Association for Behavior Analysis International

Escape extinction (e.g., nonremoval of the spoon) is well-documented as an effective treatment for increasing the acceptance of nonpreferred food/drinks in children with feeding disorders. These procedures typically involve holding a spoon at the child's lips until he/she accepts a bite/drink or until a predetermined meal duration is met. As a result, some children may learn to "wait out" the time cap and avoid bites/drinks altogether. Such circumstances may call for the utilization of additional procedures to increase acceptance. A Nuk brush massager is a feeding utensil that has been shown to be effective for decreasing expulsions and packing. The current study evaluated the effects of using a Nuk in combination with escape extinction to increase the acceptance of drinks in a 3-year-old male diagnosed with autism. Across all phases of the analysis, interobserver agreement data were collected on at least 20% of all sessions and averaged over 80% for all dependent measures. Results show that when the Nuk was used in combination with nonremoval of the spoon, acceptance was significantly higher that with escape extinction alone.

Ahearn, Castine, Nault, and Green (2001) discussed the reported prevalence of unusual eating patterns in children with autism. For example, children with autism have been reported to have preferences for specific utensils, food colors, or textures. Such idiosyncratic variables may contribute to the development and maintenance of ritualistic mealtime behaviors (e.g., tantrums, food/drink refusal). The purpose of the current study was twofold. First, we sought to develop methods for assessing idiosyncratic feeding behavior often reported in children with autism. Second, we demonstrated that, despite clear preferences that children with autism may have for specific mealtime rituals (i.e., using specific utensils), behavioral treatments can be used to effectively alter mealtime behavior. Specifically, the current study assessed 1 child's reported preferences for certain colored (i.e., white, beige) foods as well as a preference for a clear glass cup versus an opaque plastic cup. Despite a clear preference for the glass cup, demonstrated using a concurrent operants arrangement, no differential responding in consumption was observed when a treatment was implemented. Throughout the analysis, interobserver agreement was collected on over 20% of sessions and averaged over 80% for all dependent measures.

As a result of time constraints associated with various applied settings, behavior analysts have developed brief models of functional analysis. Thus, evaluations of various models of brief functional analyses for consistency and treatment utility are vital. A comparative study of 3 models of brief functional analyses was conducted with 2 participants with histories of challenging behavior. During the brief A-B analysis, the antecedents were manipulated across conditions and no programmed consequences were provided. During the brief A-B-C analysis, both antecedents and consequences were systematically manipulated across conditions. During the brief, latency-based analysis, sessions were terminated following the first instance of challenging behavior. Additionally, brief treatment evaluations were conducted based on results of each of the3 models. Results showed correspondence between the 3 variations with each of 2 participants. In addition, greater function differentiation was observed with the A-B model when compared to the A-B-C, and latency-based models. Interobserver agreement was collected for at least 30% of sessions across participants and agreement was 90% or above. Although preliminary in nature, these results suggest that the brief A-B functional analysis model may be most effective at identifying functions in environments in which abbreviated methods are necessary.

Two behavioural interventions were done with an eight-year-old girl with Asperger syndrome. The first targeted food refusal and the second, a year later, increased her cognitive flexibility within family interactions. Intervention 1: The girl complained of an upset stomach before her school lunch (no medical reason) resulting in refusal to eat (she eventually lost 15% of body weight). The intervention restructured her reaction to an upset stomach just prior to lunch. She was taught to use symptoms as a cue to initiate pre-taught self-management strategies. When she felt symptoms, she recorded how her stomach felt before eating and then, her food consumption. These strategies were successful and she regained lost weight. Intervention 2: Lack of flexibility in family interactions resulted in "rules" dictating which (a) family member could sit with her on the couch; and (b) she always needed to win at a game. The intervention consisted of her identifying "rules" that she would not discard and four "rules" that she could possibly change. By the end of the intervention, she had discarded the first 4 "rules" plus another 7. Her mother reported that "rule" changes had produced more cognitive flexibility, which positively impacted family functioning.

Scant research information is available regarding how to facilitate the participation of individuals with autism spectrum disorders (ASD) in community recreation activities such as swimming, which is age appropriate throughout the lifespan and an essential safety skill. This study examined the impact of a behaviour analytic training workshop and in-pool coaching aimed at empowering staff in community-based recreation settings to support children with ASD in swim instruction. Participants included 8 children with ASD, ages 4–11, with a range of swimming and communication abilities; and 6 swimming instructors from local community pools. The study was conducted using a quasi-experimental time series design (Campbell & Stanley, 1963). Instructors were taught to (a) establish rapport using stimulus-stimulus pairing; (b) use activity schedules depicting the target skills in each lesson; (c) intersperse easy and difficult tasks; and (d) deliver clear instructions, effective prompts, and contingent reinforcement, as appropriate. Preliminary results indicate that, following instructor training, children with ASD were more cooperative and acquired swimming skills at a faster rate. Feedback from instructors, parents, and aquatics coordinators indicated strong social validity. Results have implications for both future research and community service providers' capacity to provide effective instruction to children with ASD.

Children diagnosed with autism spectrum disorder have marked social deficits that have life long implications for development and quality of life. Research suggests that individuals working with children with autism can positively affect social behavior through the use of socially embedded consequences. More specifically the use of socially embedded consequences can effect joint attention, social engagement, and affect in children diagnosed with autism. The purpose of this study is to examine the effects of video modeling on the frequency of staffs use of socially embedded consequences and to examine the effects of staffs increased use of socially embedded consequence on child and staff social behavior specifically in the areas of joint attention, social engagement, and affect. Efficiently training staff to embed social interactions within reinforcer delivery can be an effective way to improve social skills in children diagnosed with autism.

During the summer of 2011, a peer-mediated social skills program was implemented across an inclusive, city-wide summer camp. Behavior observation occurred for 2-3 children with autism spectrum disorder (ASD) each week, depending on enrollment. Camp counselors were trained in the strategies and 2 behavioral therapists coached the counselors in applying the techniques and collected data. Typically-developing peers were taught disability awareness activities and behavioral strategies at the beginning of their week at camp. Camp counselors then prompted peers to use these strategies in naturally occurring interactions with the children with disabilities. Children with ASD were then included in all activities occurring at the specific camp with their peers. Camp counselors also completed a pre- and post-social skills questionnaire on their observations of the child's social skills. Results indicated that reinforcing activities were necessary to maintain the increase in social skills, adult proximity, and involvement directly influenced the rate of social interactions, and the level of previous social exposure to the camp setting influenced the rate of social interactions.

One of the most essential and most widely applied principles in behavior analysis is the use of positive reinforcement. A key component in identifying potential reinforcers is to consider the momentary effectiveness of any stimulus change as reinforcement indicated by the existing level of motivation. In examining motivating operations (MO) we are able to identify potential establishing operations (EO) an MO that increases the current effectiveness of a reinforcer, as well as abolishing operations (AO) an MO that decreases the current effectiveness of a reinforcer. The purpose of this study was to determine if targeted maladaptive behaviors would decrease by eliminating perceived establishing operations and introducing instead possible abolishing operations. The study was a reversal design across 8 adolescents diagnosed with moderate to severe autism. These participants were enrolled in the PAAL Program; a life skills community-based private program in Downingtown, PA that adhered to the principles of applied behavior analysis. The motivating operation studied was the environment of Ocean City, NJ where the participants spent a week of their summer in a community immersion peer mentoring program. Maladaptive behaviors and their functions were identified for each individual and programmed for in the school environment prior to the trip. Behavior data were collected a week prior to the trip, during the trip, and the week following. Both participant 1 and 2 had behaviors that were consistent with the tangible function, and participants 3 and 4 with the escape function. A preference assessment identified various preferred activities and environments within the trip for participants 1-3, while participant 4 ranked those same activities as least. Data indicated that participants 1 and 2 engaged in low levels of behavior while on the trip when access to preferred tangibles was not limited as in the typical environment. Participant 3 engaged in no behavior while on the trip while demands were at a low level unlike the typical environment. Participant 4 engaged in high levels of behavior while on the trip indicating that engaging in the non-preferred activities as a high demand situation, and was sent home early from the trip.

Thirty six children, ages 6-15, participated in an 8-week Summer Therapeutic Activity Program (STAP) designed for individuals diagnosed with Autism Spectrum Disorders (ASD). The STAP provided a treatment package consisting of social skill and language acquisition programming (via discrete trial instruction and traditional classroom teaching), visual supports (picture activity schedules), and a token economy system with response cost. Direct training of skills occurred during the morning/classroom sessions, while the afternoon portion of the program included generalization opportunities via recreational activities. The participants were divided into two groups according to language ability - (1) Emerging Language and (2) Conversational Language. Participant data were tracked in both groups for compliance to adult direction. Additional measures were taken in the Emerging Language Group for spontaneous mands and play skills. Data indicated that all participants experienced improvement from baseline in the area of compliance to adult direction with a mean improvement of 21.6% for the Emerging Language Group and 18.1% for the Conversational Language Group. Accuracy probes for spontaneous mands and play skills indicated that two-thirds of the participants in the Early Language Group improved by an average of 64.1% from baseline with manding and 18.1% from baseline with play skills.

Autism is a developmental disorder characterized by difficulties in communication, social functioning, as well as the presence of stereotyped behaviors and restricted interests. Several empirically supported instructional methods have been found to promote skill acquisition in individuals with autism. Many of these methods, such as Discrete Trial Instruction (DTI), typically utilize desktop instruction and massed trials to provide learning opportunities. Additionally, other research indicates that more naturalistic styles of instruction, such as Natural Environment Training (NET), provide more functional learning opportunities for learners. This style of teaching may also provide greater opportunity for generalization of skills outside of the classroom setting. While research exists supporting different treatment contexts, relatively little research has investigated how to match instructional style to student preferences and performance. The current investigation involved teaching parallel skills in 3 different teaching modalities (discrete trial, naturalistic/contextual and computer-based instruction) to determine which resulted in the fastest acquisition. Results to this point indicate that both naturalistic/contextual, and computer-based instruction resulted in more rapid acquisition of skills relative to traditional discrete trial methods of instruction. Results are discussed in the context of the development of assessment procedures to determine the instructional best-fit for students.

Drowning is a leading cause of death for children with special needs. This unfortunate incident may be prevented if children with special needs are taught to swim, however, it is often difficult to find resources in the community to teach specialized skills such as swimming to different learners. This study examined the most efficient way to teach swimming and water safety skills to children with special needs. Two children on the autism spectrum were included in this study. Several behavioral principles were used in this package intervention including a task analysis, reinforcement, escape extinction, imitation, and peer modeling. Procedures and materials are described in detail with respect to the 2 different learners, 1 with a high verbal skill repertoire and 1 with a limited verbal skill repertoire.

This poster highlights the improvement in direction following of a twelve-year-old boy with a diagnosis of autism. The client received 27 hours per week of state-funded behavior management services in his home. The treatment team sought to employ the least intrusive behavior management strategies while still achieving greater control and improved safety around unpredictable tantrum behavior. Given the lack of self-regulation and self-management during tantrums, following even simple directions critical for the students safety or the safety of others was often compromised. The team thus designed a program to establish a history with a novel cue that would signal an increased probability of reinforcement contingent upon compliance, first during non-agitated times and then during periods of accelerated problem behavior. The critical features of instruction included ease of directions given, schedules of reinforcement, and presence/absence of agitation. Due to the students personal interest in Spanish, the cue Mrame, (look at me), was selected. Student performance data, measured in correct and incorrect responses to directions, will be charted and shown on a Standard Celeration Chart. Critical and variable features of instruction as well as criterion for data-based decisions will be discussed.

Developing functional speech with non-vocal individuals with autism can be one of the biggest challenges for speech and language pathologists as well as behavior analysts. Several studies have found that many children with autism have oral motor difficulties (c.f. Adams, 1998; Page & Boucher, 1998; Slavin & Amato, 1998). Typical approaches for developing speech have involved presenting auditory-visual cues for the indidivual to imitate (echoics), however children with autism have been shown to have difficulties with imitation skills (c.f. Rogers et al., 2003; Giacomo et al., 2009). Oral Placement Therapy focuses on using proprioceptive-tactile input along with auditory-visual presentation to teach the correct placement for speech sounds and then transition these placements into speech (Bahr & Rosenfield-Johnson, 2010). A program which combines Applied Behavior Analysis, including techniques for increasing vocalizations and developing echoic behavior, along with Oral Placement Therapy may be advantageous in teaching speech to non-vocal individuals with autism. Findings from case studies using this systematic approach, applied to children ranging from 3 years of age to 12, will be presented.

This is an ongoing data-case study of a 19 year old with autism and apraxia. As of September 2009 the subject, aside from process receptively, still had relatively no functional oral speech after fifteen years of echoic training in various applied and verbal behavior programs. Our intensive, incremental, multi-sensory approach to teaching oral speech is by establishing mastery to automaticity of precise articulation at the phoneme, noun and sentence levels across the RD, tact, oral/written recall and dictation. The treatment plan builds a framework for organizing the production, perception and memory of spoken language. As seen in our graph, the subject's phonemic lexicon has increased from a baseline of 25 sounds to the full 44 phonemes, has acquired 88 nouns from his initial lexicon of 13 nouns and has been able to use all nouns in three carrier phrases - I see, I want and I have. In addition, the subject is generalizing oral speech skills across various settings. The goal of this poster is to share our experience and success, while offering guidelines for language intervention and remediation.

We evaluated the accuracy and reliability of various momentary time sampling (MTS) procedures for collecting data on sleep problems in two children diagnosed with autism. We also compared these direct measures of sleep problems obtained via nighttime video recording to parental diaries. Dependent measures were sleep onset delay, number of night awakenings, minutes of night awakenings, and total hours of sleep. We obtained these measures using 5 minute, 10 minute, 30 minute, 60 minute, and 120 minute MTS intervals, and compared the results against the continuous (second-by-second) data to determine the largest interval capable of collecting accurate and reliable data. Results showed that the differences between the MTS data and continuous data increased with increasing interval size. The largest interval lengths capable of measuring the sleep problems with an acceptable degree of error and showing sensitivity to the independent variable were MTS 10 min for sleep onset delay, and MTS 30 min for night awakenings, and total hours of sleep. Parental diary data also showed sensitivity to the independent variable and were consistent with our direct measures.

Physical stereotypy often interferes with learning and performing daily tasks for children diagnosed with an autism spectrum disorder (ASD). The present study examined the reductive effects of two conditions on the rate of physical stereotypy for three children with ASD. The target behaviors included hand flapping, head tapping, tapping on objects, body tensing, toe walking, and inappropriate running or skipping. The exercise condition consisted of 5 minutes of constant physical activity such as running or jumping. The control condition consisted of 5 minutes of appropriate activities without any physical stimulation such as reading or toy play. The target physical behavior was recorded for 10 minutes immediately following each of the conditions, while the experimenter presented previously mastered and acquisition tasks specific to the child. The results showed that the exercise condition reduced two of the three participants physical stereotypy when used as an antecedent modification to academic tasks. However, one participant showed a slight reduction in physical stereotypy after the control condition when rates were compared to baseline levels. The use of antecedent exercise for the treatment of stereotypic behaviors is supported by this research.

Recent research indicates high prevalence of anxiety in individuals with autism (de Bruin, Ferdinand, Meester, de Nijs, & Verheij, 2007; Gillott & Standen, 2007; Mayes, Calhoun, Murray, Ahuja, & Smith, 2011; White, Oswald, Ollendick, & Scahill, 2009). Behavior analysts are likely to encounter individuals with autism exhibiting responding to escape feared conditions. Often, it is necessary to overcome these fears to accomplish essential activities. In this research we evaluated a stimulus fading procedure to reduce phobic avoidance of hair and hand dryers exhibited by a child with autism. The participant was gradually exposed to contrived conditions with the presence of a hair dryer and conditions in the natural environment with a hand dryer. Preliminary results indicate the procedure was effective at reducing phobic avoidance of hair dryers, but not effective at generalizing to other stimuli. Sequential modifications with different hair dryers were necessary.

Many studies have been carried out on the use of reinforcement within the ABA framework i.e. schedules of reinforcement, DRO. There is an extensive amount of research which supports the use of reinforcement as an effective teaching technique. (Francisco, Borrero & Jolene, 2008. Roll, Higgins & Badger, 1996). However, there has been little or no research into the effects of different error-correction and prompt fading techniques. They are important procedures, as the aim of these procedures is to reduce the number of errors a student makes. However, there is a notable lack of research into the error correction procedures and prompt fading used in these schools and in turn their effectiveness upon skill acquisition. Many schools employ one error correction procedure across all programs (for example, pointing to the correct picture when a child makes a mistake and allowing them to correct their response) but with no real rationale behind this. It is also often the case that schools employ one prompt procedure,(for example, least to most where the tutor begins with the least obvious prompt, such as gesturing towards the correct picture and moves successively through a hierarchy of more obvious prompts if less obvious ones fail to be effective in eliciting the correct response). Research in the past has shown a number of prompting procedures to be effective, but very little research has systematically compared the different approaches (MacDuff, Krantz, & McClannahan, 2001) Similarly, the research that has investigated error correction procedures (Rodgers & Iwata, 1991) has suggested that future research should be carried out in order to specify the component behavioural mechanisms within the error correction procedure and to determine which are most effective to maximise learning. The purpose of the present study is to address the area of error correction and the use of prompts in ABA classrooms for children and adolescents with autism. The aims of the project are: To gather information on the types of correction procedures used in ABA schools in Ireland. To evaluate the information gathered by the information screening tool. To design a second study based on the information gathered which will investigate the efficiency of different error-correction techniques. This study could form a basis upon which an effective error correction procedures could be employed in schools

The aggressive behavior of autistic children represent problems for their parents and teachers, who do not know the behavioral principles to modify aggressive behavior. The overall objective of this study was to develop, implement, and evaluate a program of behavior modification on the aggressive behaviors of2 children with autism, based on the principles of applied behavior analysis. The study was conducted in the classroom of Autism Group Children of Special Education Center at Xalapa, Veracruz. The students selected were those with more frecuency of aggressive behaviors. The materials used were: questionnaire to experts, manual with techniques and behavior modification, registration form of aggressive behaviors. An experimental within subject design AB (baseline and intervention phase) (Grass Arnau, 1987) was implemented. During the baseline were recorded frequencies of occurrence of aggressive behavior and in the intervention phase was implemented the applied behavior analysis principles to decrease it. The results show that the behavioral program was effective to decrease the frequency of aggressive behaviors of the2 autistic chilren and their behavior patterns were stabilized.

Social impairments are one of the most defining characteristics of Autism Spectrum Disorder (ASD). Peer-mediated Instruction and Intervention (PMII) involves teaching peers to interact with and facilitate social communication in children with ASD; PMII is considered an evidence-based practice as defined by the National Professional Development Center on Autism Spectrum Disorders (2008) and the National Autism Centers National Standards Report (2009). The purpose of this study was to investigate the effects of a peer-mediated training package designed to teach two students with ASD, enrolled in two public elementary schools, to engage in interactions with peers in a social context. Four to five confederates for each student with ASD were taught to use a peer-mediated training package when playing. A multiple baseline design across social behaviors identified by norm-referenced social rating scales was used to show effects of the intervention. Increases in the rate per minute of target behaviors suggest that the confederates successfully modeled the social skills with the students with ASD. This project extends the research of PMII as an evidence-based practice for teaching social skills to elementary-aged children with ASD within a public school setting.

Children with autism often have difficulty completing long independent response chains. As a result, caregivers complete many daily living skills for these individuals. The purpose of the current study will be to teach a daily living skill to three boys diagnosed with autism. Photographic activity schedules and manual prompts will be used to teach meal preparation skills and a back-to-front fading procedure will be used to systematically fade the activity schedules. The results are expected to show an increase in independent responding when the activity schedules are introduced and that responding will remain independent as the schedules are systematically removed.

While maladaptive behaviors that are maintained by automatic reinforcement are common among individuals with autism, it is often considered difficult to directly manipulate the stimulus thought to be responsible for maintenance of behaviors (Iwata, et al., 1994). The current study extends the implications from an existing study (Piazza et al., 1996) by using a procedure based on stimulus control to achieve generalized effects of an intervention for self-touching maintained by automatic reinforcement exhibited by a 7 year-old girl with autism. Previous analysis revealed that her self-touching occurred across settings, activities, and therapists, and reinforcement-based interventions using DRI or DRO paired with a token economy or a response-cost intervention had not produced desirable effects. An intervention that involved a mild punishment procedure of holding arms up for 1 minute showed immediate decrease of the target behavior; however, the effects was temporal and did not generalize across therapists and across settings such as at daycare, home, and during school bus rides. The current study used a multiple-baseline across settings design with built-in probes by novel therapists to examine the effects of color cards used in conjunction with the cost response procedure. Implications for practice and areas for further research will be discussed.

Self-management is a data driven, behaviorally-based intervention implemented to either increase a target behavior or to decrease maladaptive behavior while improving independent responding. This intervention can be successfully used across a wide variety of natural environments and with individuals demonstrating a wide range of skill deficiencies. Self-management has shown particular success when used with individuals diagnosed with autism spectrum disorders (ASDs). Young children with ASDs often exhibit difficulties with initiating, responding to, and maintaining peer social interaction. In this study, self-management was used to increase the frequency of social interactions with peers. Self-management procedures were implemented within an inclusive preschool classroom and taught to parents so that intervention could also be implemented at home. Prompting and eventually the self-management system were systematically faded as social interactions with peers increased. Data showed that self-management procedures can successfully be used to increase peer social interaction within an inclusive, early childhood classroom setting, that self-management can be easily implemented by both professionals and caregivers, and that self-management interventions can result in collateral gains across multiple child environments.

This poster compares the effects of using joint action routines or using graduated guidance teaching techniques on skill acquisition rates of a 13-year old male with autism. Tasks were categorized as (household chores, science, and outdoor chores). Each category contains two comparable chains that are similar in the amount of steps, function, and length of time to completion. One task from each category was then randomly assigned to be taught using either graduated guidance or as a joint action routine. A joint action routine is a play activity in which both partners have key roles and build on each others contributions through modeling and observation (Bruner, 1977). Joint action routines are the frames for teaching in the Early Start Denver Model and involve taking turns and the ability to carry out various roles within the routine. Rate of skill acquisition was determined by the number of newly mastered targets per week within each task and specific teaching strategy. Initial results suggest that the skill acquisition rate for the task taught using a joint action routine increased at a higher rate than the task taught using graduated guidance.

Building social skills in children with autism spectrum disorders (ASD) is critical for their success in becoming independent members of the community. In this study, staff trained in Autism and Applied Behavior Analysis used naturalistic teaching methods to facilitate social skills in 4 children with ASD within a 5-week summer camp with neurotypical peers. Social skills such as participation in group activities, taking turns, and initiating and maintaining interactions were taught by using modeling, prompting, and positive reinforcement. Overall changes in social skills were measured by comparing pre- and post-scores on The Social Responsiveness Scale (SRS). All 4 children showed improved scores as compared to baseline. A social validity measure, in the form of a parent satisfaction survey, suggested that social skills generalized to other settings and were maintained after camp ended. These findings suggest that inclusionary summer camps may be an effective way to build social skills in learners with ASD.

Parenting a child with an autism spectrum disorder (ASD) is often associated with extremely high levels of stress. High levels of caregiver stress can, for example, decrease the success of early intervention and result in poorer health outcomes for caregivers. The present study examines stress and health in caregivers of children with ASDs in Ireland. The study includes caregivers of children with ASDs aged 2-18 years and a matched control group of caregivers of typically developing children. Participants completed questionnaires and wore an ambulatory blood pressure monitor for 24 hours. A structured daily diary was completed throughout the day to determine the impact of naturalistic stressors and supports on cardiovascular measures. The use of saliva sampling also enables objective measurement of physiological processes, so a number of saliva samples were collected across the day and cortisol, alpha-amylase, and C-reactive protein assays were conducted. A cardiovascular reactivity test was conducted to determine the impact of a mental arithmetic stressor on blood pressure and heart rate. Within- and between-subjects analyses will be conducted and results will be presented. The implications for supporting caregivers of children with ASD will be discussed.

In order to begin instruction in Intensive Behavioral Intervention (IBI) therapists must first transition children to the work area. Although this is an essential first step to beginning IBI instruction, there is little published research examining methods to program for transitions without problem behavior. The intervention package implemented within the current study, like most IBI programming, includes high rates of reinforcement and errorless teaching procedures. The intervention uses slow increases in the response requirements (the distance to the chair) to reduce the likelihood of problem behavior during transitions. This study uses a distributed criterion design (McDougall, 2006) across therapists. Initial data show zero rates of independent transitions during baseline probes of the final transition step. Probes were delivered in sets of 4 and video recorded to allow for coding of treatment integrity and inter-observer agreement on dependent variables. Initial data from 1 participant shows rapid acquisition as criterion increases. Increases of criterion for behavior generalized across therapists, but generalization of the terminal criterion shown in probes has not occurred. Potential necessary and sufficient conditions for instruction are examined within the experimental design. Data collection is ongoing and replication has begun with a second participant.

Discrete Trial Training (DTT) is an effective teaching procedure (Green, 1996) to teach various basic learning skills for children with autism. Yet, studies examining the effectiveness of training for parents are limited. The purpose of this study was to examine the effectiveness of individual parent training focusing on the Discrete Trial methodology for parents of children with autism. The participants were 15 mothers of children with autism aged from 1 to 6 (5G: 14B, Mean age=3y 9m). 3 behavioral categories were selected for the training upon childs learning functioning and multiple baseline design was used to test the efficiency of the program. Mothers performance rate was evaluated by a training checklist and childs compliance to mothers instruction was also recorded. The results showed that all of the mothers performance rates improved on each behavioral category after the training. In addition, after the mothers learned instruction of first category, 10 out of 15 mothers presented improved performance before the instruction method for the category was introduced. The result implicates that DTT parent training is effective for mothers to change their behaviors and help their children to learn new behaviors more efficiently. It also suggests that mothers can generalize what they have learned to their daily lives.

Previous studies have demonstrated that multiple exemplar instruction has been shown to be an effective procedure to induce both listener half of Naming as well as full Naming in students missing this repertoire. It is important to therefore continue to explore areas of research that test for more procedures such as the listener emersion protocol which focuses in the development of fluent listener skills and may also be successful in inducing listener half of Naming. We conducted a study to test if the effects of teaching the listener emersion procedure would lead to the emergence of listener half of naming for pre-school students with severe language delays.

The purpose of the current study was to examine the effects of Multiple Exemplar Instruction (MEI) with common 3-D objects from environment on the acquisition of Naming with 2 and 3-year olds. Also, we wanted to test whether acquisition of Naming with 3-D stimuli would automatically mean generalization of Naming from 3-D to 2-D stimuli, that were never directly taught.

The current study proposes the use of an interactive robot to provide social feedback during discrete trial instruction. Research has shown that children with autism: (1) typically excel in treatment programs that rely on visual stimuli, and (2) are more intrinsically interested when the treatment involves technical, electronic, or robotic components. Participants will be divided into 2 groups. The first group will receive intervention on a target social skill by the therapist, without the use of a robot. The second group will receive interventions on a target social skill with the use of an interactive robot as well as the therapist. After 4 weeks of treatment, the participants will change groups. The rate of acquisition will be assessed on the target skill with and without the use of the robot during intervention sessions. The purpose of the study is to examine whether the inclusion of an interactive robot in a social skills intervention program will improve responses by a child with autism during treatment, motivation for treatment, and social behavior outside of treatment.

Urine alarms have been used in effective toilet training packages and as the sole intervention for decreasing toileting accidents (e.g., Friman & Vollmer, 1995; LeBlanc, Carr, Crossett, Bennett, & Detweiler, 2005). The purpose of this study was to assess the accuracy and social validity ratings of3 different urine alarms. Participants were two children diagnosed with autism who had a history of failed toilet training. Participants wore 1 of 3 urine alarms on a rotating basis for a series of 1-hour sessions at school. Participants were allowed to access the bathroom upon request, and teacher-prompted visits were scheduled upon arrival to school and prior to departure. Data are summarized as percentage true positive accidents, percentage false negative accidents, and frequency of false positive accidents for each urine alarm. Following the brief alarm comparison, staff completed a social validity survey for each alarm model on ease of application, level of interference, and perceived efficacy. A direct assessment of social validity was conducted by tracking staff selections of each alarm during comprehensive behavioral toilet training. Results to date suggest that jaw-clip urine alarms were more accurate and more preferred by staff than the sensor-insert alarm based on direct and indirect assessment data.

Children with High-Functioning Autism (HFA)/Aspergers Syndrome (AS) experience a diverse range of social and emotional deficits. While interventions have been designed to address such problematic functioning, evidence-based psychosocial treatments are in short supply. The present study examines the efficacy of a multi-family group treatment program for children with HFA/AS. Multi-Family Psychoeducational Psychotherapy (MF-PEP), originally developed as an adjunctive treatment for children with mood disorders (Fristad et al., 2002, 2003, 2009), has been adapted to children with HFA/AS given the similar domains of behavioral and affective dysregulation in these two populations. Consisting of 9 weekly sessions of 1.5 hours each, parents and children receive psychoeducation, social support, and cognitive behavioral therapy targeting emotion-regulation, problem-solving, communication, and symptoms-management skills in separate (child group and parent group) and joint sessions. A preliminary analysis of data from initial pilot MF-PEP groups completed with children aged 8-12 with HFA/AS suggests overall treatment satisfaction (Child group: t(5) = 10.70, p < 0.05, 95% CL [1.13, 1.85]; Parent group: t(5) = 6.22, p < 0.05, 95% CL [0.76, 1.83]). This study examining data on this novel treatment for children with HFA/AS is an important step towards establishing much needed empirically-supported treatments for children with HFA/AS.

The purpose of the current investigation was to evaluate the effects of a chaining procedure including intermittent vocal prompts and social praise on accurate performance of two separate four step dance sequences demonstrated by a young male diagnosed with autism. Positive outcomes were achieved and results are discussed with respect to efficient and effective teaching practices to improve physical activity for individuals with ASD. This study builds on the contributions and limitations marked by previous investigations and suggest opportunities for future research.

The purpose of this analysis was to assess social validity with three adolescent males diagnosed with an Autism Spectrum Disorder (ASD) in addition to their caregivers and other relevant stakeholders. Participants engaged in high levels of automatically-reinforced motor stereotypy and previously experienced a treatment component analysis designed to identify the necessary components to decrease stereotypy and increase appropriate play behavior. The treatment consisted of enriching the environment with leisure materials, prompting appropriate play, restricting access to motor stereotypy through blocking, and providing access to the stereotypy contingent on appropriate play behavior. The present analysis objectively assessed each clients preference, using a concurrent-chains arrangement, for this treatment package versus other relevant treatments commonly used to treat stereotypy (e.g., blocking only, activities only). An indirect assessment was then conducted with caretakers and other relevant stakeholders of each participant via viewing video clips and filling out a questionnaire, to assess the social acceptability of the purpose, goals, and effects of treatment (i.e., behavior changes observed after experiencing treatment) and the procedures that were implemented. Results of the treatment preference assessment indicated that all participants preferred conditions where activities were present as well as the treatment package. Social validity assessed by caregivers and relevant stakeholders indicated overall that the treatment package purpose, goals, treatment procedures, and amount of behavior change were appropriate and acceptable.

Children with Autism often do not provide enough detail and information when engaged in conversation. Narrating private events, or describing situations and topics in detail so that others understand them is often challenging. Teaching a child to provide more information to his listener improves conversation skills and decreases the strain on the conversation partner. We used Fluency Based Instruction to increase the level of detail the learner provided to his teacher when describing a picture for his teacher to draw, while systematically increasing the level of detail he needed to provide to his teacher. This poster illustrates both the process and the outcomes.

Children with Autism Spectrum Disorder (ASD) often have difficulty complying with simple instructions. Compliance with instructions is fundamental for maintaining children's safety as well as success in school environments. The present study taught three children with Autism Spectrum Disorder ages 18 months through 36 months how to comply with key instructions using a compliance training method developed by the principal investigator. The procedure proposed to develop compliance in young children with ASD is designed specifically to establish stimulus control and is based on basic behavioral research demonstrating how stimulus control is established. The procedure is novel in the sense that uncontrolled pilot applications of the procedure have shown that it can establish compliance in individuals with very low levels of compliance. After compliance is established with the experimenters, parents were taught to use similar procedures to establish the generality of compliance. The effectiveness of the procedure is evaluated using single subject research methodology.

The use of experimental functional assessments are a critical component of efficient service delivery. However, the feasibility of direct care therapists conducting functional analyses has been limited. Direct care therapists working at a center based program serving learners diagnosed with autism were exposed to both the Iwata et al., 1982/1994 functional analysis article, and the Bloom et at., 2011 trial-based functional analysis article. Comprehension and understanding of the material was assessed via a 10 question examination administered by a BCBA. Once therapists demonstrated competency on the examination they were directed to perform both a mock session-based functional analysis and a mock trial-based functional analysis using adult actors as clients. Further training was later conducted on both methodologies to address procedural integrity issues. A comparison was then performed by assessing procedural integrity and social validity measures across the different functional analysis methodologies. Results of the study hope to indicate the feasibility of direct care therapists using either session-based or trial-based functional analyses with strong procedural integrity.

Observational learning has been defined as learning that results from observing the responding of others and/or the consequences of such responding (Catania, 1998). To date, limited research has explored procedures for teaching children with autism to discriminate the consequences of others' responses as a means of facilitating observational learning. In the present study, we are assessing the extent to which children with autism can learn to match the responses modeled by others that were followed by reinforcing consequences and to refrain from engaging in responses modeled by others that were followed by extinction. During baseline, participants are exposed to another person receiving reinforcement for correct word labels and the withholding of reinforcement for incorrect responses. Acquisition of the correct word labels is measured following these exposure sessions and summarized as the percentage of responses that matched the model. If, during baseline, the participants simply match the responses of the model regardless of consequences, discrimination training will be conducted across participants to teach engagement in the responses of the model that were followed by reinforcement. However, if the participants match only the word labels modeled that were followed by reinforcement and not the labels that were followed by extinction, it may be argued that exposure alone is enough to increase observational learning repertoires and discrimination training might not be required.

Not many studies have been conducted to test the effectiveness of a parent training program for mothers of children with severe problem behaviors in Korea. The purpose of this study was to investigate the effectiveness of a behavioral parent training (BPT) in Korea. Participants were 77 mothers of children with severe problem behaviors whose mean age was 39.23. Their children aged from 2 to 18 (M=8.43; 58 boys and 19 girls). The BPT was conducted in a small group format (e.g., 5-7) for 12 weeks. Mothers were taught basic behavior principles along with specific knowledge dealing with their child’s problem behaviors. 6 self-report scales were administered to mothers before and after the training. The results showed that there were significant differences in the pre-post scores of 3 out of 6 scales; after training, mothers’ efficacy and knowledge for behavior principles were improved and parenting stress was reduced. Data was also divided into two groups to find out factors influencing the effectiveness. It was found that preschooler’s mothers showed significant changes in scores of pre and post Behavior Vignettes Test. Also, mothers with either high level of depression or parenting stress demonstrated increased mother’s efficacy. Implications and limitations were discussed.

Research in the field of social skills training indicates the importance of teaching new skills through the use ofapplied behavior analysisand facilitating skill generalization by providing opportunities to practice skills outside of the treatment setting. However, researchers have not yet investigated the impact of an additional behavioral-focused education component. This study examined the effectiveness of a behavioral parent training program for 23 parents of 8-to 12-year-old children with developmental disabilities and disruptive behaviors. The curriculum developed for the Learning Effective Approaches to Developing Social Skills program consists of8 weekly 1.5 hour classes that focus on a specific behavioral principle (e.g., reinforcement, social skills generalization) and are followed by parent-child role-playing opportunities. Findings indicated that participation in the program was associated with a statistically significant increase of knowledge of behavioral principles and improvement on parent ratings of social skills. Differences were not identified on parent levels of stress or improvements in problem behaviors. Parents also reported very high satisfaction with the program. Further research investigating this additional education component may lead to improved social skills training and technique identification, which continue to be identified as gaps in the current research.

This poster session will provide information and data to support the efficacy of the Focus Family Support for Autism Spectrum Disorders (FFSASD) model of the Illinois Autism Training and Technical Assistance Project (IATTAP). This process employs an applied evaluation method that emphasizes user-friendly, data-driven decision making to improve outcomes for families with children with ASD. IATTAP is a technical assistance project of the Illinois State Board of Education that focuses on educating and supporting children with ASD and their families. Over the past 7 years, IATTAP provided support and services to over 180 families throughout the state of Illinois through its FFSASD process, a combination of positive behavior supports and family-centered planning. The families are enrolled in the Systematic Information Management of Education Outcomes (SIMEO) online evaluation system for extensive tracking of demographic, educational, social, behavioral, and quality of life outcomes. The poster session will present the continued findings from the repeated measures applied evaluation process and how these data are used by the Focus Family Facilitators to drive decision making and change in team meetings with families of children with ASD. Fiscal Year 2011 IATTAP evaluation findings include: (a) decrease in loss of placement risk across home, school and community environments; (b) increase in daily living and other adaptive skills; (c) increase in school classroom functioning; (d) decrease in individual family stressors; and (e) increase in family quality of life.

Posttraumatic Stress Symptoms (PTSS) are well documented in parents of children diagnosed with chronic disabilities and life-threatening illnesses. The occurrence of PTSS in parents of children with Autism Spectrum Disorders (ASD) has not been directly linked, only mentioned without data supporting the claim. This research examined PTSS in parents of children with ASD. The findings validate PTSS in a subpopulation (20%) of parents. These findings document a need for behavior analysts to recognize the degree of psychological impact/ distress in parents resulting from their childs diagnosis of ASD. Awareness of parental PTSS, will help ensure the behavior analysts take necessary steps to see that the parents/ childs caretakers are healthy and that the childs access to treatment is not compromised due to parental stress.

There are a number of different safety threats that children face in their lives. One infrequent, but highly dangerous situation a child can face is finding a loaded firearm. Hundreds of children are injured or killed each year when they find and play with firearms. Fortunately, behavioral skills training (BST) and in situ training (IST) have been shown to be effective approaches for teaching a number of different skills, including safety skills. The purpose of this study was to evaluate a teaching package for preschool teachers to learn to conduct BST to teach safety skills to prevent gun play. A multiple baseline across subjects design was used to evaluate the effectiveness of this teaching package implemented by the teacher with7 preschoolers. In situ training was implemented by the researchers when BST implemented by the teacher was ineffective. Five children demonstrated the skills following in situ training and additional reinforcement or time-out. Two children did not complete the study.

Errorless Compliance Training (ECT) (Ducharme, 1996) was developed as a nonaversive alternative approach to traditional compliance training and is rarely seen in New Zealand (NZ). ECT was used with 5 children with special needs and implemented by the researcher and teacher aids in NZ homes and schools using a reversal design with generalisation probes. The procedure was effective with 3 of the 5 children and both inter-observer reliability and implementation integrity was good. There were struggles with teacher aides implementing the procedure correctly for the other 2 children. The results suggest that the procedure may be effective in a NZ context so long as those implementing it are trained appropriately and have adequate time and resources.

The purpose of the current investigation was to evaluate the use of differential reinforcement of other behavior (DRO) for decreasing stereotypy maintained by automatic reinforcement in a 9 year-old girl diagnosed with pervasive developmental disorder and an intellectual disability. The target behavior was closing her legs to hypothetically stimulate the genital area, which severely limited her adaptive development because it occurred even while walking. During Phase 1, a functional analysis was conducted within a multielement design and the undifferentiated results suggested that behavior was maintained by automatic reinforcement. In Phase 2, a whole interval DRO procedure was implemented within a reversal design. We provided access to a preferred item contingent on the absence of target behavior for a prespecified amount of time. Results demonstrated the DRO procedure to be effective in reducing problem behavior to zero. Interobserver agreement for the target behavior was collected on 14% of the functional analysis sessions and averaged 99%. During the DRO, interobserver agreement for the target behavior was collected on 51% of trails and averaged 99%.

This study investigated the use of unit price (UP) to evaluate a participant's preference for completing easy or difficult academic demands. The participant was referred to a behavioral outpatient clinic to address noncompliance when given easy academic demands. Interobserver agreement was calculated across 86% of all sessions and averaged 100%. This study was carried out in 2 phases. In Phase 1, a functional analysis of problem behavior was conducted to assess the antecedents likely to evoke problem behavior and the consequences that maintain problem behavior. There was no problem behavior recorded during the functional analysis. During Phase 2, in a concurrent operants design, the participant was presented with easy and hard academic demands at varying UPs. After establishing a preference for easy demands, the UP to complete these demands was systematically increased to a UP of 2. When the UP to complete the easy academic demands was increased, the participant chose to complete the hard academic demand. Results suggested that the participant's preference for completing a lower quantity of work was more important than completing more difficult academic demands. These findings suggest that a similar evaluation could be effective in identifying student's preferences for academic demands in a classroom setting.

Wrap-around video eyewear has shown promise as a distraction device for reducing distress during some medical procedures. This study evaluated video eyewear with children undergoing restorative dental treatment. Participants ranging in age from 5–16 were recruited from a continuous sample of patients seen in an urban dental clinic. Direct observations of distress, self-report measures of pain, and patient satisfaction were obtained in a randomized clinical trial comparing wrap-around video eyewear and sunglasses. ANCOVA, using treatment condition (control vs. experimental) as the primary independent variable and controlling for the effects of age, found that children wearing the video eyewear glasses demonstrated significantly less disruptive behavior than those in the control group (p < .01) and that they liked their eyewear significantly better than those wearing the regular sunglasses (p < .01). Results suggest that wrap-around video eyewear can be a relatively cost-effective approach to managing distress in children undergoing restorative dental treatment.

Relatively few studies have evaluated behavioral interventions aimed at increasing activity levels of sedentary or obese children. Crucial to this line of research is the development of reliable and valid measures of activity. In this study, children ages 4-14 engaged in various structured and unstructured activities for up to 30 minutes and their activity levels were simultaneously recorded via several methods. Number of steps taken was assessed using two devices: Fitbit Trackers� and low cost pedometers. In addition, data on the types of activities and relative effort were collected via direct observation. The reliability of multiple Fitbits� and pedometers was assessed, as was correspondence between all measures of activity. The results indicated high levels of reliability across Fitbits�, and good correspondence between Fitbits� and direct observation. Reliability across pedometers was low, and correspondence between pedometers and the other measures of activity was low. These results suggest that Fitbits� or direct observation may be preferred to assess activity levels in children; however, both are costly with regard to time and money. While lower cost pedometers were found to be unreliable in this evaluation, additional research is needed to determine if pedometers may suffice to provide feedback and motivation.

Poor chewing skills are commonly displayed by children diagnosed with feeding disorders. Deficits in chewing may prevent a child from consuming table-textured foods, significantly increase meal-length, or result in packing and an increased risk of choking. Few studies have evaluated behavioral interventions to increase chewing in children with feeding disorders and these studies lacked convincing demonstrations of experimental control (Eckman et al., 2008; Butterfield & Parson, 1973; Shore, LeBlanc, & Simmons, 1999). In addition, no studies to our knowledge have included a measure to determine if chewing resulted in masticated food. We examined the effectiveness of a descriptive prompt and descriptive praise on increasing chewing in a 14-year-old male diagnosed with a feeding disorder and we included a measure of mastication. The chewing intervention was effective in increasing chews per bite and mastication for this participant. This is the first investigation to evaluate a childs chewing skills after treatment by determining whether increases in observable chewing resulted in masticated food or more functional chewing skills.

Packing, pocketing or holding accepted food in the mouth, is one problematic behavior exhibited by children with feeding disorders. Investigators have used blending to decrease packing and increase consumption of solid food (Mueller, Piazza, Patel, Kelley & Pruett, 2004). For example, the blending procedure described by Mueller et al. (2004) consisted of mixing (blending) preferred and nonpreferred foods and then gradually increasing the ratio of nonpreferred to preferred food. Levels of packing were low throughout the blending procedure and postblending when the feeder presented the nonpreferred food in the absence of the preferred food. Mueller et al. (2004) identified at least one preferred food that each child would swallow consistently (e.g., applesauce) and blended that/those food(s) with nonpreferred foods that each child would pack consistently (e.g., peas). In the current investigation, we identified a child who swallowed liquids, but not solids. Therefore, we replicated and extended the procedure described by Mueller et al. (2004) by blending liquids and solids. Liquids-to-solid fading, in conjunction with a function-based treatment of escape extinction, attention extinction, and noncontingent reinforcement, and a chin prompt to reduce expulsions was effective in decreasing packing and increasing consumption.

Variations of behavior skills training (BST) packages have been used to teach behaviorally oriented skills such as DDT with parents (Lafaskis & Sturmey, 2007), guided compliance (Miles & Wilder, 2009), the implementation of the picture exchange system (Rosales et al. 2009) and assisting students to walk with physical disabilities (Nabeyama & Sturmey, 2010). One area that has not received much attention is evaluating staff’s correct implementation of a behavior intervention plan (BIP). In the current investigation,we evaluated the use of BST to teach instructional staff in a special education setting how to correctly implement components of 2 student’s BIPs. A multiple baseline across 4 staff-student dyads was used. Training consisted of 2 different phases; verbal instructions and modeling and rehearsal of the procedures. Data was collected on staff’s correct implementation of 3 main components of the student’s BIPs. Components for student A were non-contingent reinforcement (NCR), differential reinforcement for alternative behavior (DRA), and planned ignoring. Components for student B were signaled availability and unavailability, DRA and planned ignoring. Results indicated that BST was effective at teaching staff components of BIPs and that all staff’s correct implementation improved as a function of the training that was provided.

Fading is a common intervention used in the treatment of pediatric feeding disorders (e.g., distance fading, Rivas, Piazza, Patel & Bachmeyer, 2010; liquid quality, Patel, Piazza, Ochsner, & Santana, 2001; and texture, Shore et al., 1998). To date, the only form of utensil fading implemented in the treatment of pediatric feeding disorders is spoon-to-cup fading (Babbitt et al., 2001; Groff, Piazza, Zeleny, & Dempsey, In Press.) The current investigation expands the area of utensil fading by assessing the effectiveness of syringe-to-cup and syringe-to-spoon fading in increasing acceptance and mouth cleans in a 4-year-old boy diagnosed with food refusal and gastrostomy (G-) tube dependence. Following a functional analysis of inappropriate mealtime behavior, fading was implemented in conjunction with the function based treatment of escape extinction. The treatment package of fading and extinction was effective in increasing acceptance and mouth cleans of liquids and solids. The current investigation contributes to the fading literature by providing a novel example of utensil fading in the treatment of pediatric feeding disorders.

As residential providers for adults with disabilities strive to attain the ideal of normalization and provide person-centered supports in community settings, they face many challenges. One such challenge is training direct support staffs to recognize and respect the rights of adults with disabilities. This research was designed to evaluate the effects of Part 1 of a 2-part Human Rights Training on staff's knowledge of adult client's rights. The training included discussion of (1) personal experiences of individuals with intellectual disabilities; (2) national, state, and agency regulations; and (3) research establishing the impact of social pressure(s) on a person's behavior. Moreover, the training included opportunities for direct support staffs to practice recognizing a person's rights and making least-restrictive, most inclusive decisions. In 1 group, the average learning gain from pre-test to post-test was 26% (ranging from 8% to 46%). Similar results were obtained across training sessions in multiple training sites across 2 states.

The Office of Sustainability and Associated Student Body developed and implemented a Share the Road campaigned which aimed to promote safety awareness for all users of the road. For one week at the student union, people signed pledges to share the road with others and received information on how to increase their safety. Pledges have been found increase pedestrian safety (Boyce & Geller, 2000), but there is no published evidence to date about using such pledges in bike safety campaigns. The campaign also included various public service announcements and stories in local media. Observers recorded a number of key safety behaviors of bicyclists at a busy intersection on campus for 4 weeks prior to the intervention for the remainder of the semester (10 weeks). Safe behaviors included riding in the correct lane, stopping at the stop sign at the intersection and wearing a helmet. Unsafe behaviors included riding in the wrong lane, riding on the sidewalk, running the stop sign, and talking on the phone while riding.

The average lifespan and proportion of aging individuals in the United States is growing, with a projected 25-30% of the population 60 years old or older in 2030 (Centers for Disease Control and Prevention, 2005). Aging is a typical developmental process, which can produce a continuum of normative to pathological cognitive and physiological processes. Dementia, a disorder often associated with aging, is characterized by memory, cognitive, and functional impairments. Because dementia often affecting areas of language, thought, memory, executive functioning, judgment, attention, perception, and daily living skills, it has tremendous implications for peoples quality of life, eliciting great personal, familial, systemic, and societal costs. Maintaining cognitive health may be the tipping point between living independently or relying on a caretaker and/or receiving costly institutional care (CDC & Alzheimers Association, 2007). Pharmacological and behavioral interventions appear to be effective in promoting stabilization or slowing the disease process. Symptomatic behaviors of dementia (e.g., medication management and compliance, public masturbation, falling, wandering, vocalizations) are ideal targets for effecting socially significant change using behaviorally-based interventions. This poster will review the use of behavioral methods in the elderly population with dementia and provide recommendations for future research avenues and clinical applications.

The first step in identifying behavioral function related to problem behavior is the implementation of an anecdotal assessment. A number of structured assessments have been developed (e.g., MAS, QABF, FAST, etc.). One common problem has been their poor reliability and validity. In an effort to overcome these limitations, the Indirect Functional Assessment was developed utilizing psychometric methodologies and evaluated in an analog analysis (Christensen et al., 2002). However, up until now it had not been evaluated in practice. In the current study, graduate students enrolled in a fieldwork class participated. One of the requirements for the class is to complete a Functional Behavioral Assessment utilizing2 indirect assessments across2 informants, a descriptive assessment, and a functional analysis. Both reliability and validity analyses were conducted across these assessments. Results demonstrate high inter-rater reliability of the IFA, strong reliability with the FAST, good reliability with the descriptive assessment, and strong validity as measured by agreement of function with the functional analysis. Implications and future directions will be discussed.

The purpose of this study was to assess the effects that specific types of demands had on escape maintained problem behavior. The participant was a 7-year-old male diagnosed with Charge syndrome. His primary communication was sign language with emerging vocal communication. All procedures were conducted in an outpatient clinic. Interobserver agreement was assessed across 38% of sessions and averaged 94%. During Phase 1, a brief functional analysis, was conducted within a multielement design. Results (Figure 1, left panel) suggested that problem behavior was maintained by negative reinforcement. During Phase 2, an antecedent analysis was conducted within a multielement design to evaluate specific conditions that occasioned problem behavior during demands. Conditions included demand with dictation, demand with copying, and demand with copying and guided compliance. Results (right panel) showed that high levels of problem behavior occurred during both demand with copying conditions and problem behavior occurred at zero or near zero levels during the demand with dictation condition. These results suggested that specific antecedent variables altered the participant's motivation to engage in problem behavior during demands. Blending functional and antecedent analyses may prove useful in determining variables that occasion or reduce problem behavior maintained by specific types of demands.

Functional analyses [FA; Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994)] are conducted to identify environmental variables that maintain aberrant behavior. Current literature supports the use of a fixed sequence of conditions in a multi-element FA (Iwata, Pace et al., 1994; Hammond, Iwata, Rooker, Fritz, & Bloom, 2011) in order to enhance establishing operations (EO) by taking advantage of preceding conditions. Specifically, experiencing the demand condition following the toy play condition may make escape from demands more reinforcing. However, it is possible that elevated rates of problem behavior may occur in a demand condition if an individual exhibits problem behavior maintained by positive reinforcement in the form of access to tangibles. Removal of tangibles following the toy play condition may occasion problem behavior in the demand condition. We conducted a multi-element FA to identify environmental variables that maintained one individuals problem behavior (SIB and aggression). Rates of problem behavior were elevated and undifferentiated across test conditions. A within-session analysis of problem behavior during the demand condition suggested that problem behavior was unrelated to the presentation or removal of demands. The purpose of the current investigation was to isolate the variables that produced elevated levels of problem behavior in the demand condition of an FA. Further manipulations following a multielement design determined that the individuals problem behavior was not maintained by negative reinforcement in the form of escape from demands. Rather, the individuals problem behavior in demand contexts was associated with loss of positive reinforcers (e.g., rich to lean schedule of reinforcement; Williams, 2011)

This study examined the effect of video modeling from acquisition of the card game rule. The participant was a 7-year-old child with autism. He was a second grader in an elementary school, and studies in the special support class. The card games that to teach a rule were a "Concentration" and "Baba-Nuki (Japanese Old Fish)". Target behavior was defined as appropriate card game performance (ex. Two cards are turned over. It will get, if a mark is the same. An one-sheet card is got from a partner). This study consisted of 4 phases: a baseline, Intervention 1, Intervention 2, and a probe. In the baseline, the patient played two kinds of card games with the experimenter. Before playing a card game, the manual that consisted of a photograph and a text was used in the Intervention 1. In the Intervention 2, the video modeling procedure that is playing the card game was used. The probe was conducted to the same conditions asthe baseline. The result—target behavior increased by the manual and video modeling. Therefore, it was suggested that a manual and video modeling are effective for acquisition of a card game rule. Especially, video modeling saw the increase in target behavior. The present study discussed the difference of the behavior chain of the manual and video modeling.

It can be difficult to determine the function of problem behavior when behavior persists at low and variable levels during functional analyses. One dimension of the response that may be useful in these cases is the latency from the onset of a stimulus, such as the beginning of a session, to the first response (Thomason-Sassi, Iwata, Neidert, & Roscoe, 2011). In the current study, a functional analysis was conducted for a child who engaged in severe problem behavior. After observing low levels of problem behavior in the initial functional analysis, a functional analysis based on latency measures was initiated. All sessions were terminated immediately after the delivery of the consequence for problem behavior during the test conditions or 1 minute after the occurrence of problem behavior in the toy play condition. Results from the latency functional analysis showed that problem behavior was multiply maintained by positive and negative reinforcement.

Social referencing is defined as a process of using other person's conception for one's own understanding of a situation (Feinman, 1983). However, only a few studies have been conducted to teach social referencing to children with developmental disabilities (exclusively autism) and these studies did not address the effects of whether the situation was ambiguous or not. The current study was conducted as a preliminary investigation targeting children with autism who often lack social referencing. A boy with pervasive developmental disorder participated who was reported to look at his mother's face when he was not sure of correct responses during discrete trial training. He was trained (a) to open a can and get a token if the experimenter smiled, and (b) not to open the can but to put it in a box when the experimenter grimaced. After he learned to exhibit social referencing, the can was replaced with a transparent box (i.e. simulating a nonambiguous situation) that did not require referencing for correct responding. Accordingly, the rate of referencing slightly went down, indicating the possibly of stimulus control of referencing. Results are discussed in terms of the utility of behavioral conception of social referencing (Gewirtz & Peláez-Nogueras, 1992).

When children have multiple functions maintaining problem behavior, it can be extremely difficult to develop a treatment that addresses each one, particularly when those functions can result in competing forms of reinforcement. In this study, an adolescent female with autism and intellectual and developmental disabilities living on an inpatient unit participated. A functional analysis was completed and the results indicated that her problem behaviors were sensitive to escape from demands as a maintaining consequence. A mands assessment was also completed which indicated that interacting with adult caregivers in her preferred manner of play was also a maintaining variable for her problem behaviors. Treatment involved systematically increasing the number of demands placed on her while earning time that she could engage with the therapist in her preferred manner of play. A card was used to signal when it was the child's way or the therapist's Way. Escape extinction was in place for all problem behaviors. The amount of time spent in therapist's way was faded so that time completing demands was equal to time the participant had "her way." Treatment was generalized throughout the child's day on the unit and then to her home with her mother serving as therapist.

Peer support strategies provide general education peers with training to support their classmates with disabilities to engage in class activities and socially interact with classmates. This study presents data from an ongoing randomized control trial examining the effectiveness of peer support strategies and peer networks for high school students with disabilities. The data presented shows the number of interactions with general education peers observed in the classroom prior to and near the end of implementation of the peer support strategies. Initiations and responses by general education peers to the focus student with disabilities and vice versa were recorded during three class-length observations before beginning intervention and three class-length observations following intervention. Peer comparison data was also collected during both waves. In addition to data on interactions, observation data was also collected on instructional format in the classroom, proximity to peers and direct support staff, and engagement in class activities. Preliminary results suggest that peer supports strategies led to significantly more peer interactions for students with disabilities.

Functional analyses (Iwata et al., 1982/1994) have become standard of care for the empirical assessment of common environmental events that may maintain the maladaptive behavior of those diagnosed with intellectual disabilities. However, if these contingencies do not naturally exist, exposure to immediately dense schedules of relative consequences in each condition may adventitiously establish a relation. The participant was an 11-year-old boy with an intellectual disability who was admitted to an inpatient unit for the assessment and treatment of severe problem behaviors. Multiple functional analyses were conducted for each topography (i.e., self-injury, disruption, aggression, spitting). High and stable rates of problem behavior occurred immediately in the attention condition across response topographies suggesting a clear functional response class maintained by attention. However, rates of aggression and spitting had a slow increase in the demand conditions. Within-session and probability analyses suggest that low rates of idiosyncratic response variability of the target problem behavior during the initial demand conditions could have adventitiously contacted negative reinforcement, slowly strengthening the novel relation.

Peer network strategies include identifying a group of general education students who will meet weekly with a student with a disability and interact with the student throughout the week in the hallways, lunchroom, and outside of school. This study presents data from an ongoing randomized control trial examining the effectiveness of peer networks and peer support strategies for high school students with disabilities. The data presented shows the number of weekly interactions with peers reported by students during implementation of the peer network and the data from pre- and post-intervention teacher questionnaires on the number of peers with whom each student with a disability interacts and the frequency of these interactions. Additionally, teachers provided information about how long the students have known the peers with whom they interact and whether or not this peer also has a disability. Preliminary results suggest that peer networks led students with disabilities to have more interactions with general education peers at school.

When completing task work, students' off-task behavior is often maintained by attention from staff who are attempting to redirect students back to task. Fisher et al. (1996) showed that verbal statements from staff were highly reinforcing for students who engaged in destructive behavior. Therefore, it is important to eliminate attention for maladaptive behaviors and provide attention for replacement behaviors. The current study evaluated the effectiveness of verbal versus visual prompting on the off-task behavior of a 17-year-old student with Asperger syndrome. A functional behavior assessment was conducted and conditional probabilities were calculated. The results indicated that the student was much more likely to receive attention when he was off-task (82% of intervals) than when he was on-task (6% of intervals). Using an alternating treatments design, verbal prompting, in which the student received verbal attention contingent on off-task behavior, and visual prompting, in which the student was prompted using a point cue and earned high quality verbal attention upon completion of the task, were compared. Initial results indicate that the number of prompts needed for this student to stay on task was lower in the visual prompting condition. Implications of these results and limitations will be discussed.

This study determined the effects of two kinds of visual supports, visual schedules and Social Stories TM, on students' latency time in making classroom transitions for three children in a general education kindergarten. During the first intervention, the participants were provided with visual picture schedules, showing pictures of each step they needed to complete to transition promptly from one activity to another. During the second intervention, a Social Story TM visual support was used. The Social Story TM had words and pictures about how transitions should be done, when they should be done, how a student could get help, how the teacher would feel, and how the student would feel when transitioning successfully. The average latency for a kindergarten with appropriate responding increased only slightly with the visual supports, while the average latencies for 2 students with problematic, long responses to transitions decreased substantially under both the visual schedule and the Social Story TM conditions. Overall both interventions were effective in reducing latencies with students who demonstrated long latencies, but may have increased slightly the latency for a student who was already performing well.

The purpose of this study was to decrease the frequency of teasing by a 16-year-old male diagnosed with Down syndrome. This participant attends a residential school for students with developmental disabilities and resides with 7 other males. At baseline, the student engaged in high rates of teasing per day and targeted both staff members and the other students. A functional behavior assessment (FBA) was conducted and results indicated that the student received attention from students or staff members following 72% of teasing occurrences, suggesting that teasing was maintained by verbal attention. The FBA also indicated that the student was ignored following the other 27% of teasing occurrences. Using a reversal design, the student will have an opportunity to earn access to teasing contingent on the absence of teasing throughout his day. The student will be able to choose from a variety of staff members and students whom he can tease for a set amount of time, during which his chosen target will provide verbal attention to his teasing. Results, implications, limitations, and future research will be discussed.

Angelman syndrome (AS) is a neurodevelopmental disorder associated with molecular genetic defects and is characterized by a virtual absence of speech, language disorder, abnormal gait, coordination difficulties, happy demeanor, tongue protrusion, and seizure disorder. Among 23 studies identified by a systematic review of 3 electronic databases, only 2 involved communication interventions for individuals with AS (Calculator, 2002; Strachan et al., 2009; Summers & Szatmari, 2009). Given the severity of communication impairments associated with AS, there is a paucity of studies on communication interventions. The purpose of the present study was to compare the acquisition and use of 3 modes of communication (gestural, graphic and vocal) in 1 21-month-old with AS. A single subject alternating treatment design was utilized with discrete trial training to teach communicative behavior in terms of a production task for each mode of communication. Results suggest that graphic and gestural modes were superior to vocal mode for this toddler. Graphic was the most accurate across a comparison of 3 specific symbols, but a general gesture was superior to a specific graphic symbol. The current findings support the research indicating that individuals with AS can use more than 1 communicative mode and highlights the limitations in using vocal mode for these individuals. Future research, at a minimum, should explore the role of specific versus general symbols with this population and seek predictors of success in a communication mode.

Functional assessment is a common method of identifying variables maintaining challenging behavior. In a review of the literature on functional analysis, Hanley, Iwata,and McCord (2003) suggested that, although published functional analyses tended to show certain relationships between topography and function (e.g., stereotypy was most frequently maintained by automatic reinforcement), in general, "function cannot be predicted by topography." However, their conclusion is limited by the fact that it is based upon a review of published studies, which may introduce certain biases. The purpose of this study was to examine the relationship between function identified by Questions About Behavioral Function (QABF; an indirect functional assessment) and the topography of challenging behavior. To date, 24 children and adolescents with developmental disabilities have served as participants yielding 43 total challenging behaviors. Kruskal Wallis tests of significance were conducted and preliminary results indicated that there were no significant differences among topographies of challenging behavior (i.e., self-injury, aggression, disruption) on function (i.e., attention, escape, tangible, nonsocial, physical). Thus, preliminary results support the conclusion of Hanley et al. that topography of challenging behavior is not a good predictor of function.

One of the hallmark symptoms of Asperger syndrome (AS) and high-functioning autism (HFA) is the impairment in the development of social interaction skills. Social skills deficits include difficulties to maintain conversation with friends and impairments in the use of nonverbal behaviors, such as eye contacts, body postures. This study examined the effectiveness of a social skill intervention for individual targeting greeting, presentation skill, and initiating and responding to interactions with seven elementary-aged children with AS and HFA. They were assessed with pre-treatment and post treatment measures on Social Skills Improvement System(SSIS), The Matson Evaluation of Social Skill with Youngsters, and direct observation. In a baseline session, childrens target behaviors were observed. During the intervention, children were designed to take video monitoring and role-playing with adults. A multiple baseline design across behaviors was used for the present study. Results indicated that children have difficulties of facial expression while body posture in the greeting, and in the conversation, they have difficulties of maintaining the conversation. The video modeling intervention was effective in improving nonverbal behavior in greeting and conversation skills. Future research is required to test the durability of treatment.

Medical procedures are often invasive and frightening for children and can lead to a variety of avoidant behaviors (Slifer, Avis, & Frutchey, 2008; DeMore, Cataldo, Tierney, & Slifer, 2009). Most studies have focused on teaching children with mild disruptive or avoidant behavior (Allen & Stokes, 1987; Shabani & Fisher, 2006), but not children who engage in severe problem behavior. The purpose of the current investigation was to teach a child with developmental disabilities who had a history of severe problem behavior to complete an ambulatory EEG by increasing tolerance of the equipment and decreasing problem behavior related to the procedure. Treatment to reduce problem behavior consisted of functional communication, a multiple schedule, and an overcorrection procedure. Training consisted of fading in the EEG equipment by first, placing a hat and a fanny pack with weights on Albert for one day and then wires and gauze were added. Through training, the number of times Albert attempted to touch the equipment decreased and the 48-hour EEG was successfully completed. While Albert did touch the equipment more frequently during the 48-hour EEG, he only removed two wires, which were reattached. With this treatment, valid results were obtained with Albert for the first time.

The current study extended the literature on resurgence by demonstrating the phenomenon with a novel response in the form of appropriate communication in individuals with developmental disabilities. The purpose of the study was to evaluate the conditions under which resurgence of appropriate communicative responses (mands) would occur with children with developmental disabilities. The experimental preparation consisted of a sequence of conditions that included (a) the reinforcement of1 mand (i.e., microswitch activation or card exchange) on a fixed ratio 1 schedule, (b) an extinction condition in which the mand was no longer reinforced, (c) the reinforcement of a second mand (i.e., microswitch activation or card exchange) on a fixed ratio 1 schedule, and (d) a test for resurgence of the first mand, which consisted of placing the second mand on extinction. Interobserver agreement was collected during 33% of sessions and agreement averaged at least 95% across participants. The results demonstrated resurgence of mands during2 out of3 tests for resurgence for one participant. Resurgence of mands was demonstrated during all three tests for resurgence with the second participant. These results have clinical implications in that they represent a potential model for preventing behavioral lapses during challenges to treatment.

A common index of response strength used in the assessment and treatment of problem behavior is rate of responding (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1994). However, repeated occurrences of a problem behavior during a session may be either impractical or unsafe such as in the case of vomiting, elopement, or severe forms of self-injurious behavior. One area that has received increasing attention in applied literature is the use of response latency during assessments (e.g., Call, Pabico, & Lomas, 2009; Zarcone, Crosland, Fisher, Worsdell, & Herman, 1999). In a recent study, Thomason-Sassi, Iwata, Neidhart, & Roscoe (2011) demonstrated the utility of response latency during functional analysis of severe problem behavior. The purpose of the current study was to extend research on the use of latency measures as an index of response strength during assessment and treatment of severe problem behavior. During the functional analysis, latency to the occurrence of self-injurious behavior was used as the primary measure. Both latency and rate of responding were measured during the subsequent functional communication training analysis.

In the present study, we analyzed the relationship between choice behaviors, preference, and eye movements by using Implicit Relational Assessment Procedure (IRAP) and eye tracking system. On the trial of the IRAP, participants were presented with one of two attribute stimuli (Like or Dislike), one of target stimulus pictures of tasty thing (e.g., Coffee and Tea), and two relational terms, Agree and Disagree as response options. Participants were required to respond as quickly and accurately as possible across two experimental conditions, consistent and inconsistent. In the consistent condition, if participants like coffee better than tea, participants required to choose Agree during the presence of Like and Coffee stimuli. In the inconsistent condition, participants were required to choose Disagree in the presence of Like and Coffee stimuli even though they like coffee better. Eye movements during choosing response were recorded by using eye tracking system. As a result, mean latencies and eye movement pattern were different between two conditions. In inconsistent condition, mean latencies were longer and participants looked at the picture more frequently than in consistent condition. And some typical visual search patterns were observed in both conditions. The relationship between choice behaviors, preference, and eye movements were discussed.

The decrease in reinforcer value following an increased delay to its presentation has been frequently described as delay discounting. Despite the rich literature examining effects of environmental and biological manipulations on discounting of reinforcers, comparatively little work has been done to evaluate the discounting of aversive events. In the present study, college students (N = 42) made a series of choices between a single 0.5-s electric shock delivered after 1 s and3 0.5-s shocks delivered after an increasing delay (1 s to 120 s). In a single experimental session, the delays to the3 shocks systematically increased across blocks of trials that included a forced-choice trial (in which the participant was required to select the 3-shock alternative) and 6 free-choice trials (in which the participant could choose between receiving the single shock or3 shocks. Of the 42 participants, 13 never selected the three-shock alternative during the free-choice trials. Of those who did sample the 3-shock alternative, on average across delay values, participants selected the three shocks on approximately 33% of the trials, with no effect of delay observed. Although delay discounting was not observed in the present paradigm, possible extensions and procedural modifications are discussed.

One member of each pair of 42 undergraduates, referred to as a learner, was escorted into a standard human operant laboratory. He/she was asked to earn points exchangeable for money and told that touching a squire shown on the screen of the display monitor may or may not produce points. Unlike standard operant experiments, increasing and decreasing points were not determined by any computer program but by key pressing of another experimentally naive undergraduate, referred to as an instructor. Response rates for 12 of 21 learners were higher than their yoked participants who were given and lost points independent from their responding.

Self-control can be defined as the choice of a larger, more delayed reinforcer over a smaller, less delayed reinforcer, and impulsiveness as the opposite. Previous experiments have shown that type or quality of reinforcer used affects self-control in humans. The purpose of the present experiment was to investigate the effects of qualitatively different reinforcers on the self-control of adult human females. Specifically, in a within-subjects design, participants made choices for two consumable-type reinforcers: food (preferred fruit juice) and video entertainment (preferred cartoon). A new methodology, designed to be similar to the self-control paradigm for delivering food, was used for the delivery of the cartoons. Aspects of the procedure were varied as well. The results have implications for previous research findings of differences in self-control as a function of reinforcer differences. The results are also discussed with respect to their implications for categories of reinforcement and suggest that video entertainment (cartoons) may be considered in the same class of reinforcers as food (i.e., primary, or consumable reinforcers).

In the researches of Relational Frame Theory, the derived stimulus relations are established by two types of training procedures; one is the relational training, and the other is relational evaluation procedure. Although both of procedures involve presenting the stimuli which represent the specific relations, they differ in the way how they use such stimuli. Relational training treats such stimuli as the relational contextual cues; on the other hand, the relational evaluation procedure treats them as the response options (i.e., comparison stimulus). The aim of present study was to compare the effects of two training procedure on establishing the derived stimulus relations. Thirteen undergraduate students completed the similar/opposite relational training. And another thirteen students were exposed to the similar/opposite relational evaluation procedure. Both of the procedures were designed to establish two 2-member stimulus classes which one class was opposite to the other. The result revealed that there were no differences in the effect of two training procedures. In the group of the relational training, 11 out of 13 participants showed the derived stimulus relation in their test phase. On the other hand, all participants who were exposed to the relational evaluation procedure achieved the criterion in the test phase.

The current study attempted to investigate syntax written construction in the Japanese language under the perspective of equivalence class formation and multiple exemplars training. First, three classes of four stimuli each were formed for two college students: subject, complement and verb with matching-to-sample tasks. Next, in modified constructed-response matching-to-sample task (CRMTS), the participants learned to put the sequence A1A2A3 together from a pool of three words each corresponding to a position in the sequence to match the written sequence as sample stimulus. Next, linear tests for the three remaining sequences were conducted. Finally, tests for the emergence of the sequence construction using words which did not participate in the equivalence class formation procedure were introduced. Considering the abstract nature of the stimuli for the participants, it is discussed why sequence behavior was shown for the non-trained stimuli: physical similarity for one specific group of words (verbs) can be considered, but also that categorization within classes and sequence per se are possibly two overarching operants which enabled the results in the final tests.

This study investigated the effects of contextual control over recombined conditional relations. Ten undergraduate students participated in the study. Relations A1B1, A2B2, A3B3 were taught with abstract stimuli presented against a blue blackground for half the participants, and relations A1B3, A2B1, A3B2 against a red blackground for the other half. Then, the relationships were reversed and taught for both groups. Next, AB trials were presented under extinction in the presence of the blue background, followed by red background for one group of participants, and in the opposite order for the other group. The results showed that the procedure yielded both contextual control and failure to show it. Further training consisted of presenting original and recombined AB relations against, respectively, red and blue background colors, randomly interspersed. The final phase consisted of AB and BA test trials under extinction with blue or red background colors for the first and second trial blocks, respectively, for each of the participant groups, and a neutral color (green) in the final trial block. The latter procedure yielded more accurate contextual control for most of the participants. The participants also learned to perform contextually under the green background color.

Simultaneous protocols typically yield poorer stimulus equivalence outcomes than other protocols common used in equivalence research. Fourteen participants worked with 2independent groups of 3 3-member equivalence classes in 2 conditions, 1 using the standard simultaneous protocol and the other using a hybrid simultaneous training and simple-to-complex testing. Stimulus-sets used for these conditions in previous studies (Imam, 2011; Warner & Imam, 2008) were randomized. Although there was no consistent difference in time taken to complete blocks, participants achieved better accuracy and positive percent change in accuracy in the hybrid than the standard protocols. The results implicate test order rather than stimulus sets as significant factors in the differential effects on accuracy and equivalence yields.

We evaluated the role of errorless discrimination training and error correction procedures in the establishment of baseline conditional relations and equivalence class formation in elementary school children. Participants were 26 children, 11 female and 15 male, aged 6 to 7 years old; they were randomly assigned to one of six experimental conditions: A, C, and E without errorless learning procedures, B, D, and F with errorless learning procedures, the children were evaluated in a natural school setting. The data showed that the two errorless learning procedures promote a faster and homogeneous acquisition of the conditional relations during baseline training. Participants in errorless experimental conditions (B, D, and F) showed a higher percentage of stimulus class formation and a higher behavioral accuracy index. Stimulus class formation ability is correlated with learning of basic reading skills; therefore, the design of instruments and procedures for the evaluation and enhancement of this ability in the behavioral repertoires of children, would allow us to predict the success in learning of basic reading skills.

Under the behavior analysis perspective, the teaching of reading skills may be programmed through matching-to-sample (MTS), a procedure largely employed in stimulus equivalence research. This study is an attempt to investigate which repertoire is necessary so that lay individuals can implement MTS to teach children in applied settings. Three undergraduate students participated. A set of three stimuli was used to teach participants to: (1) program AC (dictated word-printed word) training; (2) implement AC training and (3) analyze data performance. Teaching sessions consisted of instruction and demonstration. Correct responses were followed by verbal praise and incorrect responses by the end of the task and reintroduction of the demonstration. Criterion to finish session was 100% of correct responses. Later, generalization tests were introduced with new sets of stimuli, in which there were no programmed consequences for correct and incorrect responses. All participants met criterion in the three training phases, and showed generalization to new sets of stimuli. The results suggest that the procedure may be efficient to teach teachers to implement MTS procedures and that further relations should be introduced in the training program.

Instruction based on the stimulus equivalence paradigm has been applied to a number of college-level academic topics, such as algebra (Ninness et al., 2006), statistics (Fields et al., 2009; Fienup & Critchfield, 2010, 2011), neuroanatomy (Fienup, Covey, & Critchfield, 2010), and disability categorization (Walker, Rehfeldt, & Ninness, 2011). A recent review noted that there are several technological variations between protocols found in the research literature (Fienup, Hamelin, Reyes-Giordano, & Falcomata, 2011). The current research examined the influence of training protocol on the number of learners who successfully formed equivalence classes as well as the total time to complete a protocol. Neuroanatomy concepts were taught. In one protocol, participants were trained on all relations serially and then tested for equivalence. The second protocol, called simple-to-complex, included symmetry, transitivity, and equivalence probes prior to the test for equivalence. Participants in the serial training completed the protocol, on average, in less time. However, a larger percentage of participants in the simple-to-complex protocol passed the test of equivalence the first time. Implications for a technology of equivalence based instruction are discussed.

Matching-to-sample (MTS) training consists of presenting a stimulus as a sample followed by stimuli called comparisons from which a student makes a choice. This study compared "manual" and "manual-plus-CAPSI" packages for training university students to conduct MTS training to teach reading. Participants were randomly assigned to control or experimental group with 2 participants in each group. During baseline and post-training participants were assessed for accuracy in conducting MTS training. During training the control group studied a manual, and the experimental group studied the manual and wrote online tests via CAPSI. Improvement from baseline to post-training for both groups was statistically significant; however, the difference between post-training performances for the 2 groups was not. Results were discussed in terms of the contents presented in the manual and also in terms of the CAPSI features. A limitation of the study was the small number of participants in each group, which made it difficult to demonstrate clear differences between the packages investigated in this study. Future studies are necessary to test new versions of the manual and the interaction of CAPSI with demonstration videos. Follow-up studies are also necessary using a larger sample size and carrying out a component analysis.

Treatment integrity is defined as a consistent and accurate implementation of a prescribed procedure. The literature has documented both correlational and causal evidence of differential outcomes resulting from varying levels of integrity. Few researchers have examined adherence to protocol within treatments designed to teach academic skills (i.e., instructional fidelity). Also, few have studied whether exposure to imperfect implementation has a longer-term effect that persists even after errors are corrected. The purpose of the present study was to investigate the effects of instructional fidelity on the acquisition of a computerized arbitrary match-to-sample task both in the presence of fidelity errors as well as after errors were removed. Thirty-one undergraduates from a large Midwestern university participated. Within 25 multiple-baseline across participants designs, the effects of 25%, 50%, and 75% fidelity were examined. During the error condition, the program deviated from the prescribed procedure by delivering inaccurate feedback following a proportion of responses. During the perfect fidelity condition, errors were no longer committed. Additionally,6 participants were assigned to a perfect fidelity comparison group. Within-group analyses demonstrated that a carry-over effect was obtained. Between-group analyses demonstrated that the best outcomes were obtained under perfect fidelity while lower levels of fidelity produced progressively lower performances.

Self-editing behavior is a complex response-class not extensively studied in behavior analysis. Self-editing monitors communication with others, ensuring that it is effective. Skinner proposed in Verbal Behavior (1957) that this judgment is based on the audience's reaction, with positive reactions (smiling, nodding) reinforcing verbal behavior and negative reactions (frowning, silence) punishing it. Skinner also argued that self-editing is influenced by the type of audience. This is applicable to writing. This study, in which undergraduates composed2 essays, investigated the effect of a perceived audience (professor, peer, nonspecified reviewer) on self-editing in writing. Additionally, it investigated whether prior feedback (positive vs. negative) influences self-editing of subsequent writing. A keystroke-logging program measured editing, including pauses and edit types. Preliminary results show an interaction effect between audience and feedback on post-response time (elapsed time between the last keystroke and when the essay is submitted). Participants tend to wait longer to submit an essay after receiving negative feedback from a professor; they reduce post-response time after receiving negative feedback from a peer or nonspecified reviewer. This experiment confirms the influence of variables predicted by Skinner in Verbal Behavior, extending understanding of self-editing as a complex response-class in writing.

Since the implementation of the Tower of London Test by Shallice in 1982, numerous variants of the towers physical appearance have been developed. The Tower of London is a task that has proved being successful for the study of problem solving in adult and child populations. The present study shows the comparison of the verbal report post session and the number of movements at solution of three versions of the Tower of London. Participated 46 university students of psychology distributed in the three groups, each group solved to one version of the task. All participants were exposed a four blocks of four trial each one, at the end of the session the participants were interviewed. The results showed significant differences in the quantitative measures between Tower of London Traditional and the modificated versions. The analysis of verbal reports indicated similarities between the groups. p.e. strategies used, planning behavior etc. It requires more systematic research to determine whether TOL is a good strategy for the analysis of human complex behavior within of experimental analysis of behavior.

Kishita & Muto (2011) showed that using multiple exemplar training, the forms of stimuli acquired differential control over the specific discriminative functions obtained via the transformation. The present study extended the result of previous study by establishing three 4-member classes instead of three 3-member classes, to clearly define the control variables required in the process of abstracting the stimulus features that are differentially associated with reinforcement or punishment for behaving in line with the transformation. Three 4-member stimulus equivalence classes, each consisted of four physically distinct visual stimuli were established for 9 undergraduate students using match-to-sample (MTS) task. Following the MTS training and testing, participants were provided with many trials in which behaving in accordance with transformation of function were differentially reinforced or punished depending on the presence of a class of physical features of the stimuli. Finally, new equivalence classes were established and test for generalized contextual control were presented. The result revealed that 7 subjects included in analyses demonstrated contextual control over the derived transformation of stimulus functions, of which 4 showed the generalization of contextual control. Data presented will contribute to empirical verification of how generalized stimulus control over function transformation might arise in natural settings.

Economic games are useful tools for the study of decision making. Specifically, these tools can investigate how participants allocate their resources. In many everyday life situations outcomes are both unknown and uncertain and are affected by contextual variables. A behavioral game-like experimental model was used to investigate these variables. The model employed in this study used multiple trials and a forced choice paradigm between 2 alternatives in which the participant decided between risking or not his/her hypothetical money. An alternative offered the possibility to maintain the amount received, and another provided the opportunity to invest money, opting for a situation in which could have a profit or loss, both allocated at the same time in the same alternative. The questions were presented to 38 adults of both genders in a paper and pencil format, and the experimental setup in a room at the local university. The results revealed 2 profiles of investors. The conservatives invested when the chances of winning are high in relation to losses; and the aggressive ones, who invested even when the chances of winning were equal to losses. Thus, variables such as probability of gain and loss showed to be decisive in the process of selecting participants.

Marginal Propensity to Consume (MCP) is an economic concept that analyzes consumption as a function of income changes: if income increases, consumption increases as well, but in a lower proportion. MCP is empirically verified in human societies, but has not been studied in the animal laboratory, mainly due to difficulties in translating the concept of money. In an attempt to establish a measurement unit functionally similar to money with rats, this study used a panel of 14 small lights. If at least one light on the panel was on during the experimental session, the lever-pressing (LP) response would be reinforced, and for every number of reinforcements delivered, one light would switch off. When all the lights were off, LB would have no consequences. The amount of income available to the rats was the numbers of lights on in the beginning of each session (ex: 9 lights equaling $9). Two reinforcers were used in two separate experimental phases: water (phase 1) and a 10% sucrose solution (phase 2). The independent variable was the number of lights on (income), and three dependent variables were tested as proxies for consumption: rate of responding, delivered volume and number of lights switched off. Results: PMC was observed in terms of volume and number of lights, but not response rate. PMCs controlling variables identified so far are 1) deprivation; 2) number of subjects, and 3) cost of response. Further steps should include tests of whether lights became conditioned stimulus and if they may acquire generalized functions.

The sunk cost effect is roughly defined as the tendency to continue a choice behavior on one alternative where an individual invested in the past, even when there is another better alternative available. Many studies related to this effect focused on the continuation of choice, while few studies operated organisms' behavioral histories. In the first phase, pigeons were exposed to the concurrent small-ratio (FR2) and large-ratio schedules. The value of large-ratio key was determined by the adjusting procedure for each subject, based on the point that pigeons exclusively chose small-ratio key. Then we tested if the pigeons would show preference to the large-ratio key in the concurrent schedule just after a component which color was same as the large-ratio key and that required 20 responses for transition to the concurrent choice. This combined chained schedule was also used as probe trials in the remaining experiment. In the following phases, pigeons were exposed to various conditions, such as extinction in a separate component which color was same as the small-ratio key, or variable reinforcements in a component which color was same as the large-ratio key. We examined whether these histories affected the sunk cost effect or not.

Students who are at risk for reading failure often have deficits in oral language and early literacy skills; however, most empirical research on literacy interventions only addresses reading skills. In addition, many early literacy skills can seem abstract to students who have low receptive and expressive vocabulary. This study used a multiple baseline across participants design to examine the impact of an embedded oral language and phonemic awareness intervention on the literacy and vocabulary skills of kindergarten students who were well below grade level benchmark. During baseline, students received only phonemic awareness instruction using discrete trial training. During intervention, students were first taught to use oral language skills plus picture cues to describe target words using discrete trial training. Then, students were taught the phonemic awareness skills associated with the target words. Instruction in both conditions was provided daily, one-on-one by a general education teacher. Participants were three students with low oral language and literacy skills, including an English Language Learner, a student with a significant language disorder, and a student with a developmental delay. Results demonstrated a functional relationship between embedded oral language and phonemic awareness instruction and improved early literacy and oral language skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), although the change in level and trend was not as pronounced for the student with significant language disorder.

Teacher Child Interaction Training (TCIT) is a school-based universal prevention program in which teachers are taught to use basic principles of applied behavior analysis in the classroom to prevent and reduce problem behaviors in young children. This research was conducted in an elementary school in Virginia. Five female teachers and instructional assistants from two preschool classrooms participated. Each class had 18–20 students, ranging in age from3 to 5 years old. English was the second language for over 90% of the students, with Spanish being the primary language spoken. Two observers in each classroom recorded samples of teacher and child behaviors in 10-second intervals on a randomized schedule, four mornings each week. The intervention was implemented in a multiple baseline across classrooms design. Teachers attended2 3-hour workshops highlighting child-directed interaction (CDI), which included the provision of positive consequences only, and then teacher-directed interaction (TDI) one month later, which included attention to discipline procedures for compliance and listening as well as a brief sit and watch procedure for serious disruptive behavior. Subsequently, each teacher received 20 minutes of individualized coaching one or two mornings a week, using a "bug-in-the-ear" system during regular classroom activities. The multiple baseline design with the sequential introduction of the CDI procedures to the teachers across treatment conditions showed that the frequencies of Labeled Praise, Unlabeled Praise, Behavior Descriptions and Reflections were consistently low during stable baselines. During intervention there was a substantial increase in overall positive behaviors. In addition, Noncompliance to commands and No Answers to questions were variable and high in frequency during baseline. During the intervention, these maladaptive responses to commands and questions decreased in a manner consistent with the multiple baseline design. Child disruptive behaviors of destruction, aggression, and yelling also decreased.

Decoding is a critical skill that precedes acquisition of many other skills and concepts. However, many students with autism experience delays in this skill. Although there are instructional strategies available to teach decoding to individuals who exhibit delays in reading, further research is needed to identify instructional strategies that teach all the necessary skills in a efficient manner so that children with language delays can meet the standards of their same-age peers as quickly as possible (Axe & Sainato, 2010). The current study utilizes a matrix training technique to teach consonants and vowels (e.g., ee, s, l, cl) to 4 elementary students with autism who have limited decoding skills. Using a multi-probe design, we examine if untrained re-combinations of consonant-vowel structure (e.g., feel, sneer, etc.) will emerge without direct teaching. The current study extends existing research by using Headsprout(R) Early Reading Program, a computer-based reading program designed to build early reading skills. Implications for practice and areas for further research will be discussed.

We examined the effects of training two students diagnosed with autism to tutor their peers using the Teacher Performance Rate and Accuracy observation procedure (TPRA) as base of assessment on the acquisition of the observational learning repertoire using a delayed multiple probe across participants design. The dependent variables were the correct responses to observational learning probes in which the target participants observed direct learn units to their peers and then were probed for the correct responses to the indirect learn units. The independent variable was the mastery of tutor training as assessed through the TPRA. Results showed that the numbers of correct responses to indirect learn units increased following tutor training for both students and one student achieved the observational learning repertoire. Additionally the number of echoic responses by the target participants of their peers responses also increased.

We tested the effects of the acquisition of conditioned reinforcement for 2-dimensional print stimuli on learn units to criteria using a delayed multiple probe design. We selected 3 elementary aged males diagnosed with an autism spectrum disorder from a self-contained classroom that applies behavioral methods to all instruction. The dependent variable was mean learn units to criteria across programs that require print observation. The independent variable was the acquisition of conditioned reinforcement for 2-dimensional print stimuli through a stimulus-stimulus pairing procedure. The results of this study demonstrated a functional relation between the acquisition of conditioned reinforcement for 2-dimensional print stimuli and a decrease in participants' learn units to criteria.

Simultaneous prompting procedure (SPP) has been shown to be efficient and effective when implemented to teach new skills to students with and without disabilities. SPP has produced high rates of acquisition of target information, increased levels of generalization, and extensive periods of maintenance in a variety of settings both within and outside the general education classroom and in various groupings, including one-on-one and small group. SPP has also shown a potential for increasing acquisition of incidental and observational learning. This study applies SPP within an inclusive, general education, high school classroom setting, of students with and without disabilities. This study will employ an alternating treatments design (A-B-C-B-C-B-C). The significance of this research application of this research-evidenced simultaneous prompting procedure is presented, as well as its potential effectiveness when extended to the inclusive, general education, high school setting. Implications on classroom practice and suggestions for future research are also discussed.

High-stakes testing and increased accountability measures have become common components of educational reform that now require the participation of students with disabilities, creating the need for teachers in both regular and special education classrooms to identify and implement evidenced based practices to increase student access to the core curriculum. Students with Attention Deficit Hyperactivity Disorder (ADHD), and (Emotional Behavior Disorders) EBD often struggle in the area of written expression, and require special strategies that help them to facilitate and organize thoughts in order to present them in a manner that is coherent and legible. The purpose of this study was to measure the effects of a simultaneous prompting as a strategy to teach the steps needed to complete a paragraph prior to daily writing instruction, as well as to study its effects on the level of academic engagement of 4 students who have been identified with either ADHD or EBD. The authors used a multiple probe design across students to evaluate the effectiveness of the intervention. Results indicate that all 4 of the students acquired, maintained, and generalized the targeted skills presented during training sessions as well as increased levels of academic engagement during writing class.

When students struggle with phonemic approaches to reading, educator may want to attempt to enhance their ability to read commonly used words. We used modified adapted alternating treatments designs were used to evaluate two (1-s and 5-s response intervals) computer-based flashcard sight-word reading interventions in two students with LD and one with ID. Instructional time was held constant (3 min per session) across both the 1-s and 5-s procedures; consequently, students complete six learning trials per word during each 1-s sessions but only two trials per word during each 5-s session. For each student, time series graphs showed similar gains in sight-word mastery rates across both the 1-s and 5-s interventions. Approximately 12 weeks later, maintenance phase data showed that these students maintained 44%-80% of the words, with more 1-s words maintained than 5-s words. However, increases in sight-word reading as the maintenance progressed and during a brief post-maintenance treatment phase (i.e., each word presented one time per session) showed rapid re-learning that caused the discrepancy between the two sets of words read correctly to wane. Discussion focuses on measuring learning rates, learning trial quality, re-learning, and the pitfalls of measuring maintenance in a dichotomous manner.

Prior research supports the use of functional communication training (FCT) and augmentative and alternative communication (AAC) to reduce problem behavior and increase appropriate communication in young children with disabilities. Despite an increase of empirical support for these interventions, research on these strategies among English language learners (ELL) is significantly lacking within the literature. This study involved3 preschool children with developmental disabilities who were English language learners. Three questions were examined: (a) the effectiveness of FCT, (b) the comparative efficiency of acquiring AAC in English and Spanish, and (c) possible language preferences among preschool-aged ELL students with communication delays. The results indicated that FCT was effective in increasing communication and decreasing problem behavior for all3 participants, with1 participant demonstrating a preference for English,1 demonstrating a preference for Spanish, and the third demonstrating no clear preference. Practical implications are discussed in addition to potential directions for research related to ELL student populations with disabilities.

The Secretariat of Public Education of Mexico (SEP), will implement a program for teaching English in elementary school students, however it is unknown which method would be effective in their learnig. The purpose of the study was to evaluate the effects of SEP English program and Foreing Language in Elementary School (FLES) (Lipton, 1998), on the development of basic concepts of English in children in second grade. All this through a Design with Pre-test and Post-test, with three random groups and Counterbalanced Design with one group with Pre and Post-tests. Participants were 15 children of both sexes, of the second grade of three different elementary schools, which were randomly assigned to two experimental and one control groups. The teaching materials used were: Material Programmed with the program of "Articulate" and not programmed on skills Basic and Course material prepared by teachers of English, Material for "Semaphore of Behavior". The results of the statistical test "C" Dunnett showed that students in the FLES program had a greater percentage of english skills development, than those in the SEP program and those who did not participate in any program.

This classroom intervention was designed to provide added support to a large rural school district's Social Intervention Program (SIP). SIP is a "levels system" whereby students with learning and behavior problems move through a series of remedial stages culminating in their return full-time to the regular education classroom. The added support to SIP centered on a token economy whereby students earned extra points and privileges for a broader range of academic behaviors. The students identified as SIP students, at the secondary level, do not spend the same amount of time the SIP classroom as they do at the elementary level. It became apparent that the schools needed to extend the environment of the SIP classroom into some of the general education classrooms in order to set students up to succeed. In addition to effectively managing and promoting academic achievement in the SIP classroom, the intervention successfully trained SIP teachers and staff how to apply a host of behavior analytic principles and practices in their classrooms and with their students.

In a class or tutorial setting, children's on-task behavior decreases when engaging in a taskthat requires more response effort to complete problems, even if they can perform it accurately (Skinner, 1998). However, our previous study demonstrated that contingent praise counteracts this negative effect of response effort (Nishiyama & Tanaka-Matsumi, 2011). The present study examined whether on-task behavior can be maintained without praise after a sufficient number of intervention trials, using additional reversals from baseline during intervention phase. A 9 year-old boy with difficulty in math participated in the present study. The child engaged in previously determined less-effort and more-effort math computation tasks for1 minute. We defined response effort by the amount of time for solving a single problem. First, during an assessment phase (trials 1–18), we examined the functional relationship between response effort and on-task behavior during engagement in these tasks. Second, using a reversal design (trials 19–72), we examined the effect of contingent praise on on-task behavior during engagement in a more-effort task. Results showed on-task behavior decreased when the child engaged in more-effort task but contingent praise for working on problems improved it. Moreover, after a certain number of intervention trials, on-task behavior could be maintained without praise as the child produced correct responses and the speed of accurate responding increased gradually.

Constructional Student Mentoring (CSM) is a program offered by the Department of Behavior Analysis at the University of North Texas under the direction of Dr. J. Rosales-Ruiz in collaboration with College of Public Affairs and Community Service (PACS) Advising Office. CSM is based on the work of Dr. Israel Goldiamond, Robert Mager and Robert Epsiein. The program is tailored to meet the current needs of students falling short of their academic obligations. CSM is student-centered and designed to aid students in identifying and targeting the areas of their lives that are inhibiting them from meeting their personal and academic goals. In short, this program affords students the opportunity to turn around their academic position, and focus on their individual personal and academic goals while completing their coursework and following graduation. Aggregate data from the 2007-2008 and 2008-2009 academic years demonstrates an improved academic performance following exposure to the CSM program. Anecdotally, data collected during individual student meetings seemed to suggest that the repertoire of the entering freshman may not support the demands of higher education (i.e., time management, planning and prioritizing). Through the process of identifying personal goals and systematically working to achieve those goals, the students who participated in CSM were able to refine their ability to identify the contingencies operating on their behavior and begin engineering an environment that allowed them to gain and maintain control over their life, progress and ultimate success.

Previous studies have shown that individuals with autism may depend on rote memorization and recognize words based on shape or pattern rather than using phonological strategies to read words (Frith, 1985). The current study describes the design, implementation, and outcomes of a direct instruction reading program for 3-and 4-year-old children with autism spectrum disorders. The study was conducted with 2 participants with autism and 2 nondisabled participants. The program used for this study is a modification and extension of the DISTAR reading program that emphasizes phonological awareness, whole word recognition, and comprehension (Bruner, 1986). The 2 participants with autism spectrum disorder took longer to complete lessons due to increased need for repetition. However, after the study was completed the final probe demonstrated higher correct responses on reading full sentences than the nondisabled participants. This study demonstrates that a direct instruction reading program is useful for young children on the autism spectrum and their nondisabled peers.

This presentation reports the preliminary analysis of 26 functional assessments and behavior intervention plans developed by school-based teams. Data analyses included the age, grade, and type of disabilities, functional behavioral assessment (FBA) procedures used, time to complete an FBA, and behavior internvention plan (BIP) recommendations. These cases were also compared to those developed by a university-based team of professionals. Only 26 (45%) of 58 cases were complete (interviewand FBA report). Of those cases: (1) most were elementaryand PreK grade levels, (2) reported 1–5 challenging behaviors (Mean = 3.4) most were externalizing forms of behavior; (3) most reported 1 or more interviewsand 5 to 23 direct ABC observations (Mean = 9.75); (4) few (23%) reported using behavior situation ratings scales or scatterplots (11.5%); and, (5) averaged about 30 days from initial referral tofirst interview (Mean = 32.75 days, range -1 to 126 days) and about 3 ½months (Mean = 116 days, range 23 to 727 days) to complete the FBA. These data are similar to those of the university-based teams except that while the school teams appeared to initiate the FBA process sooner the university-based teams were slightly quicker in completing the FBA. Implications for research and FBA team training were discussed.

In 2004 the Individuals with Disabilities Education Act (IDEA) was reauthorized and includes6 core concepts; along with this law the Council for Exceptional Children (CEC) has 12 special educational ethical principles. Among these principles includes "using evidence, instructional data, research and professional knowledge to inform practice" (CEC, 2010). While there are numerous books and articles citing the need for data collection and analysis within the classroom (Hess, 2009; Johnson, 2002; Matthews, Trimble,& Gay, 2008; Morrison, 2008; What Works Clearing House, 2009) there are no step-by-step instructions to teach these skills to the educators in the classroom. The purpose of this study is to develop an instructional method to teach educators how to organize, display, and interpret student data within their classrooms.

Analogies play significant roles in communication as well as in problem solving and model building in science domains. Analogies have also been incorporated into several different instructional strategies most notably in science domains where the concepts and principles to be learned are abstract or complex. Although several instructional models for teaching with analogies have been developed, the role of non-examples or contrasting analogies has not been incorporated into instructional models. The purpose of this study was to examine the effects of contrasting analogies on learning and conceptual change. Specifically, this study investigated the effect of instruction including refutational contrasting analogies (situations which are analogous to common misconceptions) on understanding of and reasoning about natural selection. Instruction including refutational contrasting analogies was compared to instruction incorporating non-refutational contrasting analogies (analogies which are neither analogous to natural selection or a common misconception of natural selection) and no contrasting analogies. Although there were no differences between groups on either understanding of or reasoning about natural selection as measured by the posttests, there were significant differences between groups on the analogy portion of the instructional materials, with the refutational contrasting analogies group answering fewer questions correctly than the non-refutational contrasting analogies group.

This poster describes a comparison of two teaching procedures: single target presentation and progressive target presentation in an adolescent with autism spectrum disorder. In single target presentation, a single target was presented for 10 trials per day until mastery was achieved at 80% for three consecutive days. In progressive target presentation successive targets were presented following the first independent response. A target was considered mastered when performed independently three different days. Initial results indicate that targets taught using progressive target presentation were mastered in fewer days than targets taught using single target presentation. In addition, targets taught using progressive target presentation maintained for a greater length of time without daily probes than targets taught using single target presentation. Only targets that has prerequisite skills as previous targets were used in this phase of the study. Phase two includes an examination of whether this teaching procedure is effective when teaching nonsuccessive targets as well as the effects on generalization when teaching using the two procedures.

The purpose of this study was to examine the effects of self-management on two eco-driving behaviors: reducing speed and shifting to neutral. Self-management consisted of three intervention components: goal setting, self-monitoring, and reward. Three office workers who drive regularly participated in this study. We adopted an ABCD multiple baseline design. After the baseline (A), participants set their own goals on driving behaviors (B). In the next phase (C), self-monitoring was added. At the final phase (D), participants were provided with rewards when the individual goal was met. Results showed that goal setting decreased speeding. Moreover, adding self-monitoring and reward further decreased speeding. Similarly, goal setting substantially improved the gear shifting behavior. Specifically, the gear shifting behavior of two participants reached to 100% when goal setting was introduced so that the effects of self-monitoring and reward could not be examined. The gear shifting behavior of the remaining one participant also substantially improved when goal setting was introduced and further increased when self-monitoring and reward were added.

The present study examined the effectiveness of a behavioral-based safety (BBS) program in improving safety performance and safety climate. The BBS program was applied to a steel manufacturing company and a construction site. The BBS program consisted of goal-setting, feedback, and low cost reward. Feedback was delivered biweekly to the workers. A monthly goal was set and adjusted based on the safety performance in the previous month. Also, rewards were provided if the monthly goal was met. The effects of the program on safety performance were evaluated using an AB design. Safety climate were measured using a questionnaire (Neal, Griffin, & Hart, 2000), adopting one group pretest-posttest design. The results indicated that the mean percentage of observed safety behaviors increased after introducing BBS program. Also, the mean scores of safety climate significantly increased.

This study compared the effects of specific and global of feedback on safety performance. Participants were 20 undergraduate students. They were asked to work on a computer-simulated work task and engage in seven target behaviors. Ten participants (skilled group) had a previous experience in working on the task and the other 10 participants (unskilled group) did not. Participants in each group were randomly assigned to one of two feedback conditions: global and specific feedback. In the specific feedback condition, participants were provided with information on safety performance of each target behavior. In the global feedback condition, participants were provided with information on overall safety performance across all seven target behaviors. Results showed that the specific feedback produced higher level of safety performance than the global feedback for both skilled and unskilled group.

This study examined whether positive and negative reinforcement has differential impacts on safety rule following behavior under two different schedules of reinforcement (FR1 and VR5). Participants were asked to work on a computerized task and follow safety rules. A 2 x 2 factorial design was adopted and 80 participants were randomly assigned to one of the four experimental groups: FR1 positive, VR5 positive, FR1 negative, and VR5 negative reinforcement groups. The participants in the FR1 and VR5 positive reinforcement groups earned a base pay of 5,000 won at the beginning of the experiment, and could earn additional 50 and 250 won, respectively, if they followed all safety rules. The participants in the FR1 and VR5 negative reinforcement groups earned 10,000 won at the beginning, but they could lose 50 and 250 won, respectively, if they did not follow any of the safety rules. The results showed that there were no differential impacts on rule following behavior under the FR1 condition. However, under the VR5 condition, the negative reinforcement condition produced a significantly lower level of rule following behavior. This result suggests that effects of positive and negative reinforcement may differ depending on the type of reinforcement schedule.

In todays competitive business environment, petrochemical refineries, oil platforms and manufacturing plants are expected to run at or close to nameplate capacity. Unplanned shutdowns result in lost production and profitability as well as increased maintenance costs. Furthermore, personnel and process safety risk exposures are higher during plant shutdowns and restarts than in running plant environments. Reliability Inspectors determine the probability and capacity of plant components to perform required functions for specific periods of time under certain conditions and they conduct inspections to ensure component integrity. Traditionally, inspections for critical equipment are specified on a time-based schedule. Reliability Inspectors employing risk-based inspections (RBI) consider multiple process variables, component materials, and other factors to identify probability and consequences of failure and adjust the frequency of inspection accordingly. Using RBI results in better reliability and lower cost but requires more complex behaviours from inspectors and a higher level of decision making and advanced stakeholder management. Results of a behaviour-based coaching programme show that as front-line supervisors engage in more effective field leadership, such as taking ownership of the findings instead of just sending a report, new inspector behaviours are shaped and new results delivered. This change has effectively avoided costs in excess of $100M which motivates ongoing analysis of which behaviours have the greatest impact.

Over the years organizational behavior management has proven to be an effective tool to help improve target behaviors in organizations. Oftentimes OBM interventions focus on high frequency behaviors and frequently recurring behaviors. Occasionally key behaviors are needed for discrete periods and also with a time lapse between those discrete periods. This poster describes one approach to help an organization address episodic behavior.

The main objective of the investigation was to design and apply a modification behavioral program in order to help the employees of an organization cope with extraorganizational stressors. The main problem was the direct influence that extraorganizational stressors have on some employees performance, feelings, thoughts and health. There were three hypothesis: the treatment program will produce a significant variation in the subjects stress levels, the treatment will not produce a significant variation in the subjects stress levels; there will be a significant variation in the subjects stress levels but will not be caused by the program but by extraorganizational stressors. The treatment consisted in the administration of five main programs: first, the subject learning to relax efficiently by using deep muscle relaxation and diaphragmatic breathing; the second one consisted in listing and ranking stressful events by hierarchy and based on the hierarchy apply relaxation techniques; the fourth and fifth consisted in stress coping thoughts and applying coping skills into real situations. The sample consisted of two male subjects, with 23 and 25 years old, performing administrative roles, both of them suffering from acute stress disorder by the manifestation of disturbing thoughts and physical symptoms. Despite the fact that the disturbances were reduced after the treatment, there were some extra organizational stressors that interfered with our results, which lead us to accept the fact that there were significant variations in the subject stress levels that were not produced by the treatment program.

The use of video modeling has demonstrated great success when used to increase the skills of atypically developing children, but little research has been done on applying video modeling to the mainstream population. Varying video models were incorporated within five individualized training programs in efforts to optimize golf performance on the driving range and during rounds of golf, or actual game play of five participants. All participants only had previous amateur golf experience, and all had trouble with the mechanics of one or more aspects of their golf game, specifically related to procedures. As golf is a sport which essentially replicates similar behaviors over and over again, this seemed liked a perfect place to use some tools of behavior analysis to help address their problems. Baseline data was collected for each participant and after a few short sessions, data was collected again for comparison. Initial data for one participant demonstrated dramatic results, and it is postulated that comparable results will be obtained from the others. This presentation examines the efficacy and application of video modeling to the general population in effort to bring applied behavior analysis to mainstream sports.

Training caregivers to implement behavioral protocols is an important part of treatment generalization. This process can be complicated when working with caregivers who are hearing impaired, particularly when their child is hearing. In the current study, the use of an electronic text-to-voice communication program with hearing impaired parents and their hearing child with autism was evaluated. Data were collected on accuracy of parent implementation of a least-to-most prompting procedure. Training consisted of both role-play and in-vivo training sessions. Following the delivery of an academic demand in American Sign Language (ASL) during initial training, the child would imitate the sign but would not comply with the prompt. Further, caregivers would repeatedly prompt using ASL. Next, an electronic-text-to voice program was introduced, which the parents used to type in the demand. Results suggested that when the electronic device was used, the accuracy of treatment implementation increased.

We will survey post-treatment outcomes of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming. All former JRC students who are reachable and willing to participate will be surveyed. We will use both a subjective General Life Adjustment rating scale (performed by guardians and/or the former students themselves) and objective counts of certain Quality of Life (QOL) Indicators. QOL/current status indicators will include need for ongoing treatment services, family/relationship status, place of residence status, educational status, employment status, and leisure pursuit information. Data will be reported in terms of descriptive statistics.

Several researchers have used stimulus-stimulus pairing (SSP) to increase the frequency of specific vocalizations in children with disabilities. However, only a few addressed the utility of SSP to increase functional language (e.g., mands and tacts), and none combined SSP and direct reinforcement (DR). The present study combined SSP and DR to successfully teach2 to10 functional mands in 49 7-minute sessions or less with 4 children with developmental disabilities (two diagnosed with autism, one with a developmental delay, and one with Down syndrome). Initially, none of the4 children emitted mands or tacts. The children also demonstrated little to no vocal imitation and spontaneously vocalized only 1 to 14 phonemes. Following mand training,2 children continued into Study II and were successfully taught 10 tacts for pictures in a maximum of 38, 10-trial sessions.

Developing strategies that lead to more effective language teaching programs is of key importance for teachers of children with autism. Skinners theory of verbal behaviour has allowed for the investigation of functions of verbal responses. Research by Lerman, Parten, Addison, Vorndran, Volkert and Kodak (2005) used functional analysis to assess the elementary functions of emerging language in children with developmental disabilities. The current study applied a brief functional analysis methodology to the assessment of emerging language in children with autism. The aims were to investigate if a shortened language assessment could identify functions of verbal behaviour and if results could be used to develop a language teaching program. Participants were five children, between the ages of five and ten, who had been diagnosed with an autism spectrum disorder. Participants had limited verbal language, but could emit at least one vocal response. Results show that brief functional analyses were able to identify at least one function of target verbal responses for each participant. Teaching data suggest that a brief functional analysis of language provides sufficient information from which to develop an individualised language teaching strategy. Furthermore, this brief assessment could be easily taught to staff, maximising their ability to individualise programming.

Research investigating how best to support the development of functional language is of significance to populations that historically present with language delays. Kodak and Clements (2009) found that when single procedures failed to succeed, the combination of echoic training with mand or tact training was successful in facilitating the acquisition of mands and tacts. Two boys and one girl with autism received mand and tact training for three verbal operants (mands and tacts) each. The boys acquired all operants without requiring echoic training. The girl participant required echoic training on one mand only. Data showed echoic training as having some effect, but when the percentage of unprompted responses indicated a declining trend, it was hypothesised that the mand was losing its value as a reinforcer. Findings indicate that mand-only and tact-only training can be effective in helping children acquire spoken language. When this is not effective the introduction of echoic training can be beneficial.

High probability (high-p) request sequences have been used to teach many important behaviors when noncompliance is a major factor. Much research has been done using high-p sequences with severe behavior problems in children with developmental delays, including children with ASD. In all existing studies of children diagnosed with ASD, high-p request sequences have proven effective in teaching compliance with requests (Banda et.al, 2003). In this study, this method was used with preschool children diagnosed with ASD who had a repertoire of several easy-to-follow requests (tacts) in combination with an adult maintaining close proximity to the child. This has proven to keep the child's attention, convey a rapid conveyance of the sequence and been successful in adding and learning a new tact (low-p) following the high-p sequence. Data was collected using a single subject reversal design with baseline data consisting of the introduction of the dependant variable (new tact) under the typical means of what is this? The independent variable (high-p) sequence request was then introduced in a 12 second rapid burst of 4 tacts that were in the childs repertoire followed by a low-p request, repeated as many times as the child would respond in a 3 minute time allotment.

A single-case, parallel treatment design was used to systematically compare the effectiveness and efficiency of two prompt fading procedures in teaching two participants to label pictures using two component signs. In the most to least prompting (MTL) condition, a predetermined prompt hierarchy composed mostly of physical prompts was used to fade assistance across trials. In the graduated guidance (GG) condition, prompts were faded within trials at the trainers discretion. Both prompting procedures resulted in the increased performance of target signs; participant 1 achieved mastery of two out of three signs when taught using graduated guidance. Participant 2 acquired the same target signs under the most to least condition. The results also indicate that MTL resulted in more errors per session than GG. While the number of teaching sessions remained fairly consistent with Participant 1, the rate of acquisition increased dramatically with Participant 2 when the number of teaching sessions per day was increased. This study extends literature on prompt fading procedures and may provide support for prompt fading procedures that combine aspects of both MTL and GG.

Few studies have evaluated the importance of various factors, such as the effect of treatment intensity on treatment outcomes. The objective of this study is to evaluate the relationship of treatment hours and the number of months in treatment with the rate of skill acquisition. The study will evaluate treatment progress for 55 children receiving Applied Behavior Analysis techniques of Verbal Behavior Therapy. The data, which will be used in this study, are archival and obtained from the clinical records of patients referred to an ABA based language and learning clinic day treatment program. We hypothesize that children who have received verbal behavior therapy in a learning language clinic will acquire language skills at a faster rate the more months (duration) they are in treatment. Also, children who have received verbal behavior therapy in a learning language clinic will acquire language skills at a faster rate the more hours (intensity) they are in treatment per month. This research is important to gain a better understanding of the most effective treatment methods for language delays. There are few studies with an adequate sample size to make evidence based decisions related to language delay treatments.

We examined the effects of using different types of stimuli during Naming probe sessions on the levels of correct responding following multiple exemplar instruction (MEI) to induce the Naming capability. The dependent variables were the correct responses to the Naming probes for two types of stimuli prior to and following the completion of MEI. The independent variable was the mastery of MEI. Results show that for both students the Naming capability was shown to be present when complex stimuli were used, and required additional instruction for the Naming capability to be shown with simple stimuli. This study will discuss possible reasons for these findings as well as possible procedural changes to strengthen the findings.

Many studies have shown that the speaker performance on naming tests of equivalent stimuli is more accurate when a topographically identical response is emitted in the presence of a picture compared to when it is emitted in the presence of a printed word. Although individuals may pass tests of symmetry and transitivity, the stimuli involved in the equivalence classes do not seem to be truly equivalent. The purpose of this study was to investigate if the reinforcing value of verbal relations involving picture and printed word equivalent stimuli, and which of these two verbal relations are preferred by participants. Six university students and eight typically developing children without reading repertoire participated in experiment. The general procedure consisted of two phases; the first one was a matching -to-sample teaching procedure (MTS) to establish equivalence relations and the second was a concurrent chains choice procedure used to evaluate preference for tasks. The results indicated indifference between verbal relations controlled by picture and printed word tasks, which is consistent with the establishment of equivalence relations and the fact that participants showed similar performance in naming pictures and printed words.

This study was designed to observe conditional discrimination performance in an automated matching-to-sample procedure when comparison stimuli were digital videos presented simultaneously. Participants were four normally developing five-year-old children with no formal manual signing. The experimental stimuli consisted of nine manual signs and the corresponding actions all presented as digital videos. Teaching was introduced first and consisted of imitating signs (mimetic) and choosing one among three action videos (i. e., jumping, sitting, kicking) presented simultaneously in the presence of the sign in a matching-to-sample context. After criterion was met on all teaching relations, testing was introduced and consisted of (1) choosing one among three videos of signs presented simultaneously in the presence of the action video (symmetry), and (2) presenting an action video and the instruction for the child to sign (tact) for the corresponding action. Results indicated the emergence of symmetric relations and emergence and maintenance of tact responses. Establishing conditional discrimination with videos as samples and comparisons may represent an important feature to teach autoclitic repertoire, such as grammar and word sequence.

A variety of training procedures have been demonstrated to produce emergent relations in typically developing children, and children with developmental disabilities. For example, simple and complex conditional discrimination training have both received empirical support in basic and applied research (e.g., Maguire et al., 1994; Groskreutz et al., 2010, Lane & Critchfield, 1998). However, the effectiveness of the two procedures has not been directly compared. Therefore, in the present study, an alternating treatments design was employed to teach sight word reading and reading comprehension to participants with and without developmental disabilities. Stimulus sets were assigned to either a simple- or complex-sample training condition. During the simple-sample condition, participants were first taught to conditionally relate dictated names to their corresponding pictures (A-B), and then taught to relate dictated names to their corresponding printed words (A-C). During the complex-sample condition, participants were presented with a dictated name and picture, and taught to conditionally relate this complex sample to its corresponding printed word (AB-C). Investigating procedures that establish emergent relations in the most efficient manner is important to increase the efficiency of academic instruction. Results will be discussed with respect to the training time required for each condition and areas for future research.

The operant functions of self-injurious behavior (SIB) are well-documented. However, additional research is needed on organism variables that may interact with environmental variables and affect occurrences of SIB. A recent study by Oliver et al. (in press)suggests motor inhibition control (i.e., impulsivity) may be one organism variable that may serve as a risk factor for some cases of SIB in individuals with autism. The current study replicated and extended the findings of Oliver et al., by employing a larger and more diverse sample. A heterogeneous sample of 617 individuals (average age was 11.21 years old; SD = 6.78) with autism spectrum disorder diagnoses was derived from the National Database of Autism Research (NDAR). Created to facilitate research advances through data sharing, NDAR is a repository for previously funded research by the National Institutes of Health. Latent constructs were estimated from items of the community version (Marshburn & Aman, 1992) of the Aberrant Behavioral Checklist (Aman, Singh, Stewart, & Field, 1985a). Impulsivity (ß = .46 ), followed by stereotypy (ß = .23), were the variables most highly related with increased SIB. Implications for identifying relevant treatment options that combine assessment of organism and environmental variables will be discussed.

A child with autism who has developed strong conversational and play skills may still be lacking the understanding of how to initiate interactions with their peers, preventing the child from practicing their other social skills. There are long term benefits to teaching initiations, ranging from short term peer inclusion on the playground, to long term peer inclusion in peer groups and developing long term friendships. Children should develop independent spontaneous vocalizations and approaches to novel peers in natural settings. Initiating play with peers requires component skills: play narration, differentiating between what to do or say with a peer to join play, hearing statements with emotions and saying what one could say in those situations, learning to make multiple statements in different situations, as well as identifying the main idea. Precision Teaching and Natural Environment Teaching were used to teach a high functioning child with Autism to narrate play actions and what to say or do to join his peers play actions. Curriculum Based Measurement was developed to probe for generalization across novel settings.

Individuals with autism and other developmental disabilities often need intensive instruction to expand beyond pre-linguistic communicative responses and efficiently use a communication modality that reaches a broad listening audience. Many studies have demonstrated the utility of functional communication training in the treatment of challenging behavior. Although one previous study has investigated the role of efficiency with modalities of communication during functional communication training with challenging behavior with a single function (Ringdahl et al. 2009), no studies have assessed modality efficiency across functions when challenging behavior is multiply controlled. In the present study we conducted communicative modality assessments with five children who exhibited challenging behavior with multiple functions. Results suggested that with some individuals, modality efficiency was consistent across functions; while efficiency varied with modalities across functions with other individuals. The current results extend previous results by evaluating efficiency with different modalities across functions in individuals with multiply controlled challenging behavior. These results suggest that care should be taken when selecting specific modalities of communication to be used during functional communication training with multiply controlled challenging behavior. Specifically, at times multiple modalities should be targeted with multiply controlled challenging behavior; at other times, a common modality should be targeted.

Motor stereotypy is a common behavioral concern in children with autism spectrum disorders (ASD). Research has focused on the suppression of motor stereotypy with differential reinforcement and noncontingent reinforcement procedures. However, when such interventions are ineffective or provide only temporary reduction, punishment procedures (e.g., response blocking) are sometimes applied or combined with reinforcement-based procedures. In the current investigation, a treatment package consisting of varied punishers in the forms of verbal reprimands, response interruption and redirection with motor demands, and hands-down procedures was applied to motor stereotypy in a nine-year-old girl with ASD. Treatment effects were evaluated within a reversal design. Motor stereotypy was comprised of multiple topographies, including hand clapping, hand waving, hair twirling, shoulder shrugging, non-contextual gesturing, and head rocking. All sessions were conducted in a workroom at an early intervention center. Results indicated that the treatment package was effective in decreasing motor stereotypy to levels near zero; in addition, concomitant reductions were noted in vocal stereotypy responses. Methods for generalization and combining punishment with reinforcement procedures will also be discussed.

Children with autism spectrum disorders are characterized by deficits in expressive language. Matrix training is a procedure that has been used to teach expressive language as well as evaluate recombinitive generalization of targets (i.e. novel recombination of previously taught behavior). In the current investigation, a child with autism was taught to tact play behaviors. These tacts consisted of correctly labeling the item and action displayed. The matrix consisted of 5 nouns on the first axis and 5 verbs on the second axis. This matrix produced 25 noun/verb pairs. No correct noun/verb labels for these 25 pairs were observed during a pre-treatment baseline. Five noun/verb pairs were trained using a progressive time delay procedure. A post-treatment baseline showed emergence of untrained noun/verb tacts for all remaining pairs in the matrix. This treatment procedure will be evaluated with additional participants diagnosed with autism spectrum disorders. IOA for all dependent measures exceeded 87.5%.

Treatment integrity refers to the degree to which an intervention is implemented with precision. Low levels of treatment integrity with the implementation of academic programs may adversely affect skill acquisition. The current study assessed the effects of immediate and delayed reinforcement on skill acquisition during discrete-trial training for a participant diagnosed with an autism spectrum disorder. We used an adapted alternating treatments design to compare the number of trials necessary to reach a pre-specified mastery criterion. Specifically, skill acquisition was compared across conditions where a reinforcer was delivered immediately after a correct response, and when the reinforcer was delivered following a fixed interval (FI) 10-s delay with and without immediate praise for correct responses. Results indicated that the participant acquired the target skills in fewer trials during the immediate reinforcement condition when compared to both the FI delay with immediate praise and FI delay without immediate praise. In addition, the participant acquired the target skills in fewer trials during the FI delay with immediate praise condition when compared to the FI delay condition without praise. These results are discussed relative to implications for treatment integrity failures during discrete-trial training in an academic setting.

Treatments for the reduction or problem behavior are most effective when they address the function of problem behavior, identified through an experimental functional analysis (FA). However, experimental FAs may not be practical in settings where time and resources are limited. A discrete-trial approach to an FA is one alternative to a typical experimental FA. Discrete-trial FAs reduce the amount of time necessary to conduct an FA because they require only one person to conduct the sessions and collect data. The current investigation used a discrete-trial approach to an FA for the problem behavior of four young children with autism. Sessions were conducted in an early intervention clinic and consisted of 20 brief trials. Trials rotated between a control condition and the test condition (i.e. attention, tangible, and demand). Results for three of the four participants demonstrated a clear function of each childs problem behavior and suggested logical treatment strategies. Results for one of the participants were undifferentiated. The discrete-trial FA is a practical and economical method for evaluating the function of problem behavior.

Behavioral characteristics of kids with autism (aggression, property destruction) have clear implications for the physical environments in which they learn. Classrooms should be designed based on those behavioral characteristics. Principles of classroom design should include: proximity; habituation; decreased distraction; elicitation of behavior; lockable cupboards; a token economy; observation areas; a time-out room; and "boredom" rooms. Specific newly-designed work and play stations will be illustrated, showing how severe behavior problems can be addressed safely and effectively.

Social skills deficits are a defining feature of Autism Spectrum Disorders (ASDs). These deficits greatly impair adolescents ability to make and sustain quality friendships. Although deficits in social skills are one of the most common behavioral concerns in teens with ASDs, few empirically validated treatment packages exist. The Program for the Evaluation and Enrichment of Relational Skills (PEERS) is a promising manualized social skills curriculum for persons with ASDs between the ages of 13 and 18. PEERS includes parent participation as an integral component of the intervention. Indeed, parental involvement provides teens with a resource for practicing and implementing newly learned social skills. However, the level of parent participation needed to significantly improve the social skills of teens with ASDs is unknown. The purpose of this study is to evaluate the effectiveness of the PEERS treatment package and the level of parental participation needed to significantly improve the social skills of teens with ASDs. Group comparisons among minimal participation, enhanced participation, and control conditions are reviewed. The varying levels of parental involvement in the application and practice of PEERS are discussed.

This poster presents the results of intensive clinical applied behavior analysis therapy on the functioning level and adaptive behaviors of young children with autism across a variety of domains. Each participant received an average of 16 hours of one-on-one ABA therapy each week, for approximately six months. While the therapeutic goals and objectives were individually tailored to each participant, general emphasis was placed on shaping a more extensive verbal repertoire by reinforcing functional communication and punishing challenging behaviors. The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) was used throughout the program as a primary tool to select appropriate objectives and track participants' growth. Pre- and post-measures on the Psychoeducational Profile (3rd Ed) and Pervasive Developmental Disorder Behavior Inventory will be presented in relation to participant scores on the VB-MAPP and daily observational data. Statistical measures will be used to analyze the relationship between summative and formative assessments. Discussion will focus on pivotal behaviors related to the measures employed and participant outcomes assessed throughout the course of this research.

Individuals with autism spectrum disorders (ASDs) may have difficulty maintaining conversation partners because of a tendency to dwell on certain topics in conversation. The purpose of this study was to increase on-topic conversing of an individual with an ASD. The intervention was based on assessment results that showed that differential attention provided by the conversation partner was insufficient to maintain high levels of on-topic conversation and suggested that access to preferred topics of conversation would serve as a reinforcer. During treatment, on-topic conversation resulted in a period during which the conversation topic was selected by the participant. We signaled the contingency using a 2-sided color card and gradually thinned the schedule of reinforcement. Treatment produced desirable levels of on-topic conversation across a variety of topics. This study demonstrates improvement in conversation skills by manipulating choice of topic, a naturally occurring aspect of the conversation.

Readiness services is a new initiative that prepares children diagnosed with an autism spectrum disorder and their families for entry into intensive behavioral intervention programs. Conducting behavior assessments and curriculum assessments allow readiness services staff to place children in the appropriate learning environment. Applying the principles of behavior to prerequisite skills such as sleeping, eating, and toileting allow staff to "ready" a child for his or her first day in Intensive Behavior Intervention (IBI). Readiness services also prepares families for the commitment to IBI by offering parent education sessions and individual coaching sessions. This presentation will provide an overview of readiness services and introduce a framework for program evaluation and dissemination.

The food refusal of a 3-year-old boy with autism spectrum disorder (ASD) was treated with a texture shaping and escape extinction treatment package. Two interventionists in a center-based setting systematically shaped increasing amounts of texture into the foods the child consumed. In addition, bites were presented with escape extinction and a response cost system that removed access to preferred play materials contingent upon food refusal. An AB design with intermittent generalization probes across novel interventionists was conducted. During baseline, the child consumed 5 spoon foods (all baby food Stage 2) when fed to him as well as independently self-fed 3 finger foods. Two months into intervention, the child is independently feeding himself 10 additional novel spoon foods with age-appropriate texture as well as 2 additional finger foods with minimal food refusal. Thus, the variety of foods consumed by the child increased from 8 to 21 food items. The child currently shows generalization of a majority of the mastered foods when consuming foods with novel interventionist. Results support existing research on texture shaping, escape extinction, and response cost.

The primary goal of the proposed research is to investigate the correlation between environmental stimuli (e.g., barometric pressure, temperature, light levels, sound levels, and humidity) and overt behaviors in individuals with Autism Spectrum Disorders (ASD). Specifically, the researchers will measure the environmental stimuli with a data logging instrument (created and designed by the primary researcher) in two primary settings: (a) classrooms containing children with ASD with matched controls in the classroom and (b) clinical settings that work with adults with ASD who exhibit behavioral excesses. Signal analysis methodology as well as basic correlations, and conventional linear regressions will be used in the process of analyzing the information. This research is intended to examine and test existing notions of the relationship between these factors, but does not specifically target or test existing theories. More so, this is meant to restart the discussion from a data-based and deterministic perspective so that genuine scientific facts and methods may be established for examining this topic.

Recombinative generalization refers to differential responses to novel combinations of stimulus components that have been included previously in other stimulus contexts (Goldstein, 1983). Matching to sample (MTS) and constructed-response matching to sample (CRMTS) procedures have been effective for producing within-word recombinative generalization. The methodology takes advantage of certain characteristics of Japanese. Many Japanese words are composed of2 syllables (e.g., " ? " (su) + " ? "(shi)= " ??" [sushi], " ?" (ha) + " ?" (na) = " ?? "(hana) [flower]), and these syllabic units are recombined to form new words (e.g., " ?" (su) + " ?" (na)= " ??"(suna) [sand], " ?" (ha) + " ?" (shi)= " ??" (hashi) [chopstick]). In this study,3 children with intellectual disabilities participated in a reading and spelling program in which they constructed printed words to printed words, dictated words and pictures. They demonstrated emergent matching printed words to dictated words or pictures, and pictures to printed words. Furthermore,2 children showed emergent matching and constructing printed words to dictated words or pictures for new words that included recombinations of syllables from words presented during training sessions. The results demonstrate vocabulary expansion based on recombinations of syllable-units in children with intellectual disabilities.

Eye contact is an important skill for social interaction and communication. However, many people with autism spectrum disorders (ASD) do not make eye contact as often as people without ASD. To date, eye contact has seldom been targeted as the primary dependent variable. More commonly, eye contact has been analyzed as an ancillary variable when training skills such as joint attention or social-emotional understanding. The current study analyzes the efficacy of extinction and differential reinforcement on increasing eye contact during manding in a 4-year-old boy with pervasive developmental disorder-not otherwise specified. A multiple-baseline design will be used to evaluate the effect of intervention across 3 instructors in a clinical setting. Five preferred activities are to be rotated to observe if eye contact when manding has been conditioned under the stimulus control of specific activities or specific people. These activities were chosen as targets for the intervention based upon2 criteria: a relatively low percentage of eye contact in baseline and a high variety and number of opportunities to mand. Direct and indirect assessments will be conducted prior to and after the intervention to assess generalization in the home and school. Of interest is if increases in eye contact maintain in the absence of an intervention and what stimulus is under the control of eye contact.

Although several researchers have shown that mands and tacts are functionally independent, research has demonstrated that mands may emerge following tact training. However, this research has not clarified the influence of establishing operations on the emergence of pure mands following tact training. The present study investigated the effects of tact training on the acquisition of impure and pure mands in children with autism when conditioned establishing operations (CEOs) were manipulated during mand probes. We taught three children with autism to tact the utensils needed to consume their preferred edibles and then assessed mands for those utensils during CEO absent versus CEO present pure mand probes using a multiple baseline design across participants. It was hypothesized that children would mand for the missing utensils needed to consume their preferred edibles only when the food items were present (CEO present), but not when they were absent (CEO absent). Results showed that responses taught as tacts failed to transfer to mand responses until direct training was implemented for2 of the3 participants. However, once a mand response was learned, all participants exhibited the mand in the CEO present condition but not in the CEO absent condition.

The iPad with the Proloquo2Go application has taken the world of autism by storm, and given individuals that do not have a voice, a voice. This study looked at the effectiveness of the iPad with the Proloquo2Go application to enhance the manding repertoire for children with autism. Participants included three children (2 girls and 1 boy) diagnosed with an autism spectrum disorder, or exhibiting characteristics of an autism spectrum disorder, between the ages of 3 and 5. A multiple probe design across participants was used to assess the effectiveness of the iPad. Methods included completing the Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) with the parents and/or teachers of each participant and running a six stimuli preference assessment before implementing each Phase. Pretest probes were conducted before implementing Phases 1 through 4. These phases were comparable to Phases 1 through 4 of the Picture Exchange Communication System (PECS) (Bondy & Frost, 1994). Results of the study support that children with autism can acquire the skills needed to mand using the iPad with the Proloquo2Go application with training comparable to that of the Picture Exchange Communication System (Bondy & Frost, 1994). In addition, vocal requesting increased for the participants during the training phases in comparison to pretest probes.

Three children with autism spectrum disorder, attending an early intensive behavioral intervention program for autism participated in a study to increase vocal variability. All3 children exhibited infrequent and highly repetitive speech sounds, limiting their ability to communicate effectively with the people around them. The following study was a replication of previous research conducted by John W. Esch and Barbara E. Esch (Esch, 2009), which looked at increasing vocal variability in children with autism using lag schedules of reinforcement. Previous studies have demonstrated successful use of such schedules of reinforcement for increasing speech sound production, which is positive for the field of applied behavior analysis as it may have a place in increasing vocal verbal behavior among children with autism. The results of this study, however, did not yield the same positive results. Results of this study indicate the need for further research, perhaps focusing on a more in-depth analysis of participant characteristics which would indicate that the use of lag schedules may lead to more favorable outcomes. Future research may wish to look at the difference between the type of reinforcement used during the baseline and treatment phase and its effect on the outcome of variability as well as the type of intertrial task required of the participant following a nonresponse.

The purpose of this study was to increase the lunch-time mand repertoire of three classrooms of children in a special needs school. The special needs school is located in a large metropolitan area and it serves children from three to 14 years of age. We selected three classrooms with six students, six teachers and one head teacher. The students in all three classroom had demonstrated the ability to emit some mands and tacts. We used a multiple baseline experimental design to evaluate the effectiveness of the procedure. The procedure consisted of teaching the instructors to provide conditions where establishing operations were created artificially during lunch time to elicit mands in the children (e.g., removing the spoon and fork and ask the child to eat his food). The dependent variable was the total number of mands emitted in each classroom. The results indicated that the procedure was effective at increasing a Mand repertoire in all children. There were maintenance effects in the behavior of both instructors and children.

Recent increases in communication specific technology have provided more opportunity for Augmentative and Alternative Communication (AAC) as these devices are more affordable and easily accessible when compared to traditional AAC devices. This research compared verbal behavior programming, in particular mand training, using true and/or modified American Sign Language (ASL) to an iDevice and iPod with AAC applications. The participant of this research is a four-year-old boy diagnosed with autism receiving intensive behavior analytic services in a center based program. The participant originally communicated using true and/or modified ASL signs and then was introduced to AAC, via the applications of iCommunicate and later Proloquo2Go on an iDevice and iPod. In the present research, programming using the AAC device yielded a significant increase in rate of manding as well as an increase in the variety of items the participant was able to request compared to ASL. Also, the participants academic skills have increased since beginning use of the AAC device.

Individuals receiving intensive behavior analytic programming predominantly includes direct instruction. When instructions were provided to an entire group, the participant in this study failed to respond. The lack of responding significantly limited his ability to benefit from group-based instruction. The focus of this research was to explore an intervention that increases responding to group-based instructions. The participant was an 11-year-old male receiving intensive center-based behavior analytic programming. The intervention involved a stimulus control transfer procedure. The participant was presented with instructions to complete known skills and acquisition targets, but the discriminative stimulus included the word "everyone". Individualized programming typically occurred outside of the group environment. During individualized programming with the presence of "everyone," the participant responded successfully a high percentage of the time. The next phase of this intervention will include fading in additional adults and then children to the individualized programming area. Once mastery requirements are met, steps will be made to transfer stimulus control to the group setting. Preliminary data indicate initial stimulus control interventions successfully increased responding to discriminative stimuli that include "everyone."

The experimenters conducted a modified version of the multielement functional analysis (Iwata & et al., 1994) to assess the consequence maintaining perseverative speech in a 14-year-old boy diagnosed with autism. The participant was exposed to 2 different consequences in the natural environment based upon interviews with caregivers. One of the caregivers indicated they provided information and discussion following each request and the other provided social disapproval. The attention condition described by Iwata et. al. evaluated only social disapproval (p. 201). Rehfeldt & Chambers, 2003 evaluated perseverative requests, but provided both approval and social disapproval (p. 260). The results of this study support modifying the attention condition with some individuals sensitive to attention. The participant did show differentiated responding in the attention condition in which information and attention followed each request.

A behavior plan was implemented for a young boy with Aspergers who engaged in aggressive, noncompliant, and challenging behaviors. A mother was trained in her home on how to apply a time-out procedure and methods of restraint for aggressive behaviors. Frequency and duration of tantrums and aggression decreased. Compliance increased as a result.

Students with autism spectrum disorder have difficulty implicitly learning behaviors important for academic and social success. The current presentation involves the use of behavior modification techniques in the school setting to teach and modify behavior. The student was an 8-year-old, male identified as having autism spectrum disorder with a high frequency of verbal outbursts, and low frequency of hand raising. Additionally, the student had a high frequency of inappropriate nose cleaning. The student was explicitly taught to appropriately raise his hand, appropriate hand raising was differentially reinforced, and inappropriate hand raising was simultaneously penalized via a token system. The student was explicitly taught to appropriately clean his nose, and inappropriate nose cleaning was punished via a positive practice overcorrection procedure. Data indicated frequency of appropriate hand raising was greater during intervention and return to intervention phases. Data indicated frequency of inappropriate nose cleaning was significantly less during intervention phase. During the presentation the process of conducting a research based behavioral intervention in the schools will be demonstrated. Participants will understand how to apply behavior modification techniques including differential reinforcement, penalty, and overcorrection punishment procedures to adjust unique behaviors in the school setting.

Toileting skills are among the most desired self-care skills to teach children with developmental disabilities and it usually is a very challenging skill to master. Toilet training using a combination of positive reinforcement and punishment based interventions has demonstrated to be the most effective teaching strategy; however, researchers have questioned the use of a punishment component within the toileting training literature. In the present study the authors sought to replicate the reinforcement-based toilet training procedure by Cicero & Pfadt (2002) and extend the current literature by expanding the teaching procedure of the picture exchange to request the toilet. The participant was a 6-year-old with a dual diagnosis of autism and Down syndrome and attended a full time centre-based Intensive Behavioural Intervention (IBI) Program. Procedures include the use of positive reinforcement, forward physical prompting and graduated guidance from behind. The preliminary results of this study are depicted in Figure 1. Implications for future research and clinical practice are discussed.

A five-year-old female with Rett syndrome was taught to use eye gaze to request using a low-tech device. The device consisted of a binder, a table of contents page with PECS symbols in a field of four, and category specific pages (e.g. food page, book page) that corresponded to symbols on the table of contents page. The first stage of teaching involved a 1 step request in which the child was required to look at one picture on a page. The second stage of teaching involved a 2 step request, where the child would choose an icon on the table of contents page, and then choose a more specific icon on the corresponding page. The behavior analysts used a time delay procedure to prompt the child to make requests. After a five second response interval, if the child did not make a choice, the behavior analyst would deliver a verbal prompt (e.g.look at what you want). Continued absence of response terminated the trial and was not counted in the data, as there was no perceived motivating operation. Errors consisted of the child looking at an icon but then refusing the item/activity when delivered, or engaging in negative affect when the chosen item was given. Prompted correct responses consisted of choices made after the prompt, and unprompted correct responses were made before the prompt. Mastery criteria consisted of 3 consecutive sessions of 90% unprompted correct requesting.

This study examined the effectiveness of instructional strategy of applied procedure of PECS (the Picture Exchange Communication System) about enhancement of sentence structure in an autistic child with limited functional communication behavior and speech. The child had accomplished phase 1in PECS and he could request something using color, number, and modifier before beginning of this study. In baseline period, the child couldn't use verb or related object/events cards in description context about demonstrations. In intervention period, he was trained to construct sentences using verb or related object/events cards. The data was collected for correct constructions and correct verb-selections. The result indicated that he learn to construct particular sentences, but in increasing verbs phase, he couldn't construct correctly. For the purpose of increasing the learning opportunities, it was changed from real demonstration to pictures shown on display. In this phase, gradually he became to select verb or related objects/events cards correctly. And correct responses of correct sentence construction also increased in similar trend. In the future research, we should correct generalization data in the daily settings, and examine the effect on change of communication skills.

This case study highlights the methods by which self- injurious behavior (SIB) was reduced through a four (4) step systematic fading design in a non-verbal adult with severe autism. SIB, defined as any hitting of the face, head or neck, was found to be maintained by escape. The individuals behavior intervention plan included DRA, sensory extinction (EXT), and functional communication training (FCT). This presentation will outline the EXT design which involved the application of protective equipment, thereby reducing opportunities for task interruption as much as possible. The presentation will highlight the unique fading design that followed the application of protective equipment over an eight (8) month period, through to suspension of the individuals behavior intervention plan and subsequent maintenance of adaptive behavior. The systematic fading design provided opportunity for generalization of desired behavior into a variety of vocational and community based settings. Video illustration of both the target behavior and the individuals independent use of replacement behavior will be provided.

The present study assessed the effectiveness of parent training programs aimed at teaching parents of children with autism behavior analytic skills. In the absence of comprehensive assessments of effectiveness clinician effort and client resources may be spent in ineffective training programs. Assessment of effectiveness in the present review involved: assessment of social significance of programmed changes (cf. Baer, Wolf, & Risley, 1987), measures of acquisition and generalization of parent skills, assessment of degree and type of changes affected in child behavior, and assessment of parental adherence to target procedures. The review revealed that behavior analysts conducting parent training are best at measuring and demonstrating parent acquisition and generalization of skills (100% measured acquisition and generalization of skills) and they are successful in selecting and producing important changes in child behavior (i.e. cusps; 70% of the studies targeted child behavior that qualified as a cusp); behavior analysts are, however, rarely assessing the degree to which parents adhere to treatment recommendations (25% of the studies measured correct and frequent application of target procedures) and are rarely measuring the social validity of the goals, procedures, and/or outcomes of their programs (20% of the reviewed studies included social validity measures).

Numerous studies have shown that self-injurious behaviors occur more often in people suffering from pervasive developmental disorders, e.g. autism and Aspergers syndrome, and people with intellectual disability. The aim of our study was to find effective methods which could be used to reduce self-injurious behavior in a three-year-old girl with autism. To analyze our results we used the ABC research model (Bailey, 2002), in which stage A means the baseline measurements, whereas the measurements conducted at stages B and C show the behavioral changes that result from our therapeutic activities. The results of our research show that a set of properly selected behavior analysis techniques are very effective in eliminating self-injurious behaviors. Working with children with self-injurious behaviors we have to build the motivational system, teach children new skills, which let them engage in appropriate activities. We have to teach them to use the activity schedules, develop verbal behaviors and leisure skills. This is necessary to develop proper social interactions and never reinforce inappropriate behaviors. The results of our research show also that a very effective method in the process of reducing self-injurious behaviors is the introduction of a clear structure in childs therapy room at the kindergarten and in her room at home.

The development of shared joint attention and the emergence of intentional communication have its roots in infancy, often observed in the special dance between mother and child. Learning the power of eye gaze typically begins within the context of playful socio-communicative routines including tickles, toe-nibbling, and peek-a-boo. In early stages of joint attention, the adult takes responsibility and follows a childs lead. The adult shifts their gaze direction as the childs focus changes. Research suggests word learning during shared joint attention is the most efficient teaching context. Intentional communication is also learned within this context and is a precursor to functional word use. It requires gaze to the partner plus additional behaviors to communicate a range of functions. For example, eye gaze plus reaching signals a request. Research suggests intentional communicative behaviors reach an expected rate prior to the onset of consistent word use. Simple manipulations within a childs natural context can create opportunities to practice these skills. Examples include placing desired objects in site but out of reach, withholding preferred choices, and providing limited quantities of snacks. This presenter will share facilitative strategies borrowed from early intervention, typical development of joint attention, and the emergence of social communicative behavior.

A multiple baseline across participants design was used to examine the impact of a peer-implemented behaviorally-based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with autism spectrum disorder (ASD) attending an early childhood program. Six participants were selected from a single classroom which served both children with an Individual Education Program (IEP) and children without an IEP who participated in a state-funded preschool program. Three children without an IEP were taught the milieu teaching prompting strategies over four training sessions. Based on teacher recommendation, the researchers paired these three children with a child from the classroom with ASD. A single communication target was selected for each child with ASD based on the childs IEP. The dyads were observed in a therapy room while playing with toys over three months. Maintenance effects were also determined. All children with ASD increased the spontaneous use of communication targets. These results were maintained four weeks following the completion of the intervention.

Children with a diagnosis of autism spectrum disorder (ASD) demonstrate the ability to tact and often discuss items or events that they are able to experience. With proper program planning and teaching, children with autism can master intraverbal skills in relation to recalling past events and discussing these events with peers and family. One area that children with autism demonstrate significant delays in is the ability to infer and make predictions about pictures, events, feelings, and during reading comprehension in text. To develop these skills, it is necessary to teach many examples of situations and stories in which one would infer or predict an outcome. Using tact to intraverbal transfers, recall of experiences and emotions, and direct teaching during reading comprehension activities, students with ASD can begin to infer future events. Intervention programs that develop these skills can improve a childs ability to predict outcomes in everyday experiences as well as with stories. This paper will discuss different strategies to task analyze and teach decoding along with comprehension techniques for students using advanced language skills. Attendees will also learn how to develop more advanced language programs that include inference training, prediction of outcomes, and conversation skills. Specific strategies will be presented that professionals and educators can use to develop these advanced skills.

The results of a behavioral feeding program evaluation for young children with autism will be presented. Feeding services were comprised of assessment, intervention, and parent training. Outcomes were compared for children who received therapy in clinical settings versus their homes. All parents received training and demonstrated competency implementing intervention strategies.

Vocal stereotypy is a behavior exhibited at high rates by individuals with Autism Spectrum Disorder. This behavior can significantly interfere with learning and social opportunities. Response interruption/redirection and differential reinforcement of other behaviors can provide effective interventions for vocal stereotypy. This paper/presentation will provide a model for tailoring these procedures into an intervention for decreasing vocal stereotypy, increasing appropriate vocalizations, and fading intervention procedures for individuals with ASD who exhibit high rates of vocal stereotypy. The researchers will give a brief overview of vocal stereotypy, most current literature on response interruption and redirection and DRO study procedures, outcomes, and conclusions. Research questions were: What are the effects of response interruption, redirection, and DRO on (1) reduced rates of vocal stereotypy, (2) increased rates of contextually appropriate vocalizations, (3) maintenance/generalization of appropriate vocalizations. Study participants are individuals ages 6-12 with ASD with high rates of vocal stereotypy, based on teacher recommendations and screening measures. A researcher developed intervention script to teach the identification and discrimination of vocal stereotypy followed by an intervention which consisted of eliciting pupil responses and then systematically interrupting and redirecting when vocal stereotypy occurred. Pupils were reinforced for not engaging in stereotypy. Students were taught individually. Sessions were videotaped and direct observations made of vocalizations. A multiple baseline design is used to assess effects on vocalizations. This is an intensive intervention and data collection show significant decreases in vocal stereotypy, minimal increases in appropriate vocalizations, high rates of inter-observer agreement, along with positive teacher and student satisfaction.

Animal studies have examined the treatment of drug-seeking behavior with extinction procedures (Crombag and Shaham, 2002; Everitt and Robbins, 2005; Hymin et al., 2006; Millan, Marchant, and McNally, 2011; Mueller, Perdikaris, and Stewart, 2002; Quirk and Mueller, 2008). However, little progress has been made to apply these models to human medical treatment. This clinical case study elucidates a multidisciplinary treatment of a United States Army soldier exhibiting prescription opioid tolerance with poorly controlled trigeminal neuralgia pain for several months following his deployment. Concomitant with brief cognitive behavioral treatment (CBT) for the self-management of chronic pain (Keefe, 1996), the patient underwent extinction procedures for requesting additional opioid medications to treat his pain. This yielded an extinction burst and a dramatic decrease in medication-seeking behavior. Increased daily functioning is an important outcome variable and an indirect measure of self-management skills. This was measured via probes using the Activity Impact Scale. The patients progress was maintained for 6-months, whereby narcotic-seeking behavior remained low and more importantly pain was almost unchanged, and daily functioning improved significantly. Preliminary evidence illustrates one method of applying animal extinction models to drug-seeking behavior to improve self-management of chronic pain. Future challenges include managing relapse and multiple reinforcement contingencies.

Low levels of social activity involvement may have negative implications on overall quality of life for older adults living in residential care settings. Despite the recent growth of assisted living (AL) facilities, few studies have examined social activity participation in this environment. The present study assessed the effects of2 prompt procedures that included different amounts of positive social attention (personalized prompts alone and combined with brief conversation) on the social activity attendance of8 AL residents. Personalized prompts were designed to appeal to each participant based on preference assessments regarding activity interests and preferred types of activity participation. During treatment conditions, increases in attendance occurred not only following treatment prompts, but also during activities that were not preceded by treatment prompts. Similar effects were observed for both treatment prompts. Results suggest that personalized prompts and positive social attention can increase weekly social activity attendance in AL residents.

This study examined the effects of specific instructions on the number of community resource websites visited by4 clients in a locked program for persons with substance abuse and severe mental disorders. In the baseline phase, participants were prompted to explore7 categories of community resources (i.e., housing, employment, discount stores, inexpensive restaurants, medical and social services, parks and recreation, bus routes) using laptop computers with Internet access during 10-minute sessions. In the treatment phase, participants were asked to choose1 of the7 categories of community resources that they were going to explore during the sessions and explain why this was of interest to them. Specific instructions to narrow responding were evaluated within a nonconcurrent multiple-baseline-across subjects design. Windows Internet Explorer history data showed substantial gains in the number ofrelevant websites contacted for3 of the4 participants.

Melanoma is a skin cancer affecting over 68,000 Americans each year and is one of the cancers most responsive to treatment when detected early (www.cancer.gov). Thus, early detection is an important goal. Using a translational approach, the current study evaluated the effects of differing stimuli on generalization gradients of typical adults viewing moles of varying levels of malignance based on symmetry. Fifteen stimuli of equally-spaced iterations ranging from benign (1) to malignant (99) were presented randomly to 2 groups of participants following training. Each group was trained using the same S+ stimulus (50) and differed only in the S- stimulus (1 or 99) with which they were trained. Test stimuli were identical across groups and each stimulus was presented 9 times. Data were collected on the frequency of responses to test stimuli. The study is ongoing; however, current results indicate that generalization gradients did not shift away from the S- stimulus as predicted by previous literature. There appeared to be a bias for responding to stimuli ranked 50 or greater. The study will continue in efforts to identify aspects of the stimuli that may promote gradient shifts such that this methodology can inform procedures for enhancing early detection of melanoma.

Bruxism, defined as the gnashing, clenching, or grinding of the teeth, has been estimated to afflict 5–20% of the general population. Symptoms most commonly associated with bruxing include accelerated enamel loss, tooth abfractions, gum damage, headaches, and jaw and ear pain. Dentists frequently recommend dental restorative surgeries and management of symptoms with a bite splint following discovery of the patient's bruxing. With the health problems and high cost of bruxism care, treatments that effectively stop bruxism are needed. The current study's purpose was to assess the efficacy of a biofeedback device on nocturnal bruxers. The device, Sleep Guard, has an EMG sensor that measures muscle activity in the frontalis muscle, which is associated with bruxing, as well as a tone generator, which is activated once EMG levels breach a certain threshold. The device is fitted on a headband and is worn throughout sleep. Four participants were included in this study. When compared to baseline levels (the Sleep Guard device recorded EMG sans the feedback tone) the activation of the feedback tone resulted in reductions in average EMG levels of 51–79% for three participants. A fourth participant showed no decrements in average EMG levels while wearing the Sleep Guard device. The clinical utility of this device is discussed.

Treating substance use disorders remains challenging and even the most efficacious treatments have limited success. Mindfulness Based Relapse Prevention (MBRP) is a cognitive-behavioral treatment that combines two evidence-based treatments: Relapse Prevention (RP; Daley & Marlatt, 2006) and Mindfulness Based Cognitive Therapy for depressive relapse (Segal, Williams, & Teasdale, 2002). Research on MBRP is limited but suggests it is more successful than TAU in reducing cravings, increasing acceptance, and inoculating users against relapse during increases in depressive symptoms (Bowen et al., 2009; Witkiewitz & Bowen, 2010). The aim of the current study was to examine the efficacy of MBRP against non-mindfulness-based RP in order to gauge the unique contribution of the mindfulness component to RP. The study was conducted in a womens residential substance abuse treatment center. Data collection is ongoing. To date, 15 individuals have completed 15-week follow-up assessment. At this time, none of the MBRP group, (n=8) have indicated substance use relapse compared to 43% of the RP group (n=7). MBRP participants also reported significantly fewer cravings (p = 0.04) and a trend towards greater acceptance (p = 0.11). Initial results suggest mindfulness may augment the RP treatment.

The purpose of this report is to present the fourth year follow-up evaluation of the Brief Alcohol Screening Intervention for College Students (DIBAEU; Quiroga, Cabrera & Vital, 2003) applied with the purpose of reducing alcohol consumption patterns and consumption related problems in university students with diagnoses of mild dependence to alcohol in accordance with the Alcohol Dependence Scale. The average participants' age was 18.6 years (range 18–19 years); who consumed alcohol when entering the program, having 14 years of scholarship on the average (range 13–15 years). The participants were matched to the profile of this specific model program (BASICS, Dimeff, Baer, Kivlahan & Marlatt, 1999), adapted and translated into Spanish by Quiroga & Cabrera (2003), based on the severity and chronicity of their alcohol problems, consumption patterns, consumption related problems, neuropsychological impairment, family history of alcohol problems and treatment goals, in order to have a correspondence between this intervention modality and alcohol consumer's type. We took care that participants didn't present any serious physical illness, didn't require internship, neither they presented other psychiatric disorders of the Axis I of the DSM IV, and in the case of women they were not pregnant or in period of nursing, applying them the Structured Clinical Interview for the DSM-IV Axis I Disorders-alcohol (SCID-I; First, Spitzer, Gibbon, & Williams, 1999). The results showed a high clinical significance in reducing alcohol consumption related problems, based in the Rutgers Alcohol Problem Index and in the Alcohol Dependence Scale, and statistical significance in the "frequency of alcohol weekly consumption" (X = 3.00, SD = 0.00)> (X = 2.57, SD = 0.63), t (41) = 4.407, p = .000, in the "quantity of alcohol consumption per occasion" (X = 5.73, SD = 0.64 ) > (X = 2.93, SD = 0.43), t (41) = 26.483, p = .000; and in the "quantity of alcohol weekly consumption" (X = 17.21, SD = 1.994)> (X = 7.66, SD = 0.52), t (41 ) = 27.848, p = .000. Finally, the results are discussed in terms of their clinical and statistical implications to this model program, noting the main limitations of this investigation and the perspectives that are glimpsed to future.

We tested the effects of DRO on adults self-injurious behaviors during working time. Two adults served as the participants for this study. The two participants were selected due to their self-injurious behaviors (SIBs) such as skipping thumb skin and biting nails while they are working under high pressure environment. The experiment was conducted at an office in a metropolitan area. A time lagged multiple baseline design was implemented for this study. The independent variable was the implementation of DRO to suppress participants target SIBs. During the DRO phase, the supervisor presented rewarding-points when the participant did not emit the target SIBs for consecutive 15 minutes. The points resulted in the back-up reinforcement (e.g., gift card). The dependent variable was the number of instances of SIB per hour. The results demonstrated the DRO using a point-token economy system was effective to decrease the target SIBs for both participants.

The main objective of the investigation was to design and apply a behavioral modification program in order to help the employees of an organization cope with extraorganizational stressors. The main problem was the direct influence that extraorganizational stressors have on some employees performance, feelings, thoughts and health. There were three hypothesis: the treatment program will produce a significant variation in the subjects stress levels, the treatment will not produce a significant variation in the subjects stress levels; there will be a significant variation in the subjects stress levels but will not be caused by the program but by extraorganizational stressors. The treatment consisted in the administration of five main programs: first, the subject learning to relax efficiently by using deep muscle relaxation and diaphragmatic breathing; the second one consisted in listing and ranking stressful events by hierarchy and based on the hierarchy apply relaxation techniques; the fourth and fifth consisted in stress coping thoughts and applying coping skills into real situations. The sample consisted of two male subjects, with 23 and 25 years old, performing administrative roles, both of them suffering from acute stress disorder by the manifestation of disturbing thoughts and physical symptoms. Despite the fact that the disturbances were reduced after the treatment, there were some extra organizational stressors that interfered with our results, which lead us to accept the fact that there were significant variations in the subject stress levels that were not produced by the treatment program.

Diabetes, a chronic disease affecting 25.8 million adults in the United States, doubles the odds of developing depression. Exercise is recommended for both diabetes management and depressive symptom relief; however, this comorbidity is associated with poor adherence to exercise recommendations. Behavioral interventions have been effective in increasing exercise in adults with diabetes, but no studies have examined the effectiveness in a comorbid population. This study used behavioral activation (BA) to address the challenge of increasing exercise behavior in a low-income adult population with comorbid depression and type 2 diabetes. BA focuses on the relationship between behavioral contingencies and mood, thus therapy targets increasing contact with reinforcers through engagement with pleasurable activities, addressing barriers and targeting avoidance. Therapists worked collaboratively with participants to set weekly, manageable exercise and depression goals, address potential barriers, identify reinforcers, and track behavior change. Outcomes measured included self-reported depression and self-care, and self-monitoring of goals met. Data were analyzed using a mixed methods approach (i.e., visual analysis of changing-criterion design and statistical analysis). Results suggest significant and ecologically valid improvements in exercise behavior and mood, and support the use of this individually-tailored behavioral intervention to address contextual factors related to behavior change and mood improvement.

Marijuana is the main illegal drug consumed in Mexico. To address this problem we developed a cognitive behavioral brief intervention, to treat people in early stages of consumption. The program includes an initial evaluation and 5 treatment sessions once a week. Then a follow up at 1, 3, 6 and 12 months were performing. In this paper we analyzed the results of the brief intervention, 52 people received treatment to eliminate drug use. The results showed that 38% ended the intervention and became abstinent. However there was a high drop out (62.9%), with the largest number of persons who abandon (42.3%) in the second session. It discusses factors related to the client, the therapist and the intervention. Motivational intervention was not used to change the client's motivation stage. These results indicate the need to identify the stage of change of the person and according to this, match strategies that promote motivational readiness to change, which indicates the importance of the therapist's role in the process. Lack of motivation was the most important factor (64%).

A competing stimulus assessment (CSA; Piazza et al., 1998; Shore, Iwata, DeLeon, Kahng, & Smith, 1997) identifies stimuli that are associated with low levels of problem behavior and high levels of engagement with stimulus items. Following a standard CSA during which significant reductions in problem behavior or consistent levels of item engagement were not observed, 2 additional CSAs were conducted (e.g., Jennett, Jann, & Hagopian, in press) to evaluate the effects of additional treatment components (i.e., re-presentation of stimuli, and response blocking for self-injury and inappropriate tapping). Utilizing the treatment components and competing stimulus items identified via the CSAs, a formal treatment evaluation was conducted using an ABAB design. Results of this evaluation indicated that the treatment produced clinically significant reductions in both self-injury and inappropriate tapping. Furthermore, these reductions were maintained when the patient's parent was responsible for treatment implementation. This replication of Jennett et al. (in press) further demonstrates the utility of evaluating multiple treatment components within the context of the CSA; a practice that may expedite the design and evaluation of comprehensive treatment evaluations.

The purpose of this study was to evaluate the effects of contingent social reinforcers on choice allocation towards low preferred activities. The participants were a 4 year old girl who engaged in self-injury and aggression, and an 8 year old boy who engaged in aggression, property destruction, and noncompliance. All procedures were conducted within a 90-min outpatient clinic by the participants mother and clinic staff. Interobserver agreement was assessed across 46% of sessions and averaged 99%. During Phase 1, a concurrent operants assessment was conducted to determine the relative value of positive reinforcers and showed that access to high preferred toys (Figure 1, left panel) and access to attention (Figure 2, left panel) were preferred by each participant, respectively. During Phase 2, a concurrent operants assessment was conducted to evaluate the effects of providing the reinforcers identified in Phase 1 on choice allocation towards low preferred activities. In Figure 1 (right panel), results showed that contingent access to high preferred toys was effective in changing the participants time allocation between activities. In Figure 2 (right panel), results showed that pairing contingent attention with access to high preferred toys was effective in changing the participants time allocation to a low preferred activity.

Due to the severity of their self-injurious behavior (SIB), individuals with developmental disabilities are often required to wear restraint devices. Previous research has reported that self-injurious individuals may prefer their physical restraints (Pace, Iwata, Edwards, & McCosh, 1986) and has demonstrated that the opportunity to self-restrain can function as a reinforcer (Favell, McGimsey, & Jones, 1978). The current investigation assessed preference of self-restraint with a 13-year-old boy admitted to an inpatient unit for the assessment and treatment of SIB maintained by automatic (sensory) reinforcement and social attention. Preference for self-restraint in the form of hand-holding was observed and subsequently used as a reinforcer for appropriate behavior as part of treatment for problem behavior in a leisure context. As the duration of reinforcement was being systematically thinned, a 3 lb weighted blanket was introduced as an alternative to self-restraint. Results support previous literature suggesting that self-injurious individuals may prefer physical restraints. The current investigation also offers a more quantitative measure of fading restraint thorough the use of a weighted blanket.

The study examined the use of sensory items and a token economy on the effects of on-task behavior of 2 elementary aged students with autism. The participants, Chase and Bonnie, were given a series of preference assessments prior to the intervention evaluation to determine their preferred items. A yoga ball and weighted vests, appropriate for each participant, along with a token economy were used to examine the effects each had on the participants'on-task behavior during daily circle time in their self-contained special education classroom. Results showed an increase in on-task behavior for Bonnie when using the token economy and were inconclusive for Chase using sensory items and/or token economy. IOA was collected for a minimum of 33% of sessions across each phase. For Chase, mean IOA was 92% and for Bonnie it was 93%.

Treatment integrity (i.e., accurate delivery of treatment by a clinician and/or caregiver) and adherence to treatment (consistent implementation of the treatment) are factors that can influence the success of behavioral interventions. Although extinction is frequently recommended as a component of behavior plans, adherence to extinction is often low (e.g., Allan & Warzak, 2000; Cooper et al., 2007; Tarbox, 2000). The current study offered a practical approach to assist 1 mother in implementing extinction more consistently. First, a preferred activity was identified via the mother's responses to a structured questionnaire. Next, the mother was trained to use this activity (watching television) as a distractor when her son engaged in problem behavior. Following training, levels of correct implementation of extinction increased from baseline levels, and were associated with high levels of activity engagement and low levels of child problem behavior. Levels of treatment integrity remained high for the rest of the study. These results suggest that providing an alternative activity to caregivers may increase the accuracy and consistency of implementation of extinction. Results may be beneficial for clinicians seeking to train caregivers to adhere to extinction procedures more consistently.

Previous research on acquisition and maintenance of alternative behavior suggests that establishing and maintaining high levels of motivation is critical to treatment success. In the current study, we systematically replicated and extended previous research on both acquisition and maintenance of alternative behavior over the course of a parametric manipulation of motivation. Results suggested that (1) sessions with a high proportion of response-independent to response-dependent responding favored little to no responding and interfered with acquisition (like in Goh, Iwata,& DeLeon, 2000) and (2) sessions with a low proportion of response-independent to response-dependent responding favored higher levels of responding. Results extend those of Kelley, Shillingsburg, and Bowen by showing a motivation gradient and support the motivational framework proposed by Michael (1982, 1993, 2000).

Previous research suggests that both non-human animals and humans are likely to engage in impulsive responding when provided with opportunities to choose between responses that are correlated with smaller, sooner consequences and larger, later consequences. Much of the research that demonstrates this phenomenon has been conducted in analog settings and/or with hypothetical choices, and the generality of those findings remains unknown. In the current study, we assessed impulsive responding in four children with developmental disabilities by evaluating the conditions under which preferences might shift in the context of actual choice scenarios for established reinforcers. First, we demonstrated that (a) highly preferred (HP) and relatively less preferred (LP) stimuli both maintained task selection and (b) responding was allocated toward the task associated with the more highly preferred stimulus when both stimuli were concurrently available over various delay intervals 0 s to 60 s in Experiment 1) and 60 s to 240 s in Experiment 2) for the HP stimulus. In Experiment 3, we assessed the relationship between choice responding and the presentation for the concurrent choice arrangement by manipulating whether the choice opportunity was presented in the initial or terminal link of the chain. Results showed that the participants engaged in self-control behavior and that the presentation of a delay prior to receipt of the task was associated with greater shifts in preference for three out of four participants.

Elopement commonly involves individuals running off and occasionally results in those who run off coming into contact with dangerous situations. Treatments for elopement have included both antecedent and consequence based interventions such as noncontingent and differential reinforcement procedures, manipulation of preferences, as well as extinction. Extinction, as a behavior management procedure, is very effective, however sometimes difficult to implement. As a result, antecedent-based interventions that limit the need for extinction are sometimes more practical. In situations where escape is the maintaining reinforcer for elopement, demand fading can sometimes be an effective intervention. Demand fading involves gradually increasing the difficulty or rate of demands such that escape no longer functions as a reinforcer. In the current investigation, an alternating treatment design was used to evaluate the effects of a demand fading procedure on elopement with a 13-year-old male diagnosed with autism. During baseline, demands were provided randomly at a relatively slow pace. During treatment, demands were presented more rapidly such that the overall duration of instruction was decreased. Results indicated that with the manipulation of the rate of demands, elopement decreased. Implications of demand fading a treatment for elopement in instructional settings will be discussed.

Identifying effective reinforcers for a particular individual is critical for success in increasing behavior and learning. One method of identifying reinforcers is stimulus preference assessments. There is a gap in the literature with respect to the response topography used when selecting stimuli. The present study examined preferences expressed in the multiple stimulus without replacement (MSWO) assessment method when the response selection topography was either verbal or motor. For thefour students with developmental disabilities who participated in this study, results showed that response selection topography did not affect the identification of the most preferred item. A subsequent assessment of the reinforcing effects of the identified most preferred items was then conducted across2 tasks,1 verbal and1 motor, to confirm that the item identified as most preferred in the MSWO functioned as an effective reinforcer. For the verbal task the item identified as most preferred produced the highest rate of responding for three participants. For the motor task the item identified as most preferred produced the highest rate of responding for 2 participants. Implications of these results and limitations of the study will be discussed.

This study compared an errorless learning procedure to a trial-and-error procedure for 2 children with developmental disabilities. Errorless learning refers to a technique that eliminates or minimizes responding to incorrect choices whereas trial and error exposes the student to errors followed by a correction procedure. Two students were taught to point to a letter when verbally presented with the sound of that letter during discrete trial sessions. Using an alternating treatment design, the number of trials to mastery was compared across conditions. The type of errorless learning conducted in this study consisted of response blocking, so that the students were not physically allowed to perform an incorrect response. The trial-and-error technique allowed the student to independently respond to the stimulus, but if they responded incorrectly they were verbally corrected ("No") and physically prompted to the correct response. Although both teaching techniques led to improvement of correct responding, for both students the errorless technique was shown to lead to faster acquisition of correct responding.

We used an organizational behavior management (OBM) approach to increase behavior intervention plans and decrease the use of mechanical restraint. First, recipients were tracked as a member of the priority group if they engaged in frequent self-injurious behavior or physical aggression toward others and/or if they had been placed in mechanical restraint as a result of the problem behaviors. Second, a behavior data monitoring and feedback system was put in place. Third, organizational contingencies for the use of mechanical restraint or the occurrence of frequent self-injurious behavior or physical aggression toward others were initiated. Over the course of 17 months, behavior intervention plans were more than doubled to 124 and mechanical restraints decreased by almost 80%. This study represents the first to use an organizational behavior management (OBM) to reduce restraint with people who have intellectual disabilities.

Problem behavior is commonly exhibited by individuals with developmental disabilities. With a functional analysis, the variables that maintain problem behavior can be identified, and a function-based treatment can be utilized to decrease various problem behaviors. In this study a differential reinforcement of other behavior (DRO) procedure with extinction was used to decrease the problem behavior of two adults with developmental disabilities. Tokens were used as conditioned reinforcers, delivered on a DRO 30 s schedule during 10 min sessions and exchanged for the functional reinforcer at the end of each session. Results showed that the problem behavior remained low when tokens were delivered on the DRO schedule, and suggest that tokens can be an effective way to delay access to the functional reinforcer.

Punishment is rarely part of a treatment package for students with disabilities in classrooms or similar applied settings. Although there are legal and ethical implications, staff must still help students access curriculum. In this study, a treatment package with a fixed-time schedule of reinforcement (FT) and differential reinforcement of an alternative behavior (DRA) failed to reduce spitting and loud vocalizations to low rates for a 12-year-old student with developmental disabilities in a self-contained special education classroom. Staff could not control for peer reinforcement of these behaviors, so a punishment component was added to the package. Rates of spitting and loud vocalizations reduced by 80% and 58%, respectively, compared to pretreatment rates. Mean reliability for spitting was calculated at 93% across eight observations, ranging from 71% to 100%. Reliability for loud vocalizations across four observations ranged from 88% to 100%, with a mean score of 97%. Staff ensured the least restrictive technique by using a stimulus avoidance assessment, a varied punisher presentation, and the minimum number of punishers needed to effectively reduce problem behavior. The results suggest a procedure for ethically implementing punishment in an applied setting to achieve low rates of problem behavior and maintain them across school years.

The process of resolving ambiguity is both pervasive and central for everyday cognition. In naturalistic settings, people are constantly confronted with words that have different meanings,facial expressions that are equivocal,and entire social situations that can lead to various interpretations. However, emotion in faces and contextual information were investigated separately in the previous studies. Moreover,few research has investigated precisely this issue analyzing of eye movements. Thus, we combined a task performance (verbal response to ambiguous facial expressions which consists of confliction and contextual stimuli) and eye movement information (where the participant fixate when completing the task) to investigate the difference between ambiguous facial expressions of emotion and contextual cues. 18 participants viewed color image sequences of 39 different character displaying facial expressions of happy, sad, angry, disgusted, surprised, and fearful faces (see table1). After seeing each image, the participants were asked to answer emotional category for the character. The result showed that the participants fixation and verbal responses matched correctly only at 25.4 %( see Figure1). In addition to this, when ambiguous stimuli are showed to the participants, their fixation and verbal responses matched correctly only at 23.8 %( see Figure1) .

Power relations may be conceived as contingencies involving four different functions: prescription, regulation, administration and monitoring of interactions (Ribes, 2001). In order to evaluate the role of differential exposition to an authority in obedient behavior, sixteen schoolchildren were assigned to four groups. Each group was exposed to 1, 2, 3, or 4 sessions to an authority condition, in which the experimenter exercised all the power functions mentioned above as participants solved puzzles. After that, in a word search task, all groups were exposed to each of the power functions in the following sequence: prescription, regulation, supervision, and administration, under the assumption that this is the sequence in which the power functions are established in real power interactions. Results showed that participants in Group 1 (one day of authority exposition) emitted more disobedient responses than the rest of the groups, increasing this kind of responses in regulation and prescription phases. These results are discussed in terms of a comparison between them and the results found by Rangel, Vazquez, Pulido & Reyes (unpublished) in which participants were exposed during different number of days to a familiarization condition, in which the experimenter did not exercise any power function in the situation.

Impulsive choice has been found to predict greater alcohol consumption in rats. However, the extent to which alcohol consumption may be modified by experimental manipulation of impulsive choice remains unclear. In the present study, we are examining the effects of an early, prolonged history of exposure to reinforcement delay on subsequent impulsive choice and alcohol consumption. Three groups of Long-Evans rats (21 days old at start of experiment) have been exposed to 100 training sessions (out of 120 total) in which they respond for food reinforcement on a single lever delivered after either no delay (n = 14), a fixed delay (n = 14), or a progressively increasing delay (n = 16). Reinforcement delay for rats in the "progressive-delay" group has been gradually increased across training sessions contingent on criterional performance (i.e., short response latencies and few trial omissions). Following training, between-group differences in impulsive choice and alcohol consumption will be assessed. Additional data to be collected. Anticipated month of study completion is December 2011.

Studies using question-based discounting tasks have produced weak to moderate correlations between discounting of delayed and uncertain rewards in support of single process explanations of discounting (Myerson, Green, Hanson, Holt & Estle, 2003). However, differential magnitude effects on delay and probability discounting are problematic for these theories because they predict manipulations to impact delay and probability discounting similarly. This study examined correlations between discounting of delayed and probabilistic outcomes using an experiential task in which repeated discounting choices were required as part of a computer based skiing game. Results indicated that while both probability and delay discounting versions of the task produced discounting well described by hyperbolic functions, discounting rates on the two tasks were uncorrelated.

Divorce rate within United States have been steadily increasing in the last 20 years. A major factor within divorce is due to financial constraints between partners. The current study examined if temporal discounting patterns change when married partners individually discount hypothetical money to that of when the partners discount together. Varaibles of age, years married, education, and income level are incorporated into the analysis. Initital findings show large differences in discounting patterns when the partners discount individually to that of when paired together. More so, descrepancies within paried discounting are noted. The utility of delay discounting as an assessement tool will be discussed in potentially aiding this increasing problem.

Research has found that the rate at which probabilistic reinforcers are discounted varies as a function of the magnitude of those reinforcers. However, the value of a given reinforcer may also be a function of the availability of other reinforcers. This study manipulated relative reinforcer value by varying background income. Participants in this study were first year psychology students who played an experiential discounting task in which they earned points by making jumps on a ski run. The points available for these jumps were used as an analogue of background income, which was manipulated by changing the number of points available. Discount rates were obtained by providing participants with occasional opportunities to make free run jumps in which they made a choice between two outcomes that varied in size. The probability associated with the larger of these two outcomes varied but its magnitude remained the same. The magnitude of the smaller outcome titrated across trials but its probability remained the same. Data were well described by hyperbolic functions but there were no significant differences in discount rates. Results will be discussed in terms of magnitude effects and energy budget.

Humans and non-humans are often said to lack self-awareness (Goldiamond, 1959, 1962, 1965, 1966; Nisbett & Wilson, 1977). Although there are clearly many ways to interpret such terms as self-awareness, they all seem to involve cases in which individuals own prior behavior is discriminative for their subsequent behavior. In the present research pigeons were trained in a compound, discrete-trial procedure. The first component of a trial was a conventional matching to sample (MTS) component. The second component was a probe in which the pigeons were presented with two further stimuli, responses to one of which were reinforced conditional on correct performance in the prior matching component. Four pigeons responded with an accuracy above 90%, and near 100% on both the MTS and probe components, indicating the pigeons own prior behavior had indeed become discriminative for their subsequent behavior. The procedure appears promising as a means for assisting individuals with developmental disabilities to better come under the discriminative control of the outcomes of their own prior behavior.

The effects of spatial food distribution were evaluated on the producer-scrounger strategies in groups of rats. The experimental design included four groups: Matrix Separate, a group with four members was exposed to four food container arranged in a 60 x 90 cm matrix; Matrix Near, a group with four members was exposed to four containers arranged in a 30 x 30 cm matrix; Irregular Separated, a group with four members was exposed to four food container arranged in a irregular distribution with a minimal separation between containers of 60 cm; Irregular Near, a group with four members was exposed to irregular distribution as a previous group, but a minimal separation between containers of 60 cm. The groups exposed to matrix distribution used producing as predominant strategy to obtain food; the groups exposed to near containers used producing as predominant strategy.

Given the ubiquitous role of time in all schedules of reinforcement, ratio schedules can be equated to interval schedules with linear feedback loops (McDowell & Wixted, 1986). To examine the role of feedback in preference between variable schedules, 4 pigeons were trained on a discrete-trial concurrent-chains arrangement with variable schedules serving as the terminal link alternatives. Baseline consisted of performance on a VR30 VR30 concurrent-chains arrangement with a brief initial link instead of an inter-trial delay (Gibbon et al., 1988). Upon reaching a stable pattern of indifference (50%) in the preference ratios, the birds were transferred to a concurrent-chains schedule with variable ratio and variable interval plus linear feedback terminal links. The linear feedback function was positively sloped to reinforce shorter inter-response times as opposed to standard variable interval schedules which reinforce longer inter-response times. After a return-to-baseline condition, the birds were exposed to a concurrent-chains schedule with VR30 and VI 30 terminal links. Preference was determined by the percentage of choices for variable interval with feedback per 40-trial session. This study expands upon the literature regarding linear feedback and seeks to investigate its role in preference between fully self-regulated (ratio) schedules and variable interval schedules with feedback.

A stimulus comes to be a reinforcer for an arbitrary operant response through imprinting. The present study compared chicks' choice behaviors reinforced by an imprinted stimulus with those reinforced by food under concurrent schedules of reinforcement. Newly hatched chicks were exposed to a moving red cylinder. After that, their preferences for the stimulus were tested in the situation where both the stimulus and a novel stimulus were simultaneously exposed to each chick. Only chicksthat chose the familiar stimulus were used as the subjects for the following experiments. They were divided into the imprinted stimulus (n = 11) or the food (n = 12) groups. According to the group, the chicks' key-peck responses were shaped by using the imprinted stimulus or food as reinforcer, respectively. After that, chicks' responses were under a concurrent variable-interval variable-interval schedule. Five ratios of independently scheduled reinforcement for each reinforcer were utilized: 1:0, 7:3, 1:1, 3:7, and 0:1. Four chicks of the imprinted stimulus group showed matching and further6 chicks did undermatching. However, only3 chicks of the food group showed undermatching, and other chicks of the group did not any matching. These results may reflect some differences of both reinforcers.

Several studies have shown that behavior in a choice situation may be more sensitive to changes in reinforcement rate than to changes in reinforcer magnitude. One variable that may be responsible for differential control of behavior by reinforcement rate and reinforcer magnitude is the onset of the reinforcer. The purpose of the present experiment was to compare multiple and single-onset reinforcement in a choice procedure where the total duration of access to the reinforcer was held constant between the 2 alternatives. Pigeons responded in a concurrent-chain procedure where 10 free-choice trials and 10 forced choice trials were presented within a session. The terminal links lead to 1 or several onsets of the reinforcer. When fixed ratio (FR) 1 schedules were used in the initial and terminal links, choice between single and multiple-onset reinforcement varied between subjects. When an FR 40 terminal link was introduced, choice of the multiple-onset reinforcement became nearly exclusive. This effect was replicated when the keys leading to the multiple and single-onset reinforcement were reversed and when using a differential-reinforcement-of-other-behavior schedule in the terminal link.

Lever pressing was maintained by a concurrent token production schedule in rats. Token deliveries (i.e., steel ball bearings) were assigned probabilistically to either the right or left lever such that the ratio of left to right token deliveries was either 1:6 or 6:1, depending upon condition. The location of the rich lever remained constant within session, but varied across daily sessions according to a pseudorandom binary sequence. Once assigned to a lever, token delivery was arranged by a random interval 15 s schedule. Transition to token exchange was arranged by either a fixed ratio (FR 2 or 4) or random ratio (RR 2 or 3) schedule, depending upon condition. During token exchange, depositing each token in a receptacle produced access to sweetened condensed milk. Session-wide lever press ratios tracked daily changes in the programmed token ratio and were adequately described by the generalized matching law. Considerable undermatching was observed, however. Systematic effects of manipulating the exchange production schedule on rates of lever pressing and sensitivity to the token reinforcer ratio were found in only one of four subjects. Sign tracking elicited by the tokens was also observed.

Pigeons were trained on a concurrent-chains procedure. Terminal links were always fixed-interval (FI) 10-s and FI 20-s during the rapid acquisition condition. Across sessions, the location of the shorter terminal link varied according to a 31-step pseudorandom binary sequence. In a subsequent, 11-session "suddenly equivalent" condition, terminal links were both FI 15-s. To obtain measures of temporal control, occasional "no food" terminal links lasted 60-s and pecks had no effect. In the rapid acquisition condition, initial-link response allocation favored the shorter terminal link and stop times from no food terminal links indicated temporal discrimination. Initial- and terminal-link pecking stabilized within the first half of sessions. Initial-link response allocation never reached indifference in the 11 suddenly equivalent sessions. However, stop times rapidly adjusted to the intermediate FI value. Residual covariation analyses of log initial-link response and log expected immediacy ratios indicated that the mechanisms determining initial- and terminal-link responding were interdependent in the rapid acquisition condition. Residual covariation analyses from the suddenly equivalent condition indicated inter-subject variability. Taken together, these results may indicate that deviations in subjective terminal-link immediacy play a role in choice and timing behavior.

This study investigated the mechanism of change in Functional Analytic Psychotherapy (FAP), whose efficacy has been supported by single-case investigations. The lack of experimental tests instigated the present research and for that reason, this study proposed a single-case experimental design with withdrawal phases (A-B1-C1-B2-C2; A= therapy without planned interventions; B=introduction of FAP; C= withdrawal of FAP). The aim of the study was to evaluate the effects of FAP interventions on the following clinically relevant behaviors: 1) verbose talking, 2) talking with no correspondence with the therapist speech, 3) superficial speech and 4) aggressive verbal responses. The sessions of two clients were recorded (20 sessions each) and coded using the Functional Analytic Psychotherapy Rating Scale. The results showed that the frequency of CRB1 decreased in the phases where FAP was introduced (B1 and B2) and the withdrawal occurred in the phases where FAP was removed (C1 and C2). The CRB2 and CRB3 showed the opposite tendency, i.e. frequency increased in phases B and decreased in phases C. This design proved to be useful for research in psychotherapy and indicated the therapist contingent responding as the most important mechanism of change.

Different research designs can contribute to evidence-based practice, and single case experimental designs are useful for establishing causal relationships in the context of an individual, a typical context in psychotherapy. Single subject experimental designs have been largely used in basic and applied behavior analytic research, but less so in psychotherapy research. The extensive knowledge of those designs is an asset for behavior analysts psychotherapy researchers interested in understanding the process of change and in determining causal relations. To conduct single case quantitative studies, it is necessary to measure repeatedly over time, allowing estimates of variability in the behavior of interest, its level of occurrence and apparent trends. In our research group we were able to develop independent and dependent variable measures that are significant and interfere little in the therapeutic relationship. Different category systems have been created, some individualized, some standardized and some standardized with built-in individualization. Data analyses included measures of frequency, duration and sequential analysis. Initially the design of those studies was descriptive, but recent projects are using single case reversal designs. Samples of results of different repeated measures systems and forms of analysis will be presented, as well as some results obtained with a reversal design.

Computer based digital pictures of items may be an effective format for presenting complex stimuli in preference assessment. In this study we evaluated the correspondence between preference hierarchies generated from paired choice preference assessment method with both a computerized tool and with concrete items. The participants were eight boys and six girls of typical development, ranging from 3 to 5 years old, attending a public preschool participated in Study 1. Nine boys with intellectual disabilities, ranging from nine to thirteen years old, attending a school for children with disabilities and five female special education teachers (T1, T2, T3, T4 and T5) participated in Study 2. In Study 1, the top-ranked List 1 stimulus corresponded for six of the 14 participants, and the top-ranked List 2 stimulus corresponded for ten of the 14 participants. In Study 2, the top-ranked List 1 stimulus corresponded for five of the nine participants, and the top-ranked List 2 stimulus corresponded for seven of the nine participants. The implications of these results for future research on computer based digital pictures of items format for preference assessments is discussed.

Motivating operations are antecedent variables that alter the value of consequent events as well as some dimension of the corresponding response class. The interactions between2 motivating operation conditions and3 reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased following contact with the terminal reinforcer. The motivating operation conditions were pre-session access until rejection and pre-session restriction for 24 hours. Reinforcers were stimuli representative of primary, conditioned, and token reinforcers. The results showed that the manipulation of motivating operations produced reliable changes in the effectiveness of each reinforcer. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class.

Basic behavioral literature suggest that an organisms preference for reinforcement schedules that require response repetition or variability is inversely related to the response requirements. For example, Rodrigues et al. (1995) found that preference for a Lag contingency decreased as the degree of variation required for reinforcement increased. Children with autism typically engage in repetitive motor and vocal behaviors. It is unknown, however, whether these individuals prefer repetitive behavioral patterns, or whether they engage in these patterns due to low reinforcement of other behaviors or because varied behaviors do not exist in their repertoire and thus cannot be selected through reinforcement. In the current study, repetitive and variable behavior was first brought under stimulus control by providing reinforcement for variable responses on a Lag 3/FR 3 schedule in the presence of one stimulus and providing reinforcement for repeated responses in the presence of a second stimulus. Once discriminated responding was observed in the multiple schedule, participants preference for varied and repeated schedules were assessed in a concurrent chain procedure. Results indicated that participants showed a preference for the repeated component of the multiple schedule.

The current research aims to determine whether preschool children understand the task instructions and can demonstrate their opinions on how a resource should be distributed in a forced choice paradigm, as in the Sharing Game (Kennelly & Fantino, 2007). In a within-subjects design,2 experiments were conducted involving repeated-trials over10 opportunities in which 17 male and female preschoolers made choices to distribute resources between themselves and a passive other. The task involved simplified verbal instructions and was visually presented in a table-top format with cardboard, metal coins, and2 stuffed animals,1 in each side of the cardboard. The results showed that for the boys, there was a higher percentage of competitive choices while, for the girls, the results showed a higher percentage of optimal choices. When confronted with the option of being egalitarian or altruistic, the results did not show gender difference. Both boys and girls tended to be more egalitarian than altruistic. Overall, the children's results indicated that the experimental set up was adequate to yield choice performance, but the extent to which each component of the instructional package (verbal instructions and presentation format) can be a relevant contextual variable is still under scrutiny.

Interval methods of data collection are commonly used in the field of applied behavior analysis even though discontinuous measures, by definition, only sample the occurrences of a target behavior, and therefore, may be inaccurate. Several studies have evaluated false positives and false negatives in regards to interval methods of data collection using simulated data. However, none of these studies has evaluated false positives and negatives using nonsimulated behaviors. In addition, prior studies have not evaluated whether intervals methods of data collection obscure or produce trending that is evident in continuous records. The purpose of the present study was to evaluate the sensitivity of partial interval recording (PIR) and momentary time sampling (MTS) for detecting changes in duration and frequency events with data recorded from soccer games. Three separate experiments were conducted to evaluate continuous event data for (a) false positives produced by interval methods, (b) false negatives produced by interval methods, and (c) trends that may become evident when data are converted to different interval sizes of PIR and MTS. The results from the study indicate that simulated data provide a good model for predicting the sensitivity of interval methods for detecting changes in nonsimulated behavior.

To manage behavior of students in regular classroom, We need to discuss about class-wide intervention in parallel with individual support plan. In this topic, "cooperative learning" have received a lot of attention in recent years. There is a report that diversity of group member promotes the cooperative learning process. But, it will become difficult for making up peer group alone to effective cooperative learning. Johnson et al. (1993) points out that (1) it is not satisfied only by making up group and prompting collaboration, (2) students must have skills for cooperation, (3) cooperative behavior need to be reinforced. In this study, I intervened afifth grade classroom consisting of 31 students. The following is the procedure, (1) teaching "rule of discussion" and posted this rule in classroom, (2) let students evaluate self performance about frequency of speech in class and cooperative skills. As a result, interaction among students increased, and category of speech in class transformed. In addition, promoted class-wide on task behavior and most students became good listener.

A golden retriever was introduced as a motivator for journaling in a 4th grade regular education classroom. Baseline samples of journal writing were collected over7 journal entries. Following this baseline, the dog was introduced to the children. The dog provided the story starter and responded to the childrens writing for 9 journal entries: The classroom teacher read the daily letter from the dog. The children were told that the comments on their journals were from the dog, and that they may write directly to the dog, if they wished. The first two authors of the paper provided the dog feedback. Following the first intervention, baseline was instated for 4 journal entries, with the classroom teacher once again providing the prompts, but this time reminding the children to use describer words. After this second baseline, the dog intervention was repeated for 5 journal entries, with the dog encouraging the children to write descriptively. The number of words, sentences, sentence fragments, and describer words used within a journal entry were collected. Results showed that, regardless of academic abilities, children significantly increased their use of descriptor words when writing to the dog. No changes were found in the number of words used or the number of sentences used. Interestingly, during the final intervention the number of sentence fragments increased, with the children adding describer words using sentence fragments. The results show that a simple intervention of using a live dog as a pen pal increases the motivation and complexity for writing in journals for late elementary school children.

The current report describes an independent group contingency that was implemented in a public special-education classroom serving four middle-school students with varying developmental disabilities. An independent group contingency is one in which reinforcement for each student in a classroom is dependent on that student meeting a criterion that is in effect for all members of the classroom (Cooper, Heron, & Heward, 2007). Three target behaviors were identified: doing work, following directions, and sitting quietly. Target behaviors were defined and visually displayed for all students using a written daily schedule divided into nine equal intervals. Each student had the opportunity to earn one check for each behavior displayed throughout each interval, for a total of three checks. Three earned checks during any given interval were awarded one raffle ticket. Raffle tickets were entered into a lottery for a drawing at the end of the day. The method described above was repeated throughout the day. Data are reported for each of the three target behaviors for each student. Average daily percentage of checks earned ranged from 76% to 100% across students. The current method represents an efficient means of improving and maintaining appropriate behavior in a middle-school special-education program.

Students with emotional and behavior (EBD) disorders tend to perform behind her same age peers on many academic tasks. Expressive writing is an academic task that many students with EBD find particularly challenging. Three middle school students with emotional and behavior disorders served as participants and learned strategy for writing called POW+TREE (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasonsthree or more, explain, ending). After successfully acquiring the POW+TREE writing strategy the students received an intervention called repeated writing. repeated writing had the students writing a response to a story starter each day for four consecutive days. The results show all students wrote more persuasive parts in their compositions and improved the quality of their written response. maintenance measures also indicated a positive outcome. The data are presented on standard celeration charts.

Study objectives are one component of Keller’s Personalized System of Instruction (PSI) that is relatively easy to include as part of the typical structure of a university general education course, in addition to small, manageable units of material and frequent examinations. The purpose of this study was to determine their effectiveness as a learning tool within General Psychology, an introductory course for nonmajors. Sixty-two undergraduate students across 2 sections were provided with detailed study objectives for the4 even-numbered units in the course; no study objectives were provided for the4 odd-numbered units. All units were followed by a 50-question multiple-choice exam. A dependent-measures t-test of the nonstudy objective exam average across participants (M = 34.07) versus the study objective exam average (M = 35.94) was significant (t = -4.794; p = 0.00). Data from a follow-up questionnaire also indicated that students preferred studying using specific learning objectives (82%), and felt more confident when preparing for and taking exams (82%).

Secondary to the high demand for ABA-based interventions for the ASD population, it has been suggested that economical methods of training professionals/paraprofessionals is needed (Thompson et al., 2009). Developing ways to affordably educate undergraduates about autism/ABA, alongside opportunities to work directly with individuals on the spectrum, is one way in which the suggestions of Thomson and colleagues can be realized. Over the past 3 years, several universities have partnered with the Cleveland Clinic Center for Autism (CCCA) to form an innovative internship program in ASD. The goal of the current study is to analyze outcome data from the undergraduate internship program in ASD. Specifically, data from the 2009-2011 internship programs have been collected. Preliminary data suggests that the internship program has been very successful from the perspective of the interns (n = 36), staff, and organizations involved (Table 1). The majority (88.5%) of the interns noted that the internship was an "excellent" contribution to career goals and rated the internship as excellent (84.6%). Comparison of the pre-test and post-test of autism knowledge following internship completion revealed an increase in knowledge (t =6.528, p < .01). Moreover, the majority of students are continuing to work with individuals on the spectrum in a variety of contexts with 7 of the former interns hired as full-time employees at CCCA.

Children with developmental disabilities often show difficulty in reading, especially in Kanji (ideogram). They also have difficulties acquiring the stimulus relationship between3 types of stimuli: pictures, written words, and sounds. Previous research suggested that children with autism acquired the Kanji reading skills and constructed other stimulus relationship by using stimulus-pairing training. However, their maintenance rates were very low and this may be the lack of semantics. In the present study, we examined controlling variables on acquisition and maintenance of Kanji reading skills, picture naming skills, and comprehension skill through stimulus-pairing trainings for children with developmental disabilities. For the semantics, we prepared the stimuli that participants could name the corresponded picture but could not read Kanji, in order for participants to refer the meanings. In a trial, three types of stimuli, Kanji, sound of Kanji, and corresponded picture, were presented simultaneously and sequentially on the computer. Each of stimuli was presented for 2 seconds and3 times. With 7 participants, results indicated that they could successfully acquire the Kanji reading skills, comprehension skill, and also showed the maintenance of their learning for more than 2 weeks. The result suggested that semantics facilitate the acquisition and maintenance of equivalence relation.

Incentive and rewards programs can be an effective means to reinforce and increase the likelihood of desired behaviors. Paraprofessionals working with students with developmental disabilities must exhibit specific behaviors in order to be effective with their students. When these behaviors do not occur, an incentive and reinforcement program may offer an effective solution. A withdrawal design was used to investigate the success of an incentive program on increasing targeted staff behaviors. A menu of items was created from a survey administered to staff in which they rank ordered preferences for a variety of items. Following baseline, staff were awarded "ProPoints" when they were observed engaging in the targeted staff behaviors. These points were then exchangeable for items off of the menu. Baseline intervention and follow-up data are reported to determine efficacy of the intervention.

Under IDEA and Part C, behavioral intervention approaches are increasingly being used with focus on prevention and parental involvement in the natural setting. With the response to enactment of federal law, practitioners have put efforts toward promoting effective, meaningful, acceptable, and durable changes in child behavior and improving family quality of life. Over the past decade, researchers focused on positive behavior support (PBS) within the family context and have made significant impact on the improvement of the quality of family and the reduction of children' challenging behaviors. In positive behavior support, strategies for dealing with challenging behaviors are developed and maintained by social-ecological factors that affect children's development. It emphasizes the child's natural environment that includes parent-child relationships. This approach is heavily based on the theoretical and empirical literature on family support, which involves family ecological theory and behavioral parent training. This literature review focuses on integrating information and research findings for positive behavioral Supports for parents for children with autism spectrum disorder. Parenting training programs have (a) provided parents with the information and skills to reduce the stress that a child with autism puts on the family, and (b) promoted the child's behavioral control at home. Research showed that parents who attended to the training programs showed some gains in measures of stress and depression, and parent-child satisfaction. Prevention and early intervention strategies of young children with challenging behaviors include proactive and positive strategies. Unlike traditional behavioral interventions, proactive strategies focus on (a) preventing behavioral problems through arranging environmental stimuli, antecedent strategies, and consequent strategies, and (b) teaching replacement behaviors. In addition to teaching new behaviors, many studies focus on including parents' priorities and concerns as the service delivery is being carried out.

With educational resources limited, refinement of procedures for standard protocol interventions must occur. The purpose of the present study was to compare which method of criterion-setting, performance-based or pre-set conventional, within Check In-Check Out produced greater improvements in childrens behavior. Eight general education elementary students in three Southeastern schools served as participants in addition to their teachers. Standard Check In-Check Out procedures were implemented. Appropriate and problem behavior was assessed for participants and control peers across various dependent measures. Treatment integrity and acceptability were also evaluated. The current study serves as one of the few studies in the Check In-Check Out literature with (a) a comparison of criterion setting methods, (b) inclusion of Daily Behavior Report Card data, (c) direct observations of target students and control peers behavior, and (d) evaluation of treatment integrity for all days of CICO implementation. Results suggest that gains were made for all participants across both groups with larger gains evidenced by participants of the Pre-Set Conventional group. However, the study produced implications for expected gains, which may aid practitioners in selecting those students who may benefit most from Check In-Check Out as compared to those who may require more intensive interventions.

There is much criticism to higher education; one concerns the ineffectiveness of instructions used in this setting. Behavior analysis has been involved in the development and evaluation of several educational methods, including the use of stimulus equivalence technology to teach concepts. The purpose of the present study was to evaluate the effects of a stimulus equivalence instructional package on four undergraduates performance in conditional discrimination tasks that involved research design names, definitions, notations, and examples. Participants remained in the study only if their percentage of correct responses in Probes 1, 2, and 3 was lower than 50%. Thirty-six experimental stimuli, comprised of nine research design names, nine research design definitions, nine research design notations, and nine examples were presented in a matching to sample format during teaching and emergent relation testing sessions. Probes consisted of nine open-ended questions on the taught conditional relations and new examples. All participants learned all conditional relations, showed emergence of symmetric and transitive relations, and generalized from the selection-based tasks (teaching and emergent testing tasks) to the topography-based tasks (open-ended probes). Lessons learned from this study can help in programming effective instruction for higher education settings.

Time delay procedures also known as Taped Problems interventions (TP) are intervention procedures that can be used in schools and across settings to assist students in building fluency as well as accuracy. A multiple probes across tasks (i.e., problem sets) alternating treatment design was used to evaluate the effects of the intervention. This design includes a baseline phase, which involves the administration of three assessments for a period of 5-7 days. During the baseline sessions all three sets of problems (A, B, and C) will be assessed in random order. Baseline sessions lasted approximately 4-5 minutes. Once the intervention phase began, each set of problems was sequentially targeted through the TP intervention for 20 schools days. The purpose of our presentation is to show that TP procedures are effective, but the ideal amount of time for delay has yet to be investigated. Specific question to be addressed include: 1) Which administration time (0 or 2 seconds) provides the most effective intervention. 2) Finding the best learning rates among these two math interventions.

Behavior analysts have provided educationally useful measures of fluency for specific academic skills (Lindsley, 1992). We applied this ABA-derived measure to examine if accuracy and fluency of computation skills differentially predict overall mathematics achievement scores for Japanese children. A total of 345 Japanese public school children (first throughsixth grade) participated in 1-minute assessments for single-digit, and multi-digit computation problems including addition, subtraction, multiplication, and division. We calculated a percent correct score (accuracy measure) and the number of correct problems per minute (fluency measure). In addition, we conducted a Japanese standardized achievement test for mathematics (Kyouken-shiki Standardized Achievement Test). Results indicated that fluency of single-digit and multi-digit computation skills correlated strongly in each type of computation problems (r = .59 - .68). On the other hand, single-digit accuracy had low or no correlation with accuracy and fluency of multi-digit computation skills. In addition, hierarchical multiple regression analysis indicated that accuracy of computation skills did not predict mathematics achievement significantly, but fluency of computation skills did after controlling for grade. ABA-derived measures of fluency proved to exert differential effects on general mathematics achievement scores. Adding fluency component to academic instruction may contribute to the enhancement of overall academic achievement.

Reading fluency is a critical skill that all students must master in order to be successful in any subject in school. However, for many students with special needs who struggle to read fluently, an academic intervention focusing on reading fluency alone oftentimes is not enough to make significant progress. Many students with special needs also require the addition of a behavioral intervention in order to be successful. In this case study, a Repeated Readings with Phrase Correction intervention procedure was implemented with the addition of a Mystery Motivader, a type of positive reinforcement schedule, to improve reading fluency in an elementary student with a cognitive disability. Results indicate a significant increase in the number of correct words read per minute. Students with both reading fluency and behavior difficulties can benefit from the techniques presented. Implications, limitations and suggestions for future research will be included.

Although previous studies have demonstrated the positive effects of group contingencies on behaviors targeted for reduction (e.g., Greenwood, Hops, Delquadri, & Guild, 1974; Harris & Sherman, 1973). Fewer studies have targeted increases in positive peer interactions, such as appropriate verbal responding or social behavior. The current study evaluated a group contingency with a variation of a response cost procedure (i.e., the teacher earning points) on the appropriate and inappropriate social behavior of students in a special education classroom. Conditioned reinforcers (i.e., points) were provided to students for displaying compliment statements and points were awarded to the teacher contingent on student verbal aggressive statements. Reinforcement was provided for meeting specific behavioral criteria in a changing criterion design. The results of the study demonstrated that the group contingencies implemented in the form of the You and Me Game successfully decreased verbal aggressive statements and increased compliment statements for the randomly selected 5 target students during the school lunch period.

Curriculum modifications are a commonly used antecedent behavior management strategy utilized during academic instruction. In the current study, the effects of repeated and novel stimuli presentation on the on-task behavior and academic performance of a young child diagnosed with autism were evaluated using an Alternating Treatments Design. Conditions compared included, 1) repeated stimuli, 2) randomly arranged repeated stimuli, and 3) novel stimuli. Results of the analysis indicated that presentation of novel stimuli produced higher levels of independent on-task behavior, relative to repeated and randomly arranged repeated stimuli. The utility of this sort of curriculum modification will be discussed.

The environment that teachers provide has an impact on student learning and behavior. In this study, 16 elementary school teachers at a school in a high-poverty neighborhood were provided training and feedback on the delivery of 3 evidence-based practices. Contingent praise, clear expectations, and frequent opportunities for student responses were taught within an in-service format. Teachers were observed by trained observers and data were organized within a multiple baseline across skills design. Approximately half of the teachers implement these practices to satisfactory levels. The relationships between teacher implementation and student behavioral and academic outcomes were tested. It was determined that there was a significant relationship between the level of implementation of evidence-based practices and student discipline and academic outcomes. Students in classrooms where teachers implemented the 3 evidence-based practices to high levels were less likely to be referred to the office for disciplinary reasons and had higher reading scores. These results are presented and discussed.

This study evaluated the effects of training paraprofessionals to implement 3-step prompting on the frequency of caregiver instructions and the instructional compliance of preschool children with and without developmental delays. Training included a written description of the procedure, role-playing opportunities, and feedback. Paraprofessionals were newly hired staff members. Results showed the three-step prompting procedure was effective in decreasing the number of teacher instructions and increasing the compliance of preschoolers to teacher instructions on first opportunity.

This study replicated the research of Cook, Kwak, Hoffman, & Loftus (2009) where they looked at post-event activities that induces subjects to pick a wrong person in a forced choice identification procedure. The goal of the study was to investigate, does providing a neither option to a match to sample task increase the accuracy of responding. The subjects were asked to study three pictures of faces for 10 seconds. After which they were asked to pick out the face in a forced choice situation in which the subjects were presented with two comparison pictures and indicate their response by choosing the left or right picture. In the second phase they studied pictures of three other faces and were asked to pick out the face when presented with two comparison faces. This time in addition to the two choices they could also indicate a neither response. The results show that accuracy of responding increased when subjects were presented with a neither option. We also found that after having been exposed to the same faces one more time the subjects ability to discriminate between the visual stimuli in the neither condition decreased their ability to discriminate between the visual stimuli.

This study looked at the relationship between a behavioral framework consisting of a level system with an embedded token economy, and academic outcomes for middle-school students identified as having emotional and behavioral disorder. To assess treatment integrity, behavior-analytic interns from a graduate program in behavior analysis conducted adherence assessments to intervention components. These components included providing points for appropriate behaviors, issuing response costs for inappropriate behaviors, and developing and achieving success with teacher-specific goals. To test for intervention success, appropriate and inappropriate student behaviors were assessed across the school year through direct observations. To test for academic success, standardized test scores and class grades are collected throughout the year. All outcomes were tested against general education students in the same class, as well as students with emotional and behavioral disorder who did not receive the same level of support. Data indicate that behavioral and academic success are more highly correlated with the implementation of the intervention as compared to general education and non-supported students with emotional and behavioral disorder.

A meta-analysis was conducted to establish whether or not a variety of recommendations given by past Journal of Applied Behavior Analysis (JABA) authors were being implemented by current authors. Specifically, were treatment integrity, social validity, follow-up (maintenance), and interobserver agreement consistently being included within JABA published articles from 2005 through 2010. As a means to promote further dissemination of applied behavior analysis and/or to ensure that behavior analysts are considering this purpose to publishing research among other experimental reasons, it is important to take into consideration that a variety of clinicians who may want to generalize or apply JABA authors procedures to their own clinical setting often look for how specifically treatment components are implemented, how long the behavior(s) targeted maintain over time, and/or whether the treatment/behavior has social significance. The meta-analysis revealed that only interobserver agreement was included in the majority (average of 83.1%) of JABA articles published between 2005 and 2010. However, there was a decreasing trend with it's inclusion within the research across the issues as years progressed. In regards to treatment integrity, it's inclusion within the publications averaged 19.1% across the6 years in which the analysis included. Unlike the IOA analysis, a slight increasing trend was established according to the treatment integrity data. Social validity data was included in an average of 7.7% across all JABA issues and indicated a decreasing trend. Follow-up (maintenance) data was only included in an average of 14.6% of the reviewed issues; however, there was an increasing trend as the years progressed. Interobserver agreement between researchers of this analysis averaged 97% across all 4 components.

Error correction strategies are essential considerations for behavior analysts implementing discrete trial training with children with autism. The research literature, however is still lacking in the number of studies that compare and evaluate error correction procedures. The purpose of this review was to compare and contrast the literature from the last 20 years on error correction strategies in discrete trial training. 8 studies are defined, analyzed and compared in this poster presentation, allowing for consideration of future research needs in the area of error correction.

Self-injurious behavior (SIB) involves causing harm to one's own body which has proven to have serious damaging effects on an individual's long-term health, education, social interactions, and overall quality of life (Kurtz et al., 2003; Pragnell, 2009; Richman and Lindauer, 2005). SIB is a serious chronic problem that can continue well into adulthood (National Institutes of Health, 1989), and it has been reported that these behaviors are evident in children under the age of5 (Berkson, Tupa,& Sherman, 2001). This evidence suggests that research on the early emergence of SIB in young children with disabilities is warranted. An extensive review of the interventions used for individuals exhibiting self-injurious behavior was conducted by Kahng, Iwata, and Lewin (2002) examining participant characteristics, intervention trends, and the use of functional analyses. Using the quantitative approach of Kahng et al. (2002), the researchers conducted a literature review isolating for specific variables in order to examine those interventions being implemented for children ages birth through 10. The researchers report on interobserver agreement for inclusionary criteria, as well as demographic characteristics in the following categories: age group, gender, functional analysis or functional behavior assessment completed prior to intervention, interventionist, self-injurious behavior topography, intervention method, design, diagnosis, and results.

Three case studies of adult males with long-term, escalating behaviour challenges after surviving brain injury are reviewed in this paper. All three survivors demonstrated remarkable outcomes after receiving a Functional Assessment of Behaviour and intensive Positive Behaviour Supports for rehabilitation and recovery. Among adults, behavioural disturbances and poor psychosocial adjustment are common after acquired brain injury (ABI), even in the presence of generally good neurological recovery. Acquired brain injury presents overwhelming organic motivating operations through manifestations that include social and sexual disinhibition, mood dysregulation, impaired social perception, anxiety, rigidity, amotivation, egocentrism, depression and other neurological dysfunction. Furthermore, rehabilitation for ABI regularly includes a process of behavioural change to successfully integrate novel activities, habits, routines and attitudes that may not have been in pre-injury behaviour repertoires. When any type of rehabilitation with potential for positive outcomes fails to progress, behaviour challenges are most frequently cited as cause for failure and the discontinuation of rehabilitative supports. These case studies show convincingly that intensive behavioural supports are effective, even when they occur long after the commonly accepted window of opportunity for post-injury rehabilitation. Furthermore, the outcomes show that the resolution of problem behaviours can support general recovery.

Writing across the curriculum has long been viewed as a method to teach the complexities of writing at the university level. The primary goal of the current study was to use the Ryan and Hemmes (2004) procedure to further study the effectiveness of points on academic performance in a Psychology course on behavior modification. Students earned points contributing to the final course grade for written assignments for each of3 research reports associated with APA-style papers (Self, Rat, and Grant). Contingent points were provided according to random assignment for submission and quality of written assignments. For each student, quality points were available for2 of4 sections of each paper, according to an alternating-treatments design. For each complete report, a listing of assignments was distributed for students to be completed and reviewed for each class. Completion of assignments based on each of the projects was submitted according to the assigned deadline. Performance improved when feedback and points were consequences of assignment completion. The current results provide support for quality points for submitted assignments compared to points only in order to improve submission rates and overall grades on final written reports.

In this project, we trained regional school personnel to conduct functional analyses in school settings. The initial group of trainees is summarized in Table 1. Of the 33 trainees, most of their disciplines were either social work or school psychology. Trainees were trained in both their school and our outpatient clinic with local students who engaged in problem behaviors. A task analysis (TA; Table 2) was developed for conducting functional analyses. The TA included skills in preparation, decision making, and procedures. Thirty-one skills were represented in the functional analysis TA, and on each skill the trainee needed to show "expert status," meaning they were independent. Figure 1 summarizes the data for 6 trainees whose data were complete. As shown in Figure 1, the results showed that on average trainees almost doubled the number of skills gained in training. Specifically, during baseline, trainees showed expert status on an average of 6.2 functional analysis skills. At the end of Year 1 and Year 2, the average number of skills achieved at expert status was 12.7 and 22, respectively. In the poster, we will present summary data for all trainees spanning 2009–2012.

Africa continues to exist as an underexplored and or unexplored continent as far as information on the prevalence and impact of disabilities on its inhabitants are concerned. According to Autism Speaks about 1% of the Worlds population or 67 million people are affected with some form of Autism Spectrum Disorder (ASD). Also according to the World Health Organization; Tens of millions in Africa are affected by autism which has been seen as a Developmental Disability Pandemic. Africa is about 15% of the worlds population. Using the projected figure above roughly 10 million Africans are affected by an ASD. Nigeria is about 15.5% of African population; when extrapolated, about 1.5 million of Nigerians may be affected by ASD. Ghana is about 2.4% of African population; when extrapolated, approx. one-quarter million of Ghana people may be affected by ASD. As at August 31st 2011, the BACB Certificant Registry indicates that just one BCBA Certificant [among others unknown officially] exist in African Continent; to address the developmental issues of about 10 millions children with ASD in Africa! This call to duty report has spurred some organizations to undertake a number of initiatives to promote ACCESS and facilitate INCLUSION of people with autism and other developmental disabilities in all facets of community life.

In traditional academic behavior modification programs, a face-to-face strategy among teacher-students is held in applied settings. In recent years the information and communication technologies are part of everyday life. In educational fields and higher education the learning management systems (LMS) are widely spread. In the psychology school of UNAM campus Iztacala, CUVED is a kind of Moodle Learning Management System with more of 5000 users. This LMS allowed this research. By means of a blended learning the main aim of this work was to teach theoretical behavior modification and several related competences in psychology students. A 2 stages b-learning strategy: theoretical and practical contents was tackled in the CUVED LMS and through attending classroom tasks. In conclusion, with the Learning Management System and attending classroom sessions the behavior modification competences were fullfilled among psychology students.

A key component of interteaching, as described by Boyce & Hineline (2002) is the opportunity for students to participate in "dyadic" or pair discussions. Although most interteaching studies have involved this pair discussion, this classroom arrangement may present concerns for an instructor. Specifically, facilitating discussion equally among all the students in the classroom may pose a challenge. Although the rationale for pair discussions is evident, no studies to date have evaluated the relative effectiveness of student performance when group size is manipulated. For this reason, the present investigation was designed to evaluate the effect of group size during pair discussions on student exam scores. An alternating treatments design was implemented, in which students in an undergraduate introductory psychology course were assigned to work in a group of 4–5 students, or groups of 2–3 students to discuss each preparation guide. All of the major components of interteaching were in effect during both conditions (i.e., availability of prep guides, clarifying lectures, and frequent exams.) Preliminary results indicate no significant differences between average exam scores across the two conditions. These results will be discussed with respect to suggestions for variations of the interteaching session and the potential for future component analyses.

Inconsistencies in the effects of guided notes on student performance are noted in the literature (Austin et al., 2002; Neef et al., 2006; Williams et al., 2010). In order to evaluate the efficacy of guided notes in undergraduate student performance, three different note-taking conditions were examined: providing no notes to students, providing guided notes to students, and providing full notes to students. An alternating treatments design was conducted to evaluate the effects of the note-taking conditions on quiz scores in two undergraduate behavior analysis courses. An analysis of quiz performance was conducted on 11 weeks out of the semester for class one and 12 weeks out of the semester for class two. Results indicated slight differences in the note talking methods on the performance of each class as a whole, but no difference between note-taking conditions for individual performance.

There is substantial research supporting the impact of parent training on the effectiveness of treatment of children with developmental disabilities. Despite this knowledge many parents do not participate. The purpose of this study is to evaluate the impact that task clarification and delivery of praise or child care can have on parent participation. This study utilizes 8 parents of children with developmental disabilities, whom are currently receiving Applied Behavior Analytic treatment. All parents were given access to online training. Task clarification was provided for all participants and praise or child care was delivered contingent on the number of training modules completed. The number of modules complete was measured daily. The results of this multiple baseline study will assist in determining if these strategies can be used to increase parent participation with training methods in order to contribute to a more successful treatment program.

Accurate implementation of programming is essential in Applied Behavior Analysis to ensure that change is controlled by the intervention. One of the most popular interventions in applied behavior analysis is discrete trial training, which facilitates student learning through systematic repetition and reinforcement. To increase accurate implementation by direct care staff, researchers have utilized a variety of staff training tools. The purpose of this study was to examine the effects of a checklist on staff implementation of discrete trial programming with students in a school for children with Autism. A multiple baseline experimental design was utilized across 6 participants. The treatment package consisted of a pre-developed checklist given to all instructors in a classroom to be implemented before each discrete trial program was run. Accuracy was measured using an observational procedure named teacher rate performance and accuracy (TPRA; Ingham & Greer, 1992), at least three times per week. The treatment package was removed from the classroom when the participant scored 80%, on a minimum of ten errorless TPRAs. Results showed an increase in accurate implementation of discrete trial programs across all participants. Inham, P., & Greer, R.D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysis, 25, 153-164.

Studies have shown that children with autism who receive intensive behavioral therapy can make significant progress in the acquisition of language, social, motor, and academic skills. However, children who make the most progress often receive intensive programs that are large in scope, requiring 20-40 hours of therapy weekly over the course of many years. Many families have difficulty finding the financial resources to meet this number of hours, as well as finding personnel with adequate training to administer the intensive therapy. In this study, the experimenters trained high school students to provide intensive therapy to autistic children. Our hypothesis was two-fold: first, the use of high school students would reduce the financial burden of therapy on the parents of children with autism; second, the techniques used to train high school students would enable them to perform ABA teaching methods to criteria previously established by research. By the end of the study, most of the high school students performed discrete trials independently with 90% minimum accuracy. The intertrial interval had the greatest impact on the percentage of accuracy. Parent and student satisfaction was reported to be high, based on social validation surveys completed at the end of the study.

The purpose of this study was to test the effects of a peer-yoked contingency on the students acquisition of observational learning repertoires. A delayed multiple probe design was used to measure participants acquisition of performance and academic observational learning. The dependent variable in this study was correct responses to probes for both performance observational learning and academic observational learning. The independent variable in this study was correct responses to a performance activity and the Peer-Yoked Contingency game board. Criterion for both observational learning repertoires was 80% correct responses to probe trials. Two target Participants and two peer confederates participated in this study. The target Participants were chosen because they did not have performance observational learning. Results showed that the Peer-Yoked Contingency game was effective for inducing performance and academic observational learning for the target Participants. Additionally, the intervention induced academic observational learning for both confederate peers.

The purpose of this study was to identify variables that may promote rule-following and rule-construction behavior in five children with and without disabilities. The basic procedure involved teaching motor signs for known and unknown items through MTS tasks in a specific context, and testing for the emergence of mands and tacts and the rule-following and rule-construction behavior that required the use of this information in a different context. Participants learned to respond to signs by selecting the appropriate visual stimuli (pictures of containers, tools, and unfamiliar stimuli). Tacts were tested asking the participant to sign the pictures. Mands were tested in a context where the participants were required to sign for the missing tools necessary to use specific containers. Then, three unfamiliar stimuli were used to replace the stimuli used in the original training. The final tests assessed if the informations learned during the original training could be transfer to the unfamiliar stimuli. Results pointed out to the emergence of tacsts and mands after listener training for most of the participants. However, the transformation effect of verbal rules using unfamiliar stimuli seemed to be related with the existence of bidirectional relations between the signs and objects specified in the rule.

Establishing a strong tacting repertoire is often one focus of language-training programs for children with autism and other developmental disabilities. In the current study, 2 participants with strong 1-word tact repertoires (i.e., at least 20 known tacts) were taught to tact using carrier phrases, e.g., I see a . In addition, one participant was taught to respond to a therapists tact of an item in an array of picture cards presented on a table by tacting a different item in the array. These skills were taught to promote tacting in more natural contexts, such as a caregiver reading a book to a child and taking turns tacting objects seen in the illustrations. Results indicate both participants acquired the use of carrier phrases when tacting and one participant has acquired tacting in a socially appropriate exchange. Generalization to both a naturalistic context (i.e, tacting pictures of novel items in a book) and a naturalistic setting (i.e., a library) will be assessed, and subsequent teaching will be conducted as needed.

In the present study we explored the effects of instructional accuracy (pre-contact descriptions) as well as the feedback frequency (i.e. continuous, accumulated) on instrumental and verbal performance (i.e. post-contact descriptions or rules) on a first order matching-to-sample task. The pre-contact description given to subjects, as well as the post-contact descriptions made by all participants, were analyzed according to the proposal made for Ortiz, Gonzlez & Rosas (2008) (i.e. specific and pertinent, generic and pertinent, specific and non pertinent, generic and non pertinent, irrelevant, absent). 36 students were assigned to one of six experimental groups that differed both on feedback frequency and accuracy of the instruction given in the second phase of the experiment. Results show that subjects who received a Specific and Pertinent (SP) instruction with an accumulated feedback frequency had the best instrumental performance and elaborated the best post-contact descriptions (i.e. rule). Obtained data suggest the relevance of the Response component (R) of an instruction in the acquisition of an instructional function by a pre-contact description.

One arguably critical component of effective discrete trial teaching (DTT) is the use of multiple exemplars to promote stimulus generalization. For example, it behooves us to ensure that one can tact "dog" when shown a picture of a golden retriever and when shown a picture of a Jack Russell terrier. However, research is currently lacking on whether it is more efficacious for multiple exemplars to be introduced simultaneously or sequentially with only 1 exemplar taught at a time. The current study examined whether the acquisition of motor imitation skills could be achieved more rapidly in a simultaneous (i.e., multiple exemplar) teaching framework or in a sequential (i.e., single exemplar) framework. Each condition had 3 target exemplars that involved various actions with the same stimulus (e.g., roll ball, throw ball, bounce ball). In the multiple exemplar condition, all targets were taught simultaneously, while in the single exemplar condition, targets were taught 1 at a time to mastery. Results found that acquisition was faster in the multiple exemplar condition when compared to the single exemplar and control conditions.

Narcotics trafficking is often described in ambiguous and inaccurate terms. This is problematic because imprecise verbal behavior in relation to some state of affairs inhibits effective action with regard to those events. An innovative methodology was used to explore verbal behavior in diverse media reports following the 2001 prison escape of Joaquin El Chapo Guzman Loera, reputed prominent agent of the Sinaloa Cartel. Results demonstrated that the terms cartel, mafia, gang, and organization were controlled in part by the same stimulus conditions, but which was emitted on a particular occasion was predictably related to other variables, including the speakers affiliation, immediate verbal context, and country of publication. We conclude that more precise terminology could improve efforts to understand and curtail narcotics trafficking. We also believe this methodology should continue to be developed as it may prove useful in analyzing other terms related to important social issues.

The purpose of the study was to investigate the acquisition of verbal operants in a longitudinal research with a typical development child from eighteen months until two years old. Verbal responses emitted by the child and his caretakers in a natural setting were analyzed in categories based upon Skinners verbal operants (1957), trying to identify relations between the emission of operants by caretakers and the child. Possible interaction patterns in the acquisition of verbal behavior were investigated. Thirty four sessions of fifteen minutes of duration were registered and transcript per week. Results show an abrupt increase in the cumulative frequency of emission of tact, mand, echoic and intraverbal categories of the participant after twenty months of age. This increase also could be noticed simultaneously in the emission of the same categories of the caretaker. The most emitted category of the child was tacts, while the most emitted category by the caretaker was mands. The results suggest that caregivers arrange contingencies for the installation of verbal operant in the repertoire of the child.

This study compared the effects of the Lovaas Method (LovM) and Verbal Behavior Approach (VBA) on the development of tact repertoires of three 11 to 12-year-old students with moderate to severe mental retardation. We administered the ABLLS-short form, determined current levels of performance, and implemented the protocols in an alternative school for students with developmental disabilities. Specifically, 10 targets from two categories were taught receptively to mastery criterion and then expressively to mastery criterion using the LovM, and ten different targets from the same categories were trained using VBA, which included transfer trials across operants. A within-subject alternating treatments with baseline design was used to evaluate skill acquisition and identify an optimal practice in regards to frequency of target operants mastered to criterion, measures of efficiency, maintenance, and generalization. The results of this investigation suggest that both protocols are effective in teaching receptive and tact target operants; however, across all participants, VBA resulted in fewer errors and was more efficient in teaching tact operants. Limitations and recommendations for future research are discussed.

One very frequent deficit observed with autistic individuals is faulty conversational skills. Even when autistic individual acquire functional ecoics, tacts and intraverbals, faulty autoclitics, amongst other variables, lead to the inability to comment during ongoing conversations. This inability hinders the individual's possibility to interact effectively. As such, this inability may also affect others' willingness to interact with the individual, which in turn could reduce social, leizure and occupational opportunities. This paper will report an intervention based on a pause prompt and the use of negative reinforcement to teach three autistic individuals to comment during an ongoing conversation. The intervention was applied with three individuals of different ages (seven, ten and nineteen years); in different contexts (school, individual and community); and different verbal repertoires. The intervention technology was developed based on the premiss that the pause will trigger discomfort in the individual, which in turn will set the occasion for the therapist to negatively reinforce the occurence of verbal comments.

Skinner (1957) attested that the acquisition of one type of verbal operant will not necessarily occasion the emergence of another type of verbal response topography. In contrast, several studies have shown that multiple exemplar training (MET) is a mechanism that can facilitate the emergence of untrained operants, and it has been considered a powerful tool for establishing generalized operant responses also known as derived relational responses in the language of Relational Frame Theory (RFT). Using a multiple probe design across participants, the current study evaluated the effects of two training protocols in the emergence of untaught intraverbal responses (listing and vocal spelling of words). In Experiment 1, four participants diagnosed with intellectual disability were trained in taking dictation responses and tested for the emergence of intraverbal responses in the form of vocal spelling of words. In Experiment 2, three out of the four participants were trained to relate three sets of three synonyms each using a conditional discrimination training, and tested for the emergence of intraverbal responses in the form of listing and vocal spelling of synonyms. The results demonstrated that the training procedures used during both experiments were effective in occasioning the emergence of untrained intraverbal responses. It was suggested that participants should have had a history of relational responding through the course of their academic life which facilitated the emergence of different intraverbal responses in this study.

The present study is a partial replication of an earlier work that was effective in teaching 3-4 year old boys with autism to increase their tacts emitted in non-instructional settings. The treatment package included an intensive tact instruction procedure on number of tacts. The participants in the present study varied slightly to girls and also included slightly older students up to 7 years old. The non-instructional settings were almost identical to the original study and included: the play area of the classroom, the play area of the classroom during unpacking time, and the lunch table. The experimental design was similar in that both studies used a multiple probe design across participants. All probe sessions were conducted daily for a cumulative 15 minutes, 5 minutes in each NIS. Intensive tact instruction included direct instruction of 100-tact learn units in addition to the daily learn units that the students were already receiving.