effect sizes, an increase in the percentage of students who met the district target scores, and school mean scores that exceeded state mean scores. |
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| 125. The Effect of Using Classwide Student Tutoring Teams in Middle School Science Classes. |
| Area: EDC; Domain: Applied Research |
| GREGORY F. HARPER (State University of New York, Fredonia), Barbara Mallette (State University of New York, Fredonia), Lisa Greenauer (Silver Creek Central School District) |
| Abstract: Content specific learning is heavily dependent on vocabulary development (Alvermann & Phelps, 2002; Vacca & Vacca, 2005). Students seem to struggle with the quantity of vocabulary and the content that is presented in physical science classes (Lockheed, 1990; Carnine & Carnine, 2004). As a result, science teachers need to explore instructional strategies that will positively impact the vocabulary development of their students.
Classwide Student Tutoring Teams (CSTT) was implemented in two 8th grade science courses for a ten-week period. CSTT, a team-based adaptation of Classwide Peer Tutoring for secondary-level students, is designed to increase opportunities to respond and provide positive practice for errors. CSTT was implemented two days per week. Teams followed a structured procedure to practice critical science vocabulary for twenty minutes, using a teacher-generated study guide. Three sections of 8th grade science classes served as controls.
It is expected that CSTT groups will perform higher than control groups on weekly science vocabulary post-tests. In addition, we expect students to rate CSTT favorably and to indicate that the science teacher should continue to use CSTT for learning science vocabulary. |
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| 126. Behavioral Assessment of Skill Development in Youth Soccer. |
| Area: EDC; Domain: Applied Research |
| MANOEL RODRIGUES-NETO (The Ohio State University), Phillip Ward (The Ohio State University), Robert Smith (The Ohio State University) |
| Abstract: Behavioral assessment may be used as a measure of performance or skill acquisition and to assess coaching behaviors, its antecedents and effects on young athletes. Thus, behavioral assessments of players performances and outcomes may be useful tools for coaches and the athletes towards following up on skill acquisition, development or enhancement. Literature has reported research on behavioral assessment with coaches’ and professional athletes’ sporting behaviors concerning skill enhancement and optimizing performance. However little work has been reported with of youth development. Youth sport does not just represent an important means for the acquisition and development of social, coordination, and physical skills, but also opportunities for children to enjoy, learn and understand the game and its intricacies. The present study assessed the learning of the positioning skills by young soccer players of different skill levels. The results showed that the skill level (i.e. low, medium, and high) did not account for differences in performances on the positioning skills, but it influenced on the number of opportunities each player had to demonstrate each skill. Additionally, the results corroborated the idea that good individual performances of the positioning skills influence the outcome of the play for the team. |
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| 127. The Development, Implementation, and Initial Findings of a School-Wide Positive Behavior Support (SWPBS) Program in a Rural High School in East Tennessee. |
| Area: EDC; Domain: Applied Research |
| LEIA D. BLEVINS (East Tennessee State University), James J. Fox (East Tennessee State University) |
| Abstract: This poster will report the initial and 2nd year follow-up data on a successful application of SWPBS in a rural high school of 1,200 students. The school leadership team identified three classes of positive behavior (cooperation, responsibility, and respect). These target behaviors were then identified, defined, and reviewed with students. A token reward system, MoBucks, was developed and implemented which incorporated the school mascot (Cherokee Indians). Data collected included office daily referrals, suspensions, expulsions, the number of MoBucks distributed by each faculty member and the behavior class for which the ticket was awarded. Outcome data indicated that compared to the year prior to the SWPBS program’s implementation, there was a 20% reduction in office daily referrals, a 30% reduction in suspensions, and a 60% reduction in expulsions. The present study appears to confirm the positive effects of school-wide indices on challenging behaviors (office referrals, suspensions, expulsions). The poster will outline Cherokee High School’s “MoBucks” program, discuss SW team processes, and results of the first year data collection. The data provide further support for SWPBS as a best practice in addressing the school-wide need for effective discipline practices and development of systems for the positive socialization of students. |
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| 128. The Impact of Administrative Support on the Stress, Burnout, and Attrition of Teachers of Students with E/BD. |
| Area: EDC; Domain: Service Delivery |
| EDWARD J. CANCIO (Northern Illinois University), Jesse W. Johnson (Northern Illinois University) |
| Abstract: Finding qualified special educators to teach students with emotional and behavioral disorders (E/BD) is perhaps one of the most challenging endeavors in all of special education (American Association for Employment in Education, 2004; Katiyannis, Zhang, and Conroy, 2003). Teacher attrition is a major contributor to special education personnel shortages. George, George, Gersten, & Grosnick (1995) reported higher attrition rates among teachers of students with emotional and behavior disorders (E/BD) more than teachers in other disabilities. Many factors contribute to the serious shortage of teachers of students with E/BD, including stress and burnout (Zabel & Zabel, 2001). But no factor has been documented in the literature more than administrative support (Boe, Barkonic, & Leow, 1999; George et al., 1995).
This poster session will summarize the results of a survey conducted with a stratified sample of 300 teachers of students with E/BD. The sample consisted of respondents from elementary, middle school/junior high, high school, alternative elementary, alternative middle school/junior high, and alternative high school E/BD programs. The purpose of the study was to determine: (1) what are the different types of administrative support provided to E/BD teachers? (2) what types of administrative support do teachers of students with E/BD consider important? and (3) how does administrative support impact teacher satisfaction, school commitment, and intent to stay in teaching? The results of the study indicated that: (a) the most important support that teachers received was emotional, followed by appraisal, followed by providing resources; (b) the teachers did not receive administrative support to a large extent and that this support was not necessary in performing their duties; and (c) there was not a difference in the type of support they received based on their setting or grade level. The implications of this study for providing administrative support to teachers of students with E/BD will be discussed. |
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| 129. Project CREATE: A Response to Intervention Model to Identify Students as Emotionally Disturbed. |
| Area: EDC; Domain: Service Delivery |
| CLAYTON R. COOK (University of California, Riverside), Sage Thornton (University of California, Riverside), Ramon B. Barreras (University of California, Riverside) |
| Abstract: Behavior analytic methods and principles represent key aspects of educational service delivery models. One such model is response to intervention (RTI). Although RTI is primarily mentioned with regard to the identification of learning disabilities, it has recently been offered as a means to systematically deliver behavioral supports and identify students as eligible for special education services under the category of emotionally disturbed (ED). The purpose of this presentation is to describe a project, Project CREATE, that was undertaken to develop a problem-solving model of educational service delivery that is sensitive to the needs of students with social, emotional, and behavioral problems. The presentation will address specifically how an RTI method based on progress monitoring data is used as the basis for determining (a) appropriate educational services and (b) eligibility for special education services under the category of ED. Attendees will also be shown preliminary results from an ongoing evaluation of Project CREATE in elementary schools from a large urban school district. Discussion topics will center on issues related to an RTI approach for identifying students as ED (i.e., resource allocation, legal issues, treatment integrity, functional assessment, and behavior interventions). |
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| 130. The Integral Intervention in the Academic and Social Problems of Students with Migrant Parents. |
| Area: EDC; Domain: Service Delivery |
| MARCO WILFREDO SALAS-MARTINEZ (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracruz, Mexico), María del Pilar Gonzalez Flores Flores (University of Veracruz, Mexico), Luis Rey Yedra (University of Veracruz, Mexico), Laura Oliva Zarate (University of Veracruz, Mexico), Dinorah Leon Cordoba (University of Veracruz, Mexico), Angelica Rivera Vargas Vrgas (University of Veracruz, Mexico), Andree Fleming-Holland (University of Veracruz, Mexico) |
| Abstract: The authorities and teachers of junior and high schools of Xalapa, Veracruz, México have manifested its concern for the behaviors problems of students with emigrant parents. These problems are translated among others in negative attitudes or rejection toward the activities academic, low school achievement desertion, violent and depresive behaviors, etc. Before this situation a group of psychologists of the University of Veracruz, elaborated and implemented a program whose purpose was to contribute with directors, teachers and 50 students of junior and high schools, to the resolution of the problems that they presented. The research involved carrying-out descriptive and experimental, through the implementation of workshops with teachers, parents and adolescents on the following topics: avoiding sexual risky bahaviors, identification and implementation of protective factors against the drugs adictions, improving family human development, increasing habit of studies, improving self-esteem and identification and treatment of behaviors problems of adolescents. The results indicated that the objectives of each program were reached. |
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| 131. Tools to Facilitate Behavioral Interventions in the General Education Setting. |
| Area: EDC; Domain: Service Delivery |
| LEAH C. GONGOLA (Kent State University), Jennifer Sweeney (Kent State University) |
| Abstract: A number of special education teachers are equipped during their undergraduate studies with the knowledge needed to implement behavior analysis in the classroom. However, general education teachers are not given the same knowledge base; yet current inclusion policies expect them to teach children with special needs. Moreover, general educators are expected to teach students with behavioral needs often without the necessary tools. As behaviorists we need to focus on marketing to general educators (Fowler, 1994). This paper presents strategies to market behavioral techniques to general education teachers. Specific tools of focus are Token Economies and Response Cost systems. These are beneficial behavioral strategies that can be used in the general education setting to increase or diminish behaviors. Both systems are versatile and feasible within the general education setting. Providing general educators with these behavioral protocols may help to increase productivity in their classrooms while working on specific target behaviors. We are aware that these techniques are not new to behaviorism. However, it is important that behaviorists are aware of the needs of general educators and how they can facilitate best practices to meet the needs of all children. |
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| 132. Expanding Behavior Analysis' Role in Contemporary Teacher Preparation Programs. |
| Area: EDC; Domain: Service Delivery |
| LAWRENCE J. MAHEADY (State University of New York, Fredonia), David Pomerantz (State University of New York, Buffalo), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: The National Council for the Accreditation of Teacher Education (NCATE) requires that contemporary teacher preparation programs must provide evidence of their candidates' impact on student learning. Yet what types of evidence can be collected, how much data are required, and how this evidence is linked to candidate practice remain unanswered questions. This poster session will describe findings from three distinct preparation programs, two in special education and one in general education, in which behavior analysis practices were implemented with general and special education teachers and their impact on student learning was assessed. Data were collected through the use of teacher work samples, data-based case studies, and applied teaching projects as a routine part of teacher candidates' preparation programs. Candidates implemented direct instruction, response cards, and a variety of peer-mediated instructional strategies and assessed their effects on either pre-post tests or ongoing measures of student performance. The use of these data to support candidates’ instructional competence and to link their practice and student learning will be described. |
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| #205 International Poster Session - TBA |
| Sunday, May 27, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 133. Behavioral Computer Workshop. |
| Area: TBA; Domain: Applied Research |
| MEHREEN ARSHAD (Western Michigan University), Hui Ling Loh (Western Michigan University), Steven J. Pitts (Western Michigan University), Ariel Grosshuesch (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: To instruct students in the appropriate software so that they will be able to master and utilize it not only in BATS but in their careers as well.
To provide the education and training of software and computer programs necessary to develop skills for use in real world applications as well as a final thesis. |
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| 134. Self-Management System. |
| Area: TBA; Domain: Applied Research |
| ANDREA M. RAU (Western Michigan University), Breanne K. Crooks (Western Michigan University), Courtney Fox (Western Michigan University), Matthew T. Brodhead (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the Self-Management System is to help undergraduates complete the assignments from their classes using behavioral technology, and ultimately, to help them learn the tools of self-management to generalize those behaviors to their everyday life. |
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| 135. Intermediate Autism Practicum. |
| Area: TBA; Domain: Applied Research |
| KATIE MICHELLE RELPH (Western Michigan University), Christina Jean Vestevich (Western Michigan University), Susan M. E. Bills (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Graduate students with experience in system management, course presentation, and supervision of graduate and undergraduate students over discrete-trial techniques for children diagnosed with autism spectrum disorders.
Undergraduate students with additional experience and supervision over discrete-trial implementation for children diagnosed with autism spectrum disorders, who are trained and knowledgeable for admission into the advanced practicum level experience. |
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| 136. Advanced Autism Practicum. |
| Area: TBA; Domain: Applied Research |
| NICOLE HOFFMEISTER (Western Michigan University), David Slade (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is to produce undergraduate students with higher level behavioral techniques and skills in working with children diagnosed with autism. |
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| 137. Behavior Analysis Training System. |
| Area: TBA; Domain: Applied Research |
| KRISTA GABRIAU (Western Michigan University), Alaina Nichole Clark (Western Michigan University), Tara Elizabeth Adams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the Behavior Analysis Training System is to facilitate the improvement of the quality, accuracy, and timeliness of the overall system. This is accomplished by improving performance within and across all subsystems. Improved performance will be obtained through increasing system accomplishments, minimizing the number of and responding in a timely manner to disconnects, and improving the quality and accuracy of system products. |
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| 138. Professional Psychology Practicum. |
| Area: TBA; Domain: Applied Research |
| ALLISON RAE BARRAND (Western Michigan University), Zachariah T. Dugger (Western Michigan University), Kyleen Kym Gray (Western Michigan University), Clarissa S. Barnes (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the Professional Psychology Practicum is to give graduate students the opportunity to obtain licensure and further develop their competence of working in an applied setting so they can contribute to the well being of society. |
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| 139. Graduate Student Instructor Performance Management and Training. |
| Area: TBA; Domain: Applied Research |
| DAVID EISENHART (Western Michigan University), Erin Carey (Western Michigan University), Amanda Donner (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the GSI system is the production and systematic training of graduate students with an above average ability to teach the principles of behavior and manage the performance of undergraduate students through the explicit use of behavior analysis as well as the performance management of Graduate Student Instructors’ preparation and instruction. |
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| 140. Graduate Record Exam System. |
| Area: TBA; Domain: Applied Research |
| DEANNA NIEMIEC (Western Michigan University), Callie Amanda Simms (Western Michigan University), Danielle Williams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: “The GRE course is designed to help students study for the Graduate Record Exam (GRE) and prepare for graduate school using performance management techniques. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE. Our goal is to provide guidance and relevant materials to inform students about the GRE and graduate school application.” |
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| 141. Language Facilitation Training System. |
| Area: TBA; Domain: Applied Research |
| ROBBIE J. BALDUS (Western Michigan University), Erin Carey (Western Michigan University), Lauren S. Morrell (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the LFT system is the production and maintenance of an environment, including settings, personnel and materials, which support the continued facilitation and acquisition of language, including the use of signs, symbols and verbal behavior, in a preprimary classroom at the Croyden Avenue School. |
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| 142. The Behavior Systems Analysis Project. |
| Area: TBA; Domain: Applied Research |
| ALLISON R. MUELLER (Western Michigan University), Woan Tian Chow (Western Michigan University), August F. Holtyn (Western Michigan University), Elizabeth Saur (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavior Systems Analysis Project (BSAP) is a companion class for the Advanced Applied Behavioral Psychology course. It is two credit hours and focuses on the practical application of systems analysis. Students assist a variety of managers and businesses with significant system changes and improvements, while developing and using the skills associated with the six steps of Behavior Systems Analysis. Through participation in BSAP, students are able to demonstrate exemplary capability in the application of these skills. |
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| 143. Behavioral Research Supervisory System. |
| Area: TBA; Domain: Applied Research |
| JESSICA ANN IRISH (Western Michigan University), Kendra S. Priest (Western Michigan University), Brooke L. Gieber (Western Michigan University), Catrina C. Litzenburg (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Behavioral Research Supervisory System is to complete monitoring of student’ performance on task completion. This allows for the students to complete their tasks in a timely manner and improve projects and work on honors theses over the course of the semester. |
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| 144. Pre-Practicum. |
| Area: TBA; Domain: Applied Research |
| BLAKE GRIDER (Western Michigan University), Kristin M. Hustyi (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Pre-Practicum is a course designed to familiarize undergraduate students with proper discrete trial procedures. The course prepares students for a practicum working with children diagnosed as autistic or developmentally disabled. We have found that a brief training course the semester prior to their introduction into the practicum better prepares students than training during their first week of the practicum.
The Pre-Practicum course is designed to provide information about discrete trial procedures and slowly introduce practicum students to it through the use of hands-on activities. The five week course concludes by spending time working directly with children under the supervision of one of the current practicum students. |
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| 145. Behavior Analysis Training System: An Evaluation of Behavioral Academic and Career Counseling. |
| Area: TBA; Domain: Applied Research |
| TAMINA A. STUBER (Western Michigan University), Daniel Lee Shafto (Western Michigan University), Lisa LeVasseur (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: We provide quality counseling services to undergraduate psychology majors so they have the knowledge needed to achieve their professional and academic goals and society at large can benefit from the services they provide. |
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| 146. Continuous Quality Improvement for Instructional Technology. |
| Area: TBA; Domain: Applied Research |
| STEVEN CELMER (Western Michigan University), Emily Bruen (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Continuously improving and updating teaching technology to facilitate the learning of behavior analytic principles and concepts. |
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| 147. Applied Assessment of Quality and Efficacy, Using Point Contingencies within a Behavioral Analysis Training System. |
| Area: TBA; Domain: Applied Research |
| BROOKE L. GIEBER (Western Michigan University), Jessica Irish (Western Michigan University), Kendra S. Priest (Western Michigan University), Catrina C. Litzenburg (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of this research is to determine if the quality and efficacy of research and development projects can increase within the Behavioral Analysis Training System (BATS), specifically dependent upon point contingencies placed on the second-year master students at Western Michigan University. Second-year master students have the primary responsibility of supervising and mentoring the first-year master students; thus providing the first year students with relevant and effective techniques for their research and development project, as well as supervising the undergraduate BATS students. Currently, there are no contingencies that are substantial enough to control the proper supervision roles of the second-year masters students, in addition to ensuring that both the graduate and undergraduate students involved in the BATS program are performing at optimal levels. Point contingencies, corresponding with assigned tasks will be developed in order to provide a quantitative measurement for assessment of the quality of the undergraduate research projects. With the point contingencies established there will be adequate procedures for analyzing and interpreting undergraduate projects and how the overall progressive improvement of BATS can benefit from these contributions. |
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| 148. Dissemination of Behavior Analysis: Pragmatic Criteria for the Adoption of Strategies. |
| Area: TBA; Domain: Theory |
| TIMOTHY C. FULLER (University of Nevada, Reno), Genevieve M. DeBernardis (University of Nevada, Reno), Erick M. Dubuque (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: This poster outlines a number of strategies by which the field of behavior analysis has been or might be disseminated to different audiences. The steps through which these strategies might be implemented are addressed. The means by which significant barriers to the successful implementation of each of these strategies might be overcome are discussed. The aim of this presentation is to evaluate the advisability of undertaking various strategies in terms of their timeliness and potential to achieve long-term outcomes. |
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| 149. Dissemination of Behavior Analysis: Interactions among Strategies Aimed at Different Audiences. |
| Area: TBA; Domain: Theory |
| GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno), Erick M. Dubuque (University of Nevada, Reno), Timothy C. Fuller (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: In this presentation, we examine strategies for the dissemination of behavior analysis to particular audiences, showing how these strategies may interact with those aimed at different audiences. The aim of this presentation is to suggest that interactions of these sorts enhance the effectiveness with which audiences of different sorts may be impacted, arguing for the concurrent implementation of strategies having significant possibilities of interconnection. |
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| #293 Poster Session - AUT |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 1. The Effects of Embedded Questions on the Reading Comprehension of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SHEILA R. ALBER-MORGAN (The Ohio State University), Lindsay R. Sessor (The Ohio State University), Ruth M. DeBar (The Ohio State University) |
| Abstract: A multiple baseline across students design was used to examine the effects of a reading comprehension intervention for elementary children with autism. The intervention consisted of embedding a series of comprehension questions within each reading passage. As the students read the passage they responded to each question. In the next phase, the embedded questions were systematically faded. Results from immediate comprehension tests demonstrated improvements in reading comprehension for each student, and varying levels of maintenance. |
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| 2. Teaching an Observing Response to Enhance Question Discrimination. |
| Area: AUT; Domain: Applied Research |
| JENNIFER WEINMAN (Aim High Academy), Dorothea C. Lerman (University of Houston, Clear Lake) |
| Abstract: The purpose of the current study was to evaluate a self-prompting strategy in the form of an observing response to improve the performance of a child with deficits in question discrimination. The participant was a 15-year-old male with autism, who had trouble discriminating among simple questions about pictured objects. Three groups of six pictures were included in the study. The participant was asked three different questions about each picture (e.g., “What shape?” “What color?” “What is it?” “What do you do with it?”). The questions were randomly rotated within each group. Correct responses were reinforced with 10 s of the participant’s favorite movie. Following baseline, the student was taught to repeat the question before answering it. Results indicated that this observing response was associated with increases in correct answers across two sets of pictures. Furthermore, the observing response generalized to a third set of pictures and maintained when prompts were discontinued. |
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| 4. Developing a Self-Initiation Training for Highly Avoidant Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MARIE L. ROCHA (University of California, San Diego), Laura Schreibman (University of California, San Diego) |
| Abstract: Spontaneous social initiations, known as self-initiations are important social communication skills critical to initiating and maintaining reciprocal social interactions. The literature and our preliminary studies have identified marked deficits in self-initiations in young children with. Researchers believe that interventions effectively targeting these early social communication behaviors in this population may minimize obstacles to subsequent language learning and social interaction skills. Thus far, there is very little research on specific behavioral training of self-initiations to young, preverbal children with autism or on the effect of this early training on response to treatment. The aim of the current study was to systematically evaluate a self-initiation training (SIT) program for highly avoidant children with autism. A single subject multiple baseline design across subjects was used to examine treatment efficacy and to evaluate individual differences in treatment response. During baseline sessions children received PRT only. During the treatment component of the study, children’s sessions included both SIT and PRT. Baseline and treatment sessions were evaluated for changes in self-initiation behaviors, the development of verbal and nonverbal communication, and changes in other social interaction skills. Results will be discussed in terms of treatment implications and future investigations. |
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| 5. A Comparison of the Use of Constant Time Delay Alone and Constant Time Delay with Instructive Feedback to Teach Children with Autism to Discriminate Stimuli by Function, Feature, and Class. |
| Area: AUT; Domain: Applied Research |
| ALLISON LOWY APPLE (A.P.P.L.E. Consulting/University of Washington), Felix F. Billingsley (University of Washington), Ilene S. Schwartz (University of Washington) |
| Abstract: The unique learning styles of children with autism, including the tendency to be overselective, need to be considered when designing procedures to effectively and efficiently teach discriminations. When learning discriminations, overselective responding specifically can result in inappropriate skill acquisition. The constant time delay (CTD) teaching method (once children have been taught to respond to multiple cues) has been proven as an effective and efficient method for teaching discriminations to children with disabilities, including children with autism. Instructive feedback, which involves adding extra information after praising a child for correct responses, has been proven to be even more efficient and effective method than just response prompting procedures alone for many children with disabilities. This phenomenon has not yet been studied for children with autism exclusively and may provide different results due to children with autism’s unique needs. The aim of this study was to compare the use of CTD alone with CTD with instructive feedback in teaching discriminations to children with autism. The procedures in this study, unlike past studies addressing instructive feedback, included the use of multiple exemplars and two cycles of learning and assessment of both maintenance of targets and generalization to novel stimuli. Results showed that both CTD alone and CTD with instructive feedback were effective in teaching the targeted discriminations with CTD with instructive feedback being more efficient for 2 of the 3 participants. In fact, these participants did not require any instruction for targets in the last training cycle as they had already learned the discrimination through instructive feedback. CTD with instructive feedback conditions generally produced the most error responses and higher generalization scores overall while CTD alone showed slightly higher maintenance scores. Implications for instruction and future research are discussed. |
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| 6. Picture Prompts for Teaching Activity Schedules. |
| Area: AUT; Domain: Applied Research |
| CAROLINE A. SIMARD (St. Amant Research Center/St. Cloud University), Eric Rudrud (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Ginette Simard Ttreault (St. Amant Research Centre), Corrie Hiebert (St. Amant Research Centre), Jason Hiebert (St. Amant Research Centre), Melissa Lam (St. Amant Research Centre) |
| Abstract: The utility of various prompting strategies to teach children with autism to complete leisure activities, vocational tasks and daily living skills have been examined by researchers for over thirty years. The present study was designed to further this research by replicating the study by MacDuff, Krantz and McClannahan (1993) as well as investigate maintenance, resequencing and generalization of the taught picture schedules. A combination of graduated guidance, spatial fading and shadowing was utilized in order to teach three children with autism to follow a picture schedule. The author assessed the effects of picture prompts on the on-task and on-schedule behavior of the participants using a multiple baseline across subjects design. Data were recorded using a 10-second whole interval procedure. Results demonstrated that pictures, used as prompts in activity schedules, were effective in increasing the overall on-task and on-schedule behavior of all three participants and increases were maintained across additional phases. The results of this study demonstrate that the use of picture schedules is a promising strategy to increase on-task behaviors of children with autism. |
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| 7. A Comparison of Embedded Instruction During Class Lessons and Class Transitions for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JANE LEE (Behaviour Institute), Naomi Wheeler (Behaviour Institute), Joel P. Hundert (Behaviour Institute) |
| Abstract: Embedded instruction holds promise as an intervention that can be used to teach children with autism in general education settings. Embedded instruction has been shown to be effective in teaching IEP objectives to children with autism in general education classrooms and has been rated by educators as an acceptable intervention. However, research on variables that influence the effectiveness of embedded instruction is almost non-existent. This poster will present the results of a study on whether the type of activity (class lesson vs. transition) into which instruction is embedded affects skill acquisition, generalization and maintenance. A combined multiple-baseline, alternating treatment design was used to measure the effect of the two conditions on the learning of two children with autism attending a transition classroom. |
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| 8. A Literature Review for Prompting Procedures Used to Teach Skills to Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| COREY S STOCCO (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: When teaching skills to people with autism, teachers often prompt the person with the right answer. There are several prompting procedures that a teacher may use, including simultaneous prompting and the constant prompt delay. Research has been conducted showing both procedures can be used to teach a variety of skills to persons with autism. This study is a review of the literature for both procedures for children diagnosed with autism. The review will compare and contrast several variables including skills taught and results. Specific suggestions regarding each procedure along with ideas for future research will be discussed. |
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| 9. Acquisition of Appropriate Speech in Children with Autism Varies with Parent, Therapist, and Stranger. |
| Area: AUT; Domain: Applied Research |
| SARAH KURIAKOSE (Ponoma College), Marjorie H. Charlop (Claremont McKenna College), Michelle Seffrood (Claremont McKenna College), Melanie Jira (Claremont Graduate University), Alissa Greenberg (Claremont Graduate University), Sara Gershfeld (Scripps College), Aria Ash-Rafzedeh (Claremont McKenna College) |
| Abstract: This study supports previous findings that behavioral treatment, particularly as it is used at the Claremont Autism Center, is effective at increasing appropriate speech in children with autism (Calkin, 1989; Lovaas, 1977). Children are provided with two hours of behavior therapy weekly, which includes working on expressive and receptive language skills and social interaction using NLP, modeling, PECS, etc. Children in the study were assessed every six months throughout their treatment in videotaped interactive conditions with a parent, therapist, and stranger. This study followed 10 children with autism over 15 years in a multiple baseline design, expanding on previous work with 4 children. The recent findings supported the preliminary data. In addition to overall increase in appropriate speech, results also show that speech occurs most frequently with a parent or caregiver prior to treatment, and with a therapist (and sometimes a parent) during treatment; appropriate speech occurs least frequently with a stranger prior to and during treatment. Limited post-treatment evaluations suggest that appropriate speech is maintained following treatment, and some generalization of speech occurs across conditions. The implications of these findings on treatment approaches, particularly in terms of generalization, as well as the need for further research are discussed. |
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| 10. Position Preference and Visual Discrimination in PECS Training for a Young Child with Autism. |
| Area: AUT; Domain: Applied Research |
| TAIRA LANAGAN (Center for Autism and Related Disorders), Cortney Foss (Center for Autism and Related Disorders), Jonathan J. Tarbox (Center for Autism and Related Disorders), Danielle Davis (Center for Autism and Related Disorders) |
| Abstract: The Picture Exchange Communication System (PECS) is an augmentative system used to teach non-vocal communication (Bondy and Frost, 1994). PECS is a commonly used clinical procedure for individuals with autism and other developmental disorders but little research has examined individual components of the procedure. We examined the effects of several behavioral manipulations for remediating a position preference and difficulties with visual discrimination in a 5 year-old child with autism in his PECS training program. |
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| 11. The “Silent Dog” Method of Analyzing the Impact of Self-Generated Rules when Teaching Different Computer Skills in Two Boys with Autism. |
| Area: AUT; Domain: Applied Research |
| LILL-BEATHE HALSTADTRØ (Trondsletten Habilitation Services, St. Olavs Hospital), Monica Halstadtrø (Byåsen School, Norway), Erik Arntzen (Akershus University College) |
| Abstract: The purpose of the current study was to examine if the three controls in the “Silent dog” procedure were fulfilled when training different computer tasks in two boys with autism. In Experiment 1, the results showed that the Control 1 in the “Silent dog” method was in accord with the specifications by Hayes, White, and Bissett (1998) in the sense that the performance on task with continuous, concurrent talk-aloud procedures was functionally equivalent to performance without talk-aloud reports in three different computer skills in a boy with autism. In Control 2 the responding was not reduced to baseline levels when distracters as math tasks were presented. In Control 3 the results showed that another boy with autism responded correctly on three skills under control of the verbal reporting from Control 1 which is in accord with the specifications by Hayes et al. (1998). In Experiment 2, since the results for Control 2 in Experiment 1 was not in accord with the requirements of the “Silent dog” method, we wanted to test if different distracters had a reducing effect on responding in the first participant. The results showed that some of the distracters reduced responding to the baseline level. |
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| 12. Picture Exchange Communication System and Sign Language Communication for Teachers Training Working with Children with Autism Spectrum Disorders. |
| Area: AUT; Domain: Basic Research |
| HYUN-MI MUN (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea), Eun-Jung Lee (Daegu University, South Korea), Jung Hee Park (Daegu University, South Korea) |
| Abstract: This study compared the effects of Picture Exchange Communication System (PECS) and sign language communication for teachers training for children with autism spectrum disorders. Three preschoolers with autism spectrum disorders participated in the study. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. Results showed that PECS training produced a higher percentage of independent usage in communication with all the subjects. |
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| 14. Language Production: A Comparison of Verbal Prompt Fading versus Speech Generated Device Prompts. |
| Area: AUT; Domain: Applied Research |
| MARIA E. FELIX (The New England Center for Children), Jen Cheron (The New England Center for Children), Susan N. Langer (The New England Center for Children), Laura M. Hutt (The New England Center for Children) |
| Abstract: Children with autism and severe language delays demonstrate difficulty using functional language in their day-to-day activities. The use of augmentative communication systems, including pictures and speech generating devices, has been effective in teaching mands to these children (Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K., 2002). However, there has been little research that compares these teaching procedures with children that have limited vocal language. In the present study, two children with autism were taught to request a preferred item using a full sentence. Both participants were able to repeat a vocal model (e.g., “I want X.”). The teacher-delivered vocal prompt with a picture procedure was compared to a speech generating device (activated by student’s touch) teaching procedure in an alternating treatment design. Once the mand was mastered in the training sessions, generalization probes were conducted in a second environment as well as with a second teacher. Although there were noticeable variations in the participants’ learning styles, both participants acquired the mands more quickly with the teacher’s verbal prompts than with the speech generating device. |
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| 15. Establishing a Generalized Autoclitic Tact Repertoire in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| BRIGHID H. FRONAPFEL (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus) |
| Abstract: Few studies have examined Skinner’s (1957) analysis of autoclitic verbal behavior. Of these, only one investigated the autoclitic in children with autism. This study investigated the establishment of the autoclitic tact in three children diagnosed with autism by assessing its generalization effects across different groups of stimuli, based on the procedures used in Howard and Rice (1988) and Moore (2004). A multiple-baseline across tasks design was utilized to examine three participants’ responses during tact training, autoclitic tact training, and generalization test conditions. Trials consisted of presenting a 2D stimulus to the participants, and asking “What is it?” Of the ten trials per session, two consisted of probes with untrained concepts (2D stimuli). Tokens, which could be used to obtain a preferred item, were delivered to participants following correct responses. If the participant engaged in an incorrect response a correction procedure was implemented. |
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| 16. Evaluation of Spontaneous Manding in Naturalistic Environments. |
| Area: AUT; Domain: Applied Research |
| JANE MORTON (University of Georgia), Amy Heller (The Marcus Institute), Donice Banks (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: Mand training is often considered to be an important part of early intervention of language deficits (Sundberg & Michael, 2001; Sundberg & Partington, 1998). Although manding may occur under tightly controlled stimulus conditions (e.g., within the context of a teaching session), training should include generalization of stimulus control from teaching conditions to naturally occurring establishing operations. In the current study, we evaluated rate of manding for preferred items and activities outside of structured teaching. Results suggested that (a) a combination of structured teaching and prompting in the natural environment produced higher levels of manding than structured teaching and (b) control of manding was transferred from teaching stimulus conditions to naturally occurring establishing operations. |
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| 17. Comparison of Echoic and Tact Prompting on Acquisition Intraverbal Lists. |
| Area: AUT; Domain: Applied Research |
| MELISSA ROSS BROWN (The Marcus Institute), Crystal N. Bowen (The Marcus Institute), Jenna Pucharis (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: Skinner (1957) provided a behavioral account of verbal behavior that has produced voluminous research on the conditions under which vocal behavior may be taught to individuals with language delays. For example, Miguel, Ingeborg, and Carr (2005) evaluated tact prompting for training intraverbal behavior. In the current study, we compared tact and echoic prompting for intraverbal lists of differing lengths (2 versus 8 responses). Results suggested that tact and echoic prompting were equally effective for shorter intraverbal lists, and that tact prompting was more effective for acquisition of longer intraverbal lists. |
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| 18. Assessment of the Functions of Vocal Behavior in Children with Developmental Disabilities: A Replication. |
| Area: AUT; Domain: Applied Research |
| KELLY MCKNIGHT (The Marcus Institute), Mariete Casho (The Marcus Institute), Laura R. Addison (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University), M. Alice Shillingsburg (The Marcus Institute), Robert LaRue (Rutgers University, Douglass Developmental Disabilities Center), Megan P. Martins (University of California, Los Angeles) |
| Abstract: Although experimental analysis methodologies (e.g., Iwata et al., 1994) have been useful for identifying the function of a wide variety of target behaviors, only recently have such procedures been applied to verbal operants (Lerman et al., 2005). In the current study, we conducted a systematic replication of the methodology developed by Lerman et al. Participants were four children diagnosed with developmental disabilities who engaged in limited vocal behavior. The function of vocal behavior was assessed by exposing target vocal responses to experimental analyses. Results showed that experimental analysis procedures were generally useful for identifying the function(s) of vocal behavior across all participants. |
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| 19. Assessing Preference of Two Types of Communication Systems for a Student with Autism. |
| Area: AUT; Domain: Applied Research |
| MEGHAN E. HOFFMAN (The Ivymount School), Erin Donnelly (The Ivymount School) |
| Abstract: The type and mode of communication systems for children with autism are typically chosen by someone other than the child with little regard to preference. Current research on augmentative and alternative communication provides a multitude of choices of specific systems for different types of learners; however there is limited research on assessing the child’s preference for each communication system, the effect of preference on the use of communication systems, and how best to assess student preference (Blischak & Schlosser, 2003; Clark, McConachie, Price, & Wood, 2001; Mirenda; Schlosser, 2003; Sigafoos, Didden, O’Reilly, 2003). The current study develops a protocol of assessing preference for two types of communication systems for an 8 year-old boy with autism. A reversal design was used to assess the preference of a speech generating device versus a picture exchange communication system (Bondy, 1996). Results indicated that the student showed a preference for using a speech generating device over a picture exchange communication system. A most notable outcome of this study is that students with autism can and should express preference to have input into selecting a functional communication system. |
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| 20. Teaching Mands and Tacts to a Child with Autism Using Sign Language. |
| Area: AUT; Domain: Applied Research |
| DOROTHY SCATTONE (University of Mississippi Medical Center), Belmont C. Billhofer (University of Mississippi Medical Center) |
| Abstract: This study examined the rate of acquisition of mands and tacts through sign language training for a 8-year old boy with autism. First, a forced choice preference assessment was conducted to formulate a list of preferred items to be used for mand sign language training and a list of common items was developed for tact training (e.g., shoe, hat). Sign language training sessions included physical and gestural prompts and prompt fading procedures. Mands and tacts were interspersed and presented randomly. For this participant, mands were acquired much more quickly and retained longer than tacts which may suggest that a language communication system using signs should initially focus on teaching mands. This study has implications for why sign language training programs may fail if first signs taught are either tacts or other more abstract concepts such as please or thank you and may be more successful if first signs taught are mands. |
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| 21. A Systematic Comparison of a Picture Communication System and Sign Language for the Acquisition of Mands in Young Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MEGAN D. NOLLET (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles), Jonathan J. Tarbox (Center for Autism and Related Disorders), Maria T. Stevenson (University of Nevada, Reno), Judy Ida Reynolds (Center for Autism and Related Disorders) |
| Abstract: Language and communication skills are a vital part of an individual’s way of life. However, children with autism often display a delayed ability to acquire communication skills, if any are acquired at all. Skinner (1957) presented an analysis of verbal behavior and suggested that teaching each verbal operant (e.g., mands, tacts, and echoics) independently from each other is the ideal way to train language skills. Furthermore, because a mand specifies the desired reinforcer, it may be the ideal operant to focus on first during communication training. The current investigation taught participants to mand (i.e., request) for highly preferred items, using both picture icons and sign language, in an effort to determine which communication modality resulted in the quickest acquisition. Moreover, we also evaluated the modality each participant preferred to use in a natural setting when both modalities were available concurrently. |
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| 22. Derived Verbal Relations in a Child with Autism with Severe Problems in Spoken Language. |
| Area: AUT; Domain: Basic Research |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje, SL) |
| Abstract: The purpose of the present research was to explore the emergence of verbal operants when some instances of expressive language are absent or are difficult to acquire. A 4-year-old child diagnosed with autism with severe problems to pronounce and imitate sounds learned several verbal operants; other operants were probed. The child learned to match written words corresponding to body parts (e.g., the word NOSE) to pictures of these parts (the picture of a nose). He also learned to touch his body parts in the presence of the corresponding pictures. Then, we explored whether the child would match pictures to names (a symmetrical relation) and whether he would touch his body parts in the presence of the written words (a transitive relation). Results indicate that the symmetrical relations easily emerge. The transitive relations also emerge, although the do later and with more difficulties. We conclude that children with autism show derived verbal relations, even those children with problems in spoken language. |
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| 23. Increasing Appropriate Social Interactions in an Adolescent Diagnosed with Autism Using Modeling and Differential Reinforcement of Alternative Behavior (DRA). |
| Area: AUT; Domain: Applied Research |
| MANDY M. TRIGGS (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Frederick W. Hoots (Kennedy Krieger Institute) |
| Abstract: Socials Skills are considered an important part of adaptive functioning and have therefore become a target for intervention among individuals diagnosed with Autism. Although many individuals with Autism have poor social skills, several studies have demonstrated methods for improving these skills (e.g., Pierce & Screibman, 1997). However, sustaining these skills has proved to be more difficult. One goal for social skills treatments may be for artificial reinforcers (i.e., edibles) to be replaced by naturalistic reinforcers during the course of intervention. In the current study, a treatment consisting of modeling and differential reinforcement of alternative behaviors (DRA) was used to increase appropriate social interactions in a 13 year-old boy diagnosed with autism. Five social skills were trained; greeting others, requesting adult attention, providing compliments, respecting others, and saying goodbye (Dowd & Tierney, 2005). Training consisted of several stages (e.g., positive reinforcement (token), feedback). A multiple baseline design was used to evaluate treatment effectiveness. Results demonstrated increased appropriate social interactions and decreased inappropriate interactions. These effects remained over time, were generalized to novel therapists, and sustained when the tokens were discontinued. Interobserver agreement was collected for more than one third of sessions and averaged over 80%. |
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| 24. The Comparative Effects of Simple and Complex Instructional Language on the Acquisition and Generalization of Receptive Language Tasks by Children with Autism. |
| Area: AUT; Domain: Applied Research |
| CORINNE M. MURPHY (West Chester University), William L. Heward (The Ohio State University), Jacqueline Wray Wynn (Children's Hospital Autism Center, Columbus, Ohio) |
| Abstract: Research is needed to identify effective and efficient instructional methods for teaching receptive language skills to children with autism. Six preschoolers diagnosed with autism participated in two experiments on the effects of simple or complex instructional language on the children's acquisition and generalization of receptive language tasks. Each session in Experiment I consisted of 10 discrete discrimination training trials in which the teacher used either simplified instructional language (e.g., "pencil" for an object identification task) or complex language (e.g., "Remember, balls are fun to throw and play catch with. Can you find one?") for each trial. The dependent variable was the number of sessions required to master an item (at least 90% correct responses for two consecutive sessions).
Results of Experiment I showed all children learned receptive tasks in fewer sessions when their teachers used simple instructional language rather than complex language. In Experiment II, the teacher presented items with simple language that the child had mastered with complex language in Experiment I, and vice versa. Results of Experiment II showed that the youngest children were more accurate when responding to simple language for items that had been taught with complex language in Experiment I. The oldest children responded with 100% accuracy to complex and simple instructions. |
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| 25. A Comparison of Visual and Echoic Prompts on the Acquisition of Intraverbal Behavior for Three Children with Autism. |
| Area: AUT; Domain: Applied Research |
| RACHEL KAYE (BEACON Services), Laura Meunier (BEACON Services), David Robert Dilley (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Recent research has suggested that textual prompts may be more efficient then echoic prompts when establishing intraverbal responding young children with autism (Finkel & Williams 2001). The present study included a comparison of visual prompts (textual and pictorial) and echoic prompts to determine which was a more effective prompt for teaching intraverbal behavior for three young children diagnosed with autism. Number of trials required to reach criterion was scored for each participant. The results suggest that visual prompts produced a more rapid rate of acquisition then echoic prompts. These findings suggest textual prompts may be more effective in teaching complex language skills to children with autism. |
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| 26. The Effects of Verbal and Written Instructions on the Acquisition of Receptive Language for a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| KIMBERLY BOUDREAU (Lovaas Institute Midwest), Kelly Jean Anderson (Lovaas Institute Midwest), Eric V. Larsson (Lovaas Institute Midwest), Melissa J. Gard (Lovaas Institute Midwest) |
| Abstract: The purpose of this study was to test the effects of verbal and written instructions on the acquisition of receptive language for a child with autism. The subject, a six-year-old boy diagnosed with autism, was receiving intensive early intervention. The subject acquired receptive language skills by pointing to, touching or manipulating the target stimuli. The study involved two separate programs, differing only in the mode in which instructions were delivered (i.e. written or verbal) with exemplars randomly assigned to each and these exemplars separated into the different modes (2D, 3D and child’s body). Both programs were targeted each day. Reliability was conducted 2-3 times weekly. Average reliability was 85% for the verbal program and 92% for the written program. By the end of three months, the subject was doing equally well in both programs however the program which had the verbal instruction needed slightly less teaching trails to obtain mastery of an exemplar than the written instruction program. The subject was successful with these programs because the treatment plan was individualized and task-analyzed. Following the results of this study, the written program was replaced by another verbal program as verbal instructions appear more frequently in the natural environment. |
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| 27. Teaching Auditory-Visual Syllable Discriminations by Using Visual Prompts in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| ANA PASTOR SANZ (Centro Al-Mudaris, Cordoba), Jose Julio Carnerero Roldan (Centro Al-Mudaris, Spain), Luis Antonio Perez-Gonzalez (University of Oviedo, Spain) |
| Abstract: The goal of this presentation was to teach a child 7-year-old child with autism to discriminate between the printed syllables MA and TA conditionally to the syllables spoken by the experimenter. The procedure was based on using visual prompts that consisted of presenting a card with the correct printed syllable for a few seconds at the same time that the syllable was spoken. Along 6 phases, the time of presentation of the prompt was gradually reduced. In the last phase, the prompt was not used. Response control was transferred from the printed syllable to the spoken word. Moreover, the child read aloud the two syllables. This basic repertoire of was very much expanded in the next two years. |
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| 28. Decreasing Perseverative Question Asking During Social Group by Setting the Schedule Using a Random Draw Technique. |
| Area: AUT; Domain: Applied Research |
| KAREN NAULT (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Three boys with autism, aged 9-10 years old engaged in high rates of repetitive question asking during a weekly social group. A random draw procedure in which participants took turns drawing a piece of paper with a specified activity written on it, from a grab bag. The selections were used to establish the written schedule at the beginning of the social group. Available activities were listed on a visual schedule in the order drawn. Data were collected on the number of questions asked about the schedule and the levels of appropriate participation (attending, responding, and independently engaging in the scheduled activities) were measured for each participant. The results indicated that levels of perseverative questions pertaining to the schedule decreased and participants maintained high levels of participation and attention to task. A corresponding increase in asking appropriate questions without repeating them was seen in two participants. These results suggest that visual supports may be effective in decreasing perseverative question asking. |
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| 29. A Comparison Between Teaching Methodologies: Receptive and the Reading and Writing Board. |
| Area: AUT; Domain: Applied Research |
| MICHELLE A. MORGAN (UK Young Autism Project & St. Cloud State University) |
| Abstract: A five-year-old boy diagnosed with autism spectrum disorder was taught to identify objects that correspond to functions. In the Receptive condition, a verbal discriminative stimulus “What’s for (verb-ing)?” was presented with three objects or pictures. In the Reading and Writing condition, a verbal discriminative stimulus “What’s for (verb-ing)?” was presented with the written word and three objects or pictures. Results indicated that the Reading and Writing condition had a faster rate of acquisition, considerably fewer trials to mastery, and more consistent maintenance than the Receptive condition. The participant also showed more transfer of mastered skills between conditions in the Reading and Writing condition. Treatment integrity data indicated that treatment variables were consistently implemented across conditions. The clinical implications and limitations of this study are briefly discussed. |
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| 30. Effects of the Implementation of a Simultaneous Training Procedure in Receptive Instruction with a Bilingual Child. |
| Area: AUT; Domain: Applied Research |
| JICEL MARIETE CASTRO (The Marcus Institute), Juliana Montana (The Marcus Institute), Catherine Trapani (The Marcus Institute) |
| Abstract: Language acquisition in bilingual children has been investigated. However, there is no extensive research on how language skills are developed in children exposed to two languages (Spanish and English). Madrid and Torres (1986) investigated the effects of training of negation in bilingual children. Children that were proficient in one language (English) but not the other (Spanish) and were trained simultaneously and independently (Spanish alone) showed increased rates of correct responding for negation in Spanish. Effects of the implementation of the simultaneous training procedure in receptive instruction skills will be studied in one participant who comes form a bilingual background and has difficulties understanding simple one-step instructions. |
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| 31. The Analysis of a Procedure to Teach Echoic Repertoire to Nonvocal Children. |
| Area: AUT; Domain: Applied Research |
| KIMBERLY VOGT (David Gregory School, Inc.), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje, SL), Jose Julio Carnerero Roldan (Centro Al-Mudaris, Spain), Jennie Williams-Keller (Applied Behavioral Consultant Services, NY), Manuela Fernandez-Vuelta Vuelta (Centro de Investigacion y Ensenanza del Lenguaje,) |
| Abstract: The majority of children acquire echoic behavior without training. Some children learn it with specific interventions. However, there are children who do not acquire the skill to emit sounds under stimulus control, even if they emit babbling. There are other children that are just simply silent. The purpose of this intervention was to measure the effectiveness of a specific procedure, extension of a vocal stimulus, to teach those children who do not acquire echoic repertoire with standard teaching procedures. The results of five children indicate that the intervention was effective. |
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| 32. Teaching “Theory of Mind” to Children with Autism: Pilot Clinical Data. |
| Area: AUT; Domain: Applied Research |
| SARAH M. NIEHOFF (Center for Autism and Related Disorders), Jonathan J. Tarbox (Center for Autism and Related Disorders), Ryan Bergstrom (Center for Autism and Related Disorders), Evelyn Kung (Center for Autism and Related Disorders), Doreen Granpeesheh (Center for Autism and Related Disorders) |
| Abstract: “Theory of mind” refers to the ability to infer the mental states of others. That is, to know when someone else is sad, happy, annoyed, knowing, thinking, planning, intending, seeing, hearing, etc. In a natural science of psychology, the term “mental states” cannot refer to events taking place in the “mind,” but rather must refer to events taking place in the physical world. According to Skinner (1957; 1974), “mental” events are to be dealt with just as overt psychological events and are called “private events.” According to Skinner (1974), one can only respond to the private events of another by responding to overt stimuli which are hopefully correlated closely with the occurrence of those private events. Much of the behavior referred to as “Theory of Mind” appears to be just that – overt verbal behavior under the control of overt stimuli which may or may not be correlated with the presence of private events on the part of another. We adapted Skinner’s analysis into a practical teaching procedure for establishing such verbal behavior in a child with autism. In particular, we taught a child an initial tact and intraverbal repertoire with respect to the “knowledge” of others. |
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| 33. Effects of a Teenager with Autism to Respond to Daily Routine Comprehension Questions with Textual Prompts. |
| Area: AUT; Domain: Applied Research |
| ADAM KARLSGODT (Gonzaga University), Shannon Hayter (Gonzaga University) |
| Abstract: Current research has documented that individuals with autism have a considerably difficult time remembering and recalling personal events (Millward, Powell, Messer, & Jordan, 2000; Boucher & Lewis, 1989). In reaction to the social need to promote open dialogue of factual events for individuals with autism, this study evaluated the ability of a teenager with autism to respond to daily routine comprehension questions with the use of textual prompts and rewards. As the participant responded correctly to the comprehension questions, textual prompts were systematically faded. The experimenters assessed the teenager's capability to generalize the responses across rephrased questions after the participant demonstrated mastery of the original questions. The proposed framework suggests that the ability to recall factually daily events may optimize one's ability to engage in open dialogue at a later date. The implications of this study will be discussed. |
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| 34. Using Changing Criterion to Increase Spontaneous Commenting in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| ALEXIS HYDE-WASHMON (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: This study investigated the effects of utilizing a changing criterion design to increase spontaneous commenting in a child with autism. Intervention consisted of teaching the child to describe objects displayed on a table in the child’s therapy room, then objects about the therapy room, then about the child’s home. Once the child mastered responding on verbal cue (e.g., “Tell me about the object”), he was taught to respond to a nonverbal cue (e.g., a card displaying the word “talk”). Responding was subsequently placed on a schedule whereby the child was taught to provide an increasing number of comments during a designated time period. The nonverbal cue was faded and natural contingencies established. Data were collected on the number of comments per interval and the number of words per comment. Interobserver agreement was 90% across sessions. Results indicated that the child’s spontaneous commenting increased and generalized to a variety of stimuli, people, and locations. The findings indicate that changing criterion can be an effective method for expanding language and teaching spontaneous commenting to children with autism. |
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| 35. Descriptive Analysis of Verbal Behavior by Children with Autism in the Natural Environment. |
| Area: AUT; Domain: Applied Research |
| CHRISTINE HOFFNER BARTHOLD (University of Maryland College Park), Andrew L. Egel (University of Maryland College Park), Lisetteq LeCompte (University of Maryland College Park), Layne Whitney (University of Maryland College Park), Curtis Wojnar (University of Maryland College Park), Amanda Sawma (University of Maryland College Park), Jessica Zdatny (University of Maryland College Park) |
| Abstract: While much is known about the language and communication issues surrounding children with autism, much is left to investigate. Little is known about how children with autism differ from other children in the developmental process, and whether these differences affect learning new skills. Descriptive analyses similar to Lalli, Browder, Mace, & Brown (1993) of the verbal behavior of eight students with autism, ages 5-9, were conducted to determine the conditional probability of the utterance of verbal operants by the participants in the natural environment. Descriptive analysis technology is best known for providing information leading to the determination of function of problem behavior (Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Lalli et al., 1993; Taylor & Romanczyk, 1994); however, in this investigation, these data were used to determine what types of verbal behavior the participants emit in primarily noninstructional environments. The participants were observed in the classroom environment, with particular emphasis on noninstructional situations (e.g., free play, lunch, recess). Combinations of antecedents, responses, and consequences are considered to be indicative of particular verbal operants. Students emitted mostly prompted, adult directed utterances and their verbal behavior consisted primarily of tacts and mands as opposed to intraverbals. |
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| 36. Relationship between Standard False Belief, Nonvocal False Belief, and Guesser-Knower Tests in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| KERRI L. WALTERS (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Rossana Astacio (St. Amant Research Centre), Melissa Lam (St. Amant Research Centre), May S. Lee (University of Manitoba), Jennifer R. Thorsteinsson (Capella University) |
| Abstract: Approximately 80% of children with autism fail to perform perspective taking as measured by false belief (FB) tests that require expressive and receptive communication. The present study examined the relationship between performance on standard FB (SFB) tests, nonvocal FB (NFB) tests, and the Guesser-Knower (GK) test which is designed to measure understanding of the relationship between seeing and knowing. Twenty children with diagnoses of autism spectrum disorders were tested on 2 SFB tests, 2 NFB tests, and the GK test. The results replicated previous research in that 75% of the children tested were unable to peform the SFB tests. Approximately 17% of the children who failed the SFB tests passed the NFB test. Only 5% of the children who failed the SFB test and none of the children who failed the NFB test passed the GK task. A positive and moderate correlation (.77) was found between expressive language age equivalent and performance on the SFB test. Procedural reliability (PR) was calculated for 69% of the assessments and inter-observer agreement scores (IOA) were calculated for 72% of the assessments. PR scores averaged 94% and IOA scores averaged 95%. |
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| 37. Increasing Appropriate Social Skills at Preschool for a Young Child with Autism. |
| Area: AUT; Domain: Applied Research |
| HEIDI CALVERLEY (UBC/Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster will demonstrate how a modified contingency contract assisted in increasing appropriate social skills in preschool for a young child with autism. The modified contract consisted of child friendly picture symbols representing targeted social skill areas paired with numeric goals. Targeted behaviors included using peers names, initiating and responding vocally to peers, joining in play and following classroom routines. Money was used to reinforce goals met. Goals were increased and the reinforcement schedule thinned when data indicated accuracy was met. All data was recorded on the Standard Celeration Chart. |
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| 38. The Use of Visual Strategies to Increase Social Skills in Children with Asperger’s Syndrome. |
| Area: AUT; Domain: Applied Research |
| DANIEL MARK FIENUP (Illinois State University), Katherine Gioia (Illinois State University), Lee Affrunti (Illinois State University), Karla J. Doepke (Illinois State University) |
| Abstract: Asperger’s Syndrome (AS) is primarily a social disorder characterized by qualitative, pervasive impairments in social interactions and narrow, repetitive patterns of interests and activities. While academically similar to peers, children with AS can easily be distinguished in social situations as “different” from their peers. Children with AS have been described as having difficulties understanding the social rules of peer interaction, and though they may desire social interactions with others, variables interfere with the successfully negotiation of peer relationships. There is a growing body of evidence that many children with AS become adults with extreme social skills deficits, and concomitant problems with sustained employment and psychiatric difficulties (Gustein & Whitney, 2002). Given the impact that social skills have, it is imperative that social interventions be identified that can be implemented during childhood. This investigation provides a systematic evaluation of the use of visual strategies to increase appropriate social skills behaviors with two groups of six children with AS who attend weekly social skills groups at a local university clinic. Preliminary evidence suggests that using visual stimuli, instead of relying on auditory stimuli, results in increased appropriate social behavior. Implications of this research and directions for future research are discussed. |
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| #294 Poster Session - BPH |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 39. Differential Resistance to Change of Alcohol Self-Administration of Rats Depends on Type of Disruptor. |
| Area: BPH; Domain: Basic Research |
| CORINA JIMENEZ-GOMEZ (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: According to Behavioral Momentum theory, the resistance to change of behavior is governed by the relation between the stimulus context and reinforcement rates (see Nevin & Grace, 2000, for review). Many experiments have supported this assertion by showing that resistance to change of food-maintained behavior is greater in a stimulus context in which greater rates of reinforcement are delivered (e.g., Nevin, 1974). Recently, the study of resistance to change has been extended to behavior maintained by alcohol deliveries (Jimenez-Gomez & Shahan, in press; Shahan & Burke, 2004). Jimenez-Gomez and Shahan found that rats’ alcohol-maintained behavior on a multiple schedule of reinforcement was more resistant to extinction in a component delivering high rates of alcohol. When behavior was disrupted with naltrexone, however, there were no differences in resistance to change. These findings suggest that the disruptive effects of naltrexone may differ from the effects of more traditional disruptors. The present experiment further investigated this issue using a variety of non-pharmacological disruptors (extinction, food satiation, and alcohol satiation). Responding was more resistant to disruption in the component providing high rates of reinforcement when the disruptor was extinction or food satiation. When behavior was disrupted with alcohol satiation, the opposite was true. |
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| 40. Gestational Food Restriction Changes Behavioral Sensitivity to Naloxone. |
| Area: BPH; Domain: Basic Research |
| SALLY L. HUSKINSON (Idaho State University), Ratimo Aduke (Idaho State University), Erin B. Rasmussen (Idaho State University) |
| Abstract: Gestational undernutrition increases the reinforcing properties of food and the probability of obesity in adult mammalian offspring. The present study was conducted to investigate the function of the opioid system in food reinforcer efficacy in gestationally food restricted (GFR) animals. Rat offspring of dams under 0% or 50% food restriction during gestation were placed under a progressive ratio schedule of sucrose food reinforcement in which the last ratio completed, or break point, was used as the measure of reinforcer efficacy. Intravenous injections of the opioid antagonist naloxone (3-30mg/kg) dose-dependently reduced break points under the progressive ratio schedule. Rats in the 50% GFR group exhibited insensitivity to the drug’s ability to reduce the reinforcing properties of food as compared to controls. These data suggest that the opioid system may be affected by GFR. |
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| 41. Ecstasy's Effects on Learning in Rats. |
| Area: BPH; Domain: Basic Research |
| CHARLOTTE JANE KAY (Victoria University of Wellington), David N. Harper (Victoria University of Wellington), Maree J. Hunt (Victoria University of Wellington) |
| Abstract: Previous studies concerning MDMA's effects on learning using animal subjects have produced mixed results. To date no study has used the radial arm maze paradigm to study the effect of chronic MDMA on the acquisition of this task. We conducted a series of studies that combined acute and chronic regimes of MDMA in order to examine the effects of chronic MDMA on learning and drug tolerance as some studies have found evidence of tolerance developing to MDMA (LeSage, Clark & Poling, 1993) while others have found evidence of sensitivity (Li, Market, Vosmer & Seiden, 1989). Ten Sprague-Dawley rats were given neurotoxic doses (4x10mg/kg) of MDMA and their ability to acquire the radial arm maze task was compared against ten saline controls. We found the MDMA treated rats were significantly slower to learn the task making more reference memory errors than working memory errors. However, these rats were able to eventually perform at a similar level to the controls. These rats were then administered acute doses of MDMA (4.0mg/kg) to examine what effect this would have on their performance once they had acquired the task. We found evidence of drug tolerance as the chronic MDMA rats performed better than the controls. |
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| 42. Effects of Time-Out Duration on Economic Demand for Opioids in Rhesus Monkeys. |
| Area: BPH; Domain: Basic Research |
| CHAD M. GALUSKA (University of Michigan), Gail Winger (University of Michigan), Steven R. Hursh (Institutes of Behavior Resources & John Hopkins University School of Medicine), James H. Woods (University of Michigan) |
| Abstract: Three rhesus monkeys self-administered the ultra short-acting mu-opioid agonist remifentanil and the longer-acting fentanyl by lever pressing according to fixed-ratio (FR) schedules. The FR was varied from 10 to 1000. Multiple doses (0.1-1.0 mcg/kg/inj) of both drugs were assessed. Across conditions, the postinjection timeout signaling drug nonavailability was 10, 32, or 100 s. In Phase 1, the total session duration was fixed at 150 min. In Phase 2, sessions lasted until 15 minutes of time-in had accrued. When the total session duration was fixed, the number of injections earned at most FR values decreased as a function of increases in the timeout duration. When time-in was fixed at 15 min, the number of injections earned at most FR values increased as a function of timeout duration. Taken together, these results suggest that when the total session duration was fixed, timeout functioned as a constraint on drug responding. When timeout no longer competed with the opportunity to self-administer drug in Phase 2, longer timeouts served to reduce the rate-suppressing effects of the drugs. Finally, behavioral economic demand functions were obtained for each drug and timeout duration. For the most part, timeout duration did not alter elasticity of demand. There was a trend, however, for the combination of the lowest dose of remifentanil and longest timeout duration to produce a more elastic function. This suggests that longer timeouts may reduce the reinforcing effectiveness of small doses of short-acting opioids. |
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| 43. Effects of Acute and Repeated Caffeine Administration on Delay Discounting in Rats. |
| Area: BPH; Domain: Basic Research |
| JAMES W. DILLER (West Virginia University), Benjamin T. Saunders (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Rates of delay discounting (impulsive choice) have been shown to vary among individuals, but the factors underlying these differences have not been thoroughly identified. Several reinforcer-related variables (e.g., amount, frequency, delay, type) can affect choice. The presence of pharmacologic agents (drugs) can also affect choice for delayed reinforcers. Subjects (7 male Sprague-Dawley rats) chose between a single sucrose pellet, delivered immediately (i.e., the ‘impulsive’ choice) and three sucrose pellets, delivered after a delay (i.e., the ‘self-controlled’ choice). Delays increased across five blocks of trials within each session from 0 to 16 s. Effects of acutely and repeatedly administered caffeine (10.0, 17.0, and 30.0 mg/kg, ip) on delay discounting were analyzed. High doses of caffeine (17.0 and 30.0 mg/kg) increased large reinforcer choice. When caffeine was administered repeatedly, percent choice for the large reinforcer decreased relative to acute administration. Termination of drug administration resulted in response patterns returning to pre-drug baseline. Reintroduction of caffeine (30.0 mg/kg) following a period of repeatedly administered saline increased the percent choice for the larger, delayed reinforcer to levels near that following initial (acute) administration. |
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| 44. Behavioral Variability: Effects of Amphetamine and the "VARY" Contingency. |
| Area: BPH; Domain: Basic Research |
| ERIN FAE PESEK (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Response variability is an operant dimension of behavior that can be studied, measured, and manipulated. To examine the effects of psychomotor stimulants on this performance, Long Evans rats' behavior was established under a multiple schedule that contained a VARY and a CHANGEOVER component. In the VARY component, only four-response sequences that differed from previous sequences were reinforced. In the CHANGEOVER component, any four-response sequence that included at least one changeover was reinforced. Each component was signaled by different discriminative stimuli. It is suspected that dopamine is associated with variability but there are contrasting views as to what effects it has. Amphetamine has been proposed to induce both variability and stereotypy, so this drug was used as a probe to examine behavior under each of these components. We anticipate examining drugs that target specific D1 and D2 receptor systems. |
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| 45. Early Seizures Impair Auditory Discrimination in Rats. |
| Area: BPH; Domain: Basic Research |
| JOHN C. NEILL (Long Island University), Nicolle Myers (Long Island University), Danielle Wharton (Long Island University), Sandra Wiley (Long Island University) |
| Abstract: Premature human neonates often have a few brief seizures. The question is, what long-term effects do such seizures have? Male Sprague Dawley rats were exposed to flurothyl, a chemoconvulsant, 3 times/day until brief generalized seizures occurred on postnatal days 6-11. Seizures resulted in a decrease in body weight. During adulthood, animals were trained/tested in an auditory quality discrimination. A discrete trial auditory discrimination procedure consisted of 38 trials presented on an variable intertrial interval of 22 sec. S+ was white noise, alternating randomly with an S- (2kHz). Animals with histories of brief seizures were significantly impaired in acquisition of auditory quality discriminations. In an elevated plus maze the seizure animals also demonstrated significantly fewer excursions into the open and fewer movements compared to normal animals. In rats, seizures that occur only briefly and for short durations early in development (comparable to premature human neonates) may cause long-term impairments in auditory discrimination and exploratory behavior. |
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| 46. Effects of DA D1, D2 and D3 agonists on k, Ro and Work Effort. |
| Area: BPH; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Seshanand Chandrashekar (Illinois State University), Katrina M. Lakin (Illinois State University), Elizabeth Boesen (Illinois State University) |
| Abstract: Current dopamine (DA) theories suggest DA D1 receptors modulate “attention”, with DA D1 agonists increasing off-task responding and Ro values. DA D2,D3 agonists should elicit perseverative responding, decreasing off-task behaviors and Ro. To test this, eight groups of rats were exposed to a series of VI or FI schedules. Once response stability was reached for each schedule value, groups were exposed to NaCl and five doses of the DA D1 agonist, SKF38393, the DA D2 agonist, quinpirole, the DA D3 agonist, PD1289017, or a nonselective DA agonist, apomorphine. Using Herrnstein’s equation, estimates of k, Ro and r2 were obtained for baseline, NaCl, and each dose condition. Work effort estimates were obtained by using NaCl or drug exposure and baseline response rates. Bitonic increases in k were found for SKF38393. PD128907 rats showed overall higher estimates of k. Estimates of Ro increased bitonically for SKF38393. Work effort estimates were maintained across drug doses for Quinpirole and PD128907, but significantly decreased for SKF38393 and apomorphine. This effect was more pronounced for the VI schedules than the FI schedules. The data support current theories of DA receptor function, and suggest that particular changes in DA receptor activity may differentially affect sensitivity to reward. |
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| 47. Paw Preference as a Predictor of Prefrontal Cortex, Striatum, and Nucleus Accumbens DA Concentrations. |
| Area: BPH; Domain: Basic Research |
| DANIEL P. COVEY (Illinois State University), Allison Linker (Illinois State University), Katrina M. Lakin (Illinois State University), Paul Garris (Illinois State University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Asymmetries in unilateral dopamine (DA) concentrations in the nigrostriatal pathway, including prefrontal cortex, striatum and nucleus accumbens, have been show to predict and magnify paw and side preference in rats. Further, there appears to be a relationship between turning behavior, nigrostriatal DA and paw preference. Several authors have suggested that these different dopaminergic asymmetries play a major role in promoting behavioral asymmetries, and in particular paw and side preference. However, few investigators have explored this relationship. The present experiment examined paw and side preferences as rats reached for food reinforcers during a cylinder test. The cylinder test uses a clear cylinder in which behavior can be videotaped from the bottom, thus allowing assessment of body rotation, side preference and paw placement as the rat reaches for food reward. Following behavior tests, rats were euthanized, brains dissected and assayed for DA content in the prefrontal cortex, striatum and nucleus accumbens. Data generally support the relationship between unilateral asymmetries in DA concentration and side/paw preference. |
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| 48. Effects of Cocaine Administration on Performance Under a Titrating-Delay Matching-to-Sample Procedure. |
| Area: BPH; Domain: Basic Research |
| BRIAN D. KANGAS (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: In the current study, four pigeons were exposed to a titrating delay matching-to-sample (TDMTS) procedure in which the delay between sample-stimulus offset and comparison-stimuli onset was adjusted as a function of the pigeon’s accuracy. Specifically, every two consecutive correct matches increased the delay by one second, and each incorrect match decreased the delay by one second. Because previous research has shown that increasing the observing response requirement on the sample increases accuracy under TDMTS procedures, multiple responses on the sample key were required prior to sample offset to engender higher titrated delay values to allow for the assessment of drug effects. Once stable daily mean titrated delays were observed, the effects of a range of cocaine doses (1.0-10.0 mg/kg) were studied acutely. Preliminary results suggest dose-related decreases in titrated delay relative to baseline performance. |
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| 49. EAHB SIG Student Paper Competition Award Winner: An Adjusting-Dose Procedure to Identify the Optimal Reinforcing Dose of Nitrous Oxide. |
| Area: BPH; Domain: Basic Research |
| BRIAN D. KANGAS (University of Florida) |
| Abstract: Despite continued abuse, there is paucity in empirical investigations on inhalants as reinforcers (Balster, 1997). The present study attempted to derive a method for studying the reinforcing effects of nitrous oxide (N2O) with human participants. An adjusting-dose procedure was employed to assess choice allocation for inhalation periods of varying doses of N2O. After experiencing current parameters in forced choice trials, participants made choices between a fixed-dose of 0% N2O (i.e., 100% O2) and an adjusting dose (0-50%) of N2O. The adjusting dose titrated as a function of the participant’s choices. Specifically, if the participant chose the adjusting dose in both free-choice trials, the adjusting dose was increased in the subsequent trial block. If the participant chose the fixed dose of 0% N2O, the adjusting dose was decreased in the subsequent trial block. Conditions were run to stability and the observed stable dose served as both the chief dependent variable and an indication of the optimal reinforcing dose of N2O for that participant. Consistent with previous research on N2O, there was between-subject variability, however, stable within-subject choice allocation was observed for 6 out of 8 participants. |
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| 50. The Economic Valence of Contingent Reinforcement of Abstinence: Gain vs. Loss. |
| Area: BPH; Domain: Basic Research |
| JONI HOWARD (Washington State University), John M. Roll (Washington State University) |
| Abstract: Contingency management interventions are quite successful at initiating periods of abstinence from a variety of abused drugs. Typically, these interventions provide positive reinforcement for biologically verified abstinence. Reinforcement schedules have been demonstrated to be an important modulator of the efficacy of these procedures. A potentially important factor, which has not received much research attention, is the economic valence of the positive reinforcement. In this ongoing study we are examining the relative efficacy of two procedures designed to promote abstinence from cigarette smoking in an analog model of contingency management. In one procedure money is added to the participant’s total earnings for abstaining. In the other procedure participants receive the same amount of money for not smoking but failures to abstain result in the deduction of money from their total earning. Thus, both procedures deliver equivalent amounts of positive reinforcement but in one the focus is on monetary loss and the other the focus is on monetary gain. To date 13 individuals have participated in the study. Preliminary results are that 20% of the participants (n=5) in the loss condition have maintained continuous abstinence throughout the intervention and 62% of the participants in the gain condition (n=8) have maintained continuous abstinence throughout the intervention. |
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| 51. The Effects of Operant Contingencies on Drug Sensitization and Tolerance to Chronic Administration of Amphetamine. |
| Area: BPH; Domain: Basic Research |
| ADAM KYNASTON (Utah State University), Cheryl Elizabeth Newbold (Utah State University), Amy Odum (Utah State University) |
| Abstract: Drug sensitization has shown to be more likely to occur when drug-related behaviors such as locomotor activities do not impede goal-directed behavior. In this experiment, we are examining whether sensitization to d-amphetamine in rats will differ for responding maintained by random interval (RI) and random ratio (RR) schedules of food reinforcement. In a ratio schedule, rate of responding is directly related to rate of reinforcement. Therefore, responding in this component may result in tolerance to d-amphetamine because gaining reinforcers would be incompatible with drug-induced locomotor activity. Conversely, responding less on an interval schedule will not as substantially decrease reinforcement rate, and so, responding on an interval schedule may show sensitization, because responding would be less incompatible with drug-related behaviors. Four Long-Evans rats are responding on a multiple RI RR schedule of food reinforcement. Acute injections of .3, 1.0, 3.0, 5.6, and 10.0 mg/kg of d-amphetamine will be given every three days. The dose that causes at least a 25% change in response rate will be administered chronically for 30 days. Subjects will then be tested with the other doses to determine if tolerance or sensitization developed to either schedule. |
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| 52. The Effects of Acute and Chronic Nicotine Exposure on Working and Spatial Memory Using a Delayed Response Task in the Morris Water Maze. |
| Area: BPH; Domain: Basic Research |
| KELLY BRADLEY (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The current study was designed to test performance on spatial and working memory using a delayed response task for both acute and chronic injections of nicotine. Sprague Dawley rats (n=4) were systematically administered with high (0.58 mg/kg i.p.) and low (0.2 mg/kg i.p.) doses 10 minutes prior to sessions. The Morris Water Maze was used to test performance in memory encoding and retrieval. Four daily trials were given to a hidden platform that changed day to day but stay in the same position throughout one day. Each day pseudorandomly tested a memory interval that varied from 15 seconds to twenty minutes between trials one and two but remained at 15” between other trials. Performance on the task was determined by calculating the time that elapses until a response is made, reaching the platform, for each trial. Both acute and chronic doses of nicotine improved latencies for each trial. Although, increasing the interval showed to be more problematic for the subjects, times increased with nicotine injections rather than saline injections. High does of nicotine increased performance continually into the chronic stage more so than low doses of nicotine. High doses also improved times over low doses in the acute stage of nicotine exposure. |
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| 53. Stereoselective Effects of d-Methyphenidate on NMDA-Induced Behavior. |
| Area: BPH; Domain: Basic Research |
| AMANDA GRANER (Allegheny College), Jeffrey Hollerman (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The interactions between glutamate and dopamine in the brain have been examined but not determined. Glutamate receptors can be found in numerous dopamine pathways, and it was hypothesized that the extracellular dopamine produced by methylphenidate would interact with these glutamate receptors. D-mph. l-mph, and NMDA were administered, and dose-response relations were determined on effects on lever-pressing behavior. Responses were maintained by water reinforcement under a fixed-ratio 10-response schedule (FR10). Drugs were administered in a nonsequential order that varied across subjects. Both d-mph and l-mph produced a significant difference between the effects of each enantiomer F(4,5)=2.886. Significance was not observed with the NMDA, however. Antagonism did occur between 3.0 (mg/kg) d-methylphenidate and 17.0 (mg/kg) NMDA. These data suggest that there is an interaction between methylphenidate and NMDA. |
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| 54. Interactions between Methylphenidate (Ritalin), Cocaine, and Haloperidol: Behavior of Rats Maintained under Fixed Interval Schedules of Sweetened Water Presentations. |
| Area: BPH; Domain: Basic Research |
| JOHN WARNER (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Dopamine is considered to play a pivotal role in exerting behavioral effects such as self-stimulation, motivation, and reward. Administering DA agonists, under schedules of reinforcement, show structural and neurological similarities among subjects who are maintained by both natural and deprived environments. A common method of reinforcement is a sweetened solution. Past research has shown that sucrose and saccharin increased operant responding in rats. Alternatively, Non-deprived rats presented with a sweetened solution such as sucrose or saccharin had shown dose-dependent consumption suppressive effects when treated with psychomotor stimulants. The present experiment examines the role of Dopamine and its reinforcing and suppressive effects in non-deprived rats presented with a sweetened water solution. Six female Sprague-Dawley rats are maintained on a fixed interval (FI 30’’) schedule of sweetened water presentation with the administration of two dopamine agonists, methylphenidate (1.0, 3.0, 10.0, and 17.0 mg/kg) did not substantially alter response rates. Conversely, cocaine (.0, 3.0, 10.0, and 17.0 mg/kg) decreased responding in a dose-dependent manner and a third dopamine antagonist, Haloperidol (0.001, 0.03, and 0.1 mg/kg) did not reduce responding at the doses studied. Baseline and Saline trials are administered prior to each drug dose. |
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| #295 Poster Session - DDA |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 55. A Comparison of Noncontingent Reinforcement and Contingent Reinforcement for the Treatment of Problem Behavior Maintained by Negative Reinforcement. |
| Area: DDA; Domain: Applied Research |
| JOANNA LOMAS (The Marcus Institute), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Michael E. Kelley (The Marcus Institute and Emory University), Laura D. Fredrick (Georgia State University) |
| Abstract: Results of past research suggest that negative reinforcement is one of the most common variables that plays a role in the development and maintenance of problem behavior. Thus, previous investigations have examined a variety of potential treatments for negatively reinforced problem behavior (e.g., differential reinforcement of compliance, noncontingent escape, escape extinction). As an alternative, the current study is comparing the effects of using two different positive reinforcement procedures [noncontingent positive reinforcement (NCR) and contingent reinforcement (CR)] to treat problem behavior maintained by negative reinforcement. Subsequent to functional analyses (FA), we will assess both levels of problem behavior and compliance during NCR and CR. Results will be discussed relative to both motivating operations (Larway, Snycerski, Michael, & Poling, 2003) and competing schedules of reinforcement. |
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| 56. Exploring Cognitive Functions in Children and Adolescents with Developmental Disabilities and with or without Depression. |
| Area: DDA; Domain: Applied Research |
| ARANYA A. ALBERT (University of Massachusetts Medical School), William J. McIlvane (University of Massachusetts Medical School), Curtis deutsch (University of Massachusetts Medical School), Lauren Charlot (University of Massachusetts Medical School), Daniel Connor (University of Connecticut Health Center), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center) |
| Abstract: It is increasingly recognized that people with mental retardation are prone to neuropsychiatric problems. Yet to be determined, however, is whether all of the criteria specified in the DSM-IV can be effectively rendered operational for this population. The ultimate focus of our study is the development of a test battery to evaluate cognitive functions in people with mental retardation and limited language and with or without clinical depression. Certain hallmarks of depression (changes in body weight, sleep problems, psychomotor agitation, etc.) can be detected readily via behavioral observation techniques. However, other hallmarks (e.g. diminished motivation, behavioral impersistence, etc.) are less readily operationalized. The latter problem arises because 1) people with significant mental retardation cannot participate meaningfully in clinical interviews and 2) third-party reports may be of questionable value in operationalizing these more challenging constructs. To address these two problems, we are assembling a battery of behavioral tests – based on translational behavior analytic research – that assesses motivation, attention, memory, and executive functioning in individuals with limited language. We will present an overview of our project and report on development of our cognitive tests and ongoing data collection. |
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| 57. A Functional Analysis and Treatment of Emesis Maintained by Negative Reinforcement. |
| Area: DDA; Domain: Applied Research |
| ZORA R. PACE (Kennedy Krieger Institute), Lynn G. Bowman (The Johns Hopkins University School of Medicine), Christine Marie Mayne (Kennedy Krieger Institute) |
| Abstract: Emesis is a recurring problematic behavior among the developmentally disabled populations and often presents serious related health problems to the individual who engages in it. Past treatments for persistent emesis includes punishment (Kohlenberg, 1970), taste-aversion (Sajawaj, Libet, & Agras), satiation (Rast, Johnson, Drum, & Conrin, 1981), extinction, overcorrection, and positive reinforcement without the incorporation of a functional analysis into the development of comprehensive treatments. In the current case study, a functional analysis (Iwata et al. 1992/1994) was conducted on emesis behavior of a 7-year-old boy, which indicated that emesis behavior was maintained by negative reinforcement in the form of escape from demands. During the treatment analysis, functional communication training (“break” card) and extinction were used to treat all topographies of problematic behavior including emesis. A 97.39% reduction in escape maintained emesis responses per minute was documented. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 58. Using Extended Functional Analysis to Determine Behavioral Function. |
| Area: DDA; Domain: Applied Research |
| KATHARINE GUTSHALL (Kennedy Krieger Institute), Lynn G. Bowman (Johns Hopkins University School of Medicine) |
| Abstract: Functional analyses are tools used to determine any environmental variables that maintain problem behaviors (Iwata et al., 1994). However, sometimes the maintaining variable may not be able to be determined during these short sessions due to their low frequency of occurrence, as seen in “bursts” of problem behavior, or behavior that may occur in between sessions. Past research (Kahng et al., 2001) has shown that the use of extended observation periods can be helpful in determining behavioral functions. In the current study, a standard functional analysis utilizing 10-minute sessions was inconclusive in determining maintaining variables of a 10-year old boy’s problem behaviors. However, a clear function was able to be determined when implementing an extended (7-hour) functional analysis. Reliability data were collected for at least one third of intervals and averaged above 80%. |
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| 59. Are We Meeting the Behavioral Health Needs of the Elderly? |
| Area: DDA; Domain: Applied Research |
| DEBORAH L. GROSSETT (MHMRA of Harris County), Carla A. Ratti (Columbus Organization), Ingo Bergsteinnson (Columbus Organization, Southbury, CT), Michael Barberie, MD (Columbus Organization, Southbury, CT), Michael D. Bulmash (Southbury Training School, CT), Hilary J. Karp (University of Houston, Clear Lake) |
| Abstract: According to the U.S. Census Bureau, less than 30% of the population is under 18 years of age while over 12% of the population is considered to be elderly (i.e., 65 and older). As the population ages, there is a projected need for increased behavioral health related services. Surveys were conducted in both community residential settings and state developmental centers for persons with developmental disabilities. Residents who were 65 and older were more likely to participate in behavior programs and to be prescribed psychotropic medication when compared to younger residents. The behavioral health related variables contributing to this finding will be presented.
To assess whether behavior analysis is addressing the needs of the elderly, articles published in the Journal of Applied Behavior Analysis were reviewed since its inception. For articles that reported age as a subject variable, the majority of participants were children and adolescents, very few were elderly. As people continue to age, there is a growing need for behavior analysts to address emerging behavioral health related issues. |
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| 60. Assessment and Treatment of Vocal Tics in an Individual Diagnosed with Severe Mental Retardation. |
| Area: DDA; Domain: Applied Research |
| KAYLA JEAN DAVIDSON (Glenwood Resource Center), Kristin Ruscitti Purington (St. Cloud State University), Steven L. Taylor (Glenwood Resource Center) |
| Abstract: This study examines the assessment and initial treatment of a 40-year-old woman diagnosed with Down syndrome, severe mental retardation, and Tourette’s Disorder. A functional analysis of vocal tics suggested vocalizations were sensitive to differing levels of environmental stimulation. A multiple baseline design was used to examine a simplified habit reversal procedure. Results and limitations are discussed. |
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| 61. Further Evaluation of Emerging Speech in Children with Developmental Disabilities: Training of Verbal Behavior. |
| Area: DDA; Domain: Applied Research |
| DANIELLE W. BRADLEY (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University), M. Alice Shillingsburg (The Marcus Institute), Robert LaRue (Rutgers University, Douglass Developmental Disabilities Center), Megan P. Martins (University of California, Los Angeles), Jicel Mariete Castro (The Marcus Institute), Laura R. Addison (The Marcus Institute) |
| Abstract: The conceptual basis for many effective language training procedures are based on Skinner’s (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. However, according to Skinner, responses of the same topography may be functionally independent. Recent research has begun to examine the functional independence of topographically similar responses with mixed results (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985; Sigafoos, Reichle & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with developmental disabilities. In the current study, 3 participants’ vocal responses were first assessed across 2 verbal operants under baseline conditions. Subsequent training included procedures for assessing functional independence across verbal operants. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. |
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| 62. Effects of Intermittent Punishment on Aggression and Self-Injury. |
| Area: DDA; Domain: Applied Research |
| LARYSSA HORODYSKY (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Punishment procedures have been demonstrated to be effective in reducing severe topographies of problem behavior when delivered on continuous or rich intermittent schedules. The present evaluation examined the effects of intermittent punishment (e.g., contingent physical restraint) on aggression and self-injury (self biting) of a 15-year old girl diagnosed with impulse control disorder and autism. Results of separate functional analyses of aggression and self-injury suggested that aggression was socially maintained in the form of escape from demand whereas self-injury was maintained by automatic reinforcement. Less restrictive interventions such as extinction, planned ignoring, differential reinforcement of other behaviors and non-contingent sensory reinforcement were unsuccessful in reducing rates of aggression and self-biting. A physical restraint (e.g., 2-4 person lay-down) was implemented contingent upon any occurrence of aggression or self-biting, however, due to program constraints, the punisher was not implemented in the bathroom, bedroom, while in the vehicle, or if appropriate support was not available. Despite the use of an intermittent schedule of punishment, aggression decreased by 84% from baseline rates and self-biting was reduced by 89%. The results suggest that punishment delivered on an intermittent schedule was effective in reducing even behavior maintained by automatic reinforcement. |
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| 63. The Effects of Peer Tutoring on the Tutors’ and Tutees’ Emission of Approvals and Disapprovals in Non-Academic Settings. |
| Area: DDA; Domain: Applied Research |
| CHRISSY P. KALOGEROGIANNIS (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Petra Wiehe (Columbia University Teachers College) |
| Abstract: A multiple probe design counterbalanced across participants was used to test the effects of a peer tutoring procedure on the number of approvals and disapprovals emitted in non-academic settings, the number of learn units presented for the students to meet criterion, and what was maintained from session to session. The students involved were listeners, speakers, functioning on various reader/writer levels of verbal behavior. The participants ranged from the age of 12-14, in which five out of the six participants were diagnosed with health and emotional impairments. The sixth participant was not classified with a disability, however was referred by his district due to severe behavior. The participants attended a CABAS® middle school located approximate 30 minutes outside a major metropolitan area. The dependent variables were the number of approvals and disapprovals in non-academic settings before and after intervention. Furthermore, the number of learn units presented for the students to meet criterion, and what was maintained from session to session. The independent variable was the peer tutoring procedure. Probe sessions were used to assess each student’s emission of vocal approvals, vocal disapprovals, and the number of correct written responses to written learn unit presentations. Treatment consisted of a procedure to teach science learning objectives using peer tutoring instruction, in which required a target participant the tutor to present learn units to the tutee. Once the tutee in each set of students met criterion on a selected set of stimuli for the treatment phase, the tutee became the tutor on a new set of stimuli and the treatment phase began. This pattern continued throughout the study, which resulted in a significant increase in the number of vocal approvals, a decrease in the number of vocal disapprovals in non-academic settings, and an increase in the acquisition of the tutor at the same time as the tutee or prior to the tutee. |
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| 64. Use of Competing Stimuli to Decrease Unsanitary Water Play: Direct and Indirect Effects. |
| Area: DDA; Domain: Applied Research |
| KATRINA MARIE ZELENKA (Kennedy Krieger Institute/Johns Hopkins University), David E. Kuhn (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute) |
| Abstract: Noncontingent access to competing stimuli has been demonstrated to be an effective treatment in the reduction of problem behavior maintained by automatic reinforcement (Piazza et al., 1996; Roane et al., 1998). The majority of these studies have focused on the reduction of behaviors such as self-injury or stereotypies. In the current study, a 9-year-old-boy diagnosed with autism, and mental retardation reliably attempted to play with toilet water during bathroom visits. Attempts to interrupt this behavior resulted in increased aggressive behavior. A functional relation was demonstrated between aggression and gaining access to water play in an analog setting. Competing stimulus assessments (DeLeon et al, 2004) identified items associated with low levels of water play and high levels of toy interaction with and without staff blocking. Subsequently, a treatment incorporating access to competing items plus blocking access to water play was demonstrated to be an effective treatment in reducing problem behaviors during toileting. Also, low levels of compliance were observed during transitions to bathroom/session; however, with the addition of treatment an increase in compliance with those transitions was observed. Reliability data were collected for 70% of all assessment and treatment sessions and averaged above 80%. |
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| 65. Attributions of Problem Behaviors as Described by Turkish Special Education Teachers. |
| Area: DDA; Domain: Applied Research |
| YASEMIN TURAN (San Diego State University), Dilek Durusoy Erbas (Erciyes Universitesi, Turkey) |
| Abstract: Problem behaviors are not uniqe to students with disabilities yet they exhibit a wide range of problem behaviors. Empirical support for the effectivenss of behavioral interventions for problem behaviors has been validated by reserachers (e.g., Horner & Carr, 1997, & Lerman, Iwata, Zarcone, & Ringdahl, 1994). However, effectiveess is not only reason why teachers choose to implement an approach (Kazdin, 1980). Cultural values and beliefs would impact ones’ view of problem behaviors and how they choose to handle such behaviors. Therefore, invesitigations across cultures and countries are critical. Currently, there is limited information regarding Turkish teachers’ views of challenging behavior and excperience working with children with challenging behavior (Ozen & Batu, 1998). The purpose of this survey study is to investigate teacher attributions of problem behaviors.
408 special education teachers were recruited from “Special Education Schools or Classroom” which serve children with developmental disabilities. These schools were selected purposefully from 3 different cities across Turkey (e.g., rural, urban, suburban). Given that this sudy is currently underway, data are being analyzed using descriptive statistic (frequency, percentage) and ANOVAs to determine whether there are statistically significant differences between the teacher characteristics (e.g., academic degrees, training, region) and teacher ratings regarding attributions of problem behaviors. |
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| 66. Preference and Stimulus Reinforcing Values in Preference Assessment: Do They Follow the Matching Law? |
| Area: DDA; Domain: Applied Research |
| MAY S. LEE (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: Using preference assessments to identify reinforcers for persons with severe and profound developmental disabilities assumes that preferences are positively correlated to the stimulus reinforcing values. We examined whether this relationship follows the matching law (Herrnstein, 1970) by controlling the reinforcing values of different stimuli to be included in the preference assessment. Participants were three adults with severe to profound mental retardation and limited to no communication skills. Reinforcer assessments were first conducted for each participant until 6 stimuli have been identified, including 2 weak, 2 moderate, and 2 strong reinforcers. Stimulus reinforcing value was defined by the percent change in rate of responding from baseline phases to reinforcement phases. Preference assessments were then conducted using a paired-stimulus procedure. Interobserver reliability checks were conducted for each participant and the mean percent agreement across participants was 98%. Results show that preferences and stimulus reinforcing values did not correlate positively for two of the three participants and therefore were not described by the matching law. These results imply caution regarding the common assumption that more preferred stimuli are more likely to be reinforcers. |
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| 67. Assessing the Validity of the Questions about Behavior Function (QABF) Physical Subscale. |
| Area: DDA; Domain: Applied Research |
| MICHELE LAMPSON PERSEGHIN (Kennedy Krieger Institute), Kimberly Kirby (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: Questions About Behavioral Function (QABF; Matson & Vollmer, 1995) is a behavioral checklist designed to develop a hypothesis as to the function(s) of maladaptive behavior. The QABF has high test-retest reliability, inter-rater reliability, and external reliability; however; concurrent validity with analog functional analyses is fair (Paclawskyj et al., 2000).
The present study attempts to further assess the validity of the QABF in regards to the Physical subscale, which has not been examined to date. Participants who received high scores on the physical subscale (> 10/15) were compared to those with low scores (< 5/15). The medical charts of 16 inpatient participants were examined to determine if an elevated Physical subscale score significantly correlated with an increased rate of the target maladaptive behavior at or around the time of physical illness or discomfort. The two groups were matched for behavior, gender, severity of mental retardation, and age. The results of our investigation concluded that a high subscale score does correlate with an increased frequency of target behavior. |
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| 68. Indirect Effects of Functional Communication Training on Non-Targeted Behavior. |
| Area: DDA; Domain: Applied Research |
| KELLY M. SCHIELTZ (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: The purpose of this study was to evaluate the occurrence of non-targeted behavior (laughter and stereotypy) during functional analyses and functional communication training. The participants were two preschool-aged boys with developmental disabilities who engaged in destructive behavior (property destruction, aggression, self-injury). All procedures were conducted in the boys' homes by their mothers with investigator coaching. Inter-observer agreement was assessed across 30% of all sessions and averaged 96%. During Phase 1, functional analyses conducted within a multielement design showed that destructive behavior was maintained by both negative and positive reinforcement for one participant and maintained by negative reinforcement for the other participant. Non-targeted behavior (laughter) occurred during demand and tangible conditions for one participant whereas non-targeted behavior (stereotypy) occurred during all conditions for the other participant. During Phase 2 (baseline), demands were presented every 30 seconds and all problem behavior was ignored. Non-targeted behavior occurred at higher levels than destructive behavior for both participants. During Phase 3, functional communication training was conducted for the escape function and resulted in a decrease in both destructive and non-targeted behavior. |
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| 69. Some Effects of Noncontingent Positive Reinforcement on Multiply Controlled Problem Behavior and Compliance in a Demand Context |
| Area: DDA; Domain: Applied Research |
| EINAR T. INGVARSSON (Youngstown State University), Sung Woo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Nicole M. Rodriguez (University of Kansas) |
| Abstract: Functional analysis results suggested that the problem behavior of an 8-year-old girl with autism and other disabilities was maintained by escape from task demands and access to edibles. In a subsequent treatment evaluation conducted in a demand context, noncontingent edible delivery was sufficient to increase compliance and reduce the rate of problem behavior without the use of escape extinction. A lean schedule of NCR was found to be equally effective as a richer schedule, and minimal differences were found between NCR and differential reinforcement of compliance. Interobserver agreement (IOA) data were collected during 37% of sessions in all conditions, and all IOA indexes averaged at least 95%. |
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| 70. Comparison of Baseline and Treatment Data Across Research Participants with, and without, Autism Spectrum Disorder. |
| Area: DDA; Domain: Applied Research |
| JOHN F. LEE (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa) |
| Abstract: We compared baseline and treatment data across 10 children diagnosed with Autism Spectrum Disorder (ASD), and 13 children diagnosed only with developmental delays, from a group of 91 research participants. Criteria for inclusion included developmental delays, aged 3 to 6 years, destructive behavior during an assessment escape condition, and functional communication training (FCT) for escape. The groups were also matched across gender, age, and race/ethnicity. Children with severe disabilities, genetic syndromes, and blindness were excluded from this study. Functional analyses using multi-element designs and treatment procedures were conducted in the children’s homes with parents serving as therapists. Procedures were videotaped for data collection and analysis. Interobserver agreement was assessed across 36% of sessions and averaged 97%. Mean level of destructive behavior at baseline was 11.35% (percentage of intervals) for the ASD group and 13.85% for the comparison group. Mean level of destructive behavior during the final FCT treatment probes was 0.87% for the ASD group and 0.28% for the comparison group. Mean reduction of destructive behavior was 92% for the ASD group and 98% for the comparison group. Treatment acceptability ratings were similar across both groups. |
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| 71. Temporary Increases in Problem Following Reductions in Medication: Analysis of Conditional Rates. |
| Area: DDA; Domain: Applied Research |
| GREGORY J. SWANSON (St. Cloud State University), John T. Rapp (St. Cloud State University), Kaitlin A. Dornbusch (ORION ISO) |
| Abstract: Rates of problem behavior during weeks that followed medication reductions and no medication changes were compared for 18 individuals who exhibited severe problem behavior (e.g., self-injury, aggression) and were taking one or more psychotropic medications (e.g., neuroleptics, antidepressants). The results indicated that conditional rates of problem behavior were higher following medication reductions than following no changes in medication; however, the conditional rates of problem behavior decreased during the second week that followed a medication change. Thus, problem behavior decreased without reinstating the recently decreased dosage. Subsequent analyses indicated that no particular medication was correlated with higher conditional rates of problem behavior. Instead, data for each participant indicated that first medication that was reduced typically produced the highest increase in problem behavior. This outcome suggests that medication may influence discriminative control of appropriate behavior, problem behavior, or both. In addition, data on the number of hours participants slept each night indicated that reductions in medication produced sleep disruptions for several individuals. |
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| 72. Contriving Establishing Operations: Responses of Individuals with Developmental Disabilities During a Learning Task. |
| Area: DDA; Domain: Basic Research |
| CALANDRA E PLATTNER (Auburn University), Ryan M. Zayac (Auburn University) |
| Abstract: The field of applied behavior analysis has utilized the ability to capture and contrive establishing operations in treating aberrant behavior in individuals with developmental disabilities. However, research on the use of establishing operations in the teaching of appropriate behavior is not as systematic. This study examined the effects of establishing operations on the responses of individuals with developmental disabilities during an incremental repeated acquisition procedure. Results in both experiments showed that individuals responded more accurately during periods of longer deprivation (1-day and 2-3 days) than during shorter periods (15-minute and 2-hours). These results have implications for conducting preference assessments, scheduling daily activities, maximizing responding and teaching new skills. |
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| 73. The Effects of A Peer-Mediate Intervention to Enhance Social Interactions of Children with Developmental Delay and Autism in an Inclusive Kindergarten Setting. |
| Area: DDA; Domain: Applied Research |
| PEI-YU CHEN (University of Washington), Ilene S. Schwartz (University of Washington) |
| Abstract: Peer-mediate interventions have been effectively used to enhance social interactions of children with autism across home, school, and clinic settings (Hwang & Hughes, 2000; Prendeville, Prelock, Unwin, 2006). This study extends previous results by evaluating the effects of a peer-mediate intervention, "Buddy Day," on the rate of teacher activities, the change of social interactions, and the occurrences of challenging behavior among three kindergarten children with autism and developmental disabilities. Children with special needs were paired with a typical developing peer and were expected to stay, talk, and play with their "Buddy" throughout Buddy Day. Engagements, proximities, conversations, initiations, responses, challenging behaviors, and teacher activities were recorded by 10-second intervals during a 30-minute free play activity across "Buddy Days" and "Non-Buddy Days." Social validity data, including parent surveys and teacher interviews, were also collected to examine the Buddy Day intervention. The observation results indicated that proximity and engagement rates were higher on Buddy Days than on Non-Buddy Days. The teacher activity rate was lower on Buddy Days among all the participants. Although results from the parent surveys and teacher interviews indicated changes of other social interaction behaviors, the observation data didn't show significant differences between Buddy Days and Non-Buddy Days. |
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| 74. Treating Feeding Problems in Children: Outcome Measures for a Home-Based Program. |
| Area: DDA; Domain: Applied Research |
| ANGELA PRUETT (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz) |
| Abstract: Pediatric feeding disorders are common in children with autism and other disabilities and may also be evident in typically developing children. Feeding problems are generally treated by a single disciple or a team of professionals that include pediatric gasteroenterology, occupational/speech therapy, nutrition, and/or behavioral psychology. Treatments may involve services that are delivered in a clinic/hospital or in the home. The purpose of this presentation is to give the audience an overview of how treatment can be initiated for children with pediatric feeding disorders in the home environment using a data-based approach. The outcome measures from a home-based program will be presented. Results indicate that home-based programs using applied behavior analytic techniques to treat feeding problems are effective. The advantages and disadvantages of a home-based program to treat feeding problems will be discussed. This presentation should further the knowledge of BCBA’s or BCABA’s in the use of data-based practices for treating children with feeding problems. More specifically, the presentation should be able to assist clinicians on how data should be collected in a less structured environment and how the data could be used for good clinical practice. |
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| 75. Acceptance and Commitment Therapy with Clients Diagnosed with Mental Retardation. |
| Area: DDA; Domain: Service Delivery |
| ALEXANDRA ZAGOLOFF (Illinois Institute of Technology), Jennifer C. Strickland (Illinois Institute of Technology), Patricia Bach (Illinois Institute of Technology), Daniel J. Moran (Trinity Services) |
| Abstract: Acceptance and Commitment Therapy (ACT) is quickly becoming a prominent therapeutic approach. Researchers have successfully used ACT techniques in treating clients dealing with a broad range of clinical disorders (Hayes, Luoma, Bond, Masuda, & Lillis, 2006). ACT measures have been modified to be developmentally appropriate for children and adolescents (Greco, Ball, Lambert, & Baer, in press).
To date, however, no one has systematically addressed the utility of ACT with individuals diagnosed with mental retardation (MR). Both differential reinforcement (Deitz & Repp, 1973) and token economies (Kazdin, 1994) have been shown to effectively treat problem behaviors demonstrated by clients with MR. Additionally, relaxation training (Poppen, 1998) and modeling (Matson, Smalls, Hampff, Smiroldo, & Anderson, 1998) have been effective to the same end. While these techniques are used to minimize the aversive emotional responses associated with distress, ACT encourages psychological flexibility in pursuing a value-driven life in the presence distress.
This case study will present data collected on two females diagnosed with MR being treated with behavior therapy combined with ACT. The participants will complete the Avoidance and Fusion Questionnaire for Youth (AFQ-Y) before, during, and at the completion of treatment. Responses to the questionnaire will be explored to assess the applicability of ACT to individuals diagnosed with MR. Behavior change measures will also be explored. |
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| 76. A Comparative Analysis of Time-Out and Response Cost in Decreasing Attention Maintained Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| NICOLE L. WICHERN-FRANK (ACES) |
| Abstract: This study proposes to compare the effects of two common procedures, time-out and response cost. Readdick and Chapman (2000) found time-out was most widely used for non-compliance and non-aggressive behavior. However, by definition, time out is time away from reinforcement, hence logically it should be applied to behaviors by function, that is, used to reduce behavior maintained by an identified reinforcer, not applied as a punisher to any target behavior. In a study by Morgan and Striefel 2001 exclusionary time-out was seen by professionals as an extremely restrictive and intrusive procedure, and much more so than response cost. If both procedures are equally effective, then professionals should use the least restrictive alternative. A reversal design with a crossover will be used and we expect to see moderate to rapid decrease in both conditions, but response cost to be at least equally effective as time-out, as measured by the number of sessions to taken to reach the criterion of zero target behaviors in two hours. |
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| 77. Assessment and Treatment of Socially Maintained Stereotopies. |
| Area: DDA; Domain: Applied Research |
| DENISE KUREK (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Terri Sambroski (Kennedy Krieger Institute), Marie Andachter (Kennedy Krieger Institute) |
| Abstract: Functional analyses of stereotypic behaviors have usually suggested that these behaviors are maintained by automatic reinforcement. In the current investigation, we conducted a functional analysis of stereotypic behavior exhibited by a 16-year-old boy with autism and mental retardation. This analysis indicated that stereotypic behaviors were maintained by adult attention. Treatment consisted of functional communication training (FCT) and extinction. The participant was taught to communicate for attention by vocalizing, “Excuse me,” which resulted in 15 seconds of attention. FCT and extinction were effective in reducing stereotypic behaviors. Reliability data were collected for one third of sessions and averaged above 80%. |
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| #296 International Poster Session - EAB |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 78. Food Tastes Predictive of Low Energy Content Cause Overeating by Obese-Prone and Lean Weanling Rats. |
| Area: EAB; Domain: Basic Research |
| W. DAVID PIERCE (University of Alberta), Donald C. Heth (University of Alberta), Joanna C. Owczarczyk (University of Alberta), James C. Russell (Alberta Institute of Human Nutrition), Spencer D. Proctor (Alberta Institute of Human Nutrition) |
| Abstract: Childhood obesity is a prominent health problem that may involve early learning about tastes and the energy content of foods. One possibility is that food tastes predictive of low energy content cause overeating in young animals. Using a within subjects design, weanling male JCR:LA-cp lean (+/cp or +/+) and obese-prone (cp/cp) rats were given sweet (saccharin) and salty (sodium chloride) gelatin cubes made with starch (high caloric) or no starch (low caloric) for 16 days of conditioning. After a period of deprivation, rats received energy rich pre-meals with flavors that had been paired or unpaired with high caloric content during conditioning—followed by tests of consumption of regular chow. Our findings show that both lean (+/cp) and obese-prone (cp/cp) weanling rats ate more regular chow following a snack with a flavor associated with low caloric value than after a similar snack with a flavor predictive of high energy content. Data from our study indicate that the subversion of the learned relationship between taste and caloric content of foods disrupts the normal physiological and behavioral energy balance of weanling rats—resulting in overeating. These findings may have implications for the growing incidence of childhood obesity in our society. |
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| 79. Training Rats to Cooperate in PET Imaging. |
| Area: EAB; Domain: Basic Research |
| DANIELLE KALUHIOKALANI (Long Island University), John C. Neill (Long Island University), David Schlyer (Brookhaven National Lab) |
| Abstract: Several methods of behavioral training were tested with the function of teaching rats to tolerate wearing the world's smallest PET imaging device. This device is held on the head of the animal, which is able to move about freely, thus permitting imaging of metabolic activity while the animal is performing operant tasks. The animals were trained using various shaping protocols to tolerate injections, holding still for attaching the PET device, bearing weight on the skull, and carrying out tasks while wearing the device. Data will be presented comparing various devices and procedures. |
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| 80. Persistence in a Sunk-Cost Task Depends on Relative Response Requirements. |
| Area: EAB; Domain: Basic Research |
| RAUL AVILA (National University of Mexico), Timothy D. Hackenberg (University of Florida), Rachelle L. Yankelevitz (University of Florida) |
| Abstract: Three undergraduate students were exposed to a computer-based sunk-cost procedure in which subjects chose between fixed-ratio schedules of points exchangeable for money. Selecting the right square produced a reinforcer after 10, 40, 80 or 160 responses. A single response on the left square cancelled the current fixed-ratio requirement and initiated a new one. The probability of a given fixed ratio in each trial was determined according to a predefined value, and these values were systematically varied across conditions. Persistence was the main dependent variable, and was defined as the percentage of trials in which the ratios higher than 10 were completed. When the probability of the smallest fixed ratio was relatively high (.5, .25, .125 and .125, for FR 10, 40, 80, and 160, respectively), persistence was low. When the probabilities of the larger ratios were higher relative to the small ratio (.125, .50, .25 and .125), persistence was enhanced. Persistence was further enhanced in the final condition, in which the probabilities of the larger ratios were made even more extreme relative to the smaller ratios (0625, .0625, .50 and .375). These results suggest that sunk-cost decisions are determined by the relative costs and benefits of persistence. |
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| 81. EAHB-SIG Student Paper Competition Award Winner: Matching, Shot Selection, and Collegiate Basketball. |
| Area: EAB; Domain: Basic Research |
| JENNIFER L. HITT (Illinois State University), Larry Alferink (Illinois State University), Thomas S. Critchfield (Illinois State University), Jeffrey B. Wagman (Illinois State University) |
| Abstract: The matching law describes situations involving a choice between 2 responses. Close approximations of the matching law’s predictions have even been observed for the choices made by athletes and coaches in sporting events. Vollmer and Bourret (2000) found that shot selection (2 point vs. 3 point shots) in basketball closely followed the predictions of the generalized matching equation. We attempted to extend their findings to teams in 15 of the 2006 basketball conferences. Teams in the top eight and the bottom seven conferences based on RPI rankings were included. Based on season statistics for each team, the generalized matching law accounted for a median of at least 80% of the variance in shot selection for all 15 conferences, and in most cases, exceeded 90%. Sensitivity to reinforcement was above .80 for all but one of the top eight conferences, but the less competitive conferences all had slopes less than .80. In general, teams in all conferences displayed a tendency towards undermatching. Nearly all teams exhibited bias for 3-point shots. Overall, the generalized matching law provided an excellent description of shot selection. |
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| 82. Do Training Conditions Influence Equivalence-Consistent Outcomes? |
| Area: EAB; Domain: Basic Research |
| DONNIE M. STAFF (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Prior research has shown that adding task-relevant difficulties during training conditions can serve to retard acquisition but facilitate retention and transfer of learned skills. Some recent work in our lab investigated this phenomenon using a stimulus equivalence preparation. Subjects were trained to match common English words to unfamiliar Portuguese and Czechoslovakian words (or vice versa) under three different conditions. For some participants, a 0 second delay was programmed between the offset of sample stimuli following an observing response and the onset of comparison stimuli (hereafter, retention interval). For two other groups the retention interval was either 2 s or 8 s long. After acquisition, the emergence of symmetry among trained relations was assayed under the same conditions as training. Results showed that participants in the 8-second group were more likely to show emergent symmetry relative to the 2-second and 0-second group. The current study sought to understand the role of delays during training more precisely. 24 subjects learned conditional relations with 0, 2 or 8 s retention intervals. During tests, all conditional relations were tested in simultaneous matching-to-sample procedure. The results suggest that further research is necessary to more precisely understand the role of task-relevant difficulties in retention and transfer. |
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| 83. Muller-Lyer Illusion in Budgerigars (Melopsittacus undulatus). |
| Area: EAB; Domain: Basic Research |
| KAZUCHIKA MANABE (Nihon University), Takashi Kawashima (Nihon University) |
| Abstract: Budgerigars were trained to discriminate line length. A long horizontal line was presented on a screen monitor. The line had short vertical lines on the both-ends. An additional short vertical line dividing the horizontal line was presented between the vertical lines on the both-ends. Pecking responses to shorter side of horizontal line that was divided by the central vertical line were reinforced by a VI-schedule of reinforcement. The position of the central vertical line was moved to the middle of horizontal line gradually if subjects did correct response. If subjects pecked to wrong side, on the other hand, the position was moved to far from the middle of the horizontal line. After threshold of line discrimination was measured by the above titration method, the three vertical lines were replaced by arrowheads. The thresholds of subjects in line-length discrimination were changed as human beings. "Muller-Lyer illusion" was observed in Budgerigars too. |
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| 84. A Comparison Between Procedures of Stimulus Control Establishment: Trial and Error, Fading, and Stimulus Shaping. |
| Area: EAB; Domain: Basic Research |
| ALINE C. ABDELNUR (Pontificia Universidade Católica de São Paulo), Maria Amalia Andery (Pontificia Universidade Católica de São Paulo) |
| Abstract: The purpose of this study was to compare three stimulus control procedures on the acquisition of a discrimination of graphically similar letters. The participants were 12 four- to-5 year-old children attending the kindergarten. At first, children received an identity MTS test with graphically similar letters. Then, they were randomly assigned to one of three groups, trial and error, fading and stimulus shaping and received training in a simple discrimination task for four pairs of graphically similar letters (a /e, a /o, b /d and f /t). They were then re-tested in the same identity MTS task. The consonants and the vowels were then combined to form syllables (consonant + vowel) and “non-syllables” (vowel + consonant) gathered in an identity MTS test. To verify the children’s previous recognition of a sequence of a consonant plus a vowel as a syllable a simple discrimination test was carried out. Children who failed this last test, received training in a simple discrimination task with the syllables and non-syllables. The results are going to be compared in terms of the amount of errors made in the training of the pairs of letters according to each of the three procedures and in the identity MTS post-test. |
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| 85. The Effects of Limited-Hold Contingencies on the Conditional Relations that Define Equivalence. |
| Area: EAB; Domain: Basic Research |
| JESSICA A. MADRIGAL-BAUGUSS (University of North Texas), Quan Nguyen (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The conditional relations that define stimulus equivalence – reflexivity, symmetry, and transitivity relative to trained conditions – have been shown to emerge at different times during testing in a wide variety of procedures. These data suggest that the conditional relations that define stimulus equivalence may have different prerequisites and controlling variables. We sought to investigate this possibility by imposing temporal constraints on subjects’ opportunity to respond on probe trials designed to assay the untrained emergence of symmetric, transitive, and symmetrically-transitive conditional relations using a limited-hold procedure. After acquisition of baseline conditional relations, subjects were exposed, consecutively, to three testing phases in which there was 1) no limited hold contingency; 2) a limited-hold contingency equal to individual subjects’ median response latencies; and 3) a limited-hold contingency equal to ½ of the value relative to Phase 2. The data show that the limited-hold contingency had an effect on sample-observing and comparison-selection latencies. In addition, the probability of responding in Phases 2 and 3 appeared to differ across the different trial types. These data suggest that the conditional relations that define an equivalence relations are not themselves equivalent. |
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| 86. Methods for the Analysis of Self-Control Behavior: A Comparative Review. |
| Area: EAB; Domain: Basic Research |
| JASON VAN DER HORST (Brigham Young University), Harold L. Miller Jr. (Brigham Young University) |
| Abstract: We will summarize a review of the animal and human research literature in the experimental analysis of self-control behavior and will present a scheme for categorizing the methods that have been employed. Our poster will also consider the relevance of the scheme for theoretical approaches to self-control behavior. |
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| 87. The Role of Attention in the Emergence of Equivalence-Consistent Outcomes. |
| Area: EAB; Domain: Basic Research |
| KERRI P. BERARD (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Extended sample-observing response requirements have been shown to facilitate the acquisition of conditional discriminations in nonhuman populations. Recently, several experiments have suggested that increased observing response requirements are a necessary condition to produce generalized identity matching in pigeons and monkeys. To date, however, the role of extended observing response requirements has not been investigated in the context of stimulus equivalence procedures. To that end, we investigated the effects of sample-observing response requirements in a four choice, simultaneous, arbitrary match-to-sample procedure. In a within-subject experimental design, each subject was exposed to training and testing with none, one or many sample-observing responses required to produce the comparison array. Performance during the acquisition phase and test phases were compared across conditions within subject. The data suggest that extended sample-observing facilitates equivalence class formation. These data have implications for teaching-related applications and could inform the development of technologies designed to teach conditional discriminations rapidly. |
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| 88. Pausing in the Transition from Rich to Lean Schedules: Fixed versus Variable Ratios. |
| Area: EAB; Domain: Basic Research |
| ANNE M. FOREMAN (West Virginia University), Adam T. Brewer (University of Kansas), Michael Perone (West Virginia University) |
| Abstract: Behavior is disrupted in the discriminable shift from rich to lean schedule components. The pause in operant responding between components is a measure of this effect. Research to date has employed fixed-ratio and fixed-interval schedules. The present research asked whether the disruptive effect would be reduced with variable-ratio schedules. In Experiment 1, pigeons responded on multiple schedules in which half of the components consisted of a small ratio (“rich” component) and half consisted of a large ratio (“lean”). In Experiment 2, the ratio size was held constant and the components differed in terms of the duration of access to mixed grain (7-s in the rich component, 1-s in the lean). Pausing was longest in the transition from a rich component to a lean one, but the effect was considerably smaller when variable-ratio schedules were programmed in place of fixed-ratios. In Experiment 1, increasing the size of the variable-ratios did not affect pausing in the rich-to-lean transition. In Experiment 2, increasing the variable-ratios increased the rich-to-lean pause, but to match the pause duration in the fixed-ratio condition the variable-ratio requirement had to be doubled. |
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| 89. Choice between High and Low Risk Options: Effects of Manipulating Earnings Budget. |
| Area: EAB; Domain: Basic Research |
| GABRIEL DANIEL SEARCY (Western Michigan University), Andrew E Brandt (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Risky choice in 4 adult humans was investigated across procedural manipulations designed to model energy-budget manipulations conducted with non-humans. Subjects were presented with repeated choices between high-variance and low-variance options that delivered money. An energy-budget was simulated by use of an earnings budget, wherein a participant needed to meet a minimum income requirement within a 5-trial block in order to keep the accumulated earnings. Unlike previous earnings budget studies, exclusive preference for the low-variance option under positive budget conditions could only probabilistically meet the minimum requirement. Similar to previous studies, the low-variance option was preferred when the earnings budget was positive and the high variance option was preferred when the earnings budget was negative. These results further show that risky choice in humans may be similar to that shown in non-humans when choice is studied under analogous experimental conditions. |
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| 90. Right versus Wrong Feedback in First-Order Matching-to-Sample. |
| Area: EAB; Domain: Basic Research |
| MARIO SERRANO (Centro de Estudios e Investigaciones en Comportamiento - University of Guadalajara), Emilio Ribes Iñesta (Universidad de Guadalajara), Gustavo Garcia (Universidad Franco Mexicana-Satelite), Alfredo Lopez (Universidad Nacional Autonoma de Mexico - Iztacala) |
| Abstract: Three groups of college students were exposed to a first-order matching-to-sample task and intramodal, extramodal and extradimensional transfer tests. During the training phase, for different groups only right, only wrong or both right and wrong matching responses produced the correlated feedback. Percentages of correct responses in both training and transfer tests were higher when right as well as wrong matching responses produced feedback. On the other hand, feedback for incorrect responses produced a higher accuracy than feedback for correct responses in both training and transfer tests. Results are discussed in relation to previous experiments in which feedback for right and wrong matching responses was scheduled in either intermittent or delayed fashion. |
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| 91. Synthesis of Complex Response Sequences: Acquisition and One-Year Follow-Up. |
| Area: EAB; Domain: Basic Research |
| HOLLY JO WILSON (West Virginia University), Chata A. Dickson (West Virginia University), Rachel Labaton (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Two pigeons were trained on a series of responses using shaping and guided practice over a three-month period. In the proper sequence, the responses constituted a chain that could lead to reinforcement at its end. Each component response was trained in random order to a pre-established criterion. Following this training, the pigeons were placed in contact with the first response and then allowed to continue the chain without interruption. Both pigeons completed the chain without prompting and in the expected order. One year after the original training, the pigeons were retested and both showed retention of the proper sequence of responses without prompting. |
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| 92. Resistance to Change of Concurrent Operants Differentiated Only by Reinforcement Magnitude. |
| Area: EAB; Domain: Basic Research |
| E. TERRY MUELLER (Temple University, Psychology Dept.), Philip N. Hineline (Temple University) |
| Abstract: According to behavioral momentum theory (BMT) behavioral mass, or resistance to change, is imparted to an operant when reinforcement occurs in the presence of that operant’s discriminative stimulus. By this process, BMT predicts that the two performances in a concurrent schedule will be equally resistance to change because reinforcement earned by either operant will occur in the presence of both discriminative stimuli. Empirical tests of this proposition have yielded mixed results. The present experiment tested it with pigeon subjects by assessing the resistance to change of concurrent operants that had been trained using equal rates of reinforcer presentation, but were differentiated because the magnitudes of their reinforcers (hopper-presentation times) differed. The training schedule was a multiple schedule containing these concurrent schedule components, and also containing 30-second dark-key components during which response-independent food presentations could occur, acting as a one form of performance disruptor. Across conditions, two values of this disruptor (two rates of free-food presentation) were used. Another disruptor used in another condition was session pre-feedings. The baseline response rates for the concurrent operants differed, with larger-magnitude reinforcement producing higher response rates. However, the resistance-to-change results were mixed. |
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| 93. Group Foraging with Despotic Competitors. |
| Area: EAB; Domain: Basic Research |
| CATHERINE ESPEL (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: The generalized matching law, originality developed by behavioral psychologists, and the ideal free distribution, originally developed by ecologists, have 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 among patches. The present experiments examined the effects of inter-organism competition when one of the competing animals is “despotic.” Six rats participated in the study, which involved group foraging in a large open field apparatus. In the baseline phase, all rats were deprived to a moderate 90 percent of body weight. During the “despotic” stage one rat (the “despotic” rat) was deprived to 80 percent of its body weight while the other rats remained at 90 percent. A “weighted competition” version of the ideal free distribution suggests that the presence of a despotic rat should result in an altered distribution of animals in the patch. The results have implications for both the matching law and the ideal free distribution, and suggest that models including competitive weight may better describe the data. |
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| 94. SET or LeT? A Test of Both Models using a Variation of a Double Temporal Bisection Task. |
| Area: EAB; Domain: Basic Research |
| JOANA RODRIGUES ARANTES DA SILVA (University of Minho), Luis L. Oliveira (University of Minho), Armando Machado (University of Minho) |
| Abstract: Two models of timing, Scalar Expectancy Theory (SET) and Learning to Time (LeT), make substantially different assumptions about how animals learn temporal tasks. To compare both models, we used a variation of a double temporal bisection procedure. Pigeons were trained on two temporal discriminations, which alternated across sessions. On the first discrimination, they learned to choose a red key after a 1-s signal and a green key after a 4-s signal; on the second discrimination, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. Then, pigeons were exposed to intermediate durations (from 1 s to 4 s on red-green trials and from 4 s to 16 s on blue-yellow trials) and given a choice between novel key combinations (e.g. red vs. blue). Results were more consistent with predictions of LeT than SET, similar to previous researches, in which both discriminations were trained within each session. |
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| 95. Brains and Beauty: Increasing Performance through Self-Management. |
| Area: EAB; Domain: Applied Research |
| AMBER L. WATTS (Florida State University), Marco D. Tomasi (Florida State University) |
| Abstract: The purpose of this project was to apply the principles of behavior analysis to responses that often occur at low frequencies due to multiple incompatible competing contingencies that are often more reinforcing. A multiple baseline design across behavior was used to evaluate a self-management program designed to increase the participant’s overall time spent engaging in GRE study behaviors and cardiovascular exercise. These target behaviors were assessed on a weekly basis. As part of the intervention package, goals were set at 4.0 hours per week for the studying behaviors and 2.0 hours per week for the exercising behaviors. This was used to increase studying for the GRE from an average of 0.0 hours a week during baseline to 4.0 hours during the intervention. The average time exercising increased from an average of 0.0 hours a week to a post-intervention average of 1.8 hours. |
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| 96. Experimental Analysis of Blocking of Acquisition of Textual Responding. |
| Area: EAB; Domain: Basic Research |
| PAMELA D. KELSO (University of Manitoba), Stephen W. Holborn (University of Manitoba) |
| Abstract: Research has demonstrated that children learn to sight read words faster when the words are presented alone as opposed to being paired with extra-stimulus prompts. This finding has been attributed to the blocking effect. The present research used an alternating treatment design to assess blocking in textual compound stimuli of the same category (words) in children. The standard blocking paradigm was used to investigate whether word acquisition would be faster when the word was presented as a single stimulus versus when it was presented with a known corresponding word printed in a foreign language. The first phase involved the establishment of a conditioning history of appropriate responding to novel words printed in a foreign language. The second phase involved pairing the preconditioned foreign language word with the corresponding English word (which the children could not read) in the experimental condition, and in the control condition pairing novel foreign language words with the corresponding novel English words. Rate of acquisition of sight reading the English words was measured. In the second experiment the respective roles of the foreign language words and English words were reversed. In both experiments results showed a faster rate of acquisition for experimental versus control words. |
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| 97. Examination of Stimulus Factors on Resistance to Change. |
| Area: EAB; Domain: Basic Research |
| TAKEHARU IGAKI (Tokyo Jogakkan College), Takayuki Sakagami (Keio University, Japan) |
| Abstract: To examine the role of key location on resistance to change, we adopted multiple concurrent schedules using a four-key pigeon chamber in which each key is located in the shape of square. One concurrent-schedule component was arranged on the upper and lower keys on the left side, and the other component was arranged on the upper and lower keys on the right side. Six pigeon were trained on the multiple concurrent schedules in which reinforcement rates summed across keys within components were varied systematically. After performance was stabilized, resistance to change was assessed by the delivery of VT food during dark-key periods and extinction. Resistance to change calculated using response totals within a component was greater for the component with the higher reinforcement rate. Furthermore, resistance to change for key location was greater for the component with the higher reinforcement rates while resistance to change for key color did not depend on the total reinforcement rate correlated with each key color. These results suggest that the total reinforcer rate correlated with key location also controls resistance to change, and that resistance to change depends not on the physical feature of stimulus such as color and location, but on how these stimuli indicate reinforcement rates. |
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| 98. A Comparison of Two Different Methods of Schedule Sequencing on Schedule-Induced Polydipsia in Rats. |
| Area: EAB; Domain: Basic Research |
| JACQUELINE NICOLE FLEISCHER (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: The goal of this study is to demonstrate that different experimental methodologies for studying schedule-induced behavior produce highly different patterns of excessive drinking in rats. Traditionally, research on schedule-induced drinking is done by presenting blocks of several daily sessions with the same length of time between pellet deliveries. The shortest interpellet interval length is used first, with interval lengths becoming progressively longer. In previous research the interval lengths have sometimes been progressively lengthened then shortened again. Using this approach, schedule-induced drinking typically increases to a maximum when the pellets are about three minutes apart, then decreases to zero when the pellet deliveries are about five minutes apart. However, when the interval lengths are varied each day unsystematically from one value to another, strong drinking continues even when the interval lengths are as long as sixteen minutes. This study will explore the reasons why the two different methods of sequencing interval lengths produce different results. |
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| 99. Superstitious Mands and Slot Machines. |
| Area: EAB; Domain: Basic Research |
| JILL A. GREISING-MURSCHEL (University of Wisconsin, Eau Claire), Erica D. Pozzie (Southern Illinois University, Carbondale) |
| Abstract: Experimenters were interested in looking at superstitious mands emitted by pathological gamblers while playing slots. Three pathological gamblers (SOGS > 4) were recruited for participation. Participants were required to play 150 slot trials in which the payout of the machine was 50/50 and near-wins were programmed at 20% of all loses. In a multiple baseline fashion, a baseline condition was implemented in which the frequency of superstitious mands was recorded in the absence of programmed contingencies. At the termination of the baseline phase, participants began to receive generalized conditioned reinforcement via praise for the emission of superstitious mands. Each participant received reinforcement of a different quality. Results suggest that manding by paritipcants was sensitive to experimental manipulations. Implications of Skinner’s analysis of verbal behavior for understanding gambling will be discussed. |
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| 100. Differential Reinforcement of Behavioral Variability Using Runs Test in Rats. |
| Area: EAB; Domain: Basic Research |
| YOSUKE HACHIGA (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: In studies of reinforced variability, maximum variability usually means a randomness of subjects’ behavior. We assume a randomness of behavior is determined by the equiprobability among response alternatives (all the possible outcomes occur with a equal probability) and the sequential independence (unpredictability of an occurrence of next event based on the knowledge from any previous events). The present study attempted to eliminate sequential dependency of left and right lever presses in rats, using differential reinforcement determined by the results of z-scores of the runs test (test of randomness). Whenever a subject pressed the lever, the z-score was calculated from the last 20 responses. The subject received a reinforcement with a high probability and a light bulb attached in front of the lever was illuminated when the sequential independence was confirmed by the runs test. Otherwise, the bulb was not illuminated and a reinforcement was given with a low probability. The z-scores were improved over the sessions by each subject and they were maintained stably above the criterion determined statistically. Because sequential dependency was successfully eliminated through the schedules of reinforcement used in this study, patterns of performance similar to biased coin flipping turned out in three of four rats. |
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| 101. Examining Procedural Details of the Chronic Mild Stress (CMS) Procedure in Rats. |
| Area: EAB; Domain: Basic Research |
| J. PHILIP ERB (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The Chronic Mild Stress (CMS) procedure was developed to serve as a laboratory analogue of conditions that lead to anhedonia, which is the main defining feature of the melancholic subtype of major depression. It involves exposing rats or mice to a chronic sequential presentation of a variety of mild stressors and then assessing responsiveness to consequences that have been shown to function as reinforcers (e.g., sweet fluids). Although the finding that rats exposed to CMS will show reduced intake of and preference for sweet fluids has been replicated across a number of studies, some questions remain regarding the reproducibility of this effect. The current study was designed to examine the extent to which (a) there is diurnal variation in the effect of CMS on saccharin intake and preference and (b) reduced saccharin intake and preference would be evident in daily, rather than weekly measurements of fluid intake. To the extent our rats show decreased saccharin intake and preference during and following CMS, these data replicate and extend the findings that CMS results in anhedonia in rats. Implications and additional studies will be discussed. |
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| #297 Poster Session - EDC |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 102. Functional Behavior Assessment and Behavioral Interventions in General Education Settings: A Literature Review. |
| Area: EDC; Domain: Applied Research |
| HAYOUNG CHOI (University of Texas at Austin) |
| Abstract: With the increasing awareness of the importance of identifying the function of challenging behaviors, the existing legislation mandating Functional Behavior Assessment (FBA) to develop effective interventions in school settings (1997 IDEA), and the current trend toward inclusive education, researchers have begun to examine the effectiveness of interventions based on the results of FBA in general education classrooms. This paper reviews eleven studies which used FBA to develop interventions in general education classrooms between 1997 and 2005. Eleven studies are classified into two categories: students who did not receive special education services and those who did. Findings showed that interventions derived from FBA led to decreases in challenging behaviors in general education classrooms. Comments on FBA, interventions in general education classrooms, and social validity of reviewed studies are discussed. |
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| 103. Investigating Issues Related to Behavior Intervention Plan Development and Implementation: Results from a Multi-Year Research Project. |
| Area: EDC; Domain: Service Delivery |
| CLAYTON R. COOK (University of California, Riverside), Bonnie Kraemer (San Diego State University), Diana Browning Wright (Private Practice), George Roy Mayer (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles) |
| Abstract: Since the landmark discipline provisions of the Individuals with Disabilities Education Act of 1997, federal legislation has called for the development and implementation of behavior intervention plans for special education students whose behaviors impede their learning or that of others. However, until recently, little was actually known about how well schools were doing in meeting these mandates. The purpose of this poster is to describe the results of a multi-year research project that was undertaken by researchers from the California Department of Education’s Positive Environments, Network of Trainers (PENT) to assess issues related to behavior intervention plan development and implementation across the state of California. Specifically, research that was conducted to evaluate (a) the quality of behavior intervention plans developed in schools, and (b) trainings designed to improve the substantive quality of behavior intervention plans will be presented. Attendees will learn that the intent underlying the discipline mandates remains largely unfulfilled, but that particular trainings based on the key concepts of behavior analysis can be implemented to improve the legal defensibility of and educational benefit received via plans. Points of discussion will consist of directions for future research in the area of behavior intervention planning and recommendations for improved practice. |
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| 104. Functional Assessment and Positive Behavioral Intervention for Young Children with Challenging Behavior: A Synthesis. |
| Area: EDC; Domain: Applied Research |
| SOYEON KANG (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: This paper synthesizes the empirical research that examined the functional assessments and positive behavioral interventions for young children, from birth to 5 years old, with challenging behavior between 1984 and 2006. The specific focus of the synthesis is to analyze (a) the characteristics of young children for whom positive behavioral intervention is effective, (b) the characteristics of target behavior and setting, (c) the functional assessment procedure and its link with the intervention, (d) the intervention outcomes, specific components of effective interventions, and the relationship between the outcome and the developmentally appropriate behaviors, and (e) the validity issues relevant to measures, procedures, and intervention outcomes. The key elements producing effective outcomes for the young population with challenging behavior are presented. Implications for future research are also suggested. |
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| 105. Investigating School Psychologists’ Perceptions of Treatment Integrity in School-Based Interventions. |
| Area: EDC; Domain: Service Delivery |
| WENDY COCHRANE (The University of Toledo), John Laux (The University of Toledo) |
| Abstract: The purpose of this presentation is to examine the concept of treatment integrity in school interventions. Current research suggests that treatment integrity is important and may lead to improved intervention outcomes; however, treatment integrity frequently is not assessed.
This presentation will include an overview of the current research on treatment integrity and the typical methods used when assessing it. In addition, the results of a survey examining treatment integrity will be discussed. This survey, which targeted NCSPs as the participants, was designed to gather information on school psychologists’ understanding of treatment integrity, the extent to which they felt measurement of it was important, and the extent to which it was used and the methods used to measure it in school interventions. |
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| 106. Functional Behavioral Assessment of Off-Task Behavior of Elementary-Age Students with Emotional and Attentional Disorders during Reading Activities. |
| Area: EDC; Domain: Applied Research |
| LINDA G. GARRISON-KANE (Missouri State University), Nicole A. Welch (Missouri State University), Thomas D. Kane (Missouri State University), David Goodwin (Missouri State University) |
| Abstract: This study employed a multi-element, reversal single-subject design (Kennedy, 2005; Cooper, Herron & Heward, 2004; Kazdin, 1986) to assess the function of off-task behaviors exhibited by four elementary-age students diagnosed with emotional and attentional disorders during their reading activities. A triangulation data analysis approach was utilized with direct observation data, indirect functional assessment questionnaires and a multi-element functional analysis of the aberrant behaviors to formulate a hypothesis of the off-task behaviors. A hypothesis of attention-seeking function was formulated for all four participants. A reversal (ABAB) single-subject design was then employed with all four students to assess the effects of the independent variable (self-management and social skills) on the dependent variables (off-task and on-task behaviors). The results of this study demonstrated that self-management and social skills instruction decreased the off-task behaviors exhibited by these four students diagnosed with emotional and attentional disorders during their reading activities. |
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| 107. Use of Brief Functional Analysis to Evaluate Transitions between Work and Play. |
| Area: EDC; Domain: Applied Research |
| TODD G. KOPELMAN (University of Iowa - Hospitals and Clinics), Jason M. Stricker (University of Iowa), Brenda J. Engebretson (University of Iowa), David P. Wacker (University of Iowa) |
| Abstract: Transitions, defined as changes between activities or settings, have been demonstrated to evoke disruptive behaviors for some individuals. Previous studies have used functional analysis methodology to evaluate noncompliance during transitions (McCord, Thomson, & Iwata, 2001; Wilder et al., 2006). In both of these studies, specific features associated with transitions that maintained the target behaviors were identified. The purpose of this study was to extend the use of functional analysis of transitions to a typically developing child who was referred for an evaluation of problem behaviors associated with changes between academic and play activities. Caleb was a seven-year-old who was referred for noncompliance with instructions, aggression, and destruction. During a 120-minute outpatient appointment, paired-stimulus preference assessments (Fisher et al., 1992) were conducted to identify relatively high and low preferred academic and play activities. A brief functional analysis was then conducted in which Caleb was required to transition between high and low preferred academic activities and breaks with access to high and low preferred toys. Elevated rates of the target behaviors were observed only when Caleb was required to complete high preferred work. Implications of the study and suggestions for future research will be discussed. |
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| 108. Reduction of Pica via Functional Analysis-Based Treatments. |
| Area: EDC; Domain: Applied Research |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Yuko Usui (Hawthorne Country Day School), Andrea DeVarie (Hawthorne Country Day School) |
| Abstract: Functional analyses were conducted on the pica/mouthing behaviors of 2 participants who were siblings within two separate classrooms. Individualized treatment packages were developed for the two participants with high-rate pica/mouthing using preference and treatment analyses as a means of identifying stimuli that would compete with the automatic function of pica.
The treatment packages resulted in marked reductions and low rates of pica, which were maintained for both children. Results are discussed in terms of the importance of using the results of functional analyses to develop treatments for pica/mouthing and the importance of identifying specific sources of reinforcement for automatically reinforced behavior. |
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| 109. Use of Standardized Testing for the Selection of Demands in a Functional Analysis. |
| Area: EDC; Domain: Applied Research |
| TRACY MORAN (University of Iowa Hospitals and Clinics), LaKaren Rickman (University of Iowa Hospitals and Clinics), Todd G. Kopelman (University of Iowa Hospitals and Clinics), Kelly M. Vinquist (University of Iowa), David P. Wacker (University of Iowa) |
| Abstract: For children with co-occurring learning and behavioral concerns, the specific characteristics contained within an instructional demand can influence the occurrence of problem behaviors (Richman et al., 2001). The accurate and efficient identification of these characteristics is essential when conducting a brief outpatient functional analysis. The use of findings from standardized testing to select task demands to present in a functional analysis was examined. Sara was a five-year-old female who was referred to an outpatient behavior clinic for concerns of tantrums and task refusal. Prior to the behavioral evaluation, Sara had completed an occupational therapy evaluation. Results indicated significant delays in Sara’s fine motor skills. Specific therapeutic recommendations from this evaluation were used within the demand sessions of a brief functional analysis. Results of the analysis were that Sara only displayed problem behaviors when she was presented with the fine motor tasks. A treatment package for increasing compliance that consisted of antecedent-based modifications in the demands and reinforcement for appropriate behavior was implemented and resulted in a substantial reduction in problem behavior. The implication of these findings with respect to the identification of demand characteristics that occasion problem behavior will be discussed. |
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| 110. Toward a Method of Identifying Behavioral Characteristics of the Model Student. |
| Area: EDC; Domain: Applied Research |
| HOLLY AYN WHITE (University of the Pacific), Weston Rieland (University of the Pacific), Jolene R. Sy (University of the Pacific), John C. Borrero (University of the Pacific) |
| Abstract: Students in the classroom are often referred for behavioral services for engaging in rates of behavior that vary, or are perceived to vary, from that of a model student. Teachers from multiple preschool classrooms were asked to identify a model student, a typical (or representative) student, and a student that might be referred for behavioral intervention services. Data were then collected on several responses (e.g., attending, compliance) presumed to be important for skill acquisition. Comparisons were made between students (in the same class, with the same teacher) and across students (in different classes, with different teachers). Preliminary results showed that in some cases, levels of responding were similar across classrooms given the aforementioned teacher nominations (e.g., the model student attended greater than or equal to 90% of the time, on average, across classrooms) while in other cases, levels of responding were not what would have been predicted based on the aforementioned teacher nominations (e.g., a representative student attended less than a student that might be referred for behavioral services). Implications for these classifications will be discussed. |
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| 111. Examination of a Social Skills Problem-Solving Intervention to Treat Selective Mutism. |
| Area: EDC; Domain: Applied Research |
| MARK O'REILLY (University of Texas, Austin), Sonia Denise Baker (University of Texas, Austin), Chaturi Edrisinha (St. Cloud State University), Wendy A. Machalicek (University of Texas, Austin) |
| Abstract: We examined the use of a social problem-solving intervention to treat selective mutism with two sisters in an elementary school setting. Both girls were taught to answer teacher questions in front of their classroom peers during regular classroom instruction. Each girl received individualized instruction from a therapist and was taught to discriminate salient social cues, select an appropriate social response, perform the response, and evaluate her performance. The girls generalized the skills to their respective regular classrooms and maintained the skills for up to three months following the removal of the intervention. Experimental control was demonstrated using a multiple baseline design across participants. Limitations of the current study and issues for future research are discussed. |
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| 112. Social Interactions and Bullying in Withdrawn Children: An Evaluation of Generalization Strategies within a Social Skills Training Intervention. |
| Area: EDC; Domain: Applied Research |
| KYLE MAX HANCOCK (Utah State University), Donna Marie Gilbertson (Utah State University), Michelle Rosenlof (Utah State University) |
| Abstract: Socially withdrawn children are at increased risk for a number of maladaptive outcomes including increased risk to become victimized by bullies. One method that has been cited in the empirical literature as a potentially effective intervention has been the use of peer-mediated social skills training (SST). Unfortunately, however, little research supporting the use of peer-mediated SST has been conducted with socially withdrawn children; even less research has investigated the role that the peers involved in the intervention may play in the generalization of treatment effects. The purpose of this study was to evaluate a generalization training package employing indiscriminable contingencies and self-monitoring tactics on the generalization of socially withdrawn students and their peer mediators’ interactions during recess. Hence, this study compared the effectiveness of various generalization procedures in conjunction with a peer-mediated intervention on the generalization of prosocial interactions with socially withdrawn elementary school students and examined how students’ perceptions of social support, bullying experiences, and intervention acceptability changed as a result of the peer-mediated SST intervention. Results indicated that the socially withdrawn participants did engage in more prosocial behavior following the intervention and that it generalized to a highly-unstructured, novel setting with multiple students. Results also indicated that the peer mediators’ prosocial behavior evidenced in the training setting did not generalize effectively to the novel setting. |
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| 113. The Effects of Goal Setting on Student Aberrant Behavior in a Public School Setting. |
| Area: EDC; Domain: Applied Research |
| JASON L. GIBSON (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Robert C Pennington (University of Kentucky) |
| Abstract: The number of public schools delivering content in collaborative settings is increasing. This phenomenon is due to the necessity of all students to access the general education curriculum. A collaborative setting may increase the number of students who demonstrate aberrant behavior (e.g. non-compliance, minimal work completion, classroom disruption) in the classroom that impedes student learning. Teacher perception of student disruption impacts teacher interactions with students exhibiting aberrant behavior in the classroom. There are relatively few studies addressing the use of data-based behavior change programming with goal setting in public school collaborative settings. The purpose of the study is to describe a data based, goal setting intervention method used to increase student demonstration and subsequent teacher perception of appropriate behavior in a public school setting. The teachers were trained to assess student behavior using the Teacher Behavior Rating Scale to identify behavior goals for weekly goal setting sessions. A multiple-baseline across three participants was used to demonstrate the effectiveness of the intervention. Results showed that the weekly goal setting increased appropriate student behavior. |
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| 114. The Effects of Self-Monitoring Packages Implementing Tactile Cuing Devices on Student On-Task Behavior. |
| Area: EDC; Domain: Applied Research |
| JUAN NAVARRETE (Washington County School District), Charles L. Salzberg (Utah State University) |
| Abstract: The research has shown that self-monitoring packages can be effective in teaching students to manage behavior in independent working situations. However, teachers have difficulty using self-monitoring systems, often because self-monitoring systems require a lot of effort and can be disruptive to the classroom environment. The current study seeks to expand the literature by examining whether a tactile cuing device can serve to prompt a student to self monitor and thereby relieve the teacher of some of the inconvenience and effort. |
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| 115. Application of “Anchor the Boat” Approach to Reduce Disruptive Behavior in a Japanese Classroom. |
| Area: EDC; Domain: Applied Research |
| KANAKO OTSUI (Kwansei Gakuin University), Hitomi Hara (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The purpose of this study was to apply a group contingency classwide intervention program called “Anchor the Boat” (Lohrmann & Talerico, 2004) and to examine its effectiveness in reducing disruptive classroom behavior of third grade children (N = 31). Training consisted of two sessions. The first session was for shaping good listening behavior. During the 45-minute session, classroom teacher instructed students 4 behavior components of appropriate listening behavior, including (1) sit in a good posture, (2) stop irrelevant activities, (3) look at the speaker, (4) ask questions after the speaker finishes talking. Two trainers modeled appropriate listening behavior. The second session was the application of the “Anchor the Boat”. We divided 31 students into four groups. When the total occurrences of inappropriate listening were less than five in each group during a 45-minute class, the group obtained a piece of string. Students made a circle with that string and chained circles to a boat. After the group obtained the 10th string, they received an anchor for their boat as reward. The program was effective in reducing talk out behaviors. Group contingency seems to be suited to the Japanese classroom management. |
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| 116. An Analysis of the Relation between Observed Student Behavior and Teacher Perceptions of Behavior on the Rate and Type of Attention Provided in the Classroom. |
| Area: EDC; Domain: Applied Research |
| JESSICA L. CHERNE (University of Minnesota), LeAnne Denise Johnson (University of Minnesota), Jennifer J. McComas (University of Minnesota), Erin M. Holton (University of Minnesota), Mimi L. McDonnell (University of Minnesota), Joseph H. Wehby (Vanderbilt University, Behavior Research Center) |
| Abstract: Previous research has revealed that as rates of problem behavior increase for individual students, rates of teacher attention in the form of reprimands for problem behavior also increase and outnumber praise statements (Brophy, 1981). Past studies have frequently relied on analyses of observed rates of teacher attention and student behavior to make assumptions about the contingencies that may exist (Fry, 1983). Contrary to those assumptions, sequential analyses conducted using a real time observation system suggest that teachers’ delivery of attention is not always responsive to student behavior when examined across multiple observations over time. To further understand how teacher attention is influenced relative to problem behaviors, the current investigation combines behavioral ratings and direct observations to examine if teacher’s perceptions of student’s problem behaviors are related to varying rates and types of attention delivered to individual students within similar instructional contexts. Thirty seven, K-3rd grade students in eight special education classrooms participated in this study. Results are discussed in terms of the relative influence of contingencies observed within sessions that may or may not evoke teacher attention and the influence of teacher perceptions of problem behaviors as they may relate to delivery of attention. |
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| 117. Teachers' Accuracy in Reporting Students' Challenging Behaviors. |
| Area: EDC; Domain: Applied Research |
| JENNY E. TUZIKOW (Devereux CARES), Todd Harris (Devereux CARES) |
| Abstract: In order to provide children with autism the best educational opportunities, parent involvement is critical. Parents are encouraged to attend individual education program meetings, join parent – teacher organizations, implement behavior interventions in the home, and participate in many other aspects of their children’s learning experiences. An important component of promoting parent involvement is to maintain open communication with parents. Parents frequently attempt to gather information regarding their children’s progress by asking teachers how their children behave in school. It was suspected that the daily teacher report was based on the teacher’s subjective views and not on data. Therefore, the purpose of the current study was to examine the relationship between teacher reports of student behavior and actual behavior data recorded by teachers in a private school for children with autism. Over the span of 42 days, daily teacher reports were compared to the daily-recorded behavior data of 30 children. Teachers were asked to rate the children’s behavior on a Likert scale and behavior data was analyzed every 2 weeks by calculating the standard deviation and mean of each child’s behavior, and then comparing the teacher’s score to the data. The results were analyzed and implications of this study were discussed. |
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| 118. The Relationship between Emotional Interpretation and Self-reported Behavioral Response on Observed Rates of Conflict Initiation. |
| Area: EDC; Domain: Service Delivery |
| ERIN M. HOLTON (University of Minnesota), LeAnne Denise Johnson (University of Minnesota), Jennifer J. McComas (University of Minnesota), Peggy E. Gaitan (University of Minnesota), Ellie C. Hartman (University of Minnesota) |
| Abstract: Childrens’s perception of emotion can influence their interactions with peers and adults. Making an inaccurate assessment of a person’s facial expression can lead to a behavioral interpretation or response that is not warranted and may have the potential to affect relationships (Cooley, 2002). This study seeks to analyze the utility of a rating scale to measure the emotional perception and self-reported behavioral responses across two forms and over time, as well as to assess the relationship between interpretation and reported response to emotional stimuli and directly observed conflict initiations by elementary aged children. Reliability on the emotional perception measure ranged from 94-100% with an average of 98% for interpretation responses and ranged 82-100% with an average of 97% on the behavioral responses, and conflict initiations ranged from 0-100% with an average of 66%. |
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| 119. Mindfulness Meditation with Auditory Image Therapy for Children with ADHD: Improving Self-Esteem and Self-Regulatory Behaviors. |
| Area: EDC; Domain: Basic Research |
| JEONGIL KIM (Lotus Flowers Children Center, South Korea), Kyong Bong Kim (Lotus Flowers Children Center, South Korea), Yunhee Lee (Lotus Flowers Children Center, South Korea) |
| Abstract: The study describes the effect of mindfulness meditation based auditory image therapy for children with ADHD. Three children with ADHD participated in the study. Using direct observation, behavior rating scales, and EEG, data was collected during the experimental procedures. Structured mindfulness meditation and self-reflecting message using auditory message were implemented to the subjects. The result showed that it produced remarkable improvement in self-esteem and self-regulatory behaviors with all the subejcts. |
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| 120. Reflectively Studying Student Work Together: Collaborating to Differentiate Instruction for All Students. |
| Area: EDC; Domain: Applied Research |
| CARLA DEARMAN (University of Southern Mississippi), David Walker (University of Southern Mississippi), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: This study, a systematic replication of Dearman, Alber, and Atwood (2005), examined the effects of reflective conferencing on the frequency and type of differentiated instruction by classroom teachers. This study extends previous research by including a special education teacher in reflective conferencing and by assessing maintenance. Data were collected in classrooms during independent practice after classroom instruction. The teachers were not told behaviors the observers were recording. The following differentiated teacher behaviors were recorded: adjusting the task level; simplifying, clarifying or chunking instruction; relating prior knowledge; modeling a skill; varying learning tools; asking higher order questions; adjusting the environment; grouping students, providing choices, and encouraging responsibility. An ABAB reversal design was used to assess the effects of the reflectively reviewing student work together. After baseline data were collected, teachers met for one hour weekly to examine student work and engage in conversations about their teaching. During the second baseline phase, the meetings were discontinued, and then re-established in the second intervention phase. The data indicated a clear and robust functional relationship of reflectively reviewing student work on the frequency of differentiated instruction behaviors. However, no significant relationship was noted between the reflective process and the type of differentiated instructional behaviors. |
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| 121. The Impact of Conditioning the Staff Meeting as a Reinforcer on Staff Data Collection and Graphing. |
| Area: EDC; Domain: Applied Research |
| JASON CORY ROSENFELD (Hawthorne Country Day School) |
| Abstract: The teachers and staff employed at a school for students with special learning needs are responsible for recording meaningful data that is represented in a clear and precise system of graphing. This study analyzed methods that can be used to improve the accuracy and productivity of teachers and staff in their effort to record and monitor the progress of students with special learning needs. Baseline data were collected on graphing accuracy and data decision making. Multiple interventions were implemented including conditioning staff meeting sessions as a reinforcer by pairing the meetings with movie viewing and with the use of the Socratic Method to motivate staff to analyze graphs and data collection. Coupon incentives redeemable for additional break time were issued for accurate data collection and graphing. The study followed the ABAB withdraw design. It used various data collection forms that documented the accuracy and accordance to school guidelines in regards to staff data collection and graphing. Data were collected during and after the interventions to monitor staff progress in this area. |
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| 122. Effectiveness of Pyramidal Training in an Non-Institutional Setting. |
| Area: EDC; Domain: Basic Research |
| ANGELIQUE DILWORTH (Shelby Residential and Vocational Services, Inc.) |
| Abstract: There have been many studies conducted that evaluate which training techniques result in better implementation of Behavior Support Plans and will lower frequency of behavioral episodes of a Service Recipients who has a diagnosis of Mental Retardation and Mental Illness. The purpose of this study is to show the effectiveness of Pyramidal Training of Direct Care Professionals in a non-institutional setting. The method used in this study to implement Pyramidal Training was to train a small number of staff as master trainers of behavior support plans, who in turn are instructed to train additional staff. Baseline data will be collected during the observation period. During the study two managers were trained as master trainers. Each master trainer worked on a different shift, providing for one trainer across all shifts. In addition to training, daily feedback was provided to supervisors for staff data collection and intervention. Data collected during the treatment phase was compared with the data collection during baseline. The effects of Pyramidal Training on decreasing target behaviors are discussed. |
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| 123. Establishing Experimental Functional Analysis Skills in Less than a Day: A Replication in a Norwegian Setting. |
| Area: EDC; Domain: Applied Research |
| JON A. LOKKE (University of Oslo), Gunn Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Analysis of behavior function is the cornerstone of applied behavior analysis. Functional behavioral assessment is generally regarded as a hypothesis-testing procedure concerning the causes of behavior. Functional behavior assessment is considered an appropriate and compulsory preintervention activity and assessment skills are needed.
Norwegian legislation advocates functional assessments as a compulsory part of rehabilitation and preintervention activities. Students in a Master in Applied Behavior Analysis, with no previous experience in experimental functional analysis, were participants in a replication of Iwata et al (2000), Moore et al (2002), and Wallace et al (2004). Design elements and data from a course in the execution of experimental functional analysis are presented. Total training time was less than eight hours – or less than a day. |
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| 124. Preparing Qualified Paraprofessionals to Meet the Needs of At-Risk Young Urban Students. |
| Area: EDC; Domain: Service Delivery |
| LEFKI KOUREA (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This presentation provides the results of a research study conducted with three instructional assistants. A multiple-baseline design across subjects was utilized to examine the effects of the performance feedback strategy on the quality and integrity of instruction of the assistants. Outcomes, limitations and recommendations are discussed. |
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| #298 Poster Session - TBA |
| Sunday, May 27, 2007 |
| 5:30 PM–7:00 PM |
| Manchester |
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| 125. The Effect of Multiple Exemplar Instruction on Emergence of the Listener Component of Naming in Preschoolers. |
| Area: TBA; Domain: Applied Research |
| FANG-LIN JASMINE LAI (Columbia University Teachers College), Celestina Rivera-Valdes (Columbia University Teachers College), JoAnn Delgado (Columbia University Teachers College) |
| Abstract: This study examined the effect of multiple exemplar instruction on the transfer of stimulus function across listener responses (pointing) and speaker responses (pure tact and impure tacts) by two preschool children with verbal delays. Two preschoolers in listener/early speaker level of verbal behavior who did not have the listener nor the speaker component in naming participated in this study. The dependent variables were number of correct responses to probe trials of both untaught listener responses (“point-to”) and speaker responses (pure/impure tacts) following matching responses to criterion for two sets of five unfamiliar novel pictures (Set 1 and Set 3). The independent variable was multiple exemplar instruction. A delayed multiple probe design across word sets and participants was used in this study. In the baseline probes, neither Participant A nor Participant B had the listener component (“point-to” responses) or speaker component (pure/impure tacts) of naming. During the treatment phase, the participants were taught mastery of all four responses using multiple exemplar instruction to a training set of pictures. The results showed that both participants acquired the listener component of naming. In addition, data also showed that untaught speaker responses (pure/impure tacts) emerged at 70% for Participant A following MEI. |
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| 126. The Effects of an Intensive Tact Procedure on the Vocal Behavior of a Child with Autism. |
| Area: TBA; Domain: Applied Research |
| SHIRLEY CHARLES (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College, Rockland BOCES) |
| Abstract: The purpose of this study was to assess the effects of the tact procedure developed by Greer & Ross (in press) on the vocal verbal behavior of a 7 year-old child diagnosed with autism. Prior to the study, the participant emitted no tacts or mands. The procedure, designed to induce tacting behavior across settings, requires participants to have 100 additional learn units in tacts per school day. A time delay was also implemented. The experimental design used in this study was a pre- and post-case design. The results indicated that the participant acquired more mands and tacts as compared to baseline conditions. |
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| 127. Using Tickles as an Establishing Operation to Increase Correct Academic Responding. |
| Area: TBA; Domain: Applied Research |
| JOANNA MOSES (Columbia University Teachers College), JoAnn Delgado (Columbia University Teachers College), Marietta A. Papagapitos (Columbia University Teachers College) |
| Abstract: This study examined the effects of physical contact as an establishing operation (EO) on the correct academic responses emitted by a three-year-old boy and a seven-year-old girl, diagnosed with a developmental disability and autism respectively. Physical contact in the form of tickles, hugs, kisses, and spins, were delivered on a fixed ratio schedule for 10-seconds every ten learn units. Instructional sessions, consisting of seven new programs and one maintenance program, were conducted twice a day and lasted 1-hour. A multi-element design followed by an AB design was employed for each participant. The participants selected for this study both emitted low levels of correct responses in instructional settings and were typically unmotivated by contingent praise, toys, or edibles. The study took place in a self-contained classroom within a special education CABAS® school. All sessions, each consisting of 160 learn units, were conducted at a child-sized classroom table. The results of this study show a functional relationship between the delivery of physical contact and increased correct academic responding. |
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| 128. Comparing Behavioural Teaching Methods to Train Staff: An Analysis of Generalizability and Cost-Effectiveness. |
| Area: TBA; Domain: Applied Research |
| KIRSTEN M. WIRTH (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Frontline staff who work with children with autism are primarily responsible for applying teaching procedures in various settings without extensive applied behaviour analysis training. The majority of the research has demonstrated that modeling, role play, and feedback has been more effective in training staff to apply appropriate teaching procedures than traditional lecture methods that teach staff how to read and write behaviourally. Since traditional lecture methods that have been used in such training have not followed protocol for teaching procedures that are empirically supported, it is unclear whether all teaching methods are less effective than role-play. This study will compare three teaching methods for training staff to apply behavioural principles and procedures: a computer-aided personalized system of instruction (CAPSI), the traditional lecture method, and role-play. Measures will include pre- and posttests as well as generalization tests per teaching method and a cost-effectiveness analysis. It is expected that while role-play may be more successful in application tests, CAPSI and lecturing will be more successful in knowledge tests. Furthermore, it is expected that CAPSI will be more effective than traditional lecture methods in both knowledge and application tests, and at least as cost-effective as role-play in application testing. |
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| 129. Assessing the Relationship between Peer Review Feedback, Accuracy, and Higher-Order Thinking Levels in a CAPSI-Taught Course. |
| Area: TBA; Domain: Applied Research |
| JODY M. LAMBERT (University of Manitoba), Kirsten M. Wirth (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: A significant objective of post-secondary education is to promote the use of higher-order thinking skills in students. Analyzing these skills is an important aid in helping to increase student thinking levels. In this study, test questions from an undergraduate behaviour modification course taught through CAPSI at the University of Manitoba will be assessed using a modified Bloom’s taxonomy (Crone-Todd, Pear, & Read, 2000). Test questions will be assessed by independent raters on the level required for material mastery and then compared with corresponding archived peer-reviewer feedback and accuracy data. Specifically, a point-by-point comparison will be made between rich or lean feedback, and accuracy of pass or restudy designation. It is hypothesized that the occurrence of rich and accurate feedback will decrease as the higher-order thinking level increases. Also to be expected is an increase in rich and accurate feedback as the higher-order thinking level decreases. Implications of this research include developing better ways to train peer-reviewers as well as a better understanding of peer-reviewers’ higher-order thinking levels in PSI-taught courses. |
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| 130. Improving the Sustainability of an Effective ABA On-Line Training Program for Service Providers. |
| Area: TBA; Domain: Service Delivery |
| JOSEPH FURMAN BUZHARDT (University of Kansas), Linda S. Heitzman-Powell (University of Kansas) |
| Abstract: Even the most effective ABA training program will ultimately fail if it cannot be sustained by the orgainization for which it serves. Four years ago, we developed and evaluated a program to train service providers to provide quality ABA therapy for children with Autism. The training program combines online training and assessment with hands-on, face-to-face training. Although the program was successful in terms of the number of trainees we retained as behavioral aides and/or continued to provide ABA therapy elsewhere, it was not sustainable beyond the initial cohort of trainees. Therefore, we redesigned the program using a more cost effective model. After reducing the number of face-to-face training sessions from eight to four and updating the online training modules, we evaluated the updated program's effectiveness with two cohorts of trainees. Additional revisions were made betwen each cohort. We measured training effectiveness with global pre-posttest assessments and performance on online tutorial assessments. Trainee and parent satisfaction surveys were also conducted. Initial findings suggest that this more cost effective approach was successful, and although it is more likely that this training program will sustain itself, the survival of the training program will ultimately determine its success. Implications for future sustainability research will be discussed. |
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| 131. Effects of Practice Opportunities on Exam Performance in an Undergraduate Behavioral Modification Class. |
| Area: TBA; Domain: Service Delivery |
| WESLEY H. DOTSON (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: All students enrolled in an upper-division undergraduate course in Behavior Modification across several semesters participated in the study. Students had the opportunity to participate in two forms of optional practice and review activity during each of the five sections of the course: 1) answering practice questions for feedback and extra credit, and 2) attending and participating in a mock exam where they took a practice exam under “test-like” conditions and then evaluated and discussed their answers. Exams were given at the end of each section of the course. On average, section exam performance improved as students completed more practice questions accurately (thus earning more extra credit). In addition, students performed better on the section exam if they took the mock exam. The effect of taking the mock exam on test performance was the most pronounced for those students who earned the least amount of extra credit. Survey results indicated students perceived both practice and review options to be helpful. |
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| 132. From Memorizing Terminologies to Application: Building Fluency in Applied Behavior Analysis. |
| Area: TBA; Domain: Applied Research |
| FAN-YU LIN (California State University, Stanislaus) |
| Abstract: As a follow-up of my previous study, this project is designed to explore whether the selection of the behavioral terminologies will affect student performance in case analysis. College students who are enrolled in a behavior analysis course participate in this study. Five cumulative terminologies are introduced on weekly basis. A total of 50 terms are selected specifically tied with the course objectives. Students will develop flash cards with definitions on one side and term on the other side. Explicit timing procedure will be used to build up their fluency in naming correct terminologies. Students will be instructed to practice their fluency on weekly basis. The dependent variable is student performance in case analysis, in which students will read a case scenario and identify the appropriate behavior terms. Whether and how the levels of fluency increase student performance in application case analysis is examined. |
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| 133. Some More Misconceptions about Behavior Analysis. |
| Area: TBA; Domain: Applied Research |
| JON A. LOKKE (University of Oslo, Norway), Erik Arntzen (Akershus University College, Norway), Gunn Lokke (University College of Ostfold, Norway) |
| Abstract: Students frequently have misconceptions of basic concepts in behavior analysis. We wanted to replicate earlier studies by Lamal (1995) and Arntzen, Løkke, and Løkke (2006) in students at the master program, and also expand the current study by including data for different tests before and during the courses. Furthermore, we wanted to include the “don’t know” option in the questionnaire. Results are presented, and the implementation of effective teaching strategies is discussed. |
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| 134. Precision Teaching and Ballet Dancing: A Norwegian Experience. |
| Area: TBA; Domain: Applied Research |
| GUNN LOKKE (University College of Ostfold, Norway), Jon A. Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College, Norway) |
| Abstract: Precision Teaching and fluency training is rare in Scandinavia. We present content from a recently published Norwegian article reporting the use of fluency training of basic ballet movements in a nine years old Norwegian girl. This is probably the first presentation on PT from Scandinavia. The girl had been rehearsing one basic ballet movement as part of a dance for nine months without progress. We pinpointed one non - fluent step, and trained for speed and accuracy. After 1 week, the performance of the movement was fluent at a rate of 188 (15 sec. timings). We present the SCC for the training, including follow up data after 32 weeks, and some discussion points. The girl passed her Royal Academy of Dance exam after the PT-training period. |
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| 135. The Effectiveness of Interteaching in a Norwegian University College. |
| Area: TBA; Domain: Applied Research |
| GUNN LOKKE (University College of Ostfold, Norway), Jon A. Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College, Norway) |
| Abstract: Interteaching is an application of behavioral principles in higher education, utilizing the three-term-contingency, and highlighting dyadic activity, or peer learning. Antecedents and consequences are arranged for three behavioral topographies: talking, writing, and doing. Encouraged by the relatively limited research on the effectiveness of interteaching (Boyce & Hineline, 2002; Saville, Zinn, & Elliot, 2005), we present results from an experimental study. We compare the effectiveness of interteaching vs traditional lectures, using a single group experimental reversal design with two conditions (approximately 120 participants in class). Previous studies of interteaching include relatively small classes (Saville, Zinn, & Elliot, 2005). In addition, a new aspect is the use of learning objectives instead of questions from the syllabus. We present results, and possible working mechanisms are discussed. |
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| 136. Grades in Jeopardy: Do On-line Games for Review of Course Material Enhance Quiz Performance of College Students? |
| Area: TBA; Domain: Applied Research |
| TRACY L. KETTERING (The Ohio State University), Lilian C. Rodrigues (The Ohio State University), Amanda E. Guld (The Ohio State University), Cuong (Ken) Luu (The Ohio State University), Lenwood Gibson (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: We examined the extent to which (a) students in a research methods course used games made available on line to review and assess their understanding of material, and (b) games enhanced their performance on weekly quizzes. Two interactive multiple choice game formats were constructed based on popular television game shows (Jeopardy and Who Wants to be a Millionaire?). Each game posed questions over course material, gave students immediate feedback as to whether their answers were correct or incorrect, and awarded game points for correct answers. The games were made available on-line on the course website on alternating weeks for each of two course sections. Playing the games was optional and did not count toward the course grade. The effect of games on weekly quiz performance was evaluated using a counterbalanced multi-element design across the two course sections. Preliminary results to date suggest that games can be a popular means of reviewing and self-assessing mastery of course material (based on web server data on students who downloaded games) and of enhancing quiz performance. |
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| 137. Improving Performance on the Graduate Record Examination with a Course in Self-Management. |
| Area: TBA; Domain: Applied Research |
| MARCO D. TOMASI (Florida State University), Jon S. Bailey (Florida State University/Florida Association for Behavior Analysis) |
| Abstract: The Graduate Record Examination (GRE) General Test is a requirement of most psychology graduate programs in the United States. While preparation programs exist, many are too expensive for cash-strapped undergraduates. The purpose of the current study was to apply the findings of Miller, Goodyear-Orwat, & Malott (1996) to provide a low cost method for improving performance on the GRE. Three undergraduate and two post-bachelors students enrolled in a special course in self-management. Students were instructed on how to design and run their own self-management programs targeting GRE studying behaviors. Weekly meetings were held to review progress, assess consequences, discuss study and test-taking strategies, and probe GRE skills. Pre- and post-tests were used to measure improvement. Post-test scores showed a mean improvement of 366 points. |
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| 138. Rapid Strengthening and Extinction of Conditioned Avoidance and Disgust Responses to the Verbal Stimulus “Snot”. |
| Area: TBA; Domain: Basic Research |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: On a two question survey students indicated their degree of disgust toward, and their degree of avoidance of, the word “snot” as a pretest, after a brief verbal conditioning manipulation and again after a rapid massed brief exposure extinction manipulation. The brief verbal conditioning manipulation consisting of instructions to imagine two vividly described scenes increased disgust and avoidance indications. The rapid massed brief exposure extinction manipulation consisted of rapidly and loudly repeating the word “snot” over and over for 40 seconds and significantly decreased disgust and avoidance indications. Results are discussed in terms of higher-order conditioning, evaluative conditioning and Relational Frame Theory/Acceptance Commitment Therapy. The experiment can be easily replicated in almost any classroom and serve as an effective teaching tool. |
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| 139. Chickens in the Classroom: An Evaluation of a Newly Hatched Teaching Technique. |
| Area: TBA; Domain: Applied Research |
| MARY ANN HOOTEN (Troy University), Frank Hammonds (Troy University) |
| Abstract: The purpose of this project was to create a video that demonstrates to undergraduate psychology students the principles of operant conditioning and how they can be used in training animals. The current study used one animal participant, a four-month-old Dutch Bantam cockerel, and involved using the techniques of reinforcement, shaping, and extinction to teach him to peck at certain playing cards when prompted. A video of the training was created and will be shown to several different sections of General Psychology classes. The video’s effectiveness for teaching principles of operant conditioning will be evaluated compared to standard instructional methods of teaching these concepts. Participants will be tested on concepts related to operant conditioning both before and after viewing the video as well as before and after traditional instruction. Other measures of effectiveness such as student levels of enjoyment and interest in the video will also be taken. |
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| 140. Some Behavior Patterns of Students Enrolled in an On-Line Course in Behavior Analysis. |
| Area: TBA; Domain: Applied Research |
| JOHN T. RAPP (St. Cloud State University), Gregory J. Swanson (St. Cloud State University) |
| Abstract: Data for 30 students who participated in an online Masters level course in Behavior Analysis was analyzed for individual and group patterns. Students participated in a 15-week course wherein two to four articles or chapters were assigned each week (total of 44 readings). Students were required to participate in online discussions, to take seven biweekly online quizzes, which were available within a predetermined four-day window, and to complete a research proposal. Individual data included (a) number of discussion-posts that were submitted daily and weekly, (b) number of discussion-posts by classmates that were opened (and presumably read) daily and weekly, and (c) points earned on biweekly quizzes. As a whole, the results for the group showed that posting was relatively stable during weeks 1 through 13, but was on a decreasing trend toward the end of the semester. In addition, an abrupt decrease in posting was evident in week 10, which was correlated with the due date for each student’s research proposal. Statistical analyses indicated that the number of discussion-post submitted by each student was positively and significantly correlated with points earned on quizzes; however the number of discussion-posts read was not. Data for individual students revealed a number of interesting patterns. Most notable was a two to three day absence of posting following the completion of a scheduled quiz, which resembled a post-reinforcement pause. The implications of these and other patterns for teaching online courses are discussed. |
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| 141. The Effects of Self-Observation and Self-Monitoring on Therapist Behavior: Implications for Training Professionals. |
| Area: TBA; Domain: Applied Research |
| ALICE M. AGUILAR (San Diego State University), Bonnie Kraemer (San Diego State University), Jonathan J. Tarbox (Center for Autism and Related Disorders) |
| Abstract: A training package consisting of verbal instruction, direct observation and verbal feedback is a common modality for training therapists to implement aspects of behavioral technology with children with autism spectrum disorders (ASD). However, when these methods are insufficient, it is necessary to use more intensive training techniques. Self-monitoring has been a successful technique for improving the behavior of staff interacting with children with disabilities (Seligson Petscher & Bailey, 2006; Richman, Riordan, Reiss, Pyles, & Bailey, 1988). Conducting behavioral observations has also been shown to improve observer behavior (Alvero & Austin, 2004). This study examines the effects of self-observation and self-monitoring on the behavior of three therapists who work with young children with ASD. Treatment consists of therapists completing a self-evaluation of their performance implementing a task analysis, while watching a video-tape of themselves working with a child. Outcome behaviors include therapist skills in using task analysis to teach a child with ASD a functional behavior. A multiple baseline across subjects design will be employed to evaluate the effects of the treatment package. Implications for training professionals working in a behavioral treatment program will be discussed. |
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| 142. Single Image Random Dot Stereogram as a Pedagogical Tool. |
| Area: TBA; Domain: Theory |
| JADE CARTER HILL (Jacksonville State University) |
| Abstract: Often students have difficulty separating instantiations of “understanding” from rote memorization. As a result, they incorrectly conceptualize the basis of generality, which in turn makes the task of applying classroom principles in a variety of applied settings very difficult. A single image random dot stereogram (SIRDS) provides a powerful metaphor for the point of education. Seeing an image in a SIRDS shares many commonalities with seeing underlying processes in nature. For example, while it is very easy to establish a response “there is a ‘dolphin’ in the picture” to a SIRDS, it is quite another to establish the behaviors necessary to enable the actual dolphin in the SIRDS to control the behavior. The difference in the control is consequential. The likelihood of correctly labeling 2 different SIRDS is virtually zero if the learned behavior was only the memorization of a label. On the other hand, if “seeing” the image within the SIRDS had controlled the labeling, the probability of correctly labeling a different SIRDS is quite high. This poster elaborates 10 points of commonality between seeing an image in a SIRDS and seeing a process in nature. |
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