Association for Behavior Analysis International

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44th Annual Convention; San Diego, CA; 2018

Poster Sessions for Sunday, May 27, 2018


 

Poster Session #271
EAB Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Carlos Cancado (Universidade de Brasilia, Brazil)
1. An Evaluation of Training and Testing Procedures Designed to Facilitate the Emergence of Early Probe Performances Following Simple Discrimination Training in Young Children
Area: EAB; Domain: Basic Research
CONNOR SHEEHAN (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina Wilmington), Anna Reeves Shepherd (University of North Carolina Wilmington), Richelle Elizabeth Hurtado (University of North Carolina Wilmington)
Discussant: Laura L. Grow (Garden Academy)
Abstract: Recent work in stimulus equivalence has demonstrated that three-term contingency training with class-specific reinforcement can generate emergent stimulus relations in children; however, procedures have not been universally effective for all participants, especially in the first probe phase. Experiment 1 investigated the usefulness of adding variations of identity match-to-sample training with the reinforcer stimuli prior to simple discrimination training with compound discriminative stimuli and compound class-specific reinforcers. Six children (ages 4-5) were allocated to one of three variations of identity training (i.e., training with both elements of the compound consequences, training with one element, or no identity training). The four participants who received identity training demonstrated emergent relations quickly. In the absence of identity training, one participant showed delayed emergence during the early probe blocks, and class-consistent responding throughout later probe blocks. The other did not demonstrate equivalence relations until identity training was added (See Figure 1). Experiment 2 investigates the order of probe-test presentation as an influence on the demonstration of equivalence following simple discrimination training, using a simple-to-complex protocol. Three children (ages 4 – 5) are participating. The results from these experiments will assess whether establishing certain prerequisite skills (e.g., identity matching, more basic emergent relations) will facilitate the equivalence demonstrations.
 
2. A Further Evaluation of Successive Matching-to-Sample in Establishing Equivalence Classes
Area: EAB; Domain: Basic Research
KARINA ZHELEZOGLO (California State University, Sacramento), Timothy G. Howland (California State University, Sacramento), Areli Perez (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Discussant: Laura L. Grow (Garden Academy)
Abstract: Previous research has evaluated successive matching-to-sample as an alternative to traditional matching-to-sample procedures. The purpose of this study was to replicate and address limitations of Lantaya, Miguel, Howland, LaFrance, and Page (in press). Two experiments evaluated the effectiveness of successive matching to sample to establish emergent relations with undergraduate college students. Following training of baseline relations (AB/BC), participants were tested for emergence of untrained relations (i.e., BA/CB and AC/CA). In both Exp.1 and 2, participants read the instructions out loud, access to instructions was provided during the duration of the experiment, the comparison stimulus was presented for eight seconds in all conditions and training mastery criterion was two blocks at 100% correct. All eight participants demonstrated emergence of BA/CB relations. All four participants passed AC/CA test in Exp. 1 and three out of four passed AC/CA test in Exp. 2. Overall, seven out of eight participants demonstrated emergence of equivalence (AC/CA) responding, indicating that successive matching-to-sample might be a viable alternative to traditional matching-to-sample to establish emergent relations.
 
3. Insertion of Silhouettes, Icons, and Arbitrary Members Into Visual Stimulus Categories Learned by Capuchin Monkeys
Area: EAB; Domain: Basic Research
OLAVO DE FARIA GALVÃO (Federal University of Para State), Icaro Pereira (Federal University of Para State), Kaimon Borges (Federal University of Para State), Victoria Costa (Federal University of Para State), Ana Leda Brino (Federal University of Para State), Paulo R. K. Goulart (Federal University of Para State)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

Search for stimulus class formation in animals has been elusive. There is no replication of reported positive findings. An experimental model should allow replication intra and inter subjects, with reduced variability, in any laboratory minimally equipped. True matching to sample - MTS has been demonstrated for identity but not for arbitrary stimulus relations in Capuchin Monkeys. Monkeys with history of generalized identity MTS were trained with success in a repeated shift simple simultaneous discrimination procedure with 3 and 12 stimuli to choose the stimulus of a category. Twelve categories with 5 members each were positive in shifts. Later they showed consistent performance when a new stimulus was introduced in each category. Silhouettes were then introduced and consistent performance was obtained. Transfer of simple discrimination to new stimulus, including silhouettes, is still stimulus generalization. Icons will be inserted and training will be provided if necessary. Arbitrary stimuli will be inserted to form a functional class with 5 pictures, one silhouette, one icon and one arbitrary stimulus in each class. Transfer to category conditional discrimination in the MTS format with 3 and 12 simultaneous comparisons with the pictures will be tested and trained if necessary. Emergence of conditional relations of silhouettes, icons and arbitrary stimuli -trained in the simple discrimination format- to the pictures will be tested. Consistent association of arbitrary members to every baseline member with training of symmetric and transitive relations may facilitate the insertion of the new stimulus into the category set by functionality.

 
4. Emotions and False Memories
Area: EAB; Domain: Basic Research
NATALIA MARIA AGGIO (Federal University of São Carlos, Brazil), Julio C. De Rose (Federal University of São Carlos, Brazil)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

Behavior analysts have been investigating false memories using the stimulus equivalence paradigm. In this experiment, we aimed to investigate if transfer of different function after equivalence class formation would affect false memories. The Experimental Group (EG) learned matching-to-sample (MTS) relations to establish three four-member (Classes 1, 2 and 3) and three 12-member (Classes 4, 5 and 6) equivalence classes. Stimuli were familiar pictures (nodes) and nonsense words. In Classes 4, 5 and 6, the familiar stimuli were pictures of faces portraying emotions of happiness, neutrality, and anger, respectively. Participants who meet criteria in equivalence MTS tests and participants who did not perform any MTS tasks (control group- CG) evaluated two nonsense words from Classes 4, 5 and 6 and the pictures portraying emotions, using the Sematic Differential (SD). A week later, participants from EG saw three lists with nine nonsense words from Classes 4, 5 and 6, in a total of 27 stimuli in the list. After a three minutes distracter task, participants saw three new lists composed by all stimuli from previously list (Targets), the remaining nonsense words form Classes 5, 4 and 6 (Critical Distractors) and the nonsense words from Classes 1, 2 and 3 (Non-related distracters). Participants should indicate witch stimuli were presented on the first lists. The seven participants from EG who finished the experiment evaluated the nonsense words of each equivalence class similar to the evaluation of the faces by the CG. They also recognized significantly more critical than non-related distracters only in the list composed by stimuli from neutral class.

 
5. Developing a Novel Preparation to Analyze the Onset of Derived Stimulus Relations
Area: EAB; Domain: Basic Research
CASEY MCKOY IRWIN (College of Charleston), Adam H. Doughty (College of Charleston)
Discussant: Laura L. Grow (Garden Academy)
Abstract: In an arbitrary-matching-to-sample procedure, participants who are taught AB and AC conditional discriminations also derive untaught relations involving the same stimuli. For example, derived relations include BA and CA symmetrical relations and BC or CB equivalence relations. It is difficult to pinpoint the exact moments these derived relations are learned because the typical assessment involves presenting the testing trials (e.g., BC) only after the baseline relations (AB and AC) are well learned. The goal of the present research is to develop a novel preparation to analyze when these different derived relations are learned. Participants were presented with both training trials and testing trials in every session from the start of experimentation. As such, it potentially allows us to monitor the development of derived stimulus relations in real time as the participants learn the relevant baseline discriminations. Results show that each participant learned each of the six discriminations. More importantly, the symmetrical relations emerged in close temporal proximity with the baseline discriminations, whereas the equivalence relations emerged later in time. These results are consistent with several findings in the operant-stimulus-control literature and validate the utility of the present preparation in future experimental analyses of derived relational learning.
 
6. Do Names Given to Stimuli by Participants Become Part of Equivalence Classes?
Area: EAB; Domain: Basic Research
ALEKSANDER VIE (Østfold University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

The current study tested if names given by adult participants to the stimuli when asked to talk aloud became a part of the stimulus classes. Training the conditional discriminations and testing for emergent relations was conducted with a Many-to-One training structure in 6-s delayed Matching-to-Sample (DMTS) setup, with potentially three 3-member classes. After the test, the vocal names given by the participants were included as textual stimuli in sorting tests. In the sorting tests, the three first stimuli drawn from the stack of cards were names given by the participant, one name from each class. The next nine stimuli were the stimuli used in the DMTS procedure, with the three last stimuli in the stack being the stimuli corresponding with the names at the beginning of the stack. If the participants put a stimulus on top of one of the names, the card with the name automatically hid the stimulus. Initial results show that the names given by the participants become a part of the stimulus classes (see Table 1). Thus, the three-member classes seemingly also include the names participants give the stimuli.

 
7. The Effects of Mixing Baseline Among Emergent Test Trials on Equivalence Class Formation in Adults
Area: EAB; Domain: Basic Research
VANESSA AYRES PEREIRA (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

This experiment investigated whether mixing baseline among symmetry and equivalence test trials enhances the yields of equivalence class formation. Twenty adults were exposed to two test protocols, in counterbalanced order: Simultaneous with Baseline Intermixed and Simultaneous with Post-test of Baseline (Conditions A and B, respectively). The conditions varied in respect to the test procedure and stimuli set. Both started by training AB, AC, AD, and AE relations concurrently. Next, a test assessed the maintenance of baseline and the emergence of symmetry (BA, CA, DA, EA) and equivalence (BC, BD, BE, CB, CD, CE, DB, DC, DE, EB, EC, ED) relations. In Condition A, baseline, symmetry, and equivalence test trials were presented simultaneously. In Condition B, baseline test trials were presented after the test for symmetry and equivalence intermixed. All participants formed equivalence classes in both conditions. Condition A presented slightly lower yields of immediate emergence (16 participants) than Condition B (18). Three out of the four participants with delayed emergence in Condition A initially failed in symmetry trials; the other two in Condition B, failed exclusively in equivalence trials. Condition A produced significantly faster responses to the first five equivalence test trials.

 
8. Effects of Instructions on Stimulus Equivalence Responding
Area: EAB; Domain: Basic Research
ANNIKA POULSEN (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

The role of instructions in stimulus equivalence research has often been discussed without being considerably empirically investigated. Generally, as little information as possible are given to participants, to limit the potential effects of instructions on stimulus equivalence responding. In this present stimulus equivalence experiment, instructions are investigated by using a linear series training structure with three 3-member classes. Participants were assigned to either one of three conditions, consisting of: general instructions (e.g., "your task is to find out which stimuli that belongs together"), specific instructions (e.g., "this stimulus is a fish and belongs together with the car which is this stimulus") or a control group without instructions about the task. The depended measures are number of training trials and equivalence responding. As shown in Table 1, the results show that the condition with general instructions gave a higher result of equivalence responding (i.e., 60 %) compared to the other conditions (i.e., 10 % and 0 %, respectively).

 
9. Attending to Compound Stimuli and Stimulus Equivalence
Area: EAB; Domain: Basic Research
LIVE FAY BRAATEN (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Laura L. Grow (Garden Academy)
Abstract: Establishing stimulus control with a compound stimulus followed by testing of responding in the presence of one aspect of the compound is a way to study attending behavior. The present experiment investigates attending using compound stimuli in a zero second delayed matching-to-sample procedure by separating the elements of the compound stimuli (color and shape) when testing for relations defining stimulus equivalence. Twenty adult participants were randomly assigned to two groups (more participants will be included) and were trained to potentially form three 3-member equivalence classes. Group 1 was trained with a one-to-many (OTM) training structure and Group 2 with a many-to-one (MTO) training structure. In both groups, the compound stimuli served as nodes while the other stimuli were abstract stimuli. In the test for equivalence relations, elements of the compound stimuli were separated and presented individually. Preliminary results show that three out of nine participants trained with OTM fail to form equivalence classes, whereas five out of eleven fail when trained with MTO (see Table 1). Participants who fail in Group 2 exclusively show error when tested with the shape-element, whereas the errors are more random in Group 1.
 
10. Experimental Verification of Urcuioli's Theory of Pigeons' Equivalence-Class Formation
Area: EAB; Domain: Basic Research
MASAKI ISHIZUKA (Tokiwa University), Tetsumi Moriyama (Tokiwa University)
Discussant: Laura L. Grow (Garden Academy)
Abstract:

Symmetry is an emergent relation for stimulus equivalence. Although human participants are relatively easy to show evidence for symmetry, nonhuman animals typically do not. However, Urcuioli (2008) reported that pigeons demonstrated symmetry in his studies using successive (go / no-go) matching-to-sample procedure, and proposed a theory of pigeons' equivalence-class formation. In the present study, we checked Urcuioli's experiment. Four pigeons received hue-form arbitrary, hue-hue, and form-form identity matching training. In the training, fixed-interval (FI) 5-s schedule was arranged to positive trials and extinction (EXT) was arranged to negative trials. Each training session consisted of 48 positive and 48 negative trials that randomly appeared. Each pigeon was trained until it achieved a discrimination ratio of 0.80 or higher on each matching task for 5 of 6 consecutive training sessions. After the training, form-hue symmetrical relations was tested in non-reinforced trials. The test consisted of 104 trials that included 96 training trials and 8 symmetry probe trials. Figure 1 shows the results of four pigeons. Three of them (P1, P4, P5) responded more to the positive comparison stimuli than to the negative comparison stimuli and demonstrated symmetry. As we reproduced the results of Urcuioli's experiment, we conclude that Urcuioli's theory is correct.

 
11. Equivalence Class Formation as a Function Pre-Training of Verbal Operants
Area: EAB; Domain: Basic Research
MARILEIDE ANTUNES OLIVEIRA (Faculdades do Vale do Juruena - AJES), Erik Arntzen (Oslo and Akershus University College)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

Understanding how symbolic behavior may be enhanced can result in advances in the development of applied technologies. Participants in this study were eighteen university students ranging from 18-40 years (average = 29 years). Participants were asked to group 15 flashcards with black-and-white abstract shapes individually printed on them. Participants were then assigned to one of the two groups: Tact or Mand. Participants in the Tact Group were taught to say "Paf" in the presence of shape 1; "Vek" for shape 2, and "Zog" for shape 3. Participants in the Mand Group were asked to choose three snack items of their choice and were taught to mand for exchanging shape 1 for snack 1, shape 2 for snack 2, and shape 3 for snack 3. After serial training of AB, BC, CD, and DE relations, all probes for stimulus equivalence were presented in one block. Participants were again asked to group flashcards. Results showed no differences between groups suggesting that pre-training stimuli to exert control over tact and mand responses do not produce equivalence class enhancement. We suggest other types of pre-training of verbal operants to clarify the role of stimuli with a trained history to control verbal behavior in equivalence class formation.

 
12. Equivalence Class Formation and the EEG-Based N400 Component
Area: EAB; Domain: Basic Research
GURO DUNVOLL (Oslo and Akershus University College; Akershus University Hospital; Oslo University Hospital), Erik Arntzen (Oslo and Akershus University College), Torbjørn Elvsåshagen (Oslo University Hospital), Eva Malt (Akershus University Hospital)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

Neuroscientific measures such as electroencephalography (EEG) can increase our understanding of complex human behavior. The N400 component is a negative peak elicited 400 ms after stimulus presentation and was originally observed when the end of a sentence was not related with the word presented before. The N400 is not observed if a relation has been established between the stimuli. The N400 effect also applies when the stimuli are not directly trained as in the test for equivalence class formation and can also be elicited by other meaningful stimuli, including pictures. This can be argued to be a measure of the relational strength between two stimuli as a result of the participant's learning history. The current poster presents an experiment with six healthy adult volunteers where we investigated the N400 during a priming procedure after forming three 3-member classes with C-stimuli as familiar pictures. The results showed a reduction of the N400 component over repeated presentations of the unrelated stimulus pairs when the unrelated stimulus pairs were analyzed separately in four consecutive blocks (see Figure 1). Hence, the findings indicate a possible habituation after repeated stimulus pair presentation.

 
13. On the Function of Including New Stimuli in a Sorting Test
Area: EAB; Domain: Basic Research
ANNE WESTGÅRD (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

In the present experiment, 12 conditional discriminations were trained as a baseline for three 5-member equivalence classes. All stimuli were abstract shapes. The research question was to study the effect of introducing new stimuli in a sorting test after MTS training or after MTS training and testing. In the experiment, 30 adults participated randomly assigned in two groups. Group 1 had the MTS training and test, followed by a sorting test, while Group 2 had the MTS training, sorting, MTS test and another sorting. Both groups were presented for five new stimuli in the sorting tests. The results show that 13 out of 15 participants in Group 2 sort the new stimuli in the experiment-defined classes (see Figure 1). In Group 1, four out of 15 participants sort new stimuli in the experiment-defined classes, while five participants sort the new stimuli together with three of the experiment-defined classes. In Group 1, three participants do not form equivalence classes. In Group 2, one participant does not respond in accordance with stimulus equivalence. There are higher total scores during MTS test in Group 2 than in Group 1, but the difference is not significant.

 
14. Effects of Differential Order of Exposure to Test Phases on Emergence of Equivalence Relations
Area: EAB; Domain: Basic Research
LUIS CARLOS FONSECA LEON (Center for Behavior Studies and Research, University of Guadalajara)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

The present integrated series of experiments was designed to identify whether the differential order of exposure to test phases (Standard, Inverse, Mixed) respect of a training structure Many to One (MTO), One to Many (OTM) or Lineal Series (SL) has an effect on the emergence on the emergence of equivalence relations. Sixty psychology undergraduates from several universities of Guadalajara participated in the experiments. A Matching To Sample task software was programmed to training the conditionals discriminations (three conditions) and to testing three 3-member equivalence sets of stimuli, symmetry, transitivity and equivalence in four conditions. Overall, for these preparations we observe an effect, it seems has identified an explicit interaction between certain training structure and certain order of exposure to test phases. Hence, the results suggest that the performance in testing for emergence relations depends of order of exposure to test phases respect of the training structure used. Furthermore the accuracy was better with the SL training structure.

 
15. What is the Nature of the Consequence That Controls Our Eye Movements?
Area: EAB; Domain: Basic Research
SOHIR RAHMOUNI (Université de Lille), Anna Montagnini (Aix Marseille Université), Laurent Madelain (Université de Lille; Aix Marseille Université)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

Saccade adaptation is a form of motor learning that maintains saccade accuracy in response to new sensorimotor contingencies. We know that reinforcement learning can induce saccade adaptation. Previously, an arbitrary reinforcer was used such as an auditory tone or viewing the target on the fovea to control saccades amplitude. This experiment asks whether changes in saccade amplitude may be induced by the ability to perform a visual discrimination task as a consequence. In a 4AFC task, five subjects were instructed to report which symbol was briefly (60ms) displayed across the whole screen immediately after a saccade. The possibility to perform the discriminative task was contingent on meeting a specific saccade amplitude criterion: when saccades did not meet the criterion, one of four irrelevant symbols was displayed such that the participant could not perform the discriminative task. We observed consistent changes in saccadic amplitude across sessions that followed the criterion manipulations. We conclude that saccades are operant behavior reinforced by the ability to perform visual tasks.

 
16. Pigeons' Refraining From Eating Varies With Degree of Stimulus Control
Area: EAB; Domain: Basic Research
BRENDA ESTELA ORTEGA (National Autonomous University of Mexico), Raul Avila (National Autonomous University of Mexico), Leonard Green (Washington University)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

A procedure to study self-controlled behavior is the "refraining-from-eating" situation in which a food dispenser is presented once (SR1) within a repetitive time cycle, and it can be presented again (SR2) after the cycle has elapsed according to the following contingency: If the pigeon tries to consume SR1, the food is immediately withdrawn and the SR2 presentation is cancelled; if, however, the pigeon refrains from attempting to consume SR1, then it can consume SR2. In the present study, the contribution of stimulus control to "refraining" from taking SR1 was assessed. The effects of (a) signaling both SR1 and SR2 with the same color, (b) signaling both the SR1 and SR2 with different colors, (c) adding a houselight during SR1, and (d) adding a response key (which did not have to be pecked) during SR1 were evaluated. Fewer SR1 interruptions occurred when different stimuli signaled each food-dispenser presentation than when the same stimulus signaled both food presentations. When an illuminated response key was presented concurrently with SR1, interruptions were markedly reduced, to near-zero levels in those pigeons that pecked the key. These data are evidence that "resistance to temptation," an example of self-controlled behavior, is affected by stimulus control.

 
17. The Effect of a Proprioceptive Musical Interface and Methods of Musical Instruction on the Acquisition of Unprompted Pitch Discrimination: A Proposal for Further Research
Area: EAB; Domain: Applied Research
BENJAMIN REYNOLDS (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract: One area in which behavior analysis as a discipline has much room to grow is the domain of audiology and pitch discrimination. This presentation reviews early work on the psychometrics of auditory perception, the theremin as an experimental apparatus, and certain behavioral studies of auditory discrimination. The literature review sets the context for a discussion of how behavior science can contribute to auditory research and the potential advantages of using the theremin as an experimental apparatus for comparing methods of instruction.
 
18. Discriminative Control by Elements of Visual Compound Stimuli in Bees (Melipona quadrifasciata)
Area: EAB; Domain: Basic Research
DEISY DE SOUZA (Universidade Federal de São Carlos, Brazil), Natália Rodrigues Biscassi (Universidade Federal de São Carlos, Brazil), Antonio Mauricio Moreno (Universidade Estadual do Sudoeste da Bahia, Brazil)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

When reinforcement is contingent on a response in the presence of a compound stimulus, the contingency will be satisfied even if the response occurs under the control of only one of the elements. In this study, 12 bees received simple discrimination training followed by probes of stimulus control for isolated elements of the compound. The learning criterion was at least 90% of correct responses in two consecutive blocks of 20 trials. For half of the bees, the positive stimulus (S +) was a circle with blue border and white center and the S- was a circle with black border and yellow center; for the other half, the function of the stimuli was reversed. In the Probes phase, each compound was decomposed into two elements (a circular border and the inner circle) and all combinations of two elements were probed, in 16 trials. Stimulus control by both positive elements was strong for 8 of 12 bees (but somehow higher for the inner element of the circle), while four bees showed evidence of responding almost exclusively to only one of the positive elements. Probing stimulus control after discrimination training with compounds should be a standard protocol to identifying restricted stimulus control. Key word: discrimination learning, stimulus control, compound stimuli, bees

 
19. Determinants of Remembering in an Incrementing Non-Matching-to-Sample Task in Rats
Area: EAB; Domain: Basic Research
KATHERINE ELY BRUCE (University of North Carolina Wilmington), Shandy Nelson (University of North Carolina Wilmington), Thomas Wagner (University of North Carolina Wilmington), Nicole Westrick (University of North Carolina Wilmington), Bobbie Wolff (University of North Carolina Wilmington), Mark Galizio (University of North Carolina Wilmington)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

Available procedures to study working memory capacity in rodents generally use manual arena or maze tasks. For example, the odor span task uses an incrementing non-matching- to-sample procedure in which digging in cups scented with novel olfactory stimuli results in reinforcement on each trial, while responses to previously presented stimuli are not reinforced. The present study modified this procedure for use in an automated operant chamber using a 15-channel olfactometer. Rats were trained on a go, no-go procedure to make nose-poke responses in a port through which odorants were delivered. Responses to each odorant were reinforced on an FI 5-s schedule the first time it was presented, but once an odor had been presented, responses to that odor were no longer reinforced. Rats rapidly learned to differentiate between session-novel and session-familiar odors and responded at high rates to new stimuli and much lower rates to repeated stimuli. Determinants of remembering were assessed by manipulating a number of variables including frequency and recency of repeated odors, a mid-session delay, and a distractor task. Accuracy was affected by all these variables, but the greatest disruption was observed after a mid-session delay, with or without a distractor task.

 
20. Discrimination of Illuminance by Sprague Dawley Rats
Area: EAB; Domain: Basic Research
CORY WHIRTLEY (West Virginia University), Forrest Toegel (West Virginia University), Michael Perone (West Virginia University)
Discussant: Karen M. Lionello-DeNolf (Assumption College)
Abstract:

When a light source is aimed at a surface, its luminous flux is dispersed across the surface. The intensity of the surface illumination defines "illuminance." Rats, as nocturnal animals, are sensitive to illuminance. Our interest is in their ability to discriminate small changes in relatively low levels of illuminance. Two rats' lever presses were maintained on a multiple schedule in which a variable-interval schedule of food reinforcement alternated with extinction. The components were signaled by different degrees of illuminance as measured in lux near the floor of the chamber. Across five conditions, we studied illuminance levels ranging from 0 lux (complete darkness) to 64 lux. The pairs of stimuli were arranged to produce absolute differences from 6 lux to 28 lux. The proportion of responding in the presence of S+ (the discrimination ratio) was used to assess the rats' ability to discriminate between the pairs of stimuli. Each rat's discrimination ratio was highest in the condition in which one of the stimuli was 0 lux (S- for one rat, S+ for the other). There was no systematic difference across the other conditions, with ratios consistently above 0.80. These results indicate that rats can discriminate relatively small differences in illuminance.

 
22. Exploring Stimulus Control of Relatives Name, Picture, and Family Relation in a Patient With Vascular Dementia
Area: EAB; Domain: Basic Research
HANNA STEINUNN STEINGRIMSDOTTIR (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College), Anette Brogård Antonsen (Oslo and Akershus University College), Silje Boye-Hansen (Oslo and Akershus University College)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

Forgetting the names of significant others can be demanding for people diagnosed with neurocognitive disorders (NCD) and their significant others. Therefore, the purpose of this experiment was to study the effect of using the simultaneous protocol (SP) and the Simple-to-Complex (STC) protocol while exploring stimulus control of relatives' names, faces, and family relations in a patient diagnosed with Vascular Dementia. We also studied different lengths of the inter-trial-interval (ITI) (i.e., 2000 ms vs. 5000 ms).The experimental conditions were presented using a single-subject experimental design, ABA1B1A1B1 with the SP in the A and A1 conditions, and the STC in the B and B1 conditions. The A1 and B1 conditions had 5000 ms ITI. The results showed that the participant made a number of incorrect responses during intial tests for responding in accordance with stimulus equivalence. However, with the use of the STC and increased ITI, the participant responded correctly on the different conditional discriminations and responded in accordance with stimulus equivalence in the last experimental condition.

 
23. Generalization of a Stimulus Delta Across a Temporal Continuum
Area: EAB; Domain: Basic Research
CHARLENE AGNEW (The Graduate Center, City University of New York), Julia Iannaccone (The Graduate Center, City University of New York), Rika Ortega (The Graduate Center, City University of New York), Anna Budd (The Graduate Center, City University of New York), Verena Bethke (The Graduate Center, City University of New York), Julia Brodsky (The Graduate Center, City University of New York), Robert N. Lanson (Queens College, City University of New York)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

The intruded stimulus (IS) paradigm explores the extent to which temporal control and stimulus control affect responding (Farmer & Schoenfeld, 1966). In this paradigm, a keylight color change is imposed on a fixed interval (FI) schedule. Deviations in responding from the expected FI scallop reflect control of the IS. In the current study, the IS paradigm was utilized with four Silver King pigeons. After establishing baseline responding on a FI 60 s schedule reinforcement, researchers administered two trial types in a series of sessions. Each session included 30 baseline trials and 30 IS trials randomly interspersed. Baseline trials consisted of an IS1 presentation for 10 s at the trial onset (immediately following reinforcement from the previous trial). IS trials included IS1 at the trial onset with the additional presentation of IS2 for either 5 or 10 s at different temporal locations. Results suggest the IS1 functioned as a stimulus delta (S?). Furthermore, the extent of stimulus control by IS2 was a function of distance from the reinforcer. Disruption of responding by IS2 was observed for both IS2 duration values (5 and 10 s).

 
24. Observing Matching-to-Sample Performance and Subsequent Stimulus Sorting
Area: EAB; Domain: Basic Research
ERIK ARNTZEN (Oslo and Akershus University College), Justice Mensah (Oslo and Akershus University College)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract: Research has shown a positive concordance between equivalence class formation and performance in sorting tests. This experiment examined the relationship between sorting performance and emergent relations performances in participants who have observed a 12-minute video clip of MTS training and testing. Thirty participants were randomly assigned to two experimental conditions: a video clip with 80% correct responding and 20% incorrect responding in MTS training (80% Correct Group), and a video clip with 20% correct responding and 80% incorrect responding in MTS training (20% Correct Group). For both groups, the performance of MTS test was 100% correct. In the subsequent sorting test after watching the video clip, the findings showed that for the 80% Correct Group, 11 of 15 participants sorted the stimuli according to experimenter-defined classes in Sorting Tests 1 and 2, as well as responded in accordance to equivalence in the MTS test for emergent relations (See Figure 1). For the 20% Correct Group, two of 15 participants sorted the stimuli according to experimenter-defined classes in Sorting Tests 1 and 2, one participant who failed to sort the stimuli in Sorting Test 1, sorted the stimuli according to experimenter-defined classes in Sorting Test 2. Two of the participants who sorted the stimuli according to experimenter-defined classes in Sorting Tests 1 and 2 responded in accordance to equivalence in the MTS test.
 
25. Transfer of Faces Expressing Emotions in Simultaneous and Delayed Matching-to-Sample
Area: EAB; Domain: Basic Research
JON MAGNUS EILERTSEN (Oslo and Akershus University College), Erik Arntzen (Oslo and Akershus University College)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

Transfer of stimulus function within equivalence classes has been shown to vary as a function of both varying delays in delayed matching-to-sample and number of nodes. Fourteen adult participants were allocated to two experimental groups (simultaneous and 0-sec delayed MTS) and trained with twelve conditional discriminations (AB/BC/CD/EF) in a linear series (LS) training structure. The training was followed by testing the formation of three 6-member equivalence classes. The A-stimuli consisted of three different facial expressions where each expression was shown by four different individuals. The A1 stimuli were four angry faces, the A2 stimuli were four neutral faces, and the A3 stimuli were four happy faces. For each group, five participants rated the D stimuli and two participants rated the F stimuli by a Semantic Differential rating scale. The main findings show a correspondence between the facial expressions and the Semantic Differential Scale ratings for both groups. Participants in the DMTS group required a higher number of training trials to criterion than the SMTS group.

 
26. Associative Learning in Babies: Higher-Order Conditioning Without Verbal Skills
Area: EAB; Domain: Basic Research
CHARLOTTE RENAUX (Université de Lille), Vinca Riviere (Université de Lille), Paul Craddock (Université de Lille), Ralph R. Miller (State University of New York, Birmingham)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

Verbal processing has been proposed to be necessary for associative learning in humans; however, numerous reports of first-order learning in preverbal infants refute this view for first-order learning. But there are no published reports of higher-order conditioning that test this hypothesis with nonverbal humans. Here we assessed the necessity of verbal skills for higher-order associative learning in preverbal babies. We employed a sensory preconditioning procedure that was quick and used no instructions. CS2-CS1 and CS3-CS4 trials were presented during phase 1, and CS1-US+ and CS3-US- trials were presented during phase 2. The CSs were colored geometric shapes, the US+s were entertaining video clips, and the US- an unpleasant sound. The conditioned response was looking at the location where the US+s had appeared. At test, babies exhibited conditioned responding to CS2, despite their being nonverbal. Thus, verbal processing is unnecessary for higher-order learning as well as first-order learning. In addition, our eye-tracking preparation for babies could provide a useful tool for examining cognitive functioning very early in human development without any instructions.

 
27. The Effect of Individual Punishment on Cultural Selection
Area: EAB; Domain: Basic Research
Dyego de Carvalho Costa (Universidade de Brasilia; Universidade Estadual do Piauí), Bruna Maria Barbosa da Silva Françaoa (Universidade de Brasilia), Roberta Lemos (Universidade de Brasilia), ITALO TEIXEIRA (Universidade de Brasilia)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

This work aimed to identify the effect of ontogenetic response cost on cultural selection in an experimental microculture. Three groups of three participants played a pizza game. The participants had to choose 6 ingredients of 20 possibilities. The IBC was the sequence of six ingredients, chosen by the participants. The AP was the pizza resulted of choses. The cultural consequence was 60 points if the pizza was the one expected for the current condition. The experiment was divided in two Phases. In Phase 1, the response cost consisted in solving individual tangran puzzles, every time they chose correct ingredients of pizza that received 60 points. In second Phase the correctament ingredientes choses demands the solution of n tangrans for the group and the participants decided how many puzzles each one would solve. In both phases, the conditions were: A baseline; BCD with 1/2/3 individual tangrans by correct ingredient for Phase 1 and 2/4/6 tangrans for the group at Phase 2. The results showed that individual response cost produced avoidance and low production of cultural consequences. In Phase 2, the response cost wasn't enough to produce avoidance, and the cultural consequences were systematically produced and greater than the other possibilities of IBC.

 
28. A Review of Applications of Progressive-Ratio Schedules
Area: EAB; Domain: Basic Research
LINDSAY LLOVERAS (New England Center for Children; Western New England University), Shawn J. Janetzke (New England Center for Children; Western New England University), Jason C. Bourret (New England Center for Children)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

A progressive-ratio (PR) schedule is a schedule in which the response requirement increases following completion of the previous schedule requirement. PR schedules are used as a measure of reinforcer efficacy. Break points tell us how strong a reinforcer is: high breakpoints indicate that a reinforcer is more potent, and low breakpoints indicate that a reinforcer is less potent. However, there are no standardized methods for determining PR array values or breakpoint criteria. This study examined basic and applied PR schedules in the literature via a PsychInfo search, using key words "progressive ratio" and "schedule," and reviewed studies from the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. Data were categorized by schedule type, stability criterion, termination criterion, breakpoint, response topography, and basic/applied. No published studies included schedule correlated stimuli. Future research should systematically evaluate the effectiveness of these procedural differences and identify variables that will increase stability in PR schedules. Interobserver agreement was 100% for 38.5% of data sets.

 
30. Collateral Behavior During DRL Schedules: A PORTL Replication of Bruner & Revusky (1961)
Area: EAB; Domain: Basic Research
JESSICA AUZENNE (University of North Texas), Leah Herzog (University of North Texas), Mary Elizabeth Hunter (The Art and Science of Animal Training), Jesus Rosales-Ruiz (University of North Texas)
Discussant: Martha Costa Hübner (University of São Paulo)
Abstract:

Differential reinforcement of low rates (DRL schedules) have been used in the experimental analysis of behavior as baselines to study other variables. They have also been used in applied settings to reduce rates of responding. Bruner and Revusky (1961) studied response patterns in humans during a DRL schedule using an apparatus with four keys. Although only one key was part of the DRL contingency, the experimenters observed identifiable patterns of responding on the other three keys. They suggested that these alternative, collateral responses helped the participants meet the DRL requirement. The first purpose of the current study was to replicate Bruner and Revusky's results using the Portable Operant Research and Teaching Lab (PORTL). A second purpose was to examine how response patterns would change as the number of alternative responses decreased. Preliminary results showed that patterns of behavior similar to those observed by Bruner and Revusky can be obtained using PORTL and that some participants were still able to meet the DRL requirements even with fewer experimenter-provided alternatives.

 
32. Evaluating the Use of a Humanoid Robot to Study Human Operant Behavior
Area: EAB; Domain: Basic Research
MICHELLE ISABEL PADILLA (California State University, Northridge), Ellie Kazemi (California State University, Northridge), Victor Ramirez (California State University, Northridge), Anne C. Macaskill (Victoria University of Wellington)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

Humanoid robots (aka humanoids) may offer several advantages for experimental analysis of human behavior. Much like operant chambers, humanoids can be programmed to record data and deliver consequences for specific responses. However, the concept thaFt participants' behaviors can come under the control of a robot's behaviors has not been tested. Therefore, the purpose of our study was to investigate whether Meebie, a humanoid robot, simulating a child engaging in compliance and noncompliance, could be used to gain systematic control over participants' behaviors. In Phase 1, participants'target responses (e.g., touching Meebie's head) resulted in Meebie complying with participants' instructions. During Phase 2, Meebie engaged in noncompliance regardless of the participants' behavior. We programmed Meebie to collect data on participants' responses, and generated cumulative records, to determine whether their behavior was being shaped. In Phase 1, 2 of 3 participants' cumulative touches to the target sensor were higher than touches to other sensors. During Phase 2, cumulative touches to all sensors decreased. Our preliminary findings support the use of a humanoid robot as an operandum to study human behavior; however, variables such as rule-governance and schedules of reinforcement should be taken into consideration with regard to analysis of human behavior.

 
33. Within-Subject Validation of Academic Constraints on Alcohol Purchasing
Area: EAB; Domain: Basic Research
MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Whitewater), Ryan Powers (University of Wisconsin-Whitewater), Nate David Popodi (University of Wisconsin-Whitewater), Logan Wild (University of Wisconsin-Whitewater), Jolee Marie Zizzo (University of Wisconsin-Whitewater), Abigail Schmidt (University of Wisconsin-Whitewater), Kane Poad (University of Wisconsin-Whitewater), Mackenzie Kropidlowski (University of Wisconsin-Whitewater)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

Economic demand for alcoholic beverages can be assessed using the Alcohol Purchase Task (APT) where participants hypothetically buy drinks at escalating prices. The APT allows for detailed behavioral economic analyses including elasticity and breakpoint. Previous research has demonstrated that hypothetical academic constraints decrease certain measures of demand. In this experiment, participants completed two abbreviated versions of the APT with distinct prices over a similar range. In the experimental (EXP) version, participants were told that they had an exam the next morning, while the control (CTRL) version explicitly told them that they did not have an exam or class the next day. A full 2X2 factorial experiment was conducted where participants received 1) CTRL then EXP versions of APT, 2) EXP then CTRL versions of the APT, 3) CTRL then CTRL, or 4) EXP then EXP. Results from sixty participants (n=65) directly replicated within-subject the effects of academic constraints on alcohol purchasing demonstrated between groups. Demand curves obtained from the CTRL version first saw a reduction in that curve under the EXP version. Conversely, participants that saw the EXP version first showed an increase in demand in the subsequent CTRL version. There were no changes in the CTRL-CTRL or EXP-EXP conditions.

 
34. Fine-Grained Reaction Time and Accuracy Comparison of Positive and Negative Reinforcement Contingencies
Area: EAB; Domain: Basic Research
OWEN JAMES ADAMS (University of North Texas), Daniele Ortu (University of North Texas), Traci M. Cihon (University of North Texas)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

Positive and negative reinforcement contingencies have been compared in terms of preference, but what remain unclear are their differential effects on reaction time and accuracy while controlling other variables. Participants took part in a sound discrimination task involving random mixed-trial presentation of positive and negative reinforcement contingencies. Participants' goal was to identify whether the tone was shorter or longer than 600 milliseconds. On positive reinforcement trials, participants only received feedback and money tallies if they identified the sound length correctly, with each correct response in the positive reinforcement trials earning the participant 10 cents. On negative reinforcement trials, the participants only received feedback and money tallies if they identified the sound length incorrectly, with incorrect trials subtracting 10 cents from the participants' total money (which began at $4.00 to equalize the weights of the positive and negative reinforcement contingencies). Results indicated negative correlations between comparison stimulus duration and reaction time with different slopes between positive and negative reinforcement trials. These findings may have implications for improving training techniques and are evaluated within the context of Brain Computer Interfaces (BCIs) such as the P300 speller device.

 
35. Modeling the Effects of Distance Requirements on Responding During a Human Operant Task
Area: EAB; Domain: Basic Research
WILL FLEMING (University of Nevada, Reno), Shea M. Lemley (The University of Kansas), Michael Sofis (The University of Kansas), David P. Jarmolowicz (The University of Kansas), Matt Locey (University of Nevada, Reno)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

Overt behavior always requires moving objects—including the organism itself—certain distances to function. Those distances can be characterized by both the absolute minimum distance an object must be moved to function and the aggregate minimum distances an object could be moved to function. While the effects of distance have not been extensively studied by behavior analysts, they have been researched by computer scientists, particularly those interested with Fitts' Law. In regards to computer cursors, two-dimensional models based on Fitts' Law typically state that the average time to move a cursor to a target area on the screen is a function of the distance between the cursor and the target area and the height and width of the target area. The current project compared the predictability of models based on Fitts' Law to broader, more behavioral-economic models using data from a human operant task similar to tasks used in Fitts' Law research. Molecular interactions between interresponse time, pausing, and response distance were also assessed.

 
36. An Effect Size Measure for Single Case Experimental Designs: Ratio of Distances
Area: EAB; Domain: Applied Research
MACK S. COSTELLO (Rider University), Michael T. Carlin (Rider University)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

This poster describes the development of an effect size measure called Ratio of Distances (RD), developed by Carlin and Costello (in preparation). Communication between the psychological disciplines may improve if both group and single case experimental research used comparable measures of effect size. In group research, effect size measures that reflect distance between means (e.g., Cohen's d) are commonly used. The goal of the present work was to develop a measure that can be easily compared to effect size measures (e.g., d), used in group research. Modeled from other effect size measures, we developed a measure of level change for single case experimental research that met several practical requirements: the measure is adaptable to designs with varying numbers of observations per, and across, phases. The measure is adaptable to situations in which slope does and does not exist. The measure has no ceiling, as is the limitation with commonly used overlap-based measures of effect size. The measure is computationally transparent and easily performed using widely available analysis tools.

 
37. Effect of Credit Card Logos on the Consumer Item Price Estimated by Mexican College Students
Area: EAB; Domain: Applied Research
FELIPE ERNESTO PARRADO (University of Guadalajara), Susana Barba (University of Guadalajara)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

Nakajima & Izumida (2015) demonstrated that students' price estimation of consumer items are increased by credit card logos presented with the items. This study aimed to replicate that effect with a Mexican student sample. An experiment was conducted with 10 pictures of consumer items to estimate its price. All pictures for the first group (n=25) were presented without the credit card logos, for the second group all pictures were presented with credit card logos (n=23), and in the third group (n=22) the logos were shown in 50% of trials. As shown in the original study, the pairing of credit card logos increased the average price of consumer items. Results show that students that owned a credit card (n=27) were more likely to increase the price of consumer items compared to those that didn't own any credit card, suggesting that participants' history with credit card use affect their price estimation. Although gender was not controlled, higher price estimation was observed particularly in women. Implications for product advertising and consumer experience with credit cards in low income countries is discussed.

 
38. Aggressive and Prosocial Conduct Between Couples Through the Handling of Models of Conduct
Area: EAB; Domain: Applied Research
ALEJANDRA MONTSERRAT RIVERA (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Tyler S Glassford (Saint Louis University)
Abstract:

In Mexico, 6.1% of the population has presented child behavior problems at some time in their lives. In these behavioral problems, as well as in their progression, various factors intervene, such as the perceived family environment, the substance abuse in the parents, among others. The research points out that there is a continuity between childhood behavior disorders and those of adolescence and adulthood (Frick, 2016), some inappropriate behaviors including aggression predict delinquent, aggressive and risky behaviors in adolescence and adulthood (Rodríguez, López- Cepero, Rodríguez, & Estrada, 2012, Frick, 2009; Campbell, 2005). The objective of the study was to increase prosocial behavior and decrease aggressive behaviors in children, through the management of behavior and reinforcement models, we worked with 3 groups of 1st grade of primary school with an average of 20 children in each group and a average age of 6 years. A multiple baseline design between groups and between behaviors was used. The behaviors were evaluated through a system of direct observation of prosocial and antisocial behavior, a Placheck record was carried out with a duration of 10 minutes at recess time in the school playground. The results showed that the percentage of prosocial behavior increased and the aggressive behavior decreased in most of the observed behaviors, likewise a size of the treatment effect was observed through the NAP index. Therefore, it can be concluded that the intervention strategy was effective in generating changes in the target behaviors.

 
 
 
Poster Session #272
EDC Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Robin Codding (University of Minnesota)
39. Teaching Reading With Direct Instruction in an Icelandic Classroom: Treatment Fidelity
Area: EDC; Domain: Applied Research
ZUILMA GABRIELA GABRIELA SIGURDARDOTTIR (University of Iceland), Gudbjorg Vilhjalmsdottir (City of Hafnarfjordur)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

Measurements of practitioner performance are rare even in research studies of the effect of interventions. Fidelity measurements provide information that increase generalizability of research findings and can be found useful in praxis when providing feedback to executors. The purpose of this study was to examine whether the provision of training on a regular basis could increase treatment fidelity of three teachers using Direct Instruction (DI) in teaching reading to first graders. A multiple baseline across subjects experimental design was used to measure the effect of training teachers to use DI. Training consisted of three variables: modeling, rehearsal, and feedback. The three variables were used simultaneously and the effect of each one was therefore not measured separately. Teachers' treatment fidelity was measured using a tool based on Corrective Reading Decoding Fidelity of Implementation Observation Checklist by Benner, Nelson, Stage and Ralston (2011). The teachers reached the set goal of 80% treatment fidelity and maintained their performance scores throughout the study. When teachers had reached the 80% fidelity goal, training was systematically reduced.

 
40. Direct Instruction Revisited
Area: EDC; Domain: Basic Research
ZAHIDA CHEBCHOUB (UAE University)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

The purpose of this research is to analyze the effects of using direct instruction on English as a Second Language learners' acquisition of new vocabulary. Wanzek (2014) and Ellis (2010) stated that direct instruction in second language learning has showed positive results. Rupley et al (2009) acknowledged the importance of direct and explicit instruction in teaching reading comprehension to students who exhibit difficulties in this skill. In this present research, The researcher, who is also the class teacher, has started collecting data to measure the effects of direct instruction technology on learners' acquisition of vocabulary. The subjects are 30 learners of English as a Second Language. Choral responding, use of Active Student Responses and response cards were used to introduce and teach new vocabulary. Thirty-minute sessions run three times a week from September 3, 2017 to October 1, 2017 were conducted for data collection. These sessions will continue until the end of November 2017. Preliminary results have shown that the technology of direct instruction has indeed a positive effect on the acquisition of vocabulary by learners of English as a Second Language. The researcher aims at encouraging educators to use the technology of direct instruction, especially in the field of second language teaching.

 
41. Examining the Effectiveness of an Intervention That Combined Reread-Adapt and Answer-Comprehend and Positive Reinforcement on Reading Fluency in Elementary Students With Autism Spectrum Disorder
Area: EDC; Domain: Service Delivery
MAHA ALI ALGHAMDI (Duquesne University), Xiuchang Huang (Duquesne University)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

Students with Autism Spectrum Disorder (ASD) vary greatly in reading proficiency. Reading fluency is a skill that they often struggle with. The Reread-Adapt and Answer-Comprehend (RAAC) is an intervention that has been proved effective by previous research in helping students with disabilities improve both reading fluency and comprehension. This study aims to extend previous research and investigates the effectiveness of an intervention that combines both RAAC and positive reinforcement (i.e., 10 minutes iPad time) on reading fluency in three elementary students with ASD. An oral reading fluency curriculum-based measurement was administered first to determine individual student's reading level before implementing the intervention. For intervention, participants are asked to read the material (e.g., a paragraph) three times with a one-minute break in between, followed by a few general questions about the reading material. Whenever the students are able to finish reading the designated materials within a certain time limit (e.g., 1 minute), they will be provided with 10 minutes iPad time as positive reinforcement. This study employs a multiple baseline across participants design to collect data. The intervention is introduced to participants sequentially one by one after baseline data collection and students' reading performances are measured and graphed accordingly.

 
42. Enhancing the Quality of Teacher Explanations Using Direct Instruction Practice Simulations and the Standard Celeration Chart
Area: EDC; Domain: Service Delivery
ADAM HOCKMAN (The Mechner Foundation)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract: Large scale curricular adoption is difficult in general education. The perils of implementing Direct Instruction curricula across districts are well documented, with much disapproval pointing to teachers losing their autonomy once required to use scripted teaching protocols. Without teacher buy-in, published curriculums are often put on a dusty shelf at a district office after a year or two, meaning schools never experience the maximum benefits of using highly validated programs. Teachers, however, can learn a small set of effective active student response strategies and instructional design principles to better shape meaningful 1:1 conversations with students on any given topic. Additionally, they can easily learn to adapt these practices based on a learner’s skill repertoire. Data will be presented from a participant who practiced three instructional simulations with a teacher coach to master a set of instructional practices in a 1:1 context until reaching a recommended performance standard. These simulations were arranged to represent a broad array of student response eliciting strategies and instructional design practices into a few highly concentrated teaching scenarios. Using the Standard Celeration Chart (SCS), baseline and intervention data were collected to assess the inclusion of these practices in the natural environment when interacting with students one-on-one. Generative responding, retention, and endurance were also analyzed.
 
43. Investigation of the IES/NSF Protocol for Identifying Promising Evidence Through Lines of Research Inquiry
Area: EDC; Domain: Applied Research
BARBARA R. SCHIRMER (Walden University; Concenter Group), Alison Schirmer Lockman (Rowan University), Todd N. Schirmer (Napa State Hospital)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

The current study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol for identifying a given instructional intervention as research-based. To test the protocol, we retroactively examined the empirical evidence for two interventions used for literacy instruction and mapped this evidence to the six steps in the protocol: 1) Foundational studies that examine phenomena in the absence of a direct link to educational outcomes; 2) Early Stage/Exploratory studies that examine the connections or relationships among constructs; 3) Design and Development studies involving the design and testing of individual components of an intervention; 4) Efficacy studies of the intervention under ideal circumstances; 5) Effectiveness studies of the intervention under typical circumstances; and 6) Scale-up studies of the intervention under typical circumstances but in a wide range of contexts and populations. We found that in the case of Reciprocal Teaching, empirical evidence was manifest at each stage of the pipeline. In the case of Shared Book Reading, foundational, early stage, design/development, and efficacy research were absent. Results indicate that the IES/NSF pipeline-of-evidence protocol offers a productive approach to identifying evidence-based practices because it takes into account the role of methodological designs in lines of research inquiry.

 
44. A Pilot Study of a "Skill/Will" Procedure to Improve Early Reading Screening Measures in Kindergarten
Area: EDC; Domain: Applied Research
BREDA V. O'KEEFFE (University of Utah), Kristin Kladis (University of Utah), Kaitlin Bundock (Utah State University), Kristen Stokes (University of Utah)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

Reading screening measures for Kindergarten students typically have lower predictive validity than other types of reading screening measures for older students. We conducted a pilot study of a simple goal/reward procedure ("skill/will") to distinguish between performance and skill difficulties on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in a multiple baseline across students design. Before baseline, nine students scored below benchmark on PSF and/or NWF at Middle of Year (MOY) benchmark assessment without changes. Baseline included progress monitoring 2-3 days/week with standard assessment directions. Intervention included adding a goal/reward for students. A "reward" was delivered when students met or exceeded their highest previous score (1 reward item) and met or exceeded the MOY benchmark (2 reward items). Across students and skills (n = 13 legs of study), nine met/exceeded MOY benchmark during baseline (suggesting additional exposure to the assessments was adequate), two exceeded benchmark during goal/reward procedures (suggesting adding a simple performance component was adequate), and two required extended exposure to goal/reward or skill-based review to exceed benchmark. At End of Year benchmark (follow-up), 12 of 13 skills were at or above the benchmark on PSF and/or NWF, suggesting lower risk than predicted by Middle of Year screening.

 
47. Using Self-Questioning to Improve Reading Comprehension for Students With Learning Disabilities
Area: EDC; Domain: Service Delivery
NOUF ALTAWEEL (Old Dominion University)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

Reading comprehension is a necessary demand for students' achievement in schools (Crabtree, Alber-Morgan, & Konrad, 2010). However, students with learning disabilities (LD) face more obstacles learning to read (Vaughn, Levy, & Coleman, 2002). While self-questioning as a reading comprehension strategy has been promising in improving reading comprehension for typical students and students with disabilities (Joseph, Alber-Morgan, Cullen, & Rouse, 2016), little is known about the effective self-questioning approaches for students with learning disabilities. This review included 13 empirical studies conducted between 1998 and 2017, investigating the use of self-questioning approaches to improve reading comprehension particularly for students with learning disabilities. Results indicate five self-questioning approaches concerning instructor-provided (e.g., Crabtree et al., 2010) or student-produced questions (e.g., Rouse, Alber-Morgan, Cullen, & Sawyer, 2014). Each of the five approaches asserts the positive role of self-questioning on improving reading comprehension. However, comparing between approaches to determine the most effective self-questioning approach has been proved inconclusive due to the effects of confounding factors (e.g., discrepancies in assessment procedures) and the limited information on generalization across the reviewed studies. particularly for students with learning disabilities.

 
48. Effects of Instructional Strategies and Strategic Incremental Rehearsal on Letter Identification: An Experimental Analysis
Area: EDC; Domain: Applied Research
KRISTIN HATHAWAY (University of Missouri), Kelly M. Schieltz (University of Missouri), Jessica Detrick (University of Missouri)
Discussant: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
Abstract:

The purpose of this study was to evaluate the effects of instructional strategies on letter identification for two Kindergarten students who experienced letter identification difficulties. All procedures were conducted in the participants' school. Across both participants, IOA for task accuracy and instructional strategy use was assessed across 31% of sessions and averaged 97%. A three-phase analysis was conducted within a multielement design. Phase 1 evaluated the number of letters participants correctly identified when an instructional strategy was not provided. Phase 2 evaluated the effects of two different instructional strategies and rewards on participants' correct letter identification, and Phase 3 evaluated the effects of instruction, specifically strategic incremental rehearsal (SIR), plus the most effective instructional strategy, identified in Phase 2, on participants' correct letter identification. Results (Figures 1 and 2) showed that an effective, yet different, instructional strategy was identified for each participant during Phase 2. Specifically, a letter line was identified as most effective for one participant, whereas picture cards were identified for the other. For both participants, strategies were insufficient in fully improving their letter identification skills. Thus, results of Phase 3 showed that SIR plus an instructional strategy was effective for further increasing both participants' correct letter identification.

 
49. Implementing Class-Wide Matching to Sample Instruction in Preschool Classrooms to Teach Early Literacy Skills
Area: EDC; Domain: Applied Research
JESSIE RICHARD (University of Cincinnati)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

The current study examined the effectiveness of a novel method of delivering classwide literacy instruction in preschool. The need to improve preschool instruction with evidenced based techniques, especially in the area of literacy instruction is warranted. Four preschool classrooms were involved in the study for a total of 95 students and 4 teachers. Data was collected using AIMSweb Letter Naming Fluency (LNF), AIMSweb Letter Sound Fluency (LSF), and a researcher-created accuracy probe. The classwide matching to sample instruction occurred four days a week for 3-6 mins. It was implemented during opening circle time. Each session consisted of 1 letter that involved a series of steps that were completed within the matching to sample instruction. There were two matching to sample instructions delivered in a week: letter naming and letter sound. Each session consisted of a stimulus being presented with three comparative stimuli, a stimulus being paired with a verbal word, or a stimulus being paired with a verbal sound. Overall, A = print, B = picture, C = letter name, and D = letter sound. Results from the current study provide preliminary support for matching-to sample instruction to be used to improve letter name and sound acquisition, letter naming fluency, and letter sound fluency with preschool students. The current study highlights the effectiveness of utilizing explicit instruction using scaffolding techniques, frequent review and practice opportunities, visual aids, and specific feedback when activating prior knowledge to teach an academic skill.

 
51. Jolly Phonics: Learning to Read When All Else Fails!
Area: EDC; Domain: Applied Research
POOJA PANESAR (Kaizora Consultants)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Reading is an important skill in life. It affects how we understand what the world communicates to us and getting by generally. Most studies in the literature on reading focus on high-functioning autism, but there is limited information on teaching reading to those with severe autism. Jolly Phonics is a synthetics phonics program used to teach reading and writing using multisensory modes by breaking up the English Language into 42 sounds and incorporating various activities. This study was done on a 14 year old boy in Kaizora, a day-centre located in Kenya. Many methods were tried in previous schools and none were successful. By breaking down the jolly phonics program into small steps, he began learning group 1 sounds (s, a, t, p, i, n) and completed these successfully in 25 sessions. He is now able to blend short c-v-c words by learning just these 6 sounds. As he progresses across the 7 groups his ability to blend longer words is predicted to increase whereby he will be able to work on comprehension as well. Jolly phonics has been a successful strategy with other students in this centre and this study shows how much impact it can have on learning to read.

 
52. Impact of Reading Intervention on The Reading Achievement of Second Graders With Reading Risk
Area: EDC; Domain: Service Delivery
ABDULRAHMAN ALSULTAN (The Ohio State University), Ralph Gardner III (The Ohio State University)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Proficient reading is essential for school success. This poster will present data from the OSU, Special Education Reading Clinic that is housed in an inner-city elementary school. The student population is 75% African American, 13% Caucasian, 4% Hispanic, and 4% Multi-racial. The children are primarily from low SEs families. The school's children typically score below the state mean on standardized reading assessments. Therefore, many children could benefit from supplemental biweekly reading instruction. Tutoring sessions are one hour in length. The clinic targets children (with or without a disability label) who are first and second graders and who are recommended by their teacher due to poor reading skills. The clinic is a service-learning opportunity for pre-service special education students. Our special education students are trained to implement reading instruction using direct instruction strategies. OSU students assess children's progress using both standardized tests and curriculum-based measures. Children often double their reading fluency, increase decoding skills, and demonstrate improved comprehension. End of the semester assessments indicate that many of the children have reduced risk for reading failure as measured by the standardized test (e.g., DIBELS). This poster will provide individual data for children on reading fluency and comprehension using Standard Celeration Charts.

 
53. A Review of Meta-Analyses and Literature Reviews of Reading Interventions for Students With Emotional and Behavioral Disabilities
Area: EDC; Domain: Basic Research
ARGNUE CHITIYO (Tennessee Technological University)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Meta-analyses and literature reviews are important for synthesizing research on a topic, assessing trends in a field, and evaluating the effectiveness of interventions research. Calls for adoption and utilization of evidence based practices in special education warrants the need for methodological rigor in research practices to inform policy and practice. Recent efforts have also been aimed at improving the methodological quality of reviews and meta-analyses, as well as replicability of reporting procedures. Meta-analytic studies have previously excluded studies conducted using single case designs (SCD) owing to absence of standard measures to aggregate effect sizes across studies. The purpose of this review is to examine the characteristics of literature reviews and meta-analyses of reading interventions for students with emotional and behavioral disabilities. The paper examines the extent to which previous meta-analyses have included SCD studies, and examine effect size measures that have been used in assessing efficacy of the interventions. A brief review and discussion of a novel effect size measure for SCD is provided.

 
54. Effect of White Noise on Attention in College Students With Attention-Deficit Hyperactivity Disorder
Area: EDC; Domain: Applied Research
Brian Davis (Central Michigan University), CARL MERLE JOHNSON (Central Michigan University)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

The most common treatment for Attention-Deficity Hyperactivity Disorder (ADHD) currently is stimulant medication. Medications can have side effects and are not always effective. White noise is an alternative to medication for children diagnosed with ADHD to decrease off-task behavior in classrooms. Continuous white noise was used in this study to examine off-task behavior in college students diagnosed with ADHD. In a single-subject reversal design two students performed an academic task while listening to no noise or 75 dB white noise through headphones for 15 minutes sessions. Results indicated a moderate decrease in off-task behavior for one participant and a negligible change in the other. Being that the nature of the intervention is simple to implement and no known adverse effects, white noise is worth exploring for reduction of off-task behavior in college students with ADHD.

 
55. Pilot Study: Effects of Technology Breaks on Media Multitasking With College Students
Area: EDC; Domain: Applied Research
KENDRA GUINNESS (Regis College), Lauren Beaulieu (Regis College), Jacquelyn M. MacDonald (Regis College)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Media multitasking involves alternating between completing academic tasks and using technology for nonacademic purposes and has detrimental effects on task performance (Wood et al., 2012). We used a multiple baseline across participants design to evaluate the effects of technology breaks on media multitasking during independent study with two undergraduate students. During baseline, we observed the participants studying independently and recorded the frequency and duration of media multitasking. The intervention involved teaching participants to implement noncontingent technology breaks. The initial schedule of breaks was determined by the participants' media multitasking during baseline, and then the schedule of breaks was gradually thinned. During breaks, the participants were instructed that they could check their text messages, e-mails, or social media. There were no programmed consequences for media multitasking. The results showed that the technology breaks decreased media multitasking for both participants even though there were no programmed consequences for media multitasking or on task behavior. In addition, the participants implemented the technology breaks with a high level of fidelity. Our findings demonstrate the utility of an antecedent-based self-management strategy for decreasing media multitasking with college students.

 
56. Cultural Adaptation and Validation of One Academic Procrastination Scale in a Mexican Sample
Area: EDC; Domain: Applied Research
HITOMY EDITH MATSUDA WILSON (University of Guadalajara), Maria Antonia Padilla Vargas (University of Guadalajara), Cristiano Dos Santos (University of Guadalajara), Carlos Martínez (University of Guadalajara), Claudia Vega (Iteso), Porfirio Gutiérrez (University of Guadalajara)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Academic procrastination implies a tendency to put off important academic task until their deadline approaches. A study of nursing students in Mexico indicated that 100% of participants reported procrastinate in their academic activities. Previous researches on this phenomenon have linked academic procrastination to higher levels of stress and poorer well-being among university students. To date, only a few studies have analyzed procrastination in a Mexican context; furthermore, there is no one scale that specially measures academic procrastination in a Mexican population. Therefore, the aim of this study was to adapt and validate the Academic Procrastination Scale by McCloskey & Scielzo (2016) which consists of 25 items Likert-type scales (5 point). As a first phase of the study, translation and cultural adaptation was done according to recommendations and guidelines for validating and cross-cultural adapting research. In a second phase, the scale was administered to 600 students of a public university. The third phase, a factor analysis (exploratory and confirmatory) was used to estimate the validity and reliability using the internal consistency method (Cronbach's a). The results support that the adaptation of the scale is a valid and reliable measure of Academic Procrastination in university students.

 
57. Interdependent and Individual Group Contingencies in College Classrooms
Area: EDC; Domain: Applied Research
KAREN M. LIONELLO-DENOLF (Assumption College), Marcelo Frota Lobato Benvenuti (Universidade de São Paulo, Brazil)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

In college classrooms, group contingencies have increased performance of weaker students, reducing variability on assessment scores. Forty-nine undergraduates completed multiple unannounced, in-class quizzes; scoring 80% or better resulted in extra-credit. In baseline, students studied individually for 5 min prior to each quiz, and during the experimental conditions, they studied with an assigned group. Two conditions were compared within-subjects: group study/individual reinforcement (i.e., extra credit based on the student's score) and group study/group reinforcement (i.e., extra credit based on the group's mean score). For one class, the conditions alternated regularly throughout the semester, and for two other classes, the conditions were blocked (students completed multiple quizzes in each condition prior to experiencing the next condition; the order of conditions was counterbalanced). Figure 1 shows the percent of students who scored below 40% in each condition; there was a decrease in very low scores in the individual reinforcement condition. Results from a social validity assessment indicated aversion to group work; students indicated group extra credit was unfair because group members varied in the quality of their contributions. These latter results contrast with those for school-age children, suggesting the need to better understand social contingencies before implementing cooperative strategies with this population. Keywords: group contingency, variability, college classroom, undergraduate students

 
58. Interteaching: Effects of Preparation Guide "Checks" and Random Partner Assignment
Area: EDC; Domain: Applied Research
MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Whitewater), Ryan Powers (University of Wisconsin-Whitewater), Nate David Popodi (University of Wisconsin-Whitewater)
Discussant: Nancy Marchand-Martella (University of Oklahoma)
Abstract:

Interteaching (Saville et al. 2006) is an empirically-derived and validated teaching method using a dyadic interviewing method that revolves around questions given in advance on a "Preparation Guide." Two students query each other in class, filling in gaps, and offer feedback on the material to the instructor that informs subsequent class periods and lectures. The format of interteaching allows for a more intimate relationship between student and instructor, reduces lecture fatigue, and flows more flexibly than traditional courses, but it requires substantial preparation for a significant number of class periods on the part of the student. However, the relationship between preparing prior to class and course success has not been assessed. In addition, it is presumed that conducting an interteach session with different partners each class improves performance, another hypothesis that has not been tested. In this experiment, three conditions were applied to three sections randomly of the same course during the same semester. In one section, preparation guide "checks" were completed by a trained graduate assistant. In another section, partners were randomly assigned every interteach period. The third section served as the control condition. Performance on quizzes ("probes"), final exams, and attendance will serve as dependent measures. Grading was completed by the course instructor, although they were blinded to condition.

 
59. Impact of Elaborate Feedback on Learning: Can Emerging Technology in Media Communication Enhance Our Impact?
Area: EDC; Domain: Applied Research
RITA OLLA (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Jose Ardila (University of Nevada)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

For educators and education institutions, it is always an important concern to insure adequate level of students' learning. This concern is even more important in large enrollment courses as the return on investment in terms of student learning become more apparent for the university administration. This importance should be examined at the social and consumer levels to highlight the value adding nature of behavior analytic approach to learning in college settings. Chase and Houmanfar explored the effect of basic feedback (simply correct or incorrect answer) and the elaborate feedback (basic feedback + information on the topic addressed in the question) on the students' performance when taking the weekly assessment quizzes, demonstrating a significant effect, above all, in the case of "hard questions." By drawing upon the recent literature on feedback plus the follow-up data pertaining to the implementation of Chase and Houmanfar's methodology in a large enrollment course, we will discuss ways by which eye-tracking technology can be used as an assessment technique for selection of effective feedback in an on-line training process.

 
60. Is it Errorless: A Replication and Extension of Terrace (1963) With Humans
Area: EDC; Domain: Basic Research
MAASA NISHIMUTA (University of North Texas), Sarah Sumner (University of North Texas), Jesus Rosales-Ruiz (University of North Texas)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

Two procedures that are often used by practitioners to reduce errors during teaching are superimposition and fading. Early research by Terrace (1963) showed that these procedures could be used with pigeons to transfer stimulus control from a color discrimination to a shape discrimination with zero responses to the s-delta. The present study first attempted to replicate Terrace's superimposition and fading procedures with college students. Unlike Terrace's pigeons, our participants made some errors during the procedure, often during the final fading step. For several participants, when the shape stimuli were presented for the first time without the colors, the individual performed at chance level. During the second part of this study, another fading phase was added, in an attempt to further reduce errors. This included slowly reducing the size of the colored circles. However, some participants still continued to make errors. Further variations are currently being tested with additional participants.

 
61. When Should You Provide Prompts: An Investigation Using PORTL
Area: EDC; Domain: Basic Research
JESSICA WINNE (University of North Texas), Mary Elizabeth Hunter (The Art and Science of Animal Training), Jesus Rosales-Ruiz (University of North Texas)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

Tosti (1978) described two types of feedback. Motivational feedback should be given immediately after the learner makes a response. Formative feedback should be given immediately before the learner makes the next response. Tosti suggested that instead of correcting errors when they occur, the teacher should wait and provide formative feedback during the next opportunity to respond. This study compared these two types of feedback using college student participants. Participants learned to name symbols using nonsense words. In both conditions when a participant responded correctly, reinforcement was provided. In the formative condition, the experimenter began each trial by modeling the correct response and then allowed the participant to perform the response. No consequences were provided for incorrect responses. In the motivational condition, the experimenter first allowed the participant to respond. If the participant made an incorrect response, the experimenter said "no" and then modeled the correct response. In the formative condition, participants responded faster, reported that they were learning, and said that they felt good. In the motivational condition, participants took longer to respond, reported feeling frustrated, and said that they were not learning.

 
62. Comparing Numbered Heads Together With and Without Peer Led Opportunities to Respond
Area: EDC; Domain: Applied Research
TODD HAYDON (CECH, University of Cincinnati), Carla T. Schmidt (University of Cincinnati)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

This case study compared the effects of a Numbered Heads Together, a cooperative learning strategy with and without peer led opportunities to respond. The study took place at a University in an undergraduate classroom management class. The participant was a college student with Autism who took the class as part of his post secondary course work. During the Numbered Heads Together condition students were assigned to small groups and responded to teacher questions. During the Numbered Heads Together plus peer led opportunities to respond sessions, in addition to teacher questions, the peers asked the participant questions at a rate of at least 3 per minute. Questions for the quizzes were taken from a book on Applied Behavior Analysis. The results of an alternating treatments design indicated that the student had higher percentage of intervals of on-task behavior and weekly quiz scores during the Numbered Heads Together condition with peer led opportunities to respond. Student satisfaction ratings suggested that Numbered Heads Together with peer led opportunities to respond was a preferred strategy to Numbered Heads Together alone. Data in the form of graphs, a discussion of study limitations, implications, and future research directions will be presented.

 
63. Decreasing Impulsivity and Improving Performance of College Students Using Mindfulness and Values-Based Strategies
Area: EDC; Domain: Applied Research
DANA PALILIUNAS (Southern Illinois University), Jordan Belisle (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Discussant: P. Raymond Joslyn (Berry College)
Abstract: Impulsive choice behavior and poor academic performance in college can have lifelong negative effects on college students. Behavioral scientists who also teach college courses have a unique opportunity to utilize contemporary advances in our science to improve the performance of students. In a first study, we implemented a randomized control trial evaluation of the influence of a brief, 5-minute mindfulness activity on the momentary impulsivity of college students in a classroom setting. Results demonstrated a significant decrease in the mindfulness group compared to the control participants on a standard monetary delay discounting measure. In a second study, we implemented a randomized control trial evaluation of an 8-week values-based intervention, in which the experimental participants completed 8 activities that took approximately 30-minutes to complete each week. Our results showed improvements in academic performance and psychological flexibility for the experimental group, and the same improvements were not observed for a control group that received study tips. Taken together, results have implications for the instruction of behavior analysts in college, to improve impulsive and inflexible behavior, as well as academic performance.
 
64. Teaching College Students to Identify Logical Fallacies Using Equivalence-Based Instruction
Area: EDC; Domain: Applied Research
KELLY ROUGHGARDEN (University of the Pacific), Carla Burji (University of the Pacific), Matthew P. Normand (University of the Pacific)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

The importance of critical thinking for effective decision-making is emphasized by educators and practicing professionals in many fields. However, critical thinking skills are not usually directly taught in traditional educational settings. A subset of these skills, identifying logical fallacies, could be amenable to direct instruction using procedures that establish conditional discriminations, such as equivalence-based instruction. Equivalence-based instruction procedures have been shown to be effective and efficient when teaching a variety of skills, including the identification of 5 logical fallacies. The purpose of the current study was to evaluate the relative effectiveness and efficiency of a web-based equivalence-based instruction program for teaching students to identify 13 logical fallacies by comparing the outcomes of equivalence-based instruction to a self-instruction and a no-instruction control group. Thirty-five undergraduate students were randomly assigned to one of three groups: equivalence-based instruction, self-instruction or no-instruction. Using a pretest-train-posttest design, performance on multiple-choice tests that target relations among logical fallacy names, descriptions, and examples were compared. Results showed that equivalence-based instruction was more effective and efficient when compared to both self-instruction and no instruction control groups. Results from this study might inform future strategies used to teach critical thinking.

 
65. Using Precision Teaching to Increase Component Skills in Preparation for College Algebra
Area: EDC; Domain: Applied Research
KELSIA LAUREN KING (Jacksonville State University), Caitlyn Taylor (Jacksonville State University), Chandler Noelle Brock (Jacksonville State University), Paris Coleman (Jacksonville State University), Courtney S. Peppers-Owen (Jacksonville State University), Mary Kathryn Reagan (Jacksonville State University)
Discussant: P. Raymond Joslyn (Berry College)
Abstract: Alabama State Department of Education (2016) reports that 82% of Alabama tenth graders are unprepared for college math. Those students will need some form of remediation. Beckett (2015) has shown that deficient component skills in multiplication, division, and fractions remain a hurdle to success in algebra. The Morningside Model of Generative Instruction (MMGI) is an evidence-based curriculum which uses precision teaching to increase student math performance. This study's purpose was to increase the frequency of see/write math fact performance and to increase correct answers on MMGI's diagnostic and prescriptive approach (DnP) to fractions. In this study, researchers implemented MMGI fraction and math fact fluency sheets. Participants were three undergraduate students enrolled in a college algebra preparatory emporium. Sessions lasted between six and 32 minutes and occurred one to three times per week across eight weeks. Student performers were required to achieve a predetermined curricular criterion on two successive timings before advancing. Data is presented using the Standard Celeration chart. Scores increased on the DnP, and with the exception of one sheet for two students, see/write performance on all cumulative math fact sheets increased among all participants. This research contributes to a growing area focused on assisting college students with algebra.
 
66. Evaluation of Alpha and Beta Commands on Latency to Comply During Transitions With Young Children: A Preliminary Analysis
Area: EDC; Domain: Applied Research
SHELBY WOLF (Oklahoma State University), Meredith Weber (Oklahoma State University), Gary Duhon (Oklahoma State University), Kelly M. Schieltz (The University of Missouri)
Discussant: P. Raymond Joslyn (Berry College)
Abstract:

The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed—alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands within a multiple baseline design across participants on response latency for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.

 
 
 
Poster Session #273
TBA Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Nicole Luke (Surrey Place Centre)
68. The Effects of Oral Quizzes on Written Exam Performance in an Online Course
Area: TBA; Domain: Applied Research
JUDAH B. AXE (Simmons College), Philip N. Chase (Simmons College), Megan Breault (RCS Learning Center; Simmons College), Noelle Neault (Simmons College)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Limited college teaching research suggests that compared to voluntary question answering, random oral questioning increases written quiz scores (McDougall & Cordeiro, 1993), yet this has not been evaluated in online courses. In the context of an online master's course on single subject design, we evaluated the effects of oral quizzes on points earned on four written assessments: two quizzes, a midterm exam, and a final exam. During four quasirandomly selected weeks, oral quizzes were administered during the first 15 minutes of 2-hour, interactive videoconference sessions in which questions from the previous week's content were randomly asked to the students. Written quiz/exam points correlated with content from oral quizzes were compared to written quiz/exam points from content with no oral quiz; there were 84 points available in each condition. Six of 8 participants had more points in the oral quiz condition; 1 participant had more points in the no oral quiz condition; and 1 participant showed no difference between the conditions. Interobserver agreement for one of the written quizzes was 100%. Procedural integrity with one instructor on one oral quiz was 84%. These preliminary data suggest that weekly oral quizzes can improve written exam performance in online behavior analysis courses.

 
69. Evaluation of Parent Training Participant's Behavior Analytic Knowledge and Skills Based on Parent Report Ratings
Area: TBA; Domain: Service Delivery
EMILY COHEN (Xcite Steps, LLC), Stephanie Lopez (Xcite Steps, LLC), Marianne L. Bernaldo (Xcite Steps, LLC)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Literature has shown that parent training enables parents to develop behavior analytic skills that result in more effective treatment for their children (Matson, Mahon, and Matson, 2009). Other studies have shown that the skills mastered during a parent training program were not maintained under natural circumstances (Moore and Symons, 2011). This study focuses on the effects that a parent training program has on families with children with autism spectrum disorders. All participants currently receive in-home ABA services and approximately half of the participants had participated in an in-home 6-week parent training program. Participants completed a survey designed to assess parent's behavior analytic knowledge and skills and opinions regarding their child's ABA program. Comparisons between the two groups show the effects that parent training has on parent's implementation of ABA, understanding of the ABA program and behavior plan, and perception of their role as behavior change agent. The responses from the parent participation group show the extent to which the skills mastered during the program were maintained after the program's completion. Survey data also allows for recommendations to be made regarding areas of strength and areas of need in parent training programs.

 
70. Ethics in Ensuring Continued Supervision for Board Certified Behavior Analysts
Area: TBA; Domain: Service Delivery
Marianne L. Bernaldo (Xcite Steps, LLC), Xylene Contaoi (Xcite Steps, LLC), Lindsey Dodds (Xcite Steps, LLC), STEPHANIE LOPEZ (Xcite Steps, LLC), Molly Moell (Xcite Steps, LLC), Sara Nelson (Xcite Steps, LLC)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

After achieving the BCBA certification, many BCBA's immediately seek employment at an in-home ABA agency with having little to nfo actual supervisory experience managing staff and overseeing a diverse caseload of clients, diagnosed on the Autism Spectrum. There has often been a discussion that there has been a lack of quality control amongst BCBA practitioners, as currently, there is no mandate in terms how many years of experience a BCBA practitioner must work with clients and staff, in a supervisory capacity. The question becomes, how do in-home ABA agencies ensure that BCBA's are not only competent to work with clients and staff but also, have a certain level of competency? Additionally, how do they maintain that level of competency, to provide quality services for clients and families? An overview of how one in-home ABA supervises BCBA's will be discussed, including frequency of supervision, content of supervision, how feedback is provided to BCBA's, frequency of feedback to BCBA's, how BCBA's are formally evaluated, and how continued training for BCBA's are supported. Further discussion and future directions for maintaining continued supervision BCBA's will also be addressed.

 
71. Enhancing Traditional Medical Education (and the Resulting Clinical Care) Using Behaviorally Based Principles
Area: TBA; Domain: Theory
RICHARD COOK (Pennsylvania State University)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

The time-honored mantra of training medical students and residents, "See one! Do one! Teach one!," has a catchy sound, but often isn't adequate for the complex and even not so complex procedures and practices of clinical medicine. It is especially inadequate for teaching generalization to the myriad circumstances, and human tragedies, of day to day clinical medicine. It is time honored, but more and more readily seen as inefficient and unsafe. Integrating basic principles of behaviorally based education into the traditional practices of medical education can be challenging in that it must overcome several hundred years of learning history and traditional practices of those teaching. Examples of behaviorally based education include direct supervision in real time of procedures by students and junior residents, greater emphasis of teaching basic skills in preclinical years before they are expected to be performed in clinical clerkships on "real patients," the widespread use of technologically sophisticated simulation labs, and the particularly behavioral yet often not done practice of actually deconstructing a complex procedural skill into component skills and behavioral objectives, and then practicing these component behavioral chains until the basic pattern is learned well, and then generalized by gradually altering the practice circumstances including increasingly complex variables and decision trees. Facilitating attempts to implement more behaviorally based teaching strategies for healthcare providers creates a culture of higher expectations. This talk reviews examples of behaviorally sound teaching in the classroom, clinic, and bedside, as well approaches to changing habits of medical educators.

 
72. Interteaching Online in Higher Education: Can Prep Guides Alone Enhance Standard Lectures?
Area: TBA; Domain: Applied Research
CATHERINE M. GAYMAN (Troy University), Frank Hammonds (Troy University), Christina Torres (Troy University)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Interteaching is a behavioral teaching method with a growing body of evidence to support its efficacy. Interteaching has led to higher exam scores, increased student participation in class, and more positive course evaluations. No study has yet determined whether prep guides alone could be added to standard teaching to increase exam scores. This study used an alternating treatments design, using interteaching in some weeks, standard teaching in some weeks, and standard teaching plus prep guides in the other weeks. The standard lecture online format consisted of a video lecture and exam. The interteaching format involved a prep guide, a written group discussion in Canvas, and a brief clarifying lecture. Participants (N= 70) were undergraduate students between 19-60 yrs of age enrolled in Psychology of Learning. In the two classes complete so far (out of three), exam scores were higher in interteaching weeks (M= 89.76) compared to standard teaching weeks (M=82.94). Scores were not significantly higher when prep guides were added to standard teaching (M=84.42). If students score significantly higher in interteaching conditions, this will expand the application of this teaching method to an online asynchronous environment. It may also show that prep guides alone are not enough to affect scores.

 
73. Using Remote Parent Training to Teach Positive Reinforcement
Area: TBA; Domain: Service Delivery
TIVA PIERCE (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Remote parent training has helped familes in rural or remote areas whom have limited access to evidence-based intervention for their children with disabilities. Recent literature has focused on the importance of parents knowledge of ABA strategies such as reinforcement, behavioral management, and improved their implementation of ABA strategies with their children.The current study sought to examine the effectiveness of delivery of postive reinforcement with feedback via GotoMeeting.Two of the three parents were able to increase their delivery of postive reinforcement. Future studies are warranted on a bigger sample size and with different technological outlets.

 
75. Teaching Precursor Identification to Accurately Predict the Probability of Successful Demand Completion
Area: TBA; Domain: Applied Research
MINDY MILES (Miles ABA Services), Nichole Feher (Miles ABA Services), Heather Bernstein (Miles ABA Services)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract: The current trends in education place students of various levels of readiness in the general education classroom with para- educator support where generally there is no requirement to have training in behavior, autism or other behavior diagnosis. The challenge is to effectively and efficiently train these paraeducators to successfully support these students. This study looked at the relationship between precursor identification and a reduction in escape and attention maintained behaviors. We collected baseline data on the frequency of attention maintained and escape maintained behaviors in a 1:1 or small group setting. Primarily, the baseline data showed many of these behaviors, which included hitting, kicking, spitting, swearing, throwing objects and elopement, functioned as escape for demand, but we retained data for attention maintained behaviors as well. Following the baseline, we taught the behavior of precursor identification and how to “rate” the probability of success of the delivery of a demand based on the precursors present. The results showed that there was a reduction in inappropriate escape and attention maintained behaviors
 
76. Tele-Health as a Parent Training Platform to Teach Verbal Operants to a Child With Autism
Area: TBA; Domain: Applied Research
GITA SRIKANTH (ABA India), Swati Narayan (ABA India)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Technology has resulted in the emergence of Whatsapp and FaceTime as competitive alternate training platforms to in-person training sessions. The wide reach of Internet based technology has made Tele-health an effective and low-cost method of training parents as interventionists using the principles of Applied Behavior Analysis (ABA) for children with Autism Spectrum Disorder (ASD). The parent of the 6-year-old child with autism was trained to work on a given set of goals based on the VBMAPP (Verbal Behavior Milestones Assessment and Placement Program) assessment. The treatment package consisted of in person training, watching the session over video call, playback of recorded footage and self-evaluation,both in person and using email. The objective was to shape the parent's teaching skills in using Verbal Behavior with the child, with a specific focus on contingencies for delivery of reinforcement, and application of extinction procedures. Results show that following the model, treatment fidelity improved and the child's inappropriate behaviors decreased, with an increase in rate of skill acquisition. These results suggest that use of technology in implementing ABA services can serve as a low-cost tool to effectively empower parents as interventionists.

 
78. Comparing the Effects of Echoic Prompts and Echoic Plus Picture Prompts on Establishing Intraverbal Behavior for Children With Autism
Area: TBA; Domain: Applied Research
Ruihua Niu (Binzhou Medical University), SHENG XU (Chongqing Normal University), Lina Gilic (St. John's University), Weiting Shao (重庆师范大学)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

The purpose of this study was to compare the efficiency of two prompt strategies (echoic versus echoic + picture) on establishing the intraverbal behavior (i.e., question answering) for three 4-year-old children with ASD in China. All three children had mand, tact, and echoic behavior in their repertoire, but had a limited intraverbal repertoire. An adapted alternating treatments design combined with a multiple probe across two behaviors (two question sets) was used. Results indicated that both strategies were effective to teach and maintain question answering for all three children. However, the echoic prompt strategy required fewer trials to criterion than the echoic plus picture strategy, suggesting the efficiency of echoic prompts to establish intraverbal repertoire for these children.

 
79. Evaluating the Effects of a Tabletop Shaping Game: Undergraduate Students' Understanding of Basic Principles
Area: TBA; Domain: Applied Research
Szu Chi Liu (University of North Texas), ROB J. GOODHUE (University of North Texas), Traci M. Cihon (University of North Texas)
Discussant: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

Many science instructors incorporate laboratory activities to facFilitate students' understanding of scientific principles that they are exposed to in traditional lectures (Hofstein & Lunetta, 1982). The Portable Operant Research and Teaching Lab (PORTL; Rosales-Ruiz & Hunter, 2016) is a tabletop shaping game designed as a parallel to Skinner's operant chamber. We evaluated the effects a sequence of PORTL activities on undergraduate students' understanding of reinforcement, extinction, differential reinforcement, and shaping. Students in five undergraduate introductory behavior analysis courses were given one of two versions of a pre/posttest before and after the PORTL sequence. The results suggest that the average pre/posttest scores in four of the five course sections improved after the PORTL activities; however, students from three of these four sections received posttest in form A. The average scores for the pre/posttest form A were also higher than the average scores for the pre/posttest form B regardless of when it was administered. The results are discussed with respect to the importance of developing functionally equivalent pre/posttests to determine if laboratory activities are effective in facilitating students' understanding of behavioral principles and the limitations of assessing changes in students' verbal repertoires as a function of participation in laboratory activities.

 
 
 
Poster Session #274
CSS Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Thomas G. Szabo (Florida Institute of Technology)
80. The Safety of Children in Shopping-Carts: Direct Replications and Extensions
Area: CSS; Domain: Applied Research
ZUILMA GABRIELA GABRIELA SIGURDARDOTTIR (University of Iceland), Árni Thor Eirîksson (Private Sector)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

If a child is put in the product part of a shopping-cart the risk of accidents due to falling from the cart increases. Eirîksson & Sigurdardottir (2011) demonstrated how an intervention based on antecedent control could dramatically decrease the rate of a child being put into the shopping-cart. Since the original study was conducted in 2010, larger scale studies have been executed more recently with the aim of measuring the long-term effects of the original intervention and, of a similar but new one; studying how common the target behavior is, as well as of identifying the active ingredient of the intervention. Results revealed that the effects of the original intervention maintained at 1, 2, and 3-year follow-up. Also, the target behavior is common, especially in low price supermarkets. Results also revealed that using a pictogram instead of a photograph of a real child proofed nearly as effective. Combining the picture with written instructions (as in the original study) proved more effective than the picture alone (of a real child or a pictogram) but the instructions alone were almost as effective as the picture and instructions combined. Systematic replications in other societies are needed before recommendations can be made for large-scale interventions.

 
81. Assessing Delay-and-Probability Discounting of Legal Outcomes Among Young Adults
Area: CSS; Domain: Basic Research
JOHN FALLIGANT (Auburn University), Sacha T. Pence (Drake University)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

The vast majority of all legal cases are resolved via plea bargain arrangements. However, relatively little research in the area of psychology and behavioral economics has evaluated how contextual factors, such as impulsivity, risk aversion, and sensitivity to immediate outcomes, influences defendants' legal decision making. Using the delay-and-probability discounting model, the purpose of the current project was to evaluate the degree to which college students' decision making involving legal outcomes (i.e., jail time and registration on the sex offender registry) was affected by delayed or uncertain consequences. Participants completed a series of probability discounting tasks or delay discounting tasks, each designed to assess the rate at which the subjective value of rewards and costs diminished as a function of uncertainty or delay and consequence magnitude. Results suggest that legal outcomes are discounting differently according to the magnitude of the consequence, the type of consequence, and the delays to and odds against receiving the legal consequence. Accordingly, these results potentially inform best practices for individuals working with young adults in legal decision-making contexts and add to extant domain-specific behavior-economic discounting literature.

 
82. Creating a Video Model to Teach Police Compliance Strategies to Individuals With Autism Spectrum Disorder
Area: CSS; Domain: Applied Research
JORDAN DEBRINE (University of New Mexico)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

The increased inclusion of individuals with intellectual disability (ID) in the community has been accompanied by a concomitant increase in their involvement with the criminal justice system as suspects and/or victims (Davis 2006). Limitations in both intellectual and adaptive functioning can result in a person displaying poor communication and reasoning skills, decreased social awareness, and poor mobility due to the potential physical challenges sometimes associated with ID (National Research Council 2001; Modell & Mak 2008), increasing their risk of being detained even when they have not been involved in a criminal act. Most police officers receive little training on how to recognize that someone may have a developmental disability and how to interact with these individuals. Research examining trainings used to educate police officers about disabilities shows that those strategies are not always effective in changing their behaviors. Teaching individuals with ID appropriate responses if stopped by a police officer is another option. However, there is limited research examining educating someone with a disability how to respond when stopped by a police officer. This project focused on developing a video modeling intervention to teach adults with ID how to respond when stopped by a police officer.

 
83. Stop Right There!: Teaching Individuals Diagnosed on the Autism Spectrum Disorder to Safely Respond to Law Enforcement
Area: CSS; Domain: Service Delivery
MARIANNE L. BERNALDO (Xcite Steps, LLC)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

In today's sociopolitical climate, the discussion of individuals wrongly shot by cops is the forefront on the news. The Ruderman Family Foundation, a disability organization, found that about half of individuals that have been killed by police have a disability. Individuals on the Autism Spectrum Disorder are not immune to this reality; in fact, with ASD being such a spectrum disorder, it is easy for a police officer to mistake a mildly impacted individual with ASD as neurotypical, instead of needing further assistance. Furthermore, many individuals in law enforcement do not have the necessary skills or training to understand various disabilities and mental health disorders that occur amongst individuals. With this harsh reality, it is important to discuss how to teach individuals with ASD (and other developmental disorders), how to safely respond to law enforcement when stopped. This poster will discuss the use of social stories, scripts, and role-playing, to help teach individuals how to respond and "resist arrest" correctly. Furthermore, the ethical discussion of when to focus on teaching minority individuals with ASD and other developmental disorders will be discussed.

 
84. Effects of Deposit Contracts on Exercise in Sedentary Adults
Area: CSS; Domain: Service Delivery
KELLY NYEIN (FIT), Chris Krebs (FIT)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

Sedentary lifestyles are becoming more common in today's populations leading to an increase in serious health issues. Behavioral interventions to increase physical activity are needed to address this socially significant issue. This study used a changing criterion design to evaluate the effects of a self-tailored deposit contract on physical activity for six weeks with three sedentary adults. Each participant deposited a monetary amount that could be earned back or forfeited contingent on meeting weekly goals. A fixed-ratio schedule was used to increase gradually the minutes exercised per week. Each participant met 100% of their weekly goals across the six-week intervention demonstrating that the intervention was effective, but the behavior did not maintain when the intervention was discontinued. Self-tailored deposit contracting with a changing criterion design was an effective intervention for increasing physical activity, but further research is needed to determine how to successfully fade the intervention while maintaining the target behavior.

 
85. The Effects of Heart Rate Feedback on Participant's Physical Activity During Treadmill Exercise
Area: CSS; Domain: Applied Research
CHRISTOPHER M. ROSADO (The Chicago School of Professional Psychology), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

A smaller portion of the behavior analytic literature has established literature in assessing and increasing physical activity. The need to increase physical activity has been a talking point for several national organizations. Therefore, one can consider physical activity as a socially significant behavior that may require intervention. This study assessed how often participants modified physical intensity during treadmill exercise when heart rate biofeedback was available. Modifying physical intensity was defined as participant initiated increase or decrease in treadmill speed or incline. The methods used successfully increased the frequency participants modified physical intensity (M=97%) for two of the three typically developing women included in the study. It is suspected that the third participant did not achieve stable responding because of the inconsistency in study session attendance. However, across all participants, average heart rate was higher, but within healthy ranges during intervention phases (M=9%). The results of the study suggest that the use of biofeedback during treadmill exercise increases the frequency participants modify physical intensity to achieve a heart rate that aligns with effective cardiovascular exercise practices. Additionally, the technology used in the study provides a method for recording physical activity that can be considered more valid than other recording devices commonly used in the physical activity literature (e.g., pedometer-based devices).

 
86. A Meta-Analysis of Bullying: Previous Research in Psychologicaland Behavioral Literature
Area: CSS; Domain: Applied Research
JENNIFER BELLOTTI (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Angela D. Barber (The Chicago School of Professional Psychology), Holly Bruski (The Chicago School of Professional Psychology), Jamine Dettmering (The Chicago School of Professional Psychology), Becca Yure (The Chicago School of Professional Psychology)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

Bullying has been an increasing national and international concern over recent years. However, despite this growing concern and the negative impact of bullying for both perpetrators and victims (e.g., academic, interpersonal, physical health, and mental health problems), a limited amount of research examines bullying from an interventional or functional position. The clear majority of research is correlation based, and simply looks at variables that may relate to the presence bullying, not any way to decrease or eradicate it. It is unclear based on the current research when bullying begins to be an issue with children, how to prevent it, and how to address existing bullying. Additionally, researchers have not agreed on a single definition of bullying. The present meta-analysis reviews bullying research in the psychological and behavioral literature over the past 10 years. A discussion of the current research trends, limitations of current research, and ideas for future research will be included.

 
87. An Evaluation of Delayed Discounting Values in Overweight and Obese Men and Women
Area: CSS; Domain: Basic Research
CHRISTOPHER M. ROSADO (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract: Delay-discounting literature has greatly contributed to various issues of social importance such as substance abuse and self-control. Discounting rates, or k-values, provide a measure of how quickly individuals discount rewards over the course of time. In lieu of actual rewards, discounting rates are generally assessed using a survey called the Monetary Choice Questionnaire which presents hypothetical reward amounts and time delays. This assessment has been empirically validated to report rates which align with the actual delivery of delayed or immediate rewards. Various studies have assessed discounting rates in overweight and obese adults; however, most of the literature includes almost exclusively female participants. Additionally, the literature defines overweight and obese persons according to body mass index, which can overestimate the number of overweight and obese persons. This study will present the Monetary Choice Questionnaire and Monetary Choice Questionnaire-food to an equal comparison of male and females. Overweight and Obese participants will also be defined according to body mass index and by selecting a human model graphic that is closest to their body. These graphics will represent different body-fat percentages. Based on pilot data, obsess/overweight participants displayed steeper discounting than non-obese/overweight persons. However, most of these data are from women, so more data will be collected until an equal comparison between males and females may be made.
 
88. The Mediator Role of Anger Expression Styles Between Experiencing Parental Psychological Aggression and Psychological Dating Aggression Perpetration Among College Students
Area: CSS; Domain: Basic Research
LEYLA ERGUDER (University of North Texas), Zeynep Hatipoglu-Sümer (Middle East Technical University)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

During emerging adulthood, the developmental period between 18 and 25 years of age, behaviors of aggression are common among dating couples (Woodin, Caldeira, & O`Leary, 2013). College is a main arena for dating aggression, defined as physical, psychological, and sexual violence and harassment (Carr & VanDeusen, 2002). Busby, Holman, and Walker (2008) claimed that if aggression happens in the family, aggressive behaviors might be normalized, so making them highly likely in adulthood. Since exposure to aggression in one's family of origin may affect aggression in romantic relationships (O'Keefe, 1998), college students in a dating relationship may respond to anger in a way that they have observed and learned from their parents. Wolf and Foshee (2003) found that experiencing aggression from parents was positively related to children's use of detrimental anger expression styles for both gender, and that such anger expression styles made the rate of perpetration of dating aggression among college students higher. The purpose of the study is to investigate the role of anger expression styles as mediators of the association between experiencing parental psychological aggression and psychological dating aggression perpetration among dating college students. The sample of the study comprised of 614 college students from a public university in Turkey. Emotional Abuse and Neglect Subscale of Childhood Trauma Questionnaire, (CTS), Anger Expression Style Subscale of State-Trait Anger-Anger Expression Styles Inventory (STAXI), Multidimensional Measure of Emotional Abuse (MMEA) were used to collect data. Structural equation modeling (SEM) was utilized to test the hypothesized model. The results of single-sample SEM demonstrated that the proposed model explained 15% of the variance in the perpetration of psychological dating aggression. The findings revealed indirect effects of experiencing parental emotional aggression in predicting psychological dating aggression perpetration via expressing anger outwards and controlling anger types of anger expression styles. Therefore, the findings of the study demonstrated the importance of both parental and behavioral variables in use of psychological dating aggression. The theoretical and practical implications and recommendations for future research will be presented.

 
89. Using Stimulus Equivalence to Teach English to Parents in the Latino Community
Area: CSS; Domain: Applied Research
ANDREA O'HEA (Temple University), Amanda Guld Fisher (Temple University)
Discussant: Abigail B. Calkin (Calkin Consulting Center)
Abstract:

A lack of English proficiency in the Latino community living in America has great repercussions in education, access to healthcare, the workplace, and in communication between family members, as well as with education and health care providers. Latin parents are left to rely on their children to act as translators; furthermore, they have a limited understanding of the U.S. school system, curriculum, and what they are entitled to as parents. Latin-American parents could benefit from learning specific education-related terms to better understand the education system. Stimulus equivalence is a behavioral technique that can be applied to language learning and target these specific terms. This study worked with Latin-American parents with a lack of English proficiency. Six education-related terms were selected and participants were tested and trained for these through match-to-sample procedures. Stimuli were presented in five different modalities: name, acronym, picture, English definition, and Spanish definition, creating a total of twenty possible relations. Results showed the emergence of 4 to 12 relations, while only two to four were explicitly taught. This adds to the literature on stimulus equivalence and demonstrates the effectiveness of using stimulus equivalence procedures to teach language to parents in the Latino community.

 
 
 
Poster Session #275
OBM Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Douglas A. Johnson (Western Michigan University)
90. Teaching Staff Self-Monitoring and De-Escalation Techniques to Improve Retention
Area: OBM; Domain: Applied Research
DYLAN PALMER (Judge Rotenberg Educational Center; Simmons College)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

The purpose of this poster is to describe staff self-monitoring training that was introduced with employees at a residential facility providing services to individuals with intellectual disabilities and emotional behavior disorders. The participants in the intervention range in age from 18-65 years old, with educational backgrounds from High School Diplomas to Masters Degrees, and both male and female staff. The training included preventive and reactive techniques for employees to engage in to avoid feelings of frustration and agitation while at work. Self-monitoring techniques were taught, and practiced through competency based skills training within the staffs' initial onboarding process. This training was one hour in length, and done in addition to three initial days of training on de-escalation with students and clients. Survey results indicate initial positive feedback from staff. The staff will have to be followed for at least a year, or longer, to indicate whether or not the training has had significant increases in retention.

 
91. Implementing Telehealth Systems Across a Three-Tiered Positive Behavior Support Model to Support Rural Organizations
Area: OBM; Domain: Service Delivery
Erin J Watts (University of Minnesota), Stephanie Sarah Benson (University of Minnesota), Rachel L. Freeman (University of Minnesota), JESSICA J. SIMACEK (University of Minnesota)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

Finding someone with expertise to assist organizations in implementing positive behavior support across universal, secondary, and tertiary tiers in human service settings can be challenging, especially in rural areas. Costs related to travel and staff time can be prohibitive even when training is offered at no cost by the state and efforts are made to establish regional trainings. Professionals at the University of Minnesota, Institute on Community Integration, are integrating telehealth systems into universal, secondary, and tertiary training systems as part of a statewide training in person-centered practices and positive behavior support to help address challenges related to travel in rural areas. Telehealth refers to leveraging technology to monitor, assess, and intervene in medical, therapeutic, and behavioral health service delivery. Access to telehealth systems can help address the challenges many states face reaching out to organization-wide teams in rural areas interested in implementing positive behavior support trainings. This poster will describe one statewide organization-wide training system for counties, mental health, public health, and provider organizations supporting people with disabilities. Details describing how telehealth is incorporated into the layered training systems across universal, secondary, and tertiary tiers are included.

 
92. Use of Caregiver Feedback to Enhance BCBA Performance
Area: OBM; Domain: Service Delivery
Stefanie Fillers (APEX Behavioral Consulting, LLC), NICOLE MCLAINE (APEX Behavioral Consulting, LLC), Hannah Fletcher (APEX Behavioral Consulting, LLC)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

Research in the field of applied behavior analysis has investigated methods for supervising and providing feedback to direct care providers in order to deliver the most effective treatment possible. Despite this, very little research has been done to assess caregiver satisfaction in regards to BCBA supervision. The present study aims to assess the impact of presenting caregiver feedback on supervision practices. We used surveys to collect data on supervision practices of BCBA's. Surveys were distributed to the families of individuals receiving ABA services, and therefore BCBA supervision. Individual survey responses were blinded from the BCBA and analyzed to provide feedback to BCBA's across professional behavior and social validity measures. Completed surveys were collected, and average score per question was calculated and displayed in a bar graph. Results were presented to BCBA's in numerical and graphical format regarding their average performance on each question. This process was then repeated after 3 months, and results were analyzed to determine if providing anonymous, graphical feedback made an impact on future survey results. As data collection continues, the authors anticipate an increase in scores across second survey collection. Results will be discussed in terms of improvement from initial scores and social validity.

 
93. Total Performance System for Coaching
Area: OBM; Domain: Service Delivery
JODIE SORACCO (University of Nevada, Reno), Kathryn M. Roose (University of Nevada, Reno), Kaci Fleetwood (University of Nevada, Reno)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract: Based on work in Applied Behavior Analysis and Organizational Behavior Management, the Nevada PBIS Technical Assistance Center developed a Self-Management System based on Abernathy’s Total Performance System (Abernathy, 2014). Abernathy proposed a system that is: (1) observable, measurable strategic objectives are cascaded throughout the organization, (2) personal or small team scorecards with specific measures and goals drive the organizational strategy, (3) managers assist in pinpointing improvement opportunities and designing improvement plans, (4) employees share in the organization’s success. Each component of the The Total Performance System (TPS) for Coaching aligns to the original TPS model with small adaptations. It was developed to assist school district coaches to work largely unsupervised while still having a roadmap for personal and organizational success. Some benefits of the TPS include clear expectations and a variety of tools to aid in the success of all coaches; supervisors of coaches are able to engage in proactive management instead of reactive management, therefore spending less time in direct supervision; and if performance issues occur, they are viewed as problems within the system, as opposed to problems with the individual. The goals of the TPS include creating an environment in which focused performance management is provided to track performance measures, supervisors of coaches use positive reinforcement to encourage performance improvement, coaches are given opportunities for upward feedback so their managers may improve their own performance, and coaches have a stake in personal and organizational achievements. The ultimate outcome is to develop adequate structure and expectations that assits coaches to be successful in providing technical assistance to districts and/or schools. This poster will cover the aligned components of the TPS including: 1) Coaches Expectation Matrix, Self-Management Tools and Feedback Rubrics (objective measures to evaluate individual progress), 2) Coaches Feedback ScoreCard (provides objective feedback on progress towards goals), 3) Performance Charts (visual display of progress), and Tactical Improvement Plan (flowchart pinpointing obstacles to maximum performance), 4) Performance-based incentives. We will also show documents and coaches data from the first few years of implementation.
 
94. An Examination of Graphic Characteristics Displayed to Direct Care Staff: Preference and Comprehension
Area: OBM; Domain: Applied Research
SAMANTHA HARDESTY (Kennedy Krieger Institute), Phillip Orchowitz (Kennedy Krieger Instittue), Lynn G. Bowman (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

Feedback can be delivered in many formats and it is one of the most commonly used interventions in the field of OBM (VanStelle, 2012). Daniels and Daniels (2006) offer a number of suggestions for the construction of publicly displayed graphs. The authors assert that line graphs are the easiest to construct and to understand; further, that it is important to utilize time-series graphs, which allow viewers to analyze a variable over time. However, Daniels & Daniels (2006) offer no data to support this suggestion. The purpose of the current study was to assess direct staff preference for graphic display of data. Specifically, staff were presented with a line, time-series graph of performance, a bar time-series graph of performance, and a single bar graph depicting most recent performance. In addition to identifying preference for graphic display, staff was questioned on how well he/she was able to interpret each graph. Forty-one direct care staff employed in a hospital serving individuals with intellectual disabilities participated in the study. Results suggested 72% of staff who completed the survey preferred the bar graphs over the line graph. Additionally, staff understood all graphs equally, with an average of 85% accuracy across questions related to graphic interpretation.

 
95. An Evaluation of Feedback and Response Cost on the Reduction of Time Clock
Area: OBM; Domain: Applied Research
PHILLIP ORCHOWITZ (Kennedy Krieger Instittue), Samantha Hardesty (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute, Johns Hopkins University School of Medicine)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

Johnson (2013) found a combination of evaluative and objective feedback was necessary to improve undergraduates' performance, however it is unclear if the same is true for employees in a workplace setting. The purpose of this study was to replicate Johnson's findings to reduce the number of time clock adjustments forms (TCAFs) submitted by approximately 120 direct care staff employed on a hospital unit. TCAFs are necessary to correct time sheets when employees fail to swipe in/out of shifts. Failure to swipe is against hospital policy, and results in additional hours of work for administrators and inaccuracies in staff pay. During feedback conditions, graphs depicting the frequency per week of TCAFs were displayed daily during shift change and supervisors provided a combination of objective and evaluative feedback statements to staff describing their performance. When feedback failed to change performance, a response cost component was implemented whereby staff lost the ability to trade staff-patient assignments among each other. This component was effective at reducing TCAFs by more than 50%; however, deleterious effects were observed across other related staff behaviors. Implications of using aversive consequences in human service settings will be discussed.

 
96. Improving Staff Performance of Program Implementation Using Supervisor Feedback
Area: OBM; Domain: Service Delivery
SHANNA BAHRY (Evergreen Center), Christopher Michael Smith (Evergreen Center), John Claude Ward-Horner (Evergreen Center), Joseph M. Vedora (Evergreen Center)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract: Abstract The purpose of the present study was to examine the effect of performance feedback on implementation of academic tasks in a residential school setting. Participants included 10 staff members, across two classrooms (five staff per classroom). During baseline, experimenters collected data on whether the target programs were implemented each day. During the feedback phase, classroom supervisors provided verbal feedback to individual staff regarding their performance at the end of each school day. Feedback consisted of praise statements when staff implemented 80% or more of the target programs, and staff were provided with corrective feedback if performance was less than 80%. The dependent variable was the percentage of programs implemented each week, and a multiple baseline design across settings was used to evaluate the effectiveness of the intervention. The data indicated that performance feedback was effective in Classroom 1 only. Therefore, a second intervention phases was implemented for Classroom 2, which consisted of feedback in combination with public postings. Data from Classroom 2 indicated that feedback and a public posting was minimally effective, and did not have a lasting effect.
 
97. Improving Treatment Fidelity in a Day Habilitation Center for Adults With Disabilities
Area: OBM; Domain: Service Delivery
NOHA ALMARZOOQ (University of Nevada, Reno), Stuart M. Law (University of Nevada, Reno), Mark Malady (High Sierra Industries)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

While working in human services that provides support for adults with developmental disabilities, it is important to have staff that are able to deliver treatment with accuracy and consistency. Good staff training guarantees that the organization provides a high quality of services. It helps in developing the staff job skills and expands their efficacy. Reviews of the literature for people with disabilities, reports that treatment fidelity is very restricted. In order to get treatment fidelity staff needs to demonstrate competency as measured by their performance. Moreover, staff members who have little or no professional training in a clinical field are the ones who provide the vast majority of treatment services. The lack of training presents barriers such as, difficulty in identifying errors that affect the treatment fidelity. This poster presents treatment fidelity in an applied setting for adults with disabilities. A treatment fidelity checklist was implemented to increase treatment fidelity across several staff members. Baseline and intervention data for treatment fidelity will be reviewed and the results of increased treatment fidelity will be reviewed. Poster viewers will discuss how this approach can be used to increase the reliability and validity of treatment across applied settings.

 
98. From Collecting Data to Data Based Decision Making: Using the Standard Celeration Chart to Evaluate the Success of Programs
Area: OBM; Domain: Service Delivery
AISHA ALHAFEEZ (University of Nevada, Reno), Mark Malady (Brohavior; HSI; WARC), Stuart M. Law (University of Nevada, Reno)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract:

Data based decision making is a core feature of the field of Applied Behavior Analysis, however varying graphical displays can provide practitioners with different information. The Standard Celeration Chart (SCC) is a universal and standardized measurement system (Pennypacker, Gutierrez and Lindsley, 2003). The SCC is ideal for making data based decisions as related to a range of targets for various learners. iChoose is a day habilitation program in Reno, Nv. that serves adults with disabilities from 18-80. Over the past two years the iChoose program has switched to using the SCC as its primary graphing system. An implementation strategy to increase the quality of the data collected daily throughout the year of 2017 was selected, this led to an increase in the total number of plans ran per day. The goal for 2018 was to increase the number of mastered plans by increasing data based decisions of 3 managers. The data from 2017 and from 2018 on plans meeting the success criteria and the number of changes made by managers will be presented. Viewers will be encouraged to participate in a discussion on complex data based decision making related to managing multiple learners with a wide range of personal goals. References: Pennypacker, H., Gutierrez, A. J., & Lindsley, O. (2003). Handbook of the Standard Celeration Chart: Standard Edition. Cambridge Center for Behavioral .

 
100. Application of a Token Economy in the Workplace
Area: OBM; Domain: Applied Research
IVETTE VERA (Bancroft), Jennifer Bailey (Bancroft), Virginia Kaufmann (Bancroft)
Discussant: Manuel A. Rodriguez (ABA Technologies, Inc.)
Abstract: Organizational behavior management is an application of applied behavior analysis that focuses on behavioral principles within organizations to increase work performance (Wilder, Austin & Casella, 2009). Many organizations struggle with finding strategies to increase employees productivity. Organizations should include incentives to enhance productivity but also ensure employees are motivated to work to obtain them (Henley, Reed, Kaplan, Reed, 2016). The purpose of the present study was to evaluate the effectiveness of an incentive program to increase staff performance in a day habilitation program for adults with developmental and intellectual disabilities. A treatment consisting of token economy, performance feedback, and praise was evaluated using a multiple baseline design across behaviors.The targeted staff behaviors included data collection, engagement, and behavior protocol implementation. Initial results indicate that the percentage of intervals staff engaged in the targeted behaviors was low during baseline, and an increase from baseline was observed when the treatment was introduced.These findings provide evidence for the efficacy of a token economy to increase employees work performance.
 
 
 
Poster Session #276
CBM Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Grand Ballroom 1-6
Chair: Jeannie A. Golden (East Carolina University)
101. Using a Rule-Based Antecedent Manipulation to Reduce Random and Careless Survey Responses
Area: CBM; Domain: Applied Research
MAUREEN FLYNN (Metropolitan State University of Denver), Annie Garofalo (Metropolitan State University of Denver), Katherine Bauschke (Metropolitan State University of Denver), Renee Baker (Metropolitan State University of Denver)
Discussant: Neil Deochand (University of Cincinnati)
Abstract: Researchers often have participants complete surveys online due to the ease and lower cost of administration. Unfortunately, the rates of careless or random responding to items can be fairly high (11- 42%) when conducting online surveys (e.g., Meade & Craig, 2012; Flynn, Berkout, & Bordieri, 2016). Random responding behaviors result in decreases in the integrity of the data and the removal of subjects from analyses. The aim of the current study was to examine whether incorporating a rule-based antecedent manipulation decreased random/careless responding among participants in a long online survey. Undergraduates were randomly assigned to either receive the rule-based antecedent manipulation or not. Those in the manipulation condition were warned that they would be removed from the study and not get class credit for participating if they failed more than one attention check item in the survey. Those in the control condition did not receive the warning and were given credit even if they failed more than one attention check item. Results showed that participants in the antecedent manipulation condition (n = 131) did not correctly respond to more attention check items than participants in the control condition (n = 104). Implications and future directions will be discussed.
 
102. Psychological Flexibility Moderates the Relationship Between Social Anxiety and Depression
Area: CBM; Domain: Applied Research
ANNIE GAROFALO (Metropolitan State University of Denver), Renee Baker (Metropolitan State University of Denver), Katherine Bauschke (Metropolitan State University of Denver), Maureen Flynn (Metropolitan State University of Denver)
Discussant: Neil Deochand (University of Cincinnati)
Abstract:

Approximately 53% of students experience depression at some point during their college career (Furr, Westefeld, McConnell, & Jenkins, 2001). Social anxiety has been shown to be related to depression (e.g., La Greca & Hannah Moore Harrison, 2005) and as many as 19% of undergraduates experience high levels of social anxiety (Beidel, Turner, Stanley, & Dancu, 1989). There must be moderating variables involved in the relationship between social anxiety and relationship, however, because not everyone who is reports experiencing depressive symptoms experiences social anxiety. One such moderator may be psychological flexibility, which is the ability to engage in values-based action despite what one is thinking or feeling. The aim of this study was to examine whether psychological flexibility moderates the relationship between social anxiety and depression. Participants consisted on 961 undergraduate students. Participants completed a battery of assessments online. Results showed that psychological flexibility was significantly and moderately related to social anxiety and depression. Additionally, psychological flexibility moderated the relationship between social anxiety and depression. This means that at low levels of psychological flexibility, depression is high. Implications and future directions will be discussed.

 
103. How We Treat Others: Psychological Flexibility Moderates the Relationship Between Social Anxiety and Relational Aggression
Area: CBM; Domain: Applied Research
KATHERINE BAUSCHKE (Metropolitan State University of Denver), Annie Garofalo (Metropolitan State University of Denver), Renee Baker (Metropolitan State University of Denver), Maureen Flynn (Metropolitan State University of Denver)
Discussant: Neil Deochand (University of Cincinnati)
Abstract:

Approximately 19% of undergraduate college students report experiencing social anxiety (Beidel, Turner, Stanley, & Dancu, 1989; Izgic, 2004). Social anxiety is related to relational aggression (e.g., Gros & Simms, 2009), which involves behaviors that intentionally harm others through damage or threats to interpersonal relationships (Crick & Grotpeter, 1995; Loudin, L.L., Loukas, A. & Robinson, S., 2003). Although there is a relationship between social anxiety and relational aggression, there must be moderators involved because not everyone who experiences social anxiety engages in relational aggression. One such moderator may be psychological flexibility, which is defined as the ability to engage in values-based actions despite experiencing unpleasant thoughts and feelings (Hayes et al., 2016). The purpose of the current study was to examine whether psychological flexibility moderates the relationship between social anxiety and relational aggression. Approximately 961 undergraduate participants completed a battery of measures in an online format. Results showed that relational aggression was significantly but weakly positively associated with social anxiety and psychological flexibility. Additionally, psychological flexibility moderated the relationship between social anxiety and relational aggression. These moderation results mean that at low levels of psychological flexibility, relational aggression is high. Implications and future directions will be discussed.

 
104. Psychological Flexibility Moderates the Relationship Between Social Anxiety and Loneliness
Area: CBM; Domain: Applied Research
RENEE BAKER (Metropolitan State University of Denver), Katherine Bauschke (Metropolitan State University of Denver), Annie Garofalo (Metropolitan State University of Denver), Maureen Flynn (Metropolitan State University of Denver)
Discussant: Neil Deochand (University of Cincinnati)
Abstract:

Among college students, approximately 19% experience social anxiety (Beidel, Turner, Stanley, & Dancu, 1989). Studies have also shown that there is a relationship between social anxiety and loneliness (e.g., Panayiotou, Panteli, & Theodorou, 2016; Huan, Ang, & Chye, 2014). Loneliness is associated with poorer health and psychological distress (Stickley et al., 2013). There must be moderators involved in the relationship between social anxiety and loneliness because not everyone who reports experiencing social anxiety is lonely. One such moderator may be psychological flexibility, which is ability to engage in values-based behaviors even when one is experiencing unpleasant thoughts and feelings. Therefore, the aim of the current study was to examine whether sychological flexibility moderates the relationship between social anxiety and loneliness. Undergraduate participants completed surveys in an online format and responses from 961 subjects were analyzed. Results showed that psychological flexibility was moderately correlated with social anxiety and loneliness. Regarding moderation, analyses showed that psychological flexibility moderated the relationship between social anxiety and loneliness, which means that at low levels of psychological flexibility, loneliness is high. Implications and future directions will be discussed.

 
105. Behavioral Skills Training for Clinical Practitioners: Evaluation of a Standardized Protocol for Training Brief Psychotherapy
Area: CBM; Domain: Service Delivery
ETHAN A. EISDORFER (Rutgers University), Robert LaRue (Rutgers University), G. Terence Wilson (Rutgers University)
Discussant: Neil Deochand (University of Cincinnati)
Abstract: Despite the remarkable progress in the development of evidence-based psychotherapies, access to these treatments remains severely limited for the general population. The development of effective and efficient training practices may help to improve the availability of evidence-based treatments. The current study examined the use of a standardized protocol for training novice mental health clinicians in a brief behavioral treatment for depression utilizing a multiple-baseline across participants design. Clinicians first received didactic instruction and written materials describing the background and model of the treatment, and outlining how to apply it. Then, they received a video model of the treatment skills. Finally, the clinicians received corrective feedback based on their performance. Results indicate that the clinicians acquired the skills, and were able to demonstrate them with a high degree of accuracy in simulated treatment sessions. The results of this study have implications for the use of behavioral skills training in mental health service delivery and the dissemination and implementation of evidence-based mental health treatments.
 
106. The Use of a Stimulus Equivalence Match-to-Sample Procedure and Token Economy for Obsessive-Compulsive Disorder and Schizoaffective Disorder Treatment
Area: CBM; Domain: Applied Research
ANNA TILLERY (University of North Carolina at Wilmington), Ruth M. Hurst (Central Regional Hospital), Andrew Fullwood (Central Regional Hospital)
Discussant: Neil Deochand (University of Cincinnati)
Abstract: Stimulus equivalence, which provides a methodology for generating new behavior, allows many relations to emerge after teaching only a few (Sidman & Tailby, 1982). Conditional discriminations are taught such that comparisons are discriminative for reinforcement in one condition, but not in another, through the match-to-sample procedure. Tests for emergent equivalence relations using the same stimuli are then presented. The match-to-sample stimulus equivalence procedure was implemented as the basis for an intervention targeting the problematic behaviors (e.g., spilling medications, inappropriate touching of others, and disrobing in public, etc.) of a 30-year-old male with diagnoses of Obsessive-Compulsive Disorder and Schizoaffective Disorder, Depressive Type at Central Regional Hospital. A match-to-sample procedure was implemented to teach rules to target problematic behavior (e.g., taking medication, interacting safely, wearing clothing, etc.), in conjunction with a token economy, through which the patient earned backup reinforcers every seven days all match-to-sample rules were followed. The match-to-sample data indicates that five five-member equivalence classes have emerged. Further, the data suggest that as equivalence classes emerged, instances of related problematic behavior decreased. This application of stimulus equivalence match-to-sample procedures may have potential as an intervention for problematic behavior associated with OCD and schizoaffective diagnoses.
 
107. Post-Traumatic Stress Disorder and Drug Use: A Preliminary Examination of the Role of Psychological Flexibility as a Moderator
Area: CBM; Domain: Applied Research
ANNIE GAROFALO (Metropolitan State University of Denver), Maureen Flynn (Metropolitan State University of Denver)
Discussant: Neil Deochand (University of Cincinnati)
Abstract:

Approximately 56% of young adults aged 18-25 have used illicit drugs across their lifetimes (Substance Abuse and Mental Health Services Administration, 2016). Post-Traumatic Stress Disorder (PTSD) has been shown to be related to illicit drug use (e.g., Sareen, Chartier, Paulus, & Stein, 2006; Zatzick et al., 2012) and as many as 9% of college students experience PSTD (Read, Ouimette, White, Colder & Farrow, 2011). There must be moderating variables involved in the relationship between illicit drug use and PSTD, because not everyone who repForts using illicit drugs has PTSD. One such moderating variable may be psychological flexibility, which is the ability to engage in values-based action despite what one is thinking or feeling (Hayes, Luoma, Bond, Masuda, & Lillis, 2006). The aim of this study was to examine whether psychological flexibility moderates the relationship between PSTD and illicit drug use. Participants consisted of 391 undergraduate students. Participants completed a battery of assessments online. Results showed that psychological flexibility did not moderate the relationship between PSTD and illicit drug use. Limitations and future directions will be discussed.

 
108. Open-Source Electronic Bracelet for Self-Monitoring Nail Biting Behavior
Area: CBM; Domain: Applied Research
BRISSA GUTIÉRREZ (National Autonomous University of Mexico), Rogelio Escobar (National Autonomous University of Mexico)
Discussant: Neil Deochand (University of Cincinnati)
Abstract:

Self-monitoring problem behavior is an important component of habit-reversal procedures. Traditionally it is done using paper sheets or with the aid of mechanical counters. Recently smartphone apps have also been used. These methods, however, can be problematic. Traditional methods can be inaccurate and apps can interact unpredictably with other apps running simultaneously in the smartphone. The present poster describes the design and test of an electronic open-source device, in the form of a bracelet, for easy self-monitoring of nail-biting behavior that provides visual and tactile stimulation. Using open-source programs the bracelet allows recording target behavior and signals when an exercise contingent on problem behavior must occur. Two female nail biters participated in a study involving a multiple-baseline design. During baseline, participants pressed a button to record nail biting. In the treatment condition, the bracelet vibrated after the response was recorded to signal that participants had to press the bracelet until it stopped vibrating. Frequency of nail biting was reduced to zero for both participants in the treatment condition. The design of the device and the programs to use it can be downloaded for free, and it can be built with almost no experience in electronics with components easily available worldwide.

 
109. Relationship Between the Implementation Level of Addiction-Brief Interventions and User's Abstinence
Area: CBM; Domain: Applied Research
VIOLETA FÉLIX (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

The emergence and maintenance of substance use/abuse, and the acquisition of alterFnative behaviors to it, are explained from basic principles that dictate organisms' behavior. Brief interventions for addictive behavior assume that substance abuse is learned, and they are administered within a dynamic interaction process between therapist and client. This study's purpose was to assess the relationship between client's abstinence and the therapist's implementation of basic learning principles in natural settings. A microgenetic design was used to analyze the interaction of 30 psychologists with previous training and 20 clients with substance abuse. A direct observation system of therapist-client interaction was used (a cheklist of levels of implementation, and sequential record of interaction). Therapists videotaped each session with their clients (all with informed consent), and a supervisor registered and provided feedback for the recordings. Results showed an increase in the number of significant patterns along the progress of the sessions. There are behavioral patterns related to behavioral trials and feedback, which are basic components of behavioral training; and there was an increase in the mastery of the skill in relation to the progress of sessions and the feedback in areas of functional analysis of consumption and planning of alternative behavior.

 
110. Do Attitudes Predict Behavior: Exploring the Unexpected Relationship Between Attitudes and Seeking Psychological Services
Area: CBM; Domain: Applied Research
Teresa Hulsey (University of North Texas), AMY PAGE (University of North Texas), Stephanie Caldas (University of North Texas), Amy Murrell (University of North Texas)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

Psychological treatment prevents and reduces distressful psychological symptoms (Rickwood, Deane, & Wilson, 2007), which many emerging adult college students experience (Beiter et al., 2015). Yet, research indicates university psychological services are under-utilized (ACHA, 2014). The Healthy Minds Network study (2017) revealed an unexpected significant, negative relationship between positive attitudes toward seeking treatment and engagement in treatment seeking behavior. This study sought to investigate distress level as a potential moderating variable. Undergraduate students aged 18 to 25 (N = 964, 42.5% White/European American, 67.7% females) completed online self-report measures. A logistic regression utilizing distress severity, attitudes toward treatment seeking and their interaction as predictors of treatment seeking behavior was conducted. In this sample, severity of distress did not significantly predict treatment utilization. Attitudes toward treatment seeking did however significantly, and negatively, predict treatment utilization, (B = - .055, p = .000, OR = .946). The interaction also did not significantly predict treatment seeking. Given that even the significant finding was a small one, the implications of this study should be interpreted with caution. Discussion of these results, limitations of the study, and future directions for studies that promote treatment seeking behavior in emerging adults will be discussed.

 
111. Alternative Behavior as Mediator of Change in Substance Use
Area: CBM; Domain: Applied Research
JUDITH ELISA FERRER ALARCÓN (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

The consumption of substances has increased in the last years. The Translational research allows the implementation of the basic principles in applied practice and feedback to basic models. The objectives of interventions in addictions are abstinence and moderation of consumption. The basic principles of behavior allow us to understand that consumer behavior remains as an inhibited learning which resurgence depends on the level of maintenance of alternative behaviors that compete with consumption. Therefore, the objective of this study was to evaluate the relative value of alternative reinforcement in the choice of substance use behavior. A unique case design was used where two drug user's participate (cocaine and alcohol; 19 and 25 years old), who presented abuse in their consumption and received brief interventions about their addiction. The results suggest that having two or more alternative behaviors that were reinforcing for each drug user decreased their consumption. Thus, the precise follow of alternative behavior is necessary, when effective one is not implemented or it loses its value, the user is likely to return to the previous pattern of consumption.

 
112. Behavioral Avoidance: The Contribution of Obsessive Compulsive Symptoms Above and Beyond Disgust and Emotion Regulation
Area: CBM; Domain: Applied Research
ALEXANDRA GILBERT (University of Mississippi), Molly Wickenhauser (University of Mississippi), Danielle Maack (University of Mississippi)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

Symptoms of Obsessive-Compulsive Disorder are impairing and distressing for the 2-3% afflicted. Research demonstrates associations between OC symptoms and other cognitive vulnerabilities (i.e. disgust sensitivity and emotion regulation). This study examined the specific impact of Obsessive Compulsive (OC) symptoms on behavioral avoidance controlling for other cognitive vulnerabilities. Undergraduate students (148) completed a questionnaire packet including the Obsessive Compulsive Inventory-Revised, Difficulties in Emotion Regulation Scale, and Disgust Scale Revised, and participated in eight behavioral avoidance tasks (BATs; avoidance measured in distance between participant and stimuli). Participants were predominantly female (72.2%) and White (71.3%) with ages ranging from 18-36. A hierarchical regression was conducted with Disgust Sensitivity (DS) and Emotion Regulation (ER) in Model 1 and OC symptoms included in Model 2 to predict behavioral avoidance. Model 1 was significant, F (2, 74) = 6.20, p = < .01, and accounted for 14.4% of variance in behavioral avoidance. Model 2 was also significant, F (1, 73) = 4.18, p < .05, with OC symptoms accounting for an additional 4.6% of variance. Overall, OC symptoms significantly predicted behavioral avoidance controlling for DS and ER ( = -.66, p < .05). These findings highlight the unique impact OC symptoms have on behavioral avoidance.

 
113. A Meta-Analysis of Expressive Writing on Posttraumatic Stress
Area: CBM; Domain: Service Delivery
JEFFREY PAVLACIC (University of Mississippi), Erin Buchanan (Missouri State University), Stefan Schulenberg (University of Mississippi)
Discussant: Tyler Nighbor (University of Vermont)
Abstract: Emotional expression is beneficial for promoting both positive psychological and physical outcomes, while inhibiting emotions can lead to impairments in physical and psychological health. Individuals having experienced traumatic events are more likely to repress thoughts and feelings regarding said trauma. Expressive writing, a form of emotional expression and a behavioral intervention, has been used to treat a wide variety of psychological and health-related outcomes. We conducted a meta-analysis to examine the effectiveness of expressive writing on posttraumatic stress using random effects models across a wide range of diagnoses. Specifically, we examined the effectiveness of expressive writing on experimental conditions to determine change in symptoms over time. Studies were collected through online databases with specified search terms. We calculated 144 effects across 45 articles. Results indicated a small to medium effect size for our random effects model after outlier exclusion, d = 0.36, 95% CI[0.29, 0.42]. Additionally, we conducted analyses such as p-curve, p-uniform, PET-PEESE, and selection models, which control for publication bias and p-hacking. Expressive writing appeared to play a small, but non-zero, role in reducing self-reported posttraumatic stress symptoms by creating a shift in context where individuals report less stress.
 
114. Effect of Media Modalities in the Dissemination of Parenting Practices
Area: CBM; Domain: Applied Research
Lissette Ramos (Universidad Nacional Autónoma de México), David Amaya (Universidad Nacional Autónoma de México), Silvia Morales Chaine (Universidad Nacional Autónoma de México), MARCELA ROSAS PENA (National Autonomous University of Mexico)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

The aim of this study was to which media modalities is best to disseminate the Parent Training by providing: a e-learning, text messages, video and workshop and measuring the acquisition of skills using the self-report of the parents. Participated 548 caregivers (M = 37.08 years) of children between 2 and 12 years old (M = 7 years) from Mexico City and the metropolitan area. A quasi-experimental pre, post and follow-up design was used . Participants answered the Parenting Practices Inventory (CPI) , the Child Management Skills Questionnaire (CMSQ) and the Child Conduct Inventory (CCI) . The intervention modalities lasted 4 weeks where they were trained in functional behavior analysis, reinforcement of desired behavior, simple correction of behavior and control of stimuli. The modality of workshop plus messages and videos increased the means of using Ignore, praise, clear instructions and problem solving. The use of punishment in the modalities of video, e-learning and workshop plus messages and videos was reduced. Likewise, the report of aggressive child behavior in all modalities was reduced. The use of technologies allowed the dissemination of Parent Training functioning as a reminder of the skills. Key words:, parent training, media modalities, skills, dissemination.

 
115. Professional Knowledge and Skills on Addictions Brief Intervention by Distance Training
Area: CBM; Domain: Applied Research
JUAN ISMAEL MATÍAS MESTAS (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

Dissemination is one step of translational research. The goal of the study was to assess if giving information, modeling, essaying behaviors and giving feedback, in a distance training, increase knowledge's on addictions terms, motivational interview, behavioral principles and behavioral assessing; and increase interactional brief intervention skills in addictions clinical settings. We worked with 100 psychologist (50 on training and 50 control) from 10 entities of Mexican republic, that use to work on public health institutions to give primary attention on addictions. We used a General Knowledge Test and a Checklist of professional skills. We used a cuasi-experimental design of pre-post assessment and control group. For the training we design 16 modules of information and skills modeling, essaying, and getting feedback on Moodle platform. Results showed a significant effect of distance training on the professional psychological knowledge and skills on brief interventions. Distance training for acquisition of competences and have been created CIT for training are, both, important achievements for brief intervention procedures area and to reduce drugs use on clinician settings.

 
116. An Evaluation of the Effects of Antecedent Variables on Problem Behavior Occasioned by Restricted Attention
Area: CBM; Domain: Applied Research
JESSICA DETRICK (University of Missouri), Kelly M. Schieltz (University of Missouri), Emily Malugen (University of Missouri), Kristin Hathaway (University of Missouri)
Discussant: Tyler Nighbor (University of Vermont)
Abstract:

The purpose of this study was to evaluate the effects of two common antecedent strategies on problem behavior occasioned by restricted access to attention. Ian was a typically developing four-year-old male who engaged in aggression and property destruction when his parents' attention was diverted from him. All procedures were conducted in a 90-min outpatient clinic. IOA was assessed across 30% of sessions and averaged 90%. During Phase 1, an antecedent analysis was conducted within a multielement design and restricted attention was identified as occasioning problem behavior (Figure 1, left panel). During Phase 2, two common antecedent strategies were evaluated within a multielement embedded within a reversal design. To receive his parents' attention, Treatment 1 consisted of instructing Ian to play alone in a designated area for 1-min, as indicated by the sound of a timer, whereas Treatment 2 consisted of instructing Ian to complete a discrete task (i.e., a puzzle) alone, followed by raising his hand to inform his parents the task was completed. If problem behavior occurred, the timer was paused or Ian was reminded of the task requirement. Results (Figure 1, right panel) showed that Treatment 2 was most effective at decreasing the occurrence of Ian's problem behavior.

 
 
 
Poster Session #277
DEV Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Pacific Ballroom
Chair: Jessica Singer-Dudek (Teachers College, Columbia University)
1. Effect of Applied Behavior Analysis and Parent-Child Interaction Therapy on Child Behavior
Area: DEV; Domain: Applied Research
MELISSA GRANT (James Madison University), Trevor F. Stokes (James Madison University), Alexa Ina (James Madison University), Allison Brandmark (James Madison University), Emily Knox (James Madison University), Emory Bruno (James Madison University)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Developmental disabilities affect nearly one in six children in the United States, and up to 30% of these individuals have problem behaviors causing stressors in both the child and their caregiver's life. These problem behaviors have various topographical and functional forms, such as property destruction, aggression, tantrums, self-injurious behavior, and many others. If these behaviors are not nipped in the bud during younger years they have the capability of bringing about academic failure, alienation from typical peers and other adults, and in the longer term, substance abuse issues, and a decrease in functioning skills for the community. Evidence-based practices are shown to be effective for treating problem behaviors for children with developmental disabilities. These effective interventions can change behavior making it more socially acceptable, and can be implemented by various individuals in the child's life. This study utilized a multi-element and multiple baseline across participants ABAB, single-case research design to examine the effects of Applied Behavior Analysis (ABA) and Parent-Child Interaction Therapy (PCIT) on child behavior. The caregivers in this study are graduate level therapists, and the child participants are four and six with characteristics of a developmental disability. The researcher coaches the therapists on both ABA and PCIT techniques, providing feedback on their skills while interacting with the child.

 
2. Using Reinforcer Assessments for Validating Preference Assessment Results and Increasing Engagement in Adults With Dementia
Area: DEV; Domain: Applied Research
MAKENZIE WILLIAMS BAYLES (Jacksonville State University), Megan Ford (Jacksonville State University), Jennifer Lynne Bruzek (Jacksonville State University)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Low levels of engagement can lead to reduced quality of life for individuals with dementia. Research on increasing engagement with this population is limited. The purpose of this study was to evaluate the reinforcing value of multiple stimulus without replacement (MSWO) activity preference rankings for individuals with dementia. To date, two participants have completed a reinforcer assessment (RA). A multielement, progressive-ratio (PR) design was initially used for both participants. Later, the PR was eliminated for one participant due to undifferentiated responding. Participants were exposed to four-, three-, and two-choice conditions in which activities were presented in a concurrent-operant arrangement. During session, the participant was given the option to choose a high-, moderate-, or low-preferred activity or the control. Interobserver agreement (IOA) was collected on activity selection (IOA 100%) and engagement (IOA 100%). Activities ranked high preferred were validated during the RA for 1 of 2 participants. Activities ranked moderate and low preferred were not validated for either participant. These results suggest the reinforcing value of activities may need to be systematically evaluated for individuals with dementia. Researchers should continue to investigate best methods for identifying reinforcers and increasing engagement to better serve this population and increase their quality of life.

 
3. Use of Scatterplot to Monitor Behavior Changes During Different Magnitude of Social Interaction in the Care of Dementia Patient
Area: DEV; Domain: Applied Research
JORN ARVE VOLD (Norwegian Association for Behavior Analysis (NAFO)), Malin Terese Thoegersen (Norwegian Association for Behavior Analysis (NAFO))
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

In the care of elderly and specially in nursing homes one of the main problem is that there is often a lack of competence in implementing functional analysis. One of the easy administrative functional analysis with limited need for pre-training is the use of scatterplot (Touchette, MacDonald, & Langer, 1985). Important aspects to consider, are good operationalisation of the behavior and defining timeframes when behavior is monitored. In this study scatterplot was used to map behavior six different times for 32 days. The problem behavior in the study was screaming with high intensity. The behavior of interest in the study was how many screams occurred during a 15 minutes session during different times of the day, and if the environment contained differences in social interaction. This data was analysed to see if it was differences in the count compared with supplemental data on medication, sleep pattern and time of day but the data was inconclusive and didn't show differences in occurrence linked to the supplemental data. However, data on social interaction indicate a differences in occurrence linked to the magnitude of social interaction during the session. A small number of semi - experimental sessions confirmed the analysis and added confirmation to the analysis that the behavior was maintained by social reinforcement. This study shows that the use of scatterplot is easy to implement in nursing homes for elderly, and can give supplemental knowlege in the treatment of people with dementia and behavior problems.

 
4. Behavior Screening of At-Risk Preschool Students Using a Group Functional Analysis
Area: DEV; Domain: Applied Research
JASMINE POETRY (California State University, Northridge), Emily Mary Tierman (California State University, Northridge), Tara A. Fahmie (California State University, Northridge), Rima Hamawe (California State University, Northridge)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Identifying emerging problem behavior can be an important first step in the prevention of severe problem behavior. The purpose of this study is to use a functional analysis to screen behavioral risk factors in at-risk preschool children. First, information was gathered from kindergarten teachers regarding specific establishing operations (EOs) that typically precede problem behavior in their classrooms. Next, preschool students were assigned to groups of three based on teacher ratings of behavior severity. A small-group, trial-based functional analysis was then conducted by embedding specific EOs within classroom activities. Data were collected on the occurrence of varying levels of problem and appropriate behavior. Preliminary data analysis shows that problem behavior occurs most often during EOs for escape and attention. Minor to moderate problem behavior is more common than severe problem behavior, and "tapping self to surface/object" (e.g., hitting a table) is the most frequent topography of problem behavior across children. Preliminary results also show that all participants have multi-word functional communication responses in their repertoire, which leads to interesting speculations regarding reinforcer allocation by caregivers. Researchers plan to use the outcomes of this analysis to design functional communication training as an inoculation against the emergence of severe problem behavior.

 
6. Effects of Task and Reward Preference on Accumulated Rewards
Area: DEV; Domain: Applied Research
ALISON RUBY (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington), Jennifer Longren (University of North Carolina Wilmington), Taylor Harrison (University of North Carolina Wilmington), Kelsea Thomaier (University of North Carolina Wilmington)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract: Delay of gratification paradigms are said to expose types of skills and self-regulatory strategies that are needed for impulse control. Behavior analysts often conceptualize self-control as behavior that results in larger more delayed rewards while impulsive behavior results in smaller more immediate rewards. Instead of having a decision between concurrent options, delay of gratification is usually a more sustained choice. The purpose of this study was to determine if task and reward preference would influence responding in a delay of gratification paradigm that involved the accumulation of tokens contingent on task completion during the delay. The participants were four typically developing preschoolers. Preference assessments were conducted for both tasks and rewards. As they completed each high preferred (HP) or low preferred (LP) task, they received a token, which was exchangeable for HP or LP rewards. The participants could terminate the session at any time by turning a card in to the researcher, making continued task completion a sustained choice. The results showed individual differences in the effects of task and reward preference on accumulated rewards.
 
7. When the Function is Not Clear, Have No Fear: Using a Changing Criterion Design and Differentially Reinforcing Low Levelsto Reduce Persistent Screaming Episodes
Area: DEV; Domain: Applied Research
JOSEPH CORPA (The Rich Center for Autism at Youngstown State University), Rachael N. Dobson (The Rich Center for Autism at Youngstown State University)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Children with Developmental Disabilities may encounter several "road blocks" when going through their daily lives. Sometimes these road blocks may present themselves in the form of challenging behaviors. When challenging behaviors prove to be resistant to extinction elimination, finding effective strategies becomes increasingly difficult. Allowing and reinforcing challenging behavior (at lower levels) has proven to be an effective strategy for reducing intense screaming episodes. An 18-year-old male student with Autism Spectrum Disorder (ASD) frequently engaged in screaming episodes. Several behavior strategies previously put in place to reduce and/or eliminate the screaming episodes (including a DRO), proved to be inconsistently effective. Often times, attempts to interrupt screaming episodes resulted in aggressive behaviors. We hypothesized that allowing and reinforcing screaming at lower levels, would bring screaming under the stimulus control of the criteria that was set. This would allow for the criteria to be reduced over time, until screaming was at or near 0 occurrences per day. Differentially reinforcing low levels (DRL) of screaming episodes while concurrently using a Changing Criterion Design brought screaming episodes under stimulus control of the criteria set daily. Once screaming episodes were reduced to lower levels, academic and vocational skills were expanded and focused on.

 
8. Simultaneously and Delayed Matching-to Sample in a Woman With Alzheimer's Disease
Area: DEV; Domain: Basic Research
Anette Brogård Antonsen (Oslo and Akershus University College), ERIK ARNTZEN (Oslo and Akershus University College)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

In the present study, a 91-year old woman with Alzheimer's Disease (AD) participated. She had a Mini Mental Status Examination (MMSE) score of 17. The participant was presented for identity matching with the colors of yellow, blue, and red. The study was arranged as an ABABAB-design, where it was alternated between (A) delayed matching-to-sample 0s (DMTS 0s) and (B) simultaneous matching-to-sample (SMTS) in six phases. To assess generalization of colors, the participant was presented for the same phases again but with another set of color stimuli (green, orange, purple). The results showed that the number of trials needed to reach criterion for training, decreased as the phases were repeated (see the upper panel in Table 1). Further, when the new set of color stimuli was presented, the number of trials needed to reach criterion meet the minimum mastery criterion except in the first phase (see lower panel in Table 1).

 
9. Replicating the "Marshmallow" Test: Assessing Impulsivity in Preschoolers Using a Classic Delay-Discounting Task and Delay-of-Gratification Test
Area: DEV; Domain: Applied Research
Julyse Migan-Gandonou (The Chicago School of Professional Psychology), JULIE A. ACKERLUND BRANDT (The Chicago School of Professional Psychology), Alina Maria Valdes (Positive Behavior Supports Corporation)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Impulsivity is a hallmark and a common symptom of many psychiatric and behavioral disorders (e.g., ADHD, pathological gambling, substance abuse, bipolar disorder, etc.). Researchers have suggested that impulsivity in young children may be a predictor of maladaptive behaviors later in life. In psychology, impulsivity is defined as a lack of regard for future consequences and an inability to delay gratification. The most common procedure used to assess impulsivity in young children is the delay of gratification test (informally called the “Marshmallow” test). In behavior analysis, impulsivity (or impulsive choice) has been defined as a preference for smaller-immediate rewards over larger-delayed rewards. The most common procedures used to assess impulsive choice are delay-discounting tasks. Although impulsivity can be assessed using both delay-of-gratification and delay-discounting procedures, previous research suggests that the two are not equivalent; but rather, two discrete, related measures of impulsivity. In both procedures, individuals are asked to choose between a smaller reward available immediately and a larger reward available after a delay. The current study replicated and extended previous research by directly comparing the “Marshmallow” test and the delay-discounting task with preschool children. The preliminary results show similar responding across both assessments for three children.

 
10. The Emergence of Referential Behavior and Social Interactions Between Siblings
Area: DEV; Domain: Applied Research
KIMBERLY HENKLE (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

J.R. Kantor's theory of referential behavior is a natural science approach to studying linguistic interactions. Referential behavior refers to the interaction of a speaker (the referrer) and their simultaneous adjustment to both a listener (the referee) and the referent (the thing talked about) under specific circumstances (setting conditions). The interaction is complete when the listener, in turn, reacts relevantly to the speaker and the referent. Thus, the unit of analysis is the behavior of two people in relation to and as a function of the environment. The current study employs an observational, longitudinal design to examine the utility of this theoretical approach with respect to the emergence of referential behavior between typically developing siblings, ages 2, 3 and 5. Separated into dyads, five-minute social interactions were videotaped over the course of 12 months. A set of procedures, devised by Sidney W. Bijou and his colleagues, based on Kantor's Psychological Linguistics, was employed to train coders to identify and analyze referential interactions. Videotapes were analyzed in two phases. The primary analysis, based on quantitative measures, identifies complete and incomplete speaker-listener units and the secondary analysis identifies qualitative measures of referential interactions. Implications for studying language development will also be discussed.

 
11. An Evaluation of Negative Reinforcement to Increase Self-Feeding and Self-Drinking for Children With Feeding Disorders
Area: DEV; Domain: Applied Research
SARAH HANEY (Munroe-Meyer Institute, University of Nebraska Medical Center), Vivian F. Ibanez (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Caitlin A. Kirkwood (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Chris Krebs (Florida Institute of Technology)
Abstract:

Self-feeding with a spoon and cup represents an important step in a child's progression toward age-typical feeding, which emerges in the absence of intervention for most children. Children with feeding disorders, by contrast, may lack the motivation to self-feed, which impedes progress toward age-typical feeding (Rivas et al., 2014). In the current study, we used meal termination as reinforcement to transition two children with a feeding disorder from caregiver-fed to self-fed bites and drinks. Caregivers conducted 40-min meals in which they alternated between feeding the child or prompting the child to self-feed. The caregiver told the child that he or she could end the meal and leave the room if he or she self-fed the next bite or drink the caregiver presented at about minute 30 of the meal. The caregiver continued feeding the child if the child did not self-feed the presented bite or drink. Self-feeding increased for end-of-meal bites and drinks for both participants. We discuss these results relative to their potential to inform interventions for children with feeding disorders that progress the child toward age-typical feeding patterns.

 
 
 
Poster Session #278
PRA Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Pacific Ballroom
Chair: Robert K. Ross (Beacon ABA Services)
12. The Effects of Self-Monitoring and Recruiting Teacher Attention on Pre-Vocational Skills
Area: PRA; Domain: Applied Research
LEAH FEIN (The Ohio State University), Christina Rouse-Billman (The Ohio State University), Maria Helton (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

This study investigated the effects of self-monitoring and recruiting teacher attention on pre-vocational skills of students with autism. Previous research has demonstrated that the combination self-monitoring and recruiting teacher attention was effective for acquisition and maintenance of pre-vocational skills of students with developmental disabilities (e.g., Rouse et al., 2014). The current study extends previous research by examining the effectiveness of self-monitoring and recruiting teacher attention on the accurate completion of pre-vocational task steps, as well as appropriately following the steps to recruit teacher feedback for middle and high school students with autism. A multiple probe design across behaviors (tasks) was used to examine the effects of self-monitoring and recruiting attention on number of task steps completed accurately. The following experimental conditions were implemented: baseline, training, intervention, maintenance, and generalization. To measure the student's completion of each step, a 10-item task-analysis recording sheet was used. Results demonstrated that all three students acquired, maintained, and generalized each of their three target pre-vocational tasks.

 
13. Creating an Effective, Inter-Professional Intervention for Use in Everyday, Messy, Mealtime Settings of Children With Autism Spectrum Disorder
Area: PRA; Domain: Applied Research
DEIRDRE M. MULDOON (The College of Saint Rose), Joanna Cosbey (The University of New Mexico)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

Mealtime difficulties of children with autism spectrum disorder (ASD) are well documented. Difficulties faced by parents often include rigidity around textures, color, and temperature with the result that children with ASD often have significantly restricted diets and/or challenging mealtime behavior. In addition, there is relatively little information available on mealtime interventions in natural settings with parents as the primary interventionists. The authors of this paper, a dually certified speech and language pathologist and board certified behavior analyst and an occupational therapist initially conducted a single subject research (SSR) mealtime study in the homes of four children with ASD using -among other evidence-based practices - the evidence-based practice of parent-implemented intervention (PII). Using a framework called Easing Anxiety Together with Understanding and Perseverance (EAT-UPTM) the authors created individualized mealtime plans that covered four areas of mealtimes: Communication, food, physical and social environments. Subsequently the same authors conducted a quantitative research study with 14 more families and six professionals across two States using EAT-UPTM. The SSR study contributed significantly to the subsequent quantitative study design. Both studies resulted in significantly improved parent reported measures of mealtime behaviors. Data for both studies will be presented and discussed. Implications for interprofessional practice, professional and parent training will also be discussed. The challenges of doing applied research in natural, messy, everyday settings will be also be discussed with emphasis on methods to ensure fidelity of implementation of the intervention by professionals and parents.

 
14. A Model of Program Evaluation Using the Standard Celeration Chart
Area: PRA; Domain: Theory
ANNE LAU (ABC Group Hawai'i), Sara Ann Dinkelo (ABC Group Hawai'i)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

This study provides a model of program evaluation that can be used to compare treatment efficiency. Comparisons can be made across interventions (or lack thereof), across participants, or in relation to normative data. Assessment scores from the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) were utilized, however the model could be applied using other assessments scores or other quantitative data. Assessment results from clients of ABC Group were examined for potential inclusion. Only clients who were assessed at least twice, using the VB-MAPP were included. All included participants were children with autism ages 2-8 years old, most received clinic-based Applied Behavior Analysis services following initial assessment. Scores were plotted on a monthly per month Standard Celeration Chart and patterns of celeration were compared. Results indicate a trend of an initial burst of gains after initiation of services with the celeration of skill acquisition decreasing after 6 months to a year. Unintentional repeated baselines indicated that this pattern occurred only after ABA services began. Assessments were scored by multiple practitioners with little to no IOA.

 
15. Promoting the Cessation of Smoking Using Behavioral Contracts With Differing Schedules of Reinforcement
Area: PRA; Domain: Service Delivery
ALMA C. STAHELI (Arizona State University), Donald M. Stenhoff (Arizona State University)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

According to the Center of Disease Control and Prevention, cigarette smoking kills more than 480,000 Americans annually and 41,000 deaths occur from secondhand smoke. The cost of smoking-related illness is projected to exceed $300 billion per year. The purpose of this study was to increase smoking cessation using a cost-effective procedure that took place for one month. In experiment 1, one participant was provided with a cessation contract and as they met the criterion established weekly, they would access continuous amounts of reinforcement of $12.50 each week. In experiment 2, one participant was provided with a cessation contract and as they met criterion they would access progressive amounts of reinforcement starting at $5 and eventually reaching $20 by week four contingent on the cessation of smoking. Criterion was not met in baseline for either participants but was observed 100% during treatment for participant 1 and 75% for participant 2. The experiment suggests that the internet based cessation procedure was effective in decreasing overall rates of smoking and that the continuous schedule of reinforcement was more effective than progressive schedules. Future research should address how different amounts of total money offered could affect smoking cessation regardless of the reinforcement schedule.

 
16. The Effects of Task Clarification, Job Aids, and Feedback on Direct Care Staff's Treatment Fidelity
Area: PRA; Domain: Applied Research
KELSEY WEBSTER (Western Michigan University), Cody Morris (Western Michigan University), Stephanie M. Peterson (Western Michigan University)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

Poor fidelity of treatment plan implementation is a significant barrier to effective treatment in applied settings. In consultative situations, when continuous supervision of staff running the behavior support plan is not feasible, fidelity is especially poor. Furthermore, direct care staff responsibilities are demanding and time constraints may also result in decreased fidelity of a multicomponent treatment plan. The effects of task clarification, job aids, and feedback were assessed on staff's implementation of a treatment plan consisting of multiple components across program sites. The treatment consisted of a package that included an incentive system, scheduled praise, and ignoring and redirection of problem behaviors. The plan was implemented for an adult woman with developmental disabilities who engaged in food seeking, food stealing, and a variety of other disruptive behaviors. The settings included the client's place of employment and day program. Prior to the addition of task clarification and job aids, an initial staff training and feedback were attempted. After the implementation of task clarification with job aids combined with feedback, improvements of the application of the treatment plan by staff were accompanied by a substantial decrease in the client's problem behaviors at both locations.

 
17. Decreasing Finger Biting in a Child With Autism Spectrum Disorder Using Differential Reinforcement Procedure
Area: PRA; Domain: Applied Research
AMY RICH (Beacon ABA Services), Lisa Tereshko (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

Self-injurious behavior (SIB) such as head banging, hair pulling, scratching and biting oneself are common among individuals with autism spectrum disorder (ASD). According to Soke et al. (2016), more than 30% of children with ASD in the United States, engage in some form of SIB. These forms of behavior can cause serious tissue damage as well as interfere with acquisition of skills being taught. The current study examined the effects of a differential reinforcement and visually cued alternative response procedure used to establish control of self-injurious behavior, finger biting, in the child's home. The procedure involved the provision of direct physical and verbal attention when finger biting was absent and theses forms of attention were removed for 15 seconds when finger biting occurred. The data indicate that this procedure was effective in decreasing the number of occurrences of finger biting during the training conditions, but this behavior was not eliminated. The results are discussed in terms of the function of finger biting, and establishment of stimulus control, social validity as well as future directions.

 
18. Criminal Behaviorology: The Application of Behavior Analysis to Assist Criminology, Corrections and the Justice System
Area: PRA; Domain: Theory
TIMOTHY TEMPLIN (HABA)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract: Criminal Behaviorology is the use of behavior analysis to further the study of criminology, or otherwise assist in criminal or civil legal proceedings, as well as juvenile or adult correctional programs. Areas of interest related to Criminal Behaviorology has been reviewed in the literature for this presentation. A review of the Journal of Applied Behavior Analysis has provided some articles focusing on this subject area. Presented below are data regarding the publication of articles with a focus on these areas of interest in the Journal of Applied Behavior Analysis from the years 1995 to 2017. These articles include the prevention of abduction for adults and children with disabilities (2010, 2013 and 2014), trial contingency management in a drug court (2008), sex offender assessment (2006, 2014 and 2017) and other pertinent topics. In addition, the different areas of research and practice where Criminal Behaviorology may be relevant. Options available for the dissemination of behavior analysis to these areas of interest are discussed.
 
19. Comparing Methods of Momentary Time Sampling
Area: PRA; Domain: Applied Research
ERIS DODDS (Endicott College), Dan Almeida (University of Massachusetts Boston)
Discussant: Teresa Camille Kolu (Cusp Emergence)
Abstract:

Abstract Time sampling procedures are compromise systems of measurement, which can accommodate routine practice as well as accurate measurement procedures. Momentary time sampling (MTS) is a system of observing a target behavior were a session of time is broken into equal intervals, where if the behavior is observed at the end of the interval the entire interval is scored. This research aimed to examine the relative accuracy between fixed- and random-interval MTS. It further examined data patterns in time delays 0, 12, 24, 36, 48 for 0, 10, 20, 30 seconds and 1, 3, and 5 minute intervals used during a 15-minute session of gum chewing behavior (Cooper, Heron, & Heward, 2007). Random intervals were generated by using the same number of observation points used in FI-MTS in variable points throughout the interval. Data shows that VI-MTS is similar to FI-MTS in terms of generating accurate data points and estimated duration. It was also found that both FI- and VI-MTS produced similar errors when increasing time between intervals.

 
20. An Evaluation of Caregiver Compliance to Prescribed Treatment Components
Area: PRA; Domain: Applied Research
ELISSA SPINKS (Kennedy Krieger Institute), Cara L. Phillips (Kennedy Krieger Institute, Johns Hopkins University School of Medicine)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Caregiver compliance with the implementation of behavioral treatment can greatly impact caregiver training, treatment generalization, and the accurate assessment of treatment efficacy. Although there is some literature evaluating caregiver compliance once treatment has been identified, very little research has explored the effects of caregiver compliance during treatment development. The current study described caregiver compliance with ongoing treatment evaluations as part of an inpatient admission for the assessment and treatment of severe problem behavior in an 11 year old boy. A reversal design was then used to evaluate treatment effects with and without caregiver compliance. Results indicated that caregiver compliance was necessary for the reduction of severe problem behavior, even in the absence of the parent. The current study will discuss methods of data presentation that may increase caregiver compliance with treatment recommendations and provides a foundation for future investigations into caregiver non-compliance during earlier phases of treatment.

 
21. The Implementation of Structured Schedules With Direct Support Professionals in an Adult Residential Setting
Area: PRA; Domain: Service Delivery
VICTOR CHIN (Rowan University), Javid Rahaman (Bancroft), Christopher Ilconich (Bancroft), Kellie P. Goldberg (Bancroft)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Engagement of direct support professionals (DSP) with individuals is a common concern among many adult residential programs (Mensell et al., 2002). In many cases, there is a considerable amount of time when the individual is not participating in meaningful, functional activities (Bratt & Johnson, 1988). Though inactivity is not a measure of the individuals' behavior, it highlights an important concern regarding the behavior of DSPs. As it stands, there are few solutions available in the current body of research focusing on methods to increase DSPs engagement with individuals in residential and vocational settings. Implementing structured schedules is a common intervention used with a variety of populations and settings. They have been used to increase the engagement in the daily activities of dementia patients (Engelman, Altus, & Mathews, 1999; Engstrom, Mudford, & Brand, 2015), to teach complex response chains in children with autism (MacDuff, Krantz, McClannahan, 1993), and to teach appropriate play skills in children with autism (Brodhead et al., 2014). Despite the widespread use of structured schedules, there has not been an exploration in the application of this technology to improving DSP's performance. The present study examines the effects of engagement integrity when implementing structured schedules with DSPs in an adult residential facility.

 
22. Preliminary Research Into the Development of a Comprehensive Front-Line Ethical Performance Model at an ABA Service Clinic
Area: PRA; Domain: Applied Research
NATALIE BUDDIGA (University of Nevada, Reno), Brian James Feeney (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Ethical ambiguities present themselves at all levels of practice in Applied Behavioral work. It is important that all employees within a human service organization are prepared for many inevitable situations. Regularly updated BACB ethics codes, guidelines, and CEU requirements help keep the conversation present at the BCBA level as well as for supervisor-supervisee interactions. However, at present, there is little focus on the ethical compliance within the BACB certification system for front-line staff (RBTs) outside of the exposure within the 40 hour training requirement. This exposure may be insufficient to inform new professionals of the need to be knowledgeable of the BACB and organizational ethical guidelines or prepare them for ethically ambiguous situations. In addition, the current system of BACB certification lacks formal measurement and follow-up at the RBT level. Inevitably, it falls on the organization under which RBTs work to address this dilemma. This raises a conceptual question of how to develop abstract ethical problem-solving at the level of the front-line employee. The present review examines the current literature and practices around ethical training of front line staff. A preliminary approach for evaluating the ethical intelligence of RBTs working at a human service agency is presented followed by implications for the adoption of a future multi-level training model, linking front line staff duties to abstract ethical understanding.

 
23. Compliance Interventions Within Caregiver Training: A Literature Review
Area: PRA; Domain: Applied Research
Alissa Anne Conway (Western Michigan University), CODY MORRIS (Western Michigan University), Haley Ciara Hughes (Western Michigan University)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Compliance and noncompliance are terms frequently utilized within behavior support plans to describe target behaviors. However, the definitions of these terms can vary immensely and may include on/off task behaviors or disruptive behaviors that may prevent an individual from engaging in a task. The interventions, even among home settings with parents as the interventionist, also tend to vary. The current review examined articles specifically related to parent training for children's compliance in the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, The Analysis of Verbal Behavior, Journal of Early Intensive Behavioral Intervention, and Behavior and Social Issues. The key search terms were "compliance, defiance, instructional control, following directions, and caregiver training." The authors investigated definitions of compliance/non-compliance, trends in research over time and across journals, as well as types of compliance assessments and interventions. Additionally, the authors explored how often behavior analytic researchers have studied appropriate noncompliance like situations when children should refuse or protest requests (e.g. stranger danger).

 
24. Evaluation of a Finger Prompt Variation in the Treatment of Pediatric Food Refusal
Area: PRA; Domain: Applied Research
EMILY KATE RUBIO (Georgia State University), Valerie M. Volkert (Marcus Autism Center; Emory School of Medicine), William G. Sharp (Marcus Autism Center; Emory School of Medicine)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Children with feeding disorders do not consume enough food or liquid to meet their caloric or nutritional needs, and in the case of food refusal, can result in placement of a feeding tube (Kerwin, 1999). Feeding disorders are often diagnosed in young children with complex medical histories and/or autism or related neurological disorders. Escape extinction (nonremoval) combined with reinforcement is a well-established intervention to treat food refusal. When these procedures alone are ineffective, physical guidance procedures (e.g., jaw prompt, finger prompt) have been shown to increase food acceptance and decrease refusal behavior. The finger prompt (e.g., Borrero, Schlereth, Rubio, & Taylor, 2013) has been evaluated minimally in the literature and needs further examination, because we believe it is commonly used by practitioners when more passive refusal occurs (e.g., teeth-clenching, lip-pursing) during nonremoval procedures. Therefore, the purpose of this study was to assess a variation of finger prompt procedure and caregivers' acceptability of it. Three children aged 1 to 6 years admitted to an intensive day program and their caregivers participated. We evaluated the finger prompt using a multiple baseline across participants design. Data suggest the finger prompt was effective to increase 5-s acceptance for all participants.

 
25. Prevalence of Multiply Controlled Problem Behavior: A Replication
Area: PRA; Domain: Applied Research
CONNOR SPANGENBERG (University of North Florida), Clare Liddon (University of North Florida)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Multiply controlled problem behavior includes behavior which has two or more maintaining variables. Beavers and Iwata (2011) assessed the prevalence of multiply controlled behavior within the published, behavior-analytic literature, through 2010. An analysis of the results of Beavers and Iwata indicated that the prevalence of multiple control in the published literature was due to an aggregation of data, rather than multiple maintaining variables. In the current study, we attempted to replicate Beavers and Iwata's procedures. Specifically, we assessed the published literature from 2011-2017 within the Journal of Applied Behavior Analysis. We collected data on single and multiple response topographies, then analyzed and compared to find the prevalence of multiply controlled behaviors. The results suggest that, in the presence of aggregated data, relatively more of the functional analyses reviewed demonstrated multiple control. When data were not aggregated, relatively less demonstrated multiple control. A discussion of the implications and consistency with Beavers and Iwata is provided.

 
26. Evaluation of Preference Assessment Variations in Adolescent Males Who Have Been Detained
Area: PRA; Domain: Applied Research
BARATHI CHINNAPPAN (Auburn University), Kristen Brogan (Auburn University), John T. Rapp (Auburn University), Anna Kate Edgemon (Auburn University)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Author's Note This study is ongoing and authors anticipate data collection for a minimum of 5 additional participants as well as implementation of a concurrent operant reinforcer assessment for at least 3 of the participants. Abstract Preference assessments have been widely evaluated and utilized for individuals with developmental delays (Hagopian, Long, & Rush, 2004). However, in treatment of typically developing individuals, it is often assumed that self-report correlates with preference (Wine et al. 2014). There is particularly scant literature on behavioral interventions with detained adolescents who engage in verbal behavior. The purpose of the current study was to evaluate the correspondence between a rank order report and verbal multiple stimulus without replacement assessment (MSWO) against an edible MSWO (DeLeon & Iwata, 1996) with adolescent males adjudicated for illegal sexual behavior. Authors calculated Spearman's rank order correlation (rs) across assessments. P1 showed a strong correlation between the edible and verbal MSWO (rs= .857) that was statistically significant (p=.014). Additionally, P1 showed a strong correlation between the edible and rank order (rs = .643) but this correlation was not statistically significant (p = 0.119). P2 and P4 showed strong correlations between all three assessments (rs =1) and all correlations were statistically significant (p<001). P3 showed a strong correlation between the edible and verbal MSWOs (rs =0.964) that was statistically significant (p<.001) and a strong correlation between the edible and rank order (rs =0.964) that was statistically significant (p<.001). References DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519–533. doi: 10.1901/jaba.1996.29-519 Hagopian, L. P., Long, E. S., & Rush, K. S. (2004). Preference assessment procedures for individuals with developmental disabilities. Behavior Modification, 28, 668–677. doi: 10.1177/0145445503259836 Wine, B., Reis, M., & Hantula, D. A. (2014). An evaluation of stimulus preference assessment methodology in organizational behavior management. Journal of Organizational Behavior Management, 34:1, 7-15. doi: 10.1080/01608061.2013.873379

 
27. A Celeration Analysis of BACB Certification
Area: PRA; Domain: Service Delivery
CAMERON MITTELMAN (The Chicago School of Professional Psychology), Shannon Ormandy (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Cumulative record data presented by Deochand and Fuqua (2016) suggest that the number of individuals holding a certification of Board Certified Behavior Analyst (BCBA) has increased substantially in recent years. While Deochand and Fuqua's visual displays show clear changes in trend, the graphs do not provide any quantification of these trends, limiting the ability provide more precise descriptions of the field's growth. The current poster seeks to add to Deochand and Fuqua's analysis by charting the number of individuals with a Behavior Analyst Certification Board (BACB) certificate on a standard celeration chart (SCC). Measurement of the different celerations are provided along with measurement of any changes in trend. This quantification is compared across the three major BACB designations (BCBA, BCaBA, and BCBA-D). The data are also projected to provide a estimation of the total number of future certificants within the next 10 years. Finally, the poster speculates on the implications these data may have for the further development of the field of behavior analysis.

 
28. Activity Based Intervention: An Intervention Approach Utilizing Distributed Trials Across Planned, Routine and Child-Initiated Activities
Area: PRA; Domain: Service Delivery
SUZANNE JERI YOCKELSON (Brandman University)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

Activity Based Intervention (ABI) (Johnson, Rahn & Bricker, 2015)) is a framework for delivering intervention services to young children in a naturalistic environment. ABI uses distributed trials to embed child goals in home and center based programs. Through routine, child directed and planned activities, therapists and interventionists planfully embed multiple goals throughout each activity across each session. ABI is differentiated from incidental teaching in that specific activities (e.g., lesson plans) are developed for each routine and/or activity that specifies how and when the embedding of a specific goal will be applied. Furthermore, the activity plans include a column for data collection that allows for cumulative analysis of child progress towards goals as well as evaluation of therapist/interventionists use of embedding. ABI can be used to teach initial skills and to promote generalization by applying the framework to a wide range of activities and by including other adults and/or children into the activities.

 
29. An Effective Instruction for a Change of Diapers for Wandering Clients in Role-Play Session
Area: PRA; Domain: Applied Research
NOBUHIRO WATANABE (Mito Nursing and Welfare College)
Discussant: William Tim Courtney (Little Star Center)
Abstract:

This study investigated whether an instruction could facilitate welfare-school students' effective treatment of changing diapers for wandering clients. Although they learned the way of changing diapers for clients lying in beds, they did not know effective ways of changing diapers for wandering clients. We carried out task analysis on effective ways of a change of wandering clients' diapers and developed the instruction based on the task analysis. Then we taught the students effective diaper-changing ways through the instruction. Seven role-play sessions were conducted for each student, the first three sessions as baseline, the next three as intervention, and last as follow-up. In each session they were required to change diapers of other students playing as wandering clients. The mean duration of each student's treatment was measured for wandering behaviors in sessions. The rating score for each student's treatment was independently estimated on five-point scale by two practitioners. Figure 1 shows the mean duration of their treatment for wandering behaviors in sessions and the rating score of each student. Five students improved on the rating score and all students decreased mean duration of their treatment. Thus, the instruction was qualitatively and appropriately effective for a change of diapers for wandering clients.

 
 
 
Poster Session #279
VRB Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Pacific Ballroom
Chair: Judah B. Axe (Simmons College)
30. The Effects of the Multiple Exemplar Instruction on the Naming for Students With Developmental Disability
Area: VBC; Domain: Applied Research
Jinhyeok Choi (Pusan National University), Daeyong Kim (Daejeon Middle Public School; Pusan National University), MINYOUNG KIM (Pusan National University)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The purpose of the present study was to investigate the effects of the Multiple Exemplar Instruction (MEI) on the emergence of Naming. Three kindergarten students, who were 3-5 year old males and diagnosed with Developmental Disability. A multiple probe design across participants was employed to identify a potential relationship between the independent and dependent variables. The dependent variables of this study was the emergence of Naming. The independent variable of this study was the mastery of the MEI in which listener (matching and pointing) and speaker (tact and intraverbal) responses were taught in a randomized sequence. This study was observed and recorded using the frequency recording method. The interobserver reliability (IOA) was calculated to demonstrate the reliability of the observations and the interobserver reliability was 98.5%. The intervention fidelity of this study was measured by making a total of 8 items. The intervention fidelity was 95%. Social validity was measured using the Intervention Scale Profile (IRP-15), which had a total of 15 items. The social validity score was 72.5. The results depict that the MEI effectively increased the number of correct responses to the Naming probe trials (i.e., the emergence of Naming).

 
31. Simple Discrimination Training With Compound Stimuli and Class-Specific Consequences: An Application of a Stimulus Equivalence Approach to Early Reading Skills
Area: VBC; Domain: Applied Research
ASTRID LA CRUZ MONTILLA (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina Wilmington)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The purpose of this study is to investigate if English Vocabulary words can be taught to Spanish-speaking pre-schoolers using an equivalence approach. The approach utilized simple discrimination training with compound stimuli and compound class-specific reinforcers. Results suggest that written vocabulary, pictorial representations, and pictorial reinforcers did indeed form an equivalence class. Moreover, novel pictorial examplars were also responded to class-consistently although they never appeared during training.

 
32. Generalization and Derived Emergence of Metaphorical Sensory Tact Extensions
Area: VBC; Domain: Applied Research
RYAN C. SPEELMAN (Pittsburg State University), Andy Gloshen (Pittsburg State University)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

Current educational practices may benefit from a complex analysis of relevant verbal behaviors related to common core standards. The purpose of this study was to examine the utility of two behavior analytic programs to promote response generalization and the emergence of derived metaphorical tact extensions in a nuerotypical preschool child using the Promoting the Emergence of Advanced Language (PEAK) generalization and equivalence curriculum guides (Dixon, 2014; 2015). The participant was first trained to describe a visual stimulus (A) using a metaphor (B) e.g. what does a hot stove feel like? "lava." Following multiple exemplar training, test probes were conducted to measure response generalization to novel stimuli: e.g. when shown a picture of a hairbrush participant said it feels like "a cactus." Next, the participant was taught to select a picture (A) corresponding to tactile sensory experiences (C) e.g. tactile sensation of a hairbrush. This training promoted the emergence of untrained generalized metaphorical tact extensions (B) to describe novel tactile sensory stimuli. Sensory metaphors such as these are used in common language "my mouth is on fire" (after eating hot wings), or "my stomach is in knots" (when feeling nervous).

 
33. Reliability and Validity of the Chinese Assessment Promoting the Emergence of Advanced Knowledge: Direct Training Module
Area: VBC; Domain: Applied Research
HUA CHENG (Southern Illinois University, Carbondale), Jordan Belisle (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The Mandarin Chinese version of assessment was created for the Promoting the Emergence of Advance Knowledge, Direct Training Module (PEAK-DT). After confirming the quality and accuracy of the translation by a back-translation process, the alternate-form reliability was evaluated. Thirty-two typically developing children under 10 years old (19 males and 13 females) residing in USA, Canada, and mainland China were recruited and assessed by bilingual parents with both language versions of PEAK-DT assessments. Statistical results show that the two language versions had strong correlations between the PEAK raw scores (r = .98), the component raw scores (r ranged .93 to .98), and the component age-referenced scores (r ranged .77 to .93). Equivalence between the two versions was also demonstrated by high test-retest percentage of agreement on all assessed items, as well as scored items (88%, and 92% respectively). No significant testing effects were observed across various test-retest intervals of participants. The assessors' English proficiency had insignificant influence on the agreements too. In summary, the Chinese version of the PEAK-DT assessment exhibited cross-cultural reliability and validity, which invites more future research on the use of the PEAK system in the Chinese community affected by autism and other related disorders.

 
34. Extension of Skinner's Verbal Summator: Sensical Versus Nonsensical Speech
Area: VBC; Domain: Basic Research
ALEX MCCURDY (University of the Pacific), Matthew P. Normand (University of the Pacific)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The verbal summator was a device created by B.F. Skinner to assess imitative and summative behavior, more commonly known as echoic and intraverbal behavior, respectively. In the original study, published in 1939, a set of distorted non-word sounds were played in the presence of participants, and participants were asked to write down what they heard. Recently, we replicated B.F. Skinner's 1939 study, evaluating the feasibility of a verbal summator created with modern computer technology based on the descriptions in B.F. Skinner's 1939 study. The current study further examines the use of the modern verbal summator by presenting either nonsensical speech (sounds similar to those heard in Skinner's original study) and sensical speech (ordinary dialogue) to participants. Participants entered what they thought they heard into a computer program. Responses were compared with responses from Skinner's 1939 study using the visual and statistical analyses employed by Skinner (1939). The results were largely consistent with Skinner (1939). Moreover, participants who heard sensical speech more accurately described the samples than the participants who heard nonsensical speech.

 
35. Recent Research on the Relative Efficiency of Speaker and Listener Instruction for Children With Autism: A Brief Review
Area: VBC; Domain: Theory
BETHANY P. CONTRERAS YOUNG (University of Missouri), Alison Jo Cooper (University of Missouri), SungWoo Kahng (University of Missouri)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The traditional recommendation for the sequencing of speaker and listener instruction has been to teach listener, or receptive, skills prior to teaching the corresponding speaker, or expressive, skills. In a review of the research literature prior to 2011, Petursdottir and Carr (2011) concluded that research did not support this recommendation. They suggested that not only may it be more beneficial to teach speaker skills prior to teaching listener, teaching listener skills before speaker may actual hinder acquisition of speaker relations. The purpose of the current review is to identify recent literature (published since 2011) examining the efficiency of skill acquisition during, and emergence of skills from, speaker and listener instruction. We identified five articles that compared the efficiency of speaker to listener instruction, all of which support the conclusion that speaker instruction is more efficient than listener instruction in terms of trials to criterion and emergence of the untaught relation. Implications for practice and future research will be discussed.

 
36. Participant Descriptions in Verbal Behavior Research
Area: VBC; Domain: Basic Research
GABRIELA JUANITA RIVERA (Baylor University), Lee L. Mason (University of Texas at San Antonio), Alonzo Alfredo Andrews (University of Texas at San Antonio), Victoria Rodriguez Garcia (Utah State University)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

The purpose of Skinner's (1957) text was "...to be a better was of talking about verbal behavior" (p. 456). Verbal behavior research over the past five years was reviewed to examine the methods authors use to describe the verbal deficits of their participants. Across behavior-analytic journals, research in which at least one of the verbal operants was used as the dependent variable to measures the effect(s) of an independent variable were included in this review. Measures of the participants' verbal behavior deficits were coded according to procedures employed by each author. Results indicate no systematic assessment of verbal behavior deficits, with the majority of authors relying on simple descriptions.

 
37. The Effects of Intensive Tact Instruction on the Joining of the Listener and Speaker Components of Naming for Typically-Developing Early Intervention Students
Area: VBC; Domain: Applied Research
LEAH FRIEDMAN (Teachers College, Columbia University; Fred S. Keller School), Stavra Nicole Romas (Fred S. Keller School)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

We tested the effects of Intensive Tact Instruction (ITI) on the establishment of the speaker component of Naming and the joining of the listener and speaker component of Naming to induce a Bidirectional Naming (BiN) (Miguel, 2016) capability for typically-developing early intervention children. We selected 3 participants, aged 1.9- to 2.3-years-old, who demonstrated the presence of listener component of Naming in the absence of speaker component of Naming to participate in the study. The independent variable was ITI, in which experimenters delivered 100 learn units of tacts daily to each participant. The dependent variables were the number of untaught speaker responses for novel non-contrived stimuli using Storybook Naming experiences, the percentage of untaught speaker responses for novel stimuli, and the number of vocal verbal operants emitted across non-instructional settings (NIS). We employed a multiple probe design across participants to test the effects of the intervention on the acquisition of BiN. Two participants demonstrated BiN for non-contrived stimuli and Participant B reliably demonstrated the presence of unidirectional Naming. While Participants A and B acquired BiN for non-contrived stimuli, we cannot suggest based on the presented findings that tact instruction functioned to induce BiN or if the establishment of the capability was a function of repeated Naming experiences. We discuss these findings with regards to repeated probes versus tact instruction and multiple stimulus control associated with a Naming cusp that is capability.

 
38. Effects of the Probability of Checking on Children`s Do-Say Correspondence in a Card Game
Area: VBC; Domain: Basic Research
Ana Elisa Quintal (Universidade Federal de São Carlos), MARIÉLE CORTEZ (Universidade Federal de São Carlos)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

This study investigated the effects of the probability of checking on children's do-say correspondence in a card game. Five children aged six to nine years-old participated. The "doing" task consisted of counting the number of stars displayed in a card. The "saying" task consisted of reporting the number of stars (correspondently or not) to the experimenter. Using a reversal design, the number of corresponding reports was evaluated as a function of different probabilities of checking (0%, 10%, or 50%). During No Checking condition, do-say correspondence was evaluated in a situation in which no checking on the report accuracy occurred (i.e., number reported by the child was not compared to the actual number of stars in the card). During Checking conditions (10% or 50%), after reporting the number of stars, the child would be asked to show the card she/he had in hands (to compare the correspondence between the actual number of stars and the number reported by the child). Results indicated that during No Checking conditions, all children presented high levels of non-corresponding reports. When checking was implemented, levels of correspondence increased, especially during the 50% checking condition. Probability of checking showed to be a relevant controlling variable on children's report accuracy.

 
39. A Functional Analysis of Manding
Area: VBC; Domain: Applied Research
RASHA BARUNI (New England Center for Children - Abu Dhabi), Jonathan Seaver (New England Center for Children), Christina Coley (New England Center for Children - Abu Dhabi), Stephen Tramontozzi (New England Center for Children - Abu Dhabi)
Discussant: Nouf Alzrayer (King Saud University)
Abstract:

Functional analysis of behavior allows for the identification of the environmental conditions that influence the occurrence of behavior. Although previous researchers have conducted functional analyses of verbal behavior, relatively little work has been devoted to functional analysis of manding (LaRue et al., 2008; Lerman et al., 2005). The current study evaluated a functional analysis of manding for two participants with autism spectrum disorder. Mand-training was only implemented for participant 1. A multielement design was used during the functional analysis, and a multiple stimulus without replacement preference assessment was used to identify edible and activity reinforcers. During the test conditions of the functional analysis, reinforcers were delivered for 30 s contingent on target manding, whereas reinforcers were freely available during the control condition. During mand-training, a progressive time-delay was used to fade vocal prompts. For participant 1, rates of manding were highest in the test condition only after mand-training was implemented. For participant 2, rates of manding were highest in the test conditions. The data for both participants indicate that the functional analysis of manding was effective in identifying the function of the target responses.

 
 
 
Poster Session #280
DDA Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Pacific Ballroom
Chair: Kelly M. Schieltz (The University of Missouri)
40. A Comparison of Accumulated and Distributed Reinforcement Periods With Children With Escape-Maintained Problem Behavior
Area: DDA; Domain: Applied Research
CAITLIN FULTON (University of Wisconsin-Milwaukee), Hannah Effertz (University of Wisconsin-Milwaukee), Melissa Drifke (May Institute), Hannah Meitzen (Integrated Development Services), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Differential reinforcement of compliance is a common treatment for children that present with escape-maintained problem behavior. This treatment involves providing positive and/or negative reinforcement following compliance with tasks. Traditionally, this arrangement involves brief, fixed-ratio schedules (i.e., small, distributed work requirements) to result in brief reinforcement periods. However, recent research has suggested that individuals may prefer to complete longer ratio schedules (i.e., larger, or accumulated work periods) to access longer reinforcement periods. However, for children with escape maintained problem behavior, accumulated work periods involve prolonged exposure to aversive events and delayed access to positive reinforcement, and thus may occasion increased problem behavior. In the current study, we exposed 3 children with escape-maintained aggression to distributed and accumulated work conditions to assess the efficacy of both arrangements. We then assessed these children's preferences for both arrangements using a concurrent-chains procedure. Across three participants, not only did accumulated work periods not occasion additional problem behavior, it was associated with decreased problem behavior relative to distributed work periods for 2 of 3 participants. Preferences for these three conditions were idiosyncratic across participants.

 
41. Modifying Instruction Delivery to Evoke Escape-Maintained Problem Behavior Following an Undifferentiated Functional Analysis
Area: DDA; Domain: Applied Research
KIMBERLY GUSSY-FRAGAKIS (University of Wisconsin-Milwaukee), Madelynn Lillie (Autism Intervention Milwaukee, LLC), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Functional analyses yield low and undifferentiated problem behavior rates if test conditions fail to include potentially idiosyncratic establishing operations to potentiate relevant reinforcement. Escape-maintained problem behavior during academic instruction may only occur during a functional analysis if sufficiently non-preferred tasks or teaching strategies are incorporated. In the current study, an initial functional analysis of aggression with a child with autism yielded low, undifferentiated rates across conditions. We modified our assessment based upon parental report to increase the likelihood of making errors and contacting an error-correction procedure. This modification led to the identification of aggression being maintained by negative reinforcement in the form of escape from demands where errors are likely to be made. This outcome led to the development of an effective function-based intervention involving differential reinforcement of alternative behavior.

 
42. Evaluating Intrasession Patterns of Escape-Maintained Problem Behavior to Predict Treatment Outcomes
Area: DDA; Domain: Applied Research
CATHERINE LARK (Louisiana State University; Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract: Although function-based treatments are generally effective, the required time and intensity of intervention varies greatly across individuals. Hagopian and colleagues (2015) demonstrated that response patterns during functional analyses (FA) could be used to predict response to treatment for individuals with automatically-maintained problem behavior. The purpose of the current study was to expand the literature by assessing whether patterns of responding in an FA could also predict treatment outcomes for individuals with escape-maintained problem behavior. A retrospective chart review was conducted and 16 participants were identified with escape-maintained problem behavior. Rates of problem behavior in the presence and absence of relevant establishing operations (EOP and EOA, respectively) in the FA were analyzed and compared to participants’ treatment results. A moderate correlation was found between the amount of EOA problem behavior and the percent reduction of problem behavior during treatment. Due to the limited sample size, more research on the use of intrasession patterns of responding for escape-maintained problem behavior is warranted.
 
43. Rapid Assessment of Attention-Types to Guide Treatment for Attention-Maintained Problem Behavior
Area: DDA; Domain: Applied Research
Craig Strohmeier (Kennedy Krieger Institute), MOLLY BUTTS (Kennedy Krieger Institute), Suni Schwandtner (Kennedy Krieger Institute)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

In the current study, a functional analysis showed that problem behavior demonstrated by an 8 year-old male was maintained by adult attention in the form of social disapproval. Functional communication training (FCT) for a commonly used attention-type (i.e. praise), produced low rates of functional communication responses (FCRs) in the form of handing a specific card to a therapist. We conducted a Rapid Assessment of Attention-Types (RAAT) to identify attention-types that could be used to reinforce FCRs as functionally equivalent replacements for problem behavior. The RAAT identified two attention-types likely to produce higher rates of FCRs. We used a reversal design to evaluate the rates of FCRs when using praise to reinforce FCRs in comparison to RAAT-identified attention-types. Results suggested that the RAAT accurately predicted the attention-types that would reinforce FCRs. Additionally, we report outcomes of a function-based treatment for attention-maintained problem behavior that included the attention-types identified with the RAAT.

 
44. The Effect of Treatments for Automatically-Maintained Problem Behavior in Demand Situations With Multiply-Maintained Problem Behavior
Area: DDA; Domain: Applied Research
KARYS MICHAELA NORMANSELL (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

When problem behavior (PB) is maintained by multiple functional reinforcers, we often assume that different treatment components are needed. However, there are very few studies systematically testing this assumption. This study aimed to evaluate multiply-maintained PB (escape and automatic reinforcement) in a demand context following implementation of treatment targeting automatically-maintained PB with two participants. For participant one, self-injurious behavior (SIB) was multiply-maintained. Treatment included arm splints and differential reinforcement of other behavior (DRO) targeting SIB. For participant two, disruption was at least in part automatically-maintained while aggression was escape-maintained. Treatment included a DRO and punishment, targeting only disruption. Following demonstration of control in an austere environment, we returned to escape baseline. In baseline, the treatment for automatically-maintained problem behavior was in place, but we provided a break from demands contingent on SIB (participant 1) or aggression (participant 2). For both participants, low rates of PB occurred during escape baseline. Potential explanations include that a break was only reinforcing when combined with access to automatic reinforcement, that treatment increased the response effort of SIB (participant 1), or that treatment targeted PB lower in the response class for escape (participant 2). We discuss results in the context of future research and recommendations.

 
45. A Component Analysis of Destructive Behavior Maintained by Automatic Reinforcement
Area: DDA; Domain: Applied Research
PEI HUANG (The University of Iowa, Center for Disabilities and Development, University of Iowa Stead Family Children's Hospital), Wendy K. Berg (The University of Iowa), Eddie Scott (The University of Iowa), Sarah Jacqueline Frantz (The University of Iowa), Lexy Rozmus (The University of Iowa), Kristy DePalma (The University of Iowa), Matthew O'Brien (The University of Iowa), Cindy Kim (The University of Iowa)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Problem behavior maintained by automatic reinforcement is difficult to treat because we are not able to manipulate the reinforcers maintaining the behavior. Piazza et al (1996) used a component analysis to address pica (eating cigarette butts) maintained by automatic reinforcement. In the current study a component analysis was conducted to identify the factors (sensation of heft and resulting noise) that reinforced destructive behavior (i.e., throwing items) maintained by automatic reinforcement as identified within a functional analysis. The participant, a 9 year old non-verbal boy diagnosed with autism and attention deficit disorder was referred to an intensive behavioral outpatient service to address destructive (throwing and kicking), aggressive, and self-injurious behavior. During the component analysis, the occurrence of throwing was compared across three conditions: (A) items with heft and noise, (B) items with heft but no noise, and (C) items with minimal heft and minimal noise. The results showed that throwing was maintained by heft and was not sensitive to noise. The treatment package provided access to heft using appropriate behaviors (e.g., throwing balls into a basket), a schedule to reduce down-time, and to teach appropriate play skills. Inappropriate throwing decreased to near zero levels as did kicking items.

 
46. Evaluating the Observation Length Necessary to Test for an Automatic Function Using Back-to-Back Austere Sessions
Area: DDA; Domain: Applied Research
STEPHANIE LIOLLIO (Marcus Autism Center), Seung Ju Lee (Emory University), Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract: Functional analyses (FAs) are used to identify which variables maintain problem behavior, with several studies evaluating FA methodologies for identifying social compared to automatic reinforement. Queirim et al. (2013) found that extended alone sessions conducted prior to a multielement FA would orrectly identified whether problem behavior was maintained by automatic reinforcement for 28 out of 30 cases. However, it is unclear how many sessions are needed in extended alones to make conclusions. The purpose of this study is to determine the length of observation in extended alones/ignores needed for clinicians to decide the data are stable enough to conclude whether problem behavior is maintained by automatic reinforcement. Data from over 20 clients in a day treatment program who completed extended alone or ignore sessions were evaluated. A group of raters judged the graphs, one data-point at a time, to decide if they could make a conclusion about an automatic function. Conclusions were also compared to a second decision made with all available data. The results differed based on the level and variability in the clinical data, but often more sessions were conducted than necessary to come to a conclusion. Results are discussed in the context of maximizing efficiency in assessments.
 
47. The Assessment of Destructive Behavior During Transitions Between High-, Moderate-, and Low-Preferred Contexts
Area: DDA; Domain: Applied Research
ALICIA SWANSON (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Alex O'Donnell (Munroe-Meyer Institute, University of Nebraska Medical Center), Kendra Smallwood (Munroe-Meyer Institute, University of Nebraska Medical Center), Ryan Mohs (Munroe-Meyer Institute, University of Nebraska Medical Center), Billie Retzlaff (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Behavior analysts commonly employ functional analyses to determine the function of destructive behavior (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994). However, a traditional functional analysis is sometimes insufficient to clearly identify the function of destructive behavior. We evaluated the use of a transition assessment with two children for whom a traditional functional analysis produced inconclusive results. We first conducted an activity preference assessment to determine a hierarchy of preference for a variety of activities. We selected low, moderate, and high-preferred activities to use in the evaluation. We then systematically manipulated which of those activities were available in different contexts in which the client was required to transition to and from. Results indicated that both children engaged in destructive behavior when required to transition from a context with a high-preferred activity to a context with a low-preferred activity. We discuss the implications of the results and provide suggestions for future research.

 
48. The Use of Demand Assessments in the Assessment and Treatment of Challenging Behavior: A Review of the Literature
Area: DDA; Domain: Applied Research
SUZANNAH AVERY (Baylor University), Stephanie Gerow (Baylor University), Kristen Williams (Baylor University)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract: Selection of demands without a demand assessment could result in a failure to identify an escape function for escape-maintained challenging behavior (Kodak et al., 2007). The purpose of the literature review was to synthesize articles that conducted a demand assessment prior to or following a functional analysis. Articles were synthesized based on participant characteristics, demand assessment characteristics, the order of functional behavior assessment and demand assessment, and the study outcomes. Five articles were identified that conducted a demand assessment for escape-maintained challenging behavior. Experimenters typically conducted an indirect assessment to identify demands prior to conducting an observational demand assessment. Demand assessments consisted of 6 to 30 trials, which were typically 10 minutes in length. For each of the studies that conducted a demand assessment prior to the functional analysis, demands associated with more challenging behavior in the demand assessment were also associated with challenging behavior in the demand condition of the functional analysis. Implications for practice and directions of future research will be presented.
 
49. Social-Negative Reinforcement: Assessments and Fading Procedures to Increase Tolerance and Decrease Problem Behavior
Area: DDA; Domain: Applied Research
ASHLEY CARVER (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Molly K. Bednar (Kennedy Krieger Institute), SungWoo Kahng (University of Missouri)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Individuals with developmental disabilities may engage in severe problem behavior to escape social interaction. Patterns of responding within a standard functional analysis can serve as a source of evidence for social avoidance as reinforcement of problem behavior (Harper, Iwata, & Camp, 2013). In the current case study, an adolescent male admitted to an inpatient unit for assessment and treatment of severe problem behavior displayed frequent aggressive behaviors during the toy play and demand conditions of a functional analysis. Therefore, a social avoidance assessment was conducted to identify the antecedent condition that served as an establishing operation (EO) for problem behavior. High-quality social attention provided by a therapist while near the client was the condition with the shortest average latency to problem behavior. This condition was incorporated into an assessment to evaluate problem behavior related to escape from the proximity of individuals or their social attention. Results suggested the client engages in problem behavior to escape social attention, specifically when individuals are near him. Treatment targeted functional communication and proximity fading of low-preferred staff across different activities. Additional fading procedures were conducted in a demand context to decrease problem behavior maintained by escape from the presentation of demands by low-preferred staff.

 
50. Operant Reasons for Effectiveness of Escape Extinction: A Preference Assessment
Area: DDA; Domain: Applied Research
PEI HUANG (The University of Iowa; Center for Disabilities and Development, University of Iowa Stead Family Children's Hospital), Bill Weaver (The University of Iowa), Linda J. Cooper-Brown (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), Kenzie Marie Miller (The University of Iowa), Matthew J. O'Brien (The University of Iowa)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Escape Extinction (EE) is a component in effective reinforcement-based treatments (Reed et al., 2004) such as Differential Reinforcement of Alternative Behavior for pediatric feeding disorders. Investigations of why extinction works have analyzed procedural form based on function of targeted behavior (Iwata, Dorsey, et al., 1994; Piazza, Fisher, et al., 2003). However, few studies evaluated the mechanisms underlying the effectiveness of extinction. The current study hypothesized that EE would result in exposure to foods and change preferences for the targeted foods; compliance would result in positive reinforcers. The hypothesis was tested using preference assessments (Pace et al., 1985) conducted before and during EE treatment. Participants are three individuals who engaged in inappropriate mealtime behaviors. Treatment results indicated that EE resulted in decreases in food refusal during treatment. Preference assessment results showed that the food targeted during the EE treatment changed from a nonpreferred food at the start of treatment to a preferred food during treatment, suggesting that positive reinforcement may have a role in maintaining food acceptance. These results support the hypothesis that positive reinforcement may play a role in the maintenance of food acceptance. Future research could evaluate the role of attention as a reinforcer for food acceptance.

 
51. The Role of Preference for Communicative Modality in Skill Acquisition
Area: DDA; Domain: Applied Research
ANNA RYAN (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Stephen E. Ryan (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), RaSheeda Sanders (Kennedy Krieger Institute, Johns Hopkins University School of Medicine)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

Functional communication training (FCT) is an empirically-supported treatment for severe problem behavior in persons with intellectual disability. During FCT, a communicative response is differentially reinforced to provide an appropriate alternative to problem behavior. Selection of a communicative modality for FCT is often based on the individual's current skills and/or caregiver preference. However, research suggests that an individual's preference for communication modality can impact treatment outcome. In this study, a nonverbal 6-year-old male with a degenerative neurological disorder was trained to request a preferred item using two modalities: a picture card and an augmentative communication device (i.e., GoTalk). Proficiency was demonstrated with both modalities, and decreases in problem behavior were observed during FCT with both the picture card and the GoTalk. However, when both modalities were presented concurrently a clear preference for the GoTalk emerged. Additionally, when a blank distractor card was paired with each modality, accurate discrimination between the target and distractor card was observed with the preferred modality, but never with the non-preferred modality, even after multiple training exposures. Results suggest that including preferred communicative modalities into communication-based treatment packages may increase the speed of skill acquisition. Implications for assessment and treatment are discussed.

 
52. An Evaluation of Stimulus Avoidance Assessment Stability
Area: DDA; Domain: Applied Research
EMILY GOTTLIEB (Marcus Autism Center; Children's Healthcare of Atlanta), Colin S. Muething (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Mindy Christine Scheithauer (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract: Stimulus avoidance assessments (Fisher et al., 1994) are used to establish a hierarchy of what potential procedure is most aversive and therefore most likely to function as a punisher. In most applications, a measure of aversiveness, called the avoidance index, is averaged across multiple series of each potential punisher. The purpose of this study was to evaluate the stability of avoidance indices for each procedure across series in order to determine if multiple exposures to potential punishers are required. Stability would suggest that multiple series may be unnecessary. Similar to results of multiple preference assessments, results of the current study indicate that avoidance indices were not stable across series, suggesting that multiple series need to be run in order to identify the appropriate procedure. Fisher, W. W., Piazza, C. C., Bowman, L. G., Kurtz, P. F., Sherer, M. R., & Lachman, S. R. (1994). A preliminary evaluation of empirically derived consequences for the treatment of pica. Journal of Applied Behavior Analysis, 27(3), 447-457.
 
53. Preference for Food and Non-Food Items of Known Reinforcing Values in People With Developmental Disabilities
Area: DDA; Domain: Basic Research
RYAN HECKERT (University of Manitoba), C. T. Yu (University of Manitoba), Michelle Barca (University of Manitoba)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

When presenting reinforcers to individuals with developmental disabilities, many researchers use food. One issue with using food as a reinforcer is that there may be other types of reinforcers which may be equally or more effective. Although preference assessment methods have been well-researched, one area that has not yet been resolved is concerned with whether food reinforcers are always more preferred than non-food reinforcers, when both are used in the same assessment. This study compared preference for food and non-food items with similar and dissimilar reinforcing values in people with developmental disabilities, in order to understand how food and non-food stimulus groups interact with reinforcing value. Participants were four individuals with developmental disabilities. The study first involved measuring the reinforcing value of each food and non-food item through the use of a reinforcer test. The food and non-food reinforcers identified were then paired based on their known reinforcing values, and a paired-stimulus preference assessment was conducted. The data from each participant was examined to determine how frequently each item was selected. A better understanding of how choice options from different reinforcer groups interact may provide insight on the best methods to select and present reinforcers to people with developmental disabilities.

 
54. The Assessment and Treatment of Problem Behavior Maintained by Escape From Corrective Feedback
Area: DDA; Domain: Service Delivery
KATHLEEN MCCARTHY (Kennedy Krieger Institute), Cara L. Phillips (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Allen Porter (Kennedy Krieger Institute), Jennifer Rebecca Weyman (University of South Florida), Marissa Erin Daly (University of Maryland, Baltimore County), Lauren Veirs (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

Some individuals engage in aggression and self-injury to avoid challenging instructional situations (Horner et al., 1991). We used a multi-element design to evaluate the role that different forms of corrective feedback on frequency of problem behavior with four individuals admitted to an inpatient unit for the assessment and treatment of severe problem behavior. All participants engaged in problem behavior when presented with feedback during demand situations. During the control sessions, only praise was provided. In the test conditions, verbal (4 of 4 participants) or physical (3 of 4 participants) corrective feedback was provided, regardless of response accuracy. Contingent on problem behavior during all tests conditions, the participants were allowed to finish the task their way. This suggested that problem behavior was maintained by negative reinforcement in the form of escape from corrective feedback. Treatment for all four individuals consisted of positively-stated feedback with verbal and gestural error correction. With the treatment in place, overall rate of problem behavior decreased for all four participants as compared to baseline (see figure). These results suggest that positively-stated feedback with verbal and gestural error correction may be an effective treatment for individuals who exhibit problem behavior when corrected during demand contexts.

 
55. Finger-To-Spoon Fading to Increase Spoon Acceptance
Area: DDA; Domain: Applied Research
KATHRYN ELIZABETH CHUMNEY (Kennedy Krieger Institute), Taylor Klingelhofer (Kennedy Krieger Institute), Alison Kozlowski (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

Spoon acceptance, defined as full lip closure over the spoon resulting in the bite being deposited into the mouth, is an important factor for children with feeding disorders. Although food can be deposited using alternative strategies, such as physical prompts, these procedures are unnatural and invasive, and may lead to increased meal durations and levels of refusal. The purpose of the current study was to increase spoon acceptance through the use of finger-to-spoon fading when escape extinction (EE) and differential reinforcement of alternative behavior (DRA) were ineffective. We used a reversal design with probe reversals to baseline following each fading step. The study included one 4-year-old male diagnosed with autism spectrum disorder and severe food selectivity who consumed nonpreferred foods with behavioral treatment, but required an invasive procedure (i.e. finger prompt and side deposit) in order to accept each bite because he would not accept any bites from a spoon. Prior to finger-to-spoon fading, spoon acceptance was 0% during baseline with EE and DRA, and increased to 100% following the intervention. These results indicate that using finger-to-spoon fading may be an effective intervention to increase spoon acceptance when other commonly used interventions, such as EE and DRA, are ineffective.

 
56. Using a Differential Reinforcement of Alternative Behavior Procedure to Increase Food Consumption in a Child With Food Refusal
Area: DDA; Domain: Applied Research
ANDREW SODAWASSER (University of Nebraska Medical Center; University of Nebraska-Omaha), Billie Retzlaff (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Nathaniel Marshall (University of Nebraska Medical Center), Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

This study evaluated the use of a differential reinforcement of alternative behavior without extinction procedure to treat food refusal and oppositional behavior for an 8-year-old boy being treated through a combination of pharmacological and behavioral interventions. For this individual, we hypothesized escape from food and escape from instructions maintained refusal behavior. In addition, potential side effects due to psychotropic medications may have decreased appetite (Barkley, McMurray, Edelbrock, & Robbins, 1990). Specific reinforcement contingencies included negative reinforcement (i.e., removal of feeding context) and positive reinforcement (i.e., access to highly preferred activity). In baseline, the child consumed near zero levels of food. In treatment, completion of the response requirement resulted in access to a highly preferred activity (e.g., playground). Initial implementation of treatment procedures resulted in consistent consumption of the requisite response requirement (e.g., 10 g.). The child's food consumption was systematically increased to an age-appropriate serving size (e.g., 300 g.) using a changing criterion design. This study provides one example of the use of differential reinforcement of alternative behavior without extinction procedures to reduce food refusal behavior. These results offer an approach to treatment of food refusal, without the use of escape extinction.

 
57. Decreasing Food Selectivity Using the High-Probability Request Sequence: A Review
Area: DDA; Domain: Applied Research
NANCY LEATHEN (Brock University), Kimberley L. M. Zonneveld (Brock University)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract: The high-probability (high-p) request sequence is a non-intrusive procedure that consists of the presentation of a series of high-probability requests followed by the presentation of one low-probability request (Mace et al., 1988). It has been shown to effectively increase food acceptance, academic and social instructions, and compliance with medical tasks across a variety of populations (e.g., Lee, Belfiore, Scheeler, Hua, & Smith, 2004; Patel, Reed, Piazza, Muellwe, Bachmeyer, & Layer, 2007; Riviere, Becquet, Peltret, Facon, & Darcheville, 2011; Wilder, Majdalany, Sturkie, & Smeltz, 2015). To date, only eight studies have examined the effectiveness of the high-p request sequence to increase food acceptance, and this research has produced mixed results. It is possible that the existing research has produced mixed results because researchers used different (a) types of high-p requests (e.g., an empty spoon, food on a spoon, or a motor task) and (b) reinforcement procedures for compliance with the high-p and low-p requests. In this poster, we examine the current literature on the high-p request sequence to treat food selectivity, highlight and discuss procedural differences across studies, and provide directions for future research.
 
58. Treatment Relapse: A Summary of 61 Inpatient Readmissions
Area: DDA; Domain: Applied Research
STEPHEN E. RYAN (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Michelle D. Chin (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute, Johns Hopkins University School of Medicine)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

The failure to maintain clinically significant reductions in problem behavior under prevailing treatment conditions is a recurring challenge for behavior analysts. Lerman et al. (1994) examined contributing factors for treatment relapse and suggested that degradation of treatment efficacy may be attributed to a change in function for problem behavior over time. To evaluate this hypothesis, functional analysis (FA) outcomes were examined for 61 cases readmitted to an inpatient unit for severe problem behavior. Participants were ages 2-24yrs; 68% were diagnosed with autism spectrum disorder. Time between admissions ranged from nine months to nine years. An exact match in function of problem behavior across admissions occurred in only 18% of cases. A partial function match (i.e., at least one correspondence and one noncorrespondence of function across admissions) occurred in 36% of cases, and a different function for problem behavior occurred in 46% of cases. Thus, 82% of cases had at least one new function for problem behavior identified at readmission. Finally, 75% of cases had either problem behavior maintained by automatic reinforcement, or undifferentiated FA outcomes. Results suggest that treatment relapse may occur with change in behavioral function, but may also be due to treatment challenges with specified behavioral functions.

 
59. Is Pairing a Focus in Behaviour Analytic Treatments for Individuals With Developmental Disabilities: A Systematic Review
Area: DDA; Domain: Service Delivery
REBECCA ENSOR (Brock University), Priscilla Burnham Riosa (Brock University)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

Pairing, which may improve the therapeutic alliance or bond between therapist and client, has been positively related to enhanced treatment outcomes for individuals with developmental disabilities. These include improvements in emotional problems and challenging behaviours. While pairing is an important treatment consideration, it does not appear to be explicitly examined in behavior analytic treatment studies. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines, the aim of this systematic review is to identify how and at what frequency pairing is incorporated within behaviour analytic treatment studies. Databases searched were: PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Proquest Nursing and Allied Health Database, and Web of Science Core Collection. Individual journals searched were: Journal of Applied Behavior Analysis, The Behavior Analyst, Behavior Analysis in Practice, and Behavioral Interventions. Study inclusion criteria included the following: published in English, peer-reviewed, included a pre- and post- measure, included a treatment component, and targeted individuals with a developmental disability diagnosis. Results from the initial search included 360 journal articles. After removal of duplicates and screening, 17 articles remained for the analysis. Results of this review will be discussed with potential research and treatment implications for individuals with developmental disabilities receiving behavior analytic intervention.

 
61. Increasing Eye Contact in Children and Adolescents With Autism and Related Disabilities
Area: DDA; Domain: Applied Research
ANNA KATE EDGEMON (Auburn University), John T. Rapp (Auburn University), Joseph Bardeen (Auburn University)
Discussant: Jessica Ann Korneder (Oakland University)
Abstract:

In humans, eye contact is one of the most important nonverbal communicative behaviors. However, deficits in eye contact are characteristic of Autism Spectrum Disorder (ASD) and other neurodevelopmental disabilities. Previous research has used a variety of procedures to increase eye contact in this population with limited success and has been dependent on human resources. Thus, the purpose of the present research was to evaluate the effect of eye tracking software on increasing eye contact in individuals with developmental disabilities using a nonconcurrent multiple baseline across participants design. This intervention included the following conditions: contingent video, contingent praise, manual acceptance, gesture prompts, stimulus prompts, and increased reinforcer access. Generalization assessments were conducted before and after intervention to assess generalization of eye contact across settings and over time. Limitations of this intervention are discussed along with suggestions for future research on the use of eye tracking software for increasing eye contact in individuals with developmental disabilities.

 
 
 
Poster Session #281
AUT Sunday Poster Session
Sunday, May 27, 2018
1:00 PM–3:00 PM
Marriott Marquis, Pacific Ballroom
Chair: Nicole Heal (Margaret Murphy Center for Children)
62. The Social and Communicative Skills of Children With Autism Spectrum Disorder: A Naturalistic Approach
Area: AUT; Domain: Applied Research
JAYLA C BRENNEN (Endicott College, Van Loan School of Graduate and Professional Studies; Hopeful Journeys Education Center)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

The hypothesis of this study was an intervention program comprised of elements from ABA-based intervention methods including discrete trial training (DTT), pivotal response training (PRT), social skills training (SST) and incidental teaching would improve the social skills of children with ASD and lead to generalization of those skills across conversational partners and environments. From the literature that was reviewed prior to the study, the researcher found that the practice of Applied Behavior Analysis (ABA) significantly improves deficits in social skills. Among ABA-based, research-supported treatment methods are DTT, PRT, SST and incidental teaching. The researcher used components of these to design a program to teach social skills to three participants. The guiding research question explored in this research study was as follows; How does a well-designed, ABA intervention method comprised of SST, DTT, PRT and incidental teaching components impact the development and generalization of social and communicative skills?

 
64. Meta-Analysis of Parent Training
Area: AUT; Domain: Applied Research
SHANNON BARTON (PASCO), Jennifer Blankenship (PASCO), Jessica Lynn Cooper (PASCO), Chloe Fahrberger (PASCO)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

The purpose of this meta-analysis is to compile articles from several evidence-based sources to examine the effects of parent training when providing Applied Behavior Analysis (ABA) services. The primary measurement tool identified in these studies were questionnaires that utilized a likert scale. Preliminary results of meta-analysis indicate that, overall, parents saw an increase across several of their child's skills by using Applied Behavior Analysis principles and procedures (McPhilemy and Dillenburger, 2013). Questionnaires and likert scales were also used to measure the stress level of parents before and after receiving Applied Behavior Analysis therapy. Preliminary results showed that parents reported feeling less stressed after their child received Applied Behavior Analysis services (Keenan, Dillenburger, Doherty, Byrne, & Gallagher, 2007). Articles reviewed also detailed specific methods of how to implement parent training through the use of video clips and child confederates (Stocco and Thompson, 2015). Parent training is a necessary component that can provide further education and assistance to families with children who engage in problem behaviors or require assistance with skill acquisition.

 
65. Establishing Fidelity of Behavior Consultation for Parents of Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
RISA MATSUOKA (Keio University), Atsuko Matsuzaki (Keio University), Takuya Enomoto (Keio University), Jun'ichi Yamamoto (Keio University)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

In Developmental support, the "Behavior consultation" technique has been proposed " to change behavior of both supporters and children" by intervention with supporters (Kato, Oishi, 2011). Until now, case studies of Behavior consultation have been built for teachers. However, applying the techniques to parents has been insufficient (Brookman-Frazee et al., 2009). Many studies on behavior consultation were focused on case studies. It is necessary to construct a systematic program in order to widely adapt this support technique. The current study was designed to make the fidelity checklist for behavior consultation and evaluate the novice consultant to demonstrate reliability and validity of this fidelity. Five mothers of children with ASD participated in this study. Consultant was the expert of developmental support and solving behavior problems. Each child was provided with development support for one year, and in parallel with support, consultation was given to parents four times. We recorded conversations during the consultation and converted it into text data. We classified verbal behavior of the consultant. As a result, we can extract consultant's verbal behavior into 11 items. We could create a fidelity checklist and can evaluate the consultation by the novice consultant using the checklist.

 
66. Parent and Caregiver Coaching via Telehealth Technologies for Children With Autism: A Systematic Review
Area: AUT; Domain: Applied Research
SANIKAN WATTANAWONGWAN (Texas A&M University), Ching-Yi Liao (Texas A&M University), Jennifer Ganz (Texas A&M University)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

Families of children with autism often have a discrepancy between the availability of services in their community and their needs for services. The lack of compatibility can be either they live in distant areas or they are on long waiting lists for services. In recent decades, the technology to support online meeting has developed rapidly. Researchers have investigated that the telehealth technologies are an effective tool to increase the implementation of children's skills in parents and caregivers of children with autism. Also, they have found the effectiveness of using telehealth technologies to reach families who live in distant areas and difficult to receive services. Telehealth technology can be a tool to exchange information through electronic communications between therapists and families and also improve services to meet children's unique needs. Parents and caregivers participate in training at home with cost and time efficient. The purpose of this review is to examine the literature on parent and caregiver coaching by using telehealth technologies utilized a single-case design for families of children with autism. Researchers will provide the results and discussions on the implications for practice to bridge the gap in providing the telehealth technologies service.

 
67. An Evaluation of a Computer-Based Intervention: The Transporters in Teaching Individuals With Autism Emotion Recognition Skills
Area: AUT; Domain: Applied Research
ADRIANA ANDERSON (Autism Spectrum Therapies), Sabrina D. Daneshvar (Autism Spectrum Therapies)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

Emotion recognition, both verbal and nonverbal, has been shown to be a pivotal skill in the development of meaningful relationships throughout an individual's life time. However, many individuals with Autism Spectrum Disorder (ASD) experience difficulty when engaging in social interactions and perspective taking skills which may inhibit their ability to develop these relationships (Cappodocia & Weiss, 2011). The present study focused on the effectiveness of a computer-based intervention program, The Transporters (Golan & Baron-Cohen, 2006), in teaching emotion recognition skills to individuals with ASD with limited language abilities. In previous research, using an experimental design with 20 children with high-functioning ASD, Golan and Baron-Cohen (2006) found that after 4 weeks of watching The Transporters the ASD intervention group significantly improved their ability to identify emotions. The current study, a multiple baseline design included three participants, ages 2-6 years old. Participants watched a minimum of 3 episodes of The Transporters focusing on a particular emotion every day for four weeks. Each participant was then tested twice weekly on their ability to identify each of the 15 emotions targeted, both receptively and through non-identical emotion recognition matching. Results revealed that The Transporters program did not consistently increase the participant's abilities to recognize the 15 emotions targeted in this study, with mastery ranging from 13-46% of emotions. Findings in the present study are contrasted to the original Golan and Baron-Cohen (2006) findings and are discussed in terms of design structure, sample size, and prerequisite skills of the participants.

 
68. A Comparison of Within- and Across-Session Prompt Fading for Teaching Aquatic Skills
Area: AUT; Domain: Applied Research
LINDSEY ERIN WRIGHT (Quest Swims)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

A variety of prompting procedures have been used to aid in the acquisition of aquatic skills. The effectiveness of within-session and across-session variations of prompting procedures for teaching aquatic skills was evaluated for 1 participant diagnosed with Autism Spectrum Disorder (ASD). The first variation, within session, consisted of varying prompts within session contingent on correct responding. The second variation, across session, consisted of using most-to-least prompting and decreasing the prompt level based on a predetermined number of correct trials (i.e., changing the prompts across sessions). Prior to implementation of both treatments, the participant was evaluated using American Red Cross Learn-to-Swim level 1 and level 2 criteria. Both treatments were evaluated using a multiple baseline across skills. Data indicated that both variations were effective on the acquisition of aquatic skills; however, varying prompts within session led to a quicker rate of acquisition. Implications for using varied prompts during swimming instruction of clients with ASD is discussed.

 
69. Use of the Humanoid Robot to Train Kids With Autism Spectrum Disorders: A Pilot Study
Area: AUT; Domain: Applied Research
CHONGYING WANG (University of West Florida)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

Rapid progress in robotics offers tremendous possibilities for innovation in training for individuals with ASDs. However, the efficacy and effectiveness research on this topic is in its infancy. This study aims to investigate how a humanoid robot can facilitate social interaction skills of kids with ASDs. Four children with ASDs age 5-10 were selected to participate in the investigation. Therapists were trained by attending workshop covering ASD, EIBI, ABA, DTT, NET and PBS, and under the supervision of a BCBA throughout this study. Each child participated in an average of thirty-two trials during a period of six months. The trials were designed to progressively move from very simple exposure to the robot to more complex opportunities for interaction. A quantitative and qualitative analysis was conducted. The four children with ASDs all showed improvement in their social interaction skills based on the multi-baseline designs across subjects. In some cases, the children used the robot as a mediator, an object of shared attention, for their interaction with other human beings. The findings clearly demonstrate the need for, and benefits of, long-term studies in order to reveal the full potential of humanoid robots in the therapy and education of children with ASDs.

 
70. Obtaining Stimulus Control Over Vocal Stereotypy in an Adolescent With Autism in a Community-Based Program
Area: AUT; Domain: Applied Research
DAN ALBRAND (PAAL), Jessica Zawacki (PAAL), Lauren Erion (PAAL), Gloria Satriale (PAAL), Thomas L. Zane (University of Kansas)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

Vocal stereotypy is a common characteristic of individuals with autism and can be defined as repetitive, topographically invariant vocal responses that have no apparent social function. In a community-based program this stereotypy can be particularly disruptive, stigmatizing, and can impact an individual's availability to learn. This study used a stimulus discrimination procedure using two different visual cues (green bracelet and red bracelet) in order to teach an adolescent with autism to differentiate when it was and was not appropriate to engage in self-talk. A multiple baseline design with changing criterion component was used to implement the intervention across targeted environments once control was established in the initial environment. Both stimuli were reinforced using a thick schedule of specific social praise paired with intermittent edible and contingent tangible reinforcers. Self-talk was reduced incrementally as criteria were achieved. Results indicated an increase in performance across several target skills and a 90% reduction in self-talk was achieved across environments. Generalization probes indicated that generalization could be achieved in the home setting (non-targeted environment). Social validity measures (parent survey) indicated high satisfaction with the procedures.

 
71. Further Evaluation of the Stimulus Pairing Observation Procedure
Area: AUT; Domain: Applied Research
LESLIE SOLARES (California State University, Los Angeles), Mitch Fryling (California State University, Los Angeles)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract: Verbal behavior may develop as a function of various behavioral processes. The present study focuses on a procedure developed in the equivalence literature, as an alternative to common operant-based matching-to-sample teaching procedures. While initially termed respondent-based training, the procedure became known as the Stimulus Pairing Observation Procedure within the applied literature. The current study specifically replicates the procedures of Byrne, Rehfeldt, and Aguirre (2014), who examined the Stimulus Pairing Observation Procedure in promoting derived stimulus relations, specifically tact and listener relations, with three children with Autism Spectrum Disorder. During instruction, the participants were presented with auditory and visual stimuli (i.e., a picture and a vocal stimulus); the emergence of tact and listener relations were then tested in subsequent phases. The procedure resulted in the establishment of tact and listener relations for all participants in the absence of Multiple Exemplar Training. Participant pre-requisite skills seem to play an important role in the efficacy of the procedure. Implications for both research and practice are provided.
 
72. The Effects of Implementing Response Interruption and Redirection to Decrease Loud Stereotypic Vocalizations
Area: AUT; Domain: Applied Research
JESSE V. LASARTE (Whitworth University), Jeff Kalles (Lilac City Behavioral Services), Kira Austin (Dominion ABA)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract:

The purpose of this study was to extend previous research on RIRD for vocal stereotypy by comparing the effectiveness of extinction versus RIRD in reducing vocal stereotypy of a 15 year-old boy with ASD. Contingent on vocal stereotypy, during each session the researcher would interrupt vocal stereotypy by presenting vocal demands and redirection to appropriate vocalizations would occur after the student successful responded to the vocal demands. At the beginning of the study, on average, the participant engaged in vocal stereotypy for 47.9 minutes per session, which was reduced to 28 minutes per session by the end of the study. The intervention was effective in reducing vocal stereotypy and controlling the variability at which the vocal stereotypy occurred across sessions.

 
73. The What? The Why? And the How to of Teaching Exercise Intensity to Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
SHANNON TITUS DIERINGER (Ball State University), Constance McIntosh (Ball State University), Kimberly Martell (Ball State University), David E. McIntoch (Ball State University)
Discussant: Stacie Bancroft (New England Center for Children)
Abstract: The purpose of this study was: 1. Examine intensity of the physical activity (PA) during a PA session; 2. Examine use of self-monitoring behavior to regulate PA intensity; 3. Examine use of social stories to increase self-monitoring PA behavior. Nine male participants with autism spectrum disorder (ASD) were recruited. Data were collected three days/week for thirty minutes during the five-week camp. All participants wore a heart rate (HR) monitor and a perceived exertion scale was completed twice each session. An A/B/B+C design was used. Phase A, participants wore HR monitor and engage in the required PA. Phase B, participants read or were read a social story which explained how to increase awareness of physical activity. Phase B+C, participants continued to use the social stories, but also self-monitored their HR using a screen (i.e., iPad). Results indicated participants were not able to maintain a moderate level of PA during sessions. Additionally, there was no clear indication that the social story or self-monitoring of HR intensity increased PA. The implications allow for the participants to understand PA intensity. Future research should also encourage group PA sessions which incorporate motor skill practice to set participants up for success in engaging in prolonged PA.
 
74. The Effects of a Treatment Package on Inappropriate Sexual Behaviors
Area: AUT; Domain: Applied Research
CATHERINE DEBRODER (The Ivy Street School)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract: Abstract Autism Spectrum Disorder is one characterized by developmental delays across social, emotional and cognitive domains. Despite these delays, those with Autism Spectrum Disorder often experience typical physical development, with an increase in sexual behaviors during puberty. Research notes that during these years of development, parents and caregivers of those with Autism Spectrum Disorder report higher incidences of inappropriate sexual behaviors, and that they often occur in the presence of others or within the community. Public disrobing, unsolicited touching of others, inappropriate commentary and public masturbation are noted as common topographies of inappropriate sexual behaviors. These behaviors are highly concerning, as they may be met with legal consequences, social isolation and trauma for those involved. It is vital that practitioners aim to address the inappropriate sexual behaviors of those with Autism Spectrum Disorder using evidence-based interventions and functional alternatives, despite the minimal research that exists. The present study examines the effects of a treatment package on the frequency of inappropriate sexual behaviors seen by a 17-year-old boy with Autism Spectrum Disorder across educational, residential, and community settings.
 
75. Evaluation of Stimulus Control and Differential Reinforcement of Other Behavior on a Child With Autism
Area: AUT; Domain: Applied Research
Xueyi Deng (China Association of Persons With Psychiatric Disabilities and Their Relatives; Central China ABA Beijing KNZ Autism Family Support Center, China), LI-TSUN WANG (SEEK Education, Inc.; Taiwan ABA Association (TABA)), Mei Ling Joey Chen (SEEK Education, Inc.)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

The purpose of the current study was to: (a) evaluate the effectiveness of a treatment package involving antecedent stimulus control and Differential Reinforcement of Other Behavior (DRO) on the duration of acceptance for others to join in on the child's activity and to; (b) introduce the revised treatment package across different settings. This project was also to fulfill supervision hours of the Behavior Certified Assistant Behavior Analyst (BCaBA). Supervision was done remotely via real time video conferencing outside of the United States by Board Certified Behavior Analysts (BCBA). Participant is a three year old child diagnosed with Autism. First, a structured ABC analysis was conducted to determine the possible function of the problem behavior and results indicated that it may be maintained by positive reinforcement (i.e., doing something by himself). Then a multiple probe design was conducted across three settings; table activities of KNZ(Beijing KNZ Autism Family Support Center), non-table activities of KNZ and the participant's home. Finally, different activities across different family members at home were targeted to ensure generalization. Results showed an increase on the duration of quietly acceptance for other to join in participant's activity across all three settings and also across multiple family members.

 
76. Response Interruption and RedirectionWith Stimulus Control Training to Reduce Motor Stereotypy in Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
AMBREEN SHAHABUDDIN (Eastern Michigan University), James T. Todd (Eastern Michigan University), Renee Lajiness-O'Neill (University of Michigan), Kenneth Rusiniak (Eastern Michigan University), Angela Capuano (University of Michigan)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Motor stereotypy is a problematic behavior commonly displayed in children with autism spectrum disorder (ASD) that interferes with skill acquisition during academic programming. Response Interruption and Redirection (RIRD) is gaining support in reducing these behaviors, however, there are limitations specific to generalization. The current study sought to investigate the effects of RIRD in conjunction with stimulus control (SC) training and generalization probing (GP) on motor stereotypy when implemented during early intensive behavioral intervention (EIBI). Eight children with ASD were assigned across four conditions using an A-B design: 1) experimental (RIRD + SC + GP), 2) traditional treatment (RIRD + GP), 3) clinical control (EIBI + GP), and 4) waitlist controls. Results demonstrated that RIRD + SC + GP produced immediate reductions in motor stereotypy to near zero rates during treatment, with reductions maintaining post-treatment. Participants receiving this intervention package also met mastery criteria across generalization conditions in the clinic setting in fewer sessions compared to other groups. Furthermore, large effect sizes (d = 0.86) were noted specific to motor stereotypy post-treatment based on parent report. Results of this study extend the literature by emphasizing the utility of combining RIRD and SC procedures to reduce motor stereotypy and enhance generalization. Considerations of using this procedure and avenues for future research are discussed.

 
77. Video Modeling for Students With Autism: Efficacy and Fidelity of Implementation in Three High-School Classrooms
Area: AUT; Domain: Service Delivery
MEGAN LEDOUX (University of California, Riverside), Jessica B. Suhrheinrich (University of California, San Diego; San Diego State University)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Video modeling (VM) has demonstrated efficacy in teaching a variety of skills to learners with autism. Studies support the use of VM to teach many different skills, including: social skills, functional communication, generalized imitation, appropriate transition behavior, and vocational tasks to learners of all ages (Alexander, Ayres, Smith, Shepley, & Mataras, 2013; Cardon, 2012; Cihak, Fahrenkrog, Ayres, & Smith, 2010; O'Handley, Radley, & Whipple, 2015; Plavnick & Ferreri, 2011). This study examined the use of VM with three high school student-teacher dyads. Each of the three students learned a new skill with VM and achieved mastery criteria (80% or above across three consecutive trials); furthermore, all three teachers achieved high fidelity on the VM intervention (averages of 76.11%, 91.5%, and 91.5%). Results for both student skills and teacher fidelity are discussed. Lastly, recommendations for future research based on these findings are included.

 
78. Effects of Category and Choice on Preference
Area: AUT; Domain: Service Delivery
JESSICA GUTFLEISH (The New England Center for Children; Western New England University), Diannelys Rojas (The New England Center for Children; Western New England University), Hallie Glassman (The New England Center for Children; Simmons College), Meaghan Griffin (The New England Center for Children; Simmons College), Emily McGrail (The New England Center for Children; Simmons College), Allen J. Karsina (The New England Center for Children)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

We conducted a series of paired-stimulus preference assessments (PAs) with 5 individuals diagnosed with developmental disabilities. First, we conducted single-category PAs with edibles, leisure activities, and social consequences. Next, we conducted combined-category PAs with the highest preference items from each category. Finally, we evaluated preference for choice using an 8-item paired-stimulus PA that included choice between the highest preference item of each category, choice between the highest preference items within a category, the highest preference item from a category (no-choice), and a control. All PAs were repeated until a Pearson product-moment coefficient of at least 0.6 was achieved. For 3 participants, edibles displaced preference for leisure and social stimuli. For all participants during the choice Pas, access to an item from the highest preference category was a more reliable predictor of preference than access to choice. We conducted progressive ratio reinforcer assessments with all 5 participants using the highest preference item from each category and a control condition; for each participant, results were consistent with their PAs. We collected IOA on at least 30% of PAs and reinforcer assessments with a mean IOA score of 100% and 98% respectively.

 
79. Increasing Task Quantity and Complexity Following Differential Reinforcement of Compliance While Treating Escape-Maintained Problem Behavior
Area: AUT; Domain: Applied Research
MARGARET RACHEL GIFFORD (University of Wisconsin-Milwaukee), Danielle Ione Larson (University of Wisconsin-Milwaukee), Meagan E Sumter (University of Wisconsin-Milwaukee), Christy Noelle Jahns (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Differential reinforcement of compliance is a common intervention for escape-maintained problem behavior that involves (a) arranging escape-extinction for problem behavior and (b) delivering a break, often with access to positive reinforcers, following compliance. The early stages of this intervention are characterized by low-work requirements with simple tasks to increase the likelihood of compliance contacting reinforcement. After this initial intervention phase, task chaining is characteristically used to increase work periods to practically useful levels. This data-based case study including a seven-year-old female diagnosed with autism spectrum disorder details task chaining following an initial differential reinforcement of compliance intervention. An increase in the quantity of a task was fulfilled and subsequently followed by an increase in the task complexity and exposure to a novel discriminative stimulus. This case study demonstrates that this approach not only reduces problem behavior and increase compliance, but also results in the development of progressively more complex skills.

 
81. Generalization Between Verbal Operants Within Discrete Trial Training During Parent Training
Area: AUT; Domain: Applied Research
LAURA A. KRUSE (First Leap LLC; The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Susan Jarmuz-Smith (The Chicago School of Professional Psychology)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Parent training is an integral part of intervention programs for children with an Autism Spectrum Disorder. Behavioral skills training has shown itself to be an effective training method. Research has shown it to be successful teaching staff and parents to implement applied behavior analysis programs, however, there has been limited research specifically on training parents to implement discrete trial training and the ability to generalize those skills to other programs. Discrete trial training is a component of many applied behavior analysis intervention programs that can lead to increased child outcomes. This study investigated the effects of using behavior skills training with three parent-child dyads. All children had an Autism Spectrum Disorder Diagnosis and both parent and child had had limited to no exposure to applied behavior analysis. Results showed that while behaviors skills training was an effective methods, generalization and social validity were mixed and long-term impact of training was likely minimal. Results were discussed in relation to developing effective and efficient parent training programs.

 
82. Barriers to Assessment and Intervention for People With Autism in Nigeria
Area: AUT; Domain: Theory
EZIAFAKAKU NWOKOLO (Tizard Centre, University of Kent), Glynis Murphy (Tizard Centre, University of Kent)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

This research examined the barriers to assessment and intervention for people with autism in Nigeria. Participants were drawn from three different but purposive groups: 1) parents of children with autism, 2) professionals who worked directly with individuals who had autism or knew someone with autism and 3) the general population made up of individuals from all walks of life—menial labourers, corporate employees, students, church-goers, teachers and the unemployed. No standardised questionnaire was available so questionnaires were developed by the researcher. Questions were structured in a way that specific responses relevant to the research questions were elicited. Findings include the lack of adequately trained personnel that can assess and design intervention programmes for individuals with autism, low levels of awareness about autism, lack of services and cost of services as barriers. In addition, the attitude and beliefs of the people constituted barriers as well. Implications of the results were discussed with suggestions for future studies.

 
83. Effects of Reinforcement and Fading Within a Dental Desensitization Program for Individuals With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
LAUREN CARTER (Melmark New England), Silva Orchanian (Melmark New England), Jill Harper (Melmark New England)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Historically, children with autism spectrum disorder have difficulty with medical procedures including, but not limited to, dental exams. A study by Loo, Graham, and Hughes in 2008, found that patients with autism were more likely to exhibit problem behavior (self injury, aggression, property destruction) during dental exams. Research has shown that reinforcement schedules and shaping procedures can be effective in increasing positive behaviors and teaching skills. The current study examined the use of differential reinforcement during a dental desensitization program to increase compliance with dental cleanings across several students diagnosed with autism. Baseline and preference assessments were conducted for each individual to determine level of toleration to dental cleanings and to determine potential reinforcers. Differential reinforcement was implemented for completion of task analysis steps comprised of actions completed during a dental cleaning using a set schedule of reinforcement. As progress was achieved, the schedule of reinforcement was thinned. Two individuals have progressed to generalization. Differential reinforcement has proved to be effective within this desensitization program. Inter-observer agreement was completed in 42 out of 83 sessions for one participant with an average of 100% and in 21 out of 36 sessions for a second participant with an average of 98.5%.

 
85. You Get What You Pay For: Three Years of Applied Behavior Analysis in Hong Kong With Relative Cost, A Partial Replication
Area: AUT; Domain: Applied Research
JEREMY H. GREENBERG (The Children's Institute of Hong Kong)
Discussant: Jaime DeQuinzio (Alpine Learning Group)
Abstract:

There are decades of research literature that support the effective application of applied behavior analysis (ABA) in schools that have students with special needs including autism spectrum disorder. Students ranging in age from preschool through secondary have benefited from ABA and its effectiveness. In light of the global economic downturn over the last decade, the costs of services for children having special needs has been analyzed and scrutinized across many levels of bureaucratic systems. Through its evidence-based methods, focus on relevant outcome data, and systematic measurement practices, ABA has offered many educational stakeholders the best way forward for one of modern society's biggest behavioral health problems. The present study partially replicates a treatment package and shows the outcomes of instruction in terms of cost in dollars using a cost benefit analysis. We reviewed three years of outcome data from an international school for students having special needs in Hong Kong. Special instruction with ABA was provided in individual, group, and inclusive classroom settings using learn units as the basic unit of instruction. A cost benefit analysis showed the relative dollar amounts of the learn unit and instructional objectives, adjusted for inflation, and compared across previous studies.

 
86. Reading Intervention for Individuals With Autism and Moderate and Severe Intellectual Disability Using Headsprout Early Reading
Area: AUT; Domain: Applied Research
ANITA YAKKUNDI (University College Dublin, Queen's University, Belfast), Karola Dillenburger (Queen's University Belfast), Lizbeth Goodman (SMARTlab, University College Dublin)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Individuals on the autism spectrum with co-occurring intellectual disorder have a delayed and very often limited academic achievement. Despite educational provisions pupils on the moderate and severe end of the spectrum fail to acquire meaningful reading and comprehension skills. This research supported by the charity RESPECT and Marie Curie actions, will focus on the reading and comprehension skills of individuals with autism and moderate to severe intellectual disability, using Headsprout early reading (HER) program on a touch screen device. The study had 6 participants with autism, 8-13 y, attending different classes of a special school. These pupils had minimal reading skills and exhibited challenges with learning readiness behaviour. Strategies were put in place to address, time on task, turn taking, waiting, read aloud and acquisition of reading skills. Single subject design using Intervention for 5-13 weeks with 2-3 lessons per week, showed gains in learning readiness behaviour and in reading skills. Pre- and post reading assessment was carried out using either Dynamic indicators of early literacy skills (DIBELS) or the Non-verbal literacy assessment (NVLA) tool.

 
87. Using Phonetic Hand Cues to Promote Speech Production Skills in Children With Autism With Limited Vocal Repertoires
Area: AUT; Domain: Applied Research
Lina M. Slim-Topdjian (A Step Ahead Program, LLC), TAMARA S. KASPER (The Center for Autism Treatment)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Improving speech intelligibility in children with autism with limited vocal repertoires is the focus of many early intensive behavior programs. Phonetic hand cueing systems (HC) are commonly promoted in commercially available speech-language products (Carahaly, 2012; Kaufman, 2007; Strode, 1994), however, research on effectiveness is limited (Hall and Jordan, 1992, Jordan 1988, Klick, 1985, Stelton & Graves 1985). This series of exploratory studies examines the effectiveness of HC as a stimulus control transfer procedure to improve vowel duration and articulatory precision in participants with autism with limited vocal behavior. Results of the initial multiple baseline across HC for consonants revealed rapid acquisition of 20 HC, steady acquisition of 248 single word echoics when HC were used as an antecedent prompt, and an increase in words and phrases improved when HC were used as error correction during natural environment training. Preliminary findings of a multiple baseline design across HC for vowels with three participants showed improved vowel duration and the effectiveness of the HC as a stimulus control transfer procedure to syllables is currently being studied. Results confirm previous case study findings that phonetic hand cues may be an effective intervention in promoting speech production skills in children with autism with limited vocal repertoires.

 
88. Evaluation of a Five-Day Parent Training Program in China
Area: AUT; Domain: Applied Research
HANG WU (University of Kansas; Together Inc.), E. Zhang (University of Kansas)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

The study aimed to evaluate the effects of a five-day parent training program to teach Chinese parents to use behavioral techniques with their children with autism. Ten parents and five children participated in the study. The training covered techniques such as reinforcement, DTT, NET. Both children and parents' behaviors were measured before and after the training. Main results indicated that parents' overall correct use of behavioral techniques improved from 25% to 78% of trials; the average number of effective DTT delivered by parents increased from five to 21 per hour after training; and the children's appropriate response to his or her name being called from 3 meters away increased from 23% to 82%; and the frequency of eye contact with parents increased from 5 to 15 per hour. Parents highly rated the training program and follow up evaluations indicated that parents continued to use the behavioral strategies with their children.

 
89. The Effects of a Behavioral Training Package on the Acquisition of Aquatic Skills
Area: AUT; Domain: Applied Research
AMBER LAMPERT (Quest Swims), Lindsey Erin Wright (Quest Swims)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract: The application of principles derived from the science of behavior analysis have been demonstrated to be effective on skill acquisition for individuals diagnosed with Autism Spectrum Disorders (ASD). The current study evaluated the effects of a behavioral treatment package on the acquisition of aquatic safety skills for 6 participants diagnosed with ASD. Prior to implementation of the treatment package, each participant was evaluated using the American Red Cross level 1 and level 2 criteria. Skills selected for this study included: bobbing, kicking, rotary breathing, floating on front, submerging to retrieve an item, progressing along wall, and moving arms while positioned on back. Baseline data showed that all targeted skills were at 0% correct. The treatment package included: prompting/fading, chaining, discrete trial teaching, and presenting preferred activities contingent on correct responses. Treatment was evaluated using a multiple baseline across skills. Results showed that the percentage correct increased to 100% for all skills following implementation of treatment.
 
90. Establishing Stimulus Control of Visual Stimuli Over "Stop" and "Go Slow" Responses
Area: AUT; Domain: Applied Research
CHRISTIAN YENSEN (New England Center for Children), Chata A. Dickson (New England Center for Children)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Stimulus control involves antecedent and consequent manipulations that establish a stimulus as highly correlated with the differential availability of reinforcement. A teacher's presence can come to function as a discriminative stimulus for a student's behavior through the repeated distribution of positive reinforcers contingent upon cooperation with demands. Colored cards can serve as more salient stimuli to facilitate stimulus control. In this study, an individual with autism in a behaviorally based residential program who engaged in ritualistic and routine behavior was selected as a participant. The speed with which the individual would complete routines surrounding transitions between environments had become a safety concern. A familiar teacher delivered verbal prompts ("stop" and "go slow") paired with visual stimuli (red and yellow cards, respectively) and provided edible reinforcers for responding appropriately to these prompts. This procedure was implemented across four distinct transition routines according to a multiple baseline design. Transition duration increased to acceptable levels in each context. Acceptable transition durations were based on those of a peer whose transitions were regarded as "appropriate" by staff members. In addition, successful probes were conducted with novel staff, during novel transition routines, and during non-routine activities.

 
91. Do Edible and Leisure Items Displace Attention?
Area: AUT; Domain: Applied Research
ZOE NEWMAN (New England Center for Children; Western New England University), Nicole Goldberg (New England Center for Children), Eileen M. Roscoe (New England Center for Children)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Attention is a naturalistic and practical reinforcer for use in educational settings. However, limited research has been conducted on identifying preferred forms of attention among individuals with autism spectrum disorder (ASD). In addition, it remains unclear whether attention may be displaced when included in stimulus arrays with leisure and edible items. We assessed the preference and reinforcing efficacy of edible items, leisure items, and forms of attention in an individual with ASD. Independent and combined pictorial paired-stimulus preference assessments of these three stimulus categories were conducted. Next, we conducted a concurrent-operant reinforcer assessment to determine the relative and absolute reinforcing efficacy of the highly-preferred stimuli from each category. Reliability data were collected for 25% of sessions and averaged over 99.2%. Leisure and attention were found to be more highly preferred than edible items, and leisure was found to be more highly preferred than attention. All stimuli functioned as reinforcers for push-ups in reinforcer assessment.

 
92. Including Edible and Non-Edible Items in Informal Preference Assessments for Individuals With Autism Spectrum Disorder
Area: AUT; Domain: Service Delivery
Kinga Wolos-Zachmeier (The ABRITE Organization), RANDI MEDEIROS (The ABRITE Organization)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

A number of studies have demonstrated that individuals with developmental disabilities are more likely to select edible items over non-edible items in formal preference assessments such as multiple-stimulus-without-replacement. However, this phenomenon has not been examined with pretask choice preference assessments. Due to time restraints in typical practice, pretask choice preference assessments are often used in place of formal preference assessments. The purpose of this ongoing study is to determine whether individuals with autism spectrum disorder (ASD) are also more likely to select edible items in pretask choice preference assessments. The pretask choice preference assessments consist of presenting one edible and one non-edible item and instructing the participant to choose one. Data collected in phase one of this study showed that in this type of assessment children with autism spectrum disorder selected non-edible items on 54% of opportunities, and significant individual differences in percent of edibles selection were revealed: For 10 participants the percentage of edibles selection varied from 11 to 96. The second phase of the study examines pretask choice between one edible and one non-edible item identified as highest preferred in two separate multiple-stimulus-without-replacement assessments with additional participants. Ethical considerations related to using various types of reinforcers will also be discussed.

 
93. Teaching Personal Safety, Private and Public Behavior and Conversation Skills Through Social Skill Instruction Using Peers and Adults as Models
Area: AUT; Domain: Service Delivery
MEERA RAMANI (ABA India), Maira Rifat (ABA India)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Prompting procedures are supports and assistance provided to the child to help him or her acquire skills and successfully perform behaviors [Bellini & Peters (2008, p. 864)]. Although studies have indicated teacher prompting increases social interactions, [Gunter, Fox, Brady, Shores, et al. (1988)], prompting procedures face limitations in regards to the possible inability of children to generalize social skills after prompting has been removed. Current study involved using modeling prompting strategies to teach private and public behavior, personal safety and conversation skills to 6 -8 participants under Autism Spectrum Disorder during 1 hour of social instruction per week. Results showed that modeling prompts using peers and adults as models increases the outcomes of social skills training for children with Autism Spectrum Disorder.

 
94. Evaluation of the Effect of Negative Punishment on the Rate of Excessive Mands
Area: AUT; Domain: Applied Research
NABIL MEZHOUDI (New England Center for Children), Aimee Courtemanche (New England Center for Children), Maureen Kelly (New England Center for Children), Randi Layne Mahoney (New England Center for Children), Jason C. Bourret (New England Center for Children)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract: The current study was designed to evaluate the effects of a negative punishment procedure on the rate of manding (i.e., requests for teachers to leave the room and hold the door shut). One individual, enrolled at a school for children with autism spectrum disorder, participated in the study. Kyle was a 16-year-old boy, for whom a functional analysis showed that mands and problem behavior were maintained by access to an isolated room with a teacher holding the door closed from the outside. He engaged in self-isolation across the day, spending only a small percentage of time interacting with caregivers. Prior to the intervention, Kyle’s self-isolation restricted the time he spent in an instructional context to 14.61 minutes per day, interfering with academic and vocational progress toward his individualized education program (IEP) goals. A differential reinforcement of other behavior (DRO) procedure with a contingency review was evaluated to reduce excessive manding for escape from teacher proximity. This negative punishment procedure was effective in reducing rates of manding and the DRO interval was systematically increased to a functional duration, such that IEP programs could be introduced. Inter-observer agreement was calculated for 41% of sessions and was 100% for each measure recorded.
 
95. A Comparison of Mixed and Multiple Schedules for the Treatment of Pica
Area: AUT; Domain: Basic Research
DENISE FIGUEROA (New England Center for Children), Jessica L. Thomason-Sassi (New England Center for Children)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Pica, the ingestion of inedible items, is prevalent among individuals with developmental disabilities (Danford & Huber, 1982) and may have serious medical implications. The purpose of this study is to assess whether a differential reinforcement of alternative behavior (DRA) program, in which exchanging found items for edible items, is effective in reducing the pica of a 9-year-old boy diagnosed with autism. In prior publications, this type of DRA was typically used in conjunction with response blocking. Therefore, this study also included a component analysis of the efficacy of the DRA with and without response blocking, as well as an analysis of the effects of therapist proximity. Results showed that keeping the therapist in close proximity helped suppress pica, even when blocking was not in place. Finally, mixed and multiple schedules were evaluated as ways to fade treatment while maintaining low levels of pica. Results to date show that both mixed and multiple schedules are effective in thinning the availability of reinforcement while maintaining low levels of pica. Interobserver agreement data were collected for 33% of sessions and averaged 96%.

 
96. Increasing Physical Activity in Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
CHELSEA HEDQUIST (New England Center for Children; Western New England University), Eileen M. Roscoe (New England Center for Children; Western New England University)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Children with autism spectrum disorder (ASD) are more likely to be obese than their typically developing peers (CDC, 2014). One way to combat obesity is to increase physical activity. Although there are numerous recommended strategies for increasing leisure item engagement among individuals with ASD, there is limited research on increasing physical activity among this population. In the current study, a progressive treatment approach for increasing physical activity was evaluated in an individual with ASD. Multiple baseline across exercise activities and reversal designs were used to demonstrate experimental control. Treatment conditions included prompting alone, prompting combined with noncontingent reinforcement (NCR), and prompting combined with differential reinforcement of alternative behavior (DRA). Dependent variables included activity engagement, stereotoypy, and heart rate. Prompting combined with DRA was most effective in increasing activity with two activities (pedaling on a stationary bike and stepping up and down on a bosu ball), and prompting alone was sufficient for increasing physical activity with one activity (walking on a treadmill). Minimal differences in stereotypy and heart rate measures were observed across conditions for all activities. Interobserver agreement was calculated for 33% of sessions and averaged over 95% across dependent variables.

 
97. Reduction of Motor Stereotypy in an Individual With Autism-Related Catatonia: Implementation of a Self-Monitoring Procedure
Area: AUT; Domain: Applied Research
JESSICA R. EVERETT (Melmark New England), Michelle Boucher (Melmark New England), Barbara O'Malley Cannon (Melmark New England)
Discussant: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Abstract:

Catatonia is marked by behavioral features involving disturbances in speech, movement (APA, 2013). Similarly, autism spectrum disorders are defined by behavioral deficits in social interaction and restricted, repetitive behaviors and interests (APA, 2013). Autism Related Catatonia is marked by increased slowness, difficulty initiating and completing actions, increased reliance on prompting, passivity, and an increase in repetitive and ritualistic behavior (Wing & Shah, 2000). Many individuals with autism related catatonia are noted to present with posturing, freezing, and to exhibit agitated movements. Current estimates suggest that autism related catatonia is present in 12-18% of individuals with an existing autism spectrum diagnosis (DeJong, Bunton, & Hare, 2014). Empirical literature supporting evidence-based treatment for autism related catatonia is limited and includes use of medication, electroconvulsive shock therapy, and behavioral treatments (DeJong et al., 2014). The current proposal describes the modification of a self-monitoring protocol (Everett & Dennis, 2009) that was implemented with a 19 year old male with autism related catatonia to reduce motor stereotypy. The protocol included a discrimination procedure to identify motor stereotypy, establishing stimulus control, self-recording, and shaping of the absence of behavior. Data demonstrates a 38% reduction in motor stereotypy, reflecting a meaningful change in behavior that allows for increased learning opportunities. The treatment protocol was then implemented in a multiple baseline across staff design. Reductions in motor stereotypy generalized across three additional staff with some variability in maintenance data. Findings support that implementation of a self-monitoring protocol has been effective in reducing, but not extinguishing rates of motor stereotypy in an individual with autism related catatonia. Findings will be discussed relative to the complexities of autism-related catatonia.

 
98. American National Standards Institute Accredited Behavior Technician Level One Certificate Program: Setting Precedence for Professionalizing the Role of Behavior Technician Through Standardized Education and Training
Area: AUT; Domain: Service Delivery
VICKI MOELLER (Innovative Learning LLC), Carolyn Baham (Innovative Learning LLC)
Discussant: Aimee Giles (University of South Wales)
Abstract:

The Behavior Technician Level One (BTL1) Certificate Program is the first ever nationally accredited training and education program for behavior technicians who are delivering over 80% of the direct ABA treatment and services to individuals diagnosed with Autism. The program achieved American National Standards Institute (ANSI) accreditation in June 2017. The competencies are solidly based in a comprehensive job analysis of the job role of the behavior technician. The program will prepare behavior technicians with a strong basic foundation in the basic concepts and principles of applied behavior analysis within the context of Autism treatment and Person Centered approaches. This certificate program is intended for workforce development to address an immediate broad service need. The achievement of ANSI accreditation sets the precedence for the need for standardized training and education for the behavior technician. Standardization of the training and education for the behavior technician is a critical component in establishing the behavior technician as a profession. Establishing the behavior technician as a profession is essential in the context of fidelity and continuity of treatment delivery to individuals diagnosed with Autism. Accreditation for the BTL1 is based upon ANSI/ASTM E2659-09 (Standard Practice for Certificate Programs). ANSI's accreditation process adheres to ISO/IEC 17011, the international standard defining quality third-party accreditation practices. The Behavior Technician Level One Certificate Program has been created and guided by an appropriate and aligned system of analysis, program design, development, implementation and evaluation. ANSI accreditation of the BTL1 Certificate Program signifies that the BTL1 certificate holder has completed a prescribed course of study designed specifically to meet predefined industry requirements-and that Innovative Learning LLC has met, and continues to meet, standards for quality improvement. ANSI accreditation is nationally and internationally recognized as a mark of quality and assures that ABA employers can have confidence that the BTL1 certificate holder has completed the prescribed course of study. Demonstrating compliance to ANSI/ASTM E2659-09 Standards, the BTL1 Certificate Program furthers the development of a well-educated, qualified, and professional workforce.

 
99. Providing Feeding Intervention for Three Children With Autism Spectrum Disorder: A Long Term Follow Up
Area: AUT; Domain: Applied Research
LEANNE SCHIEDEL (Semiahmoo Behavior Analysts, Inc.), Claire E. Egan (Semiahmoo Behavior Analysts, Inc.)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Children with autism spectrum disorders have shown more food selectivity than typically developing children. This study evaluated the long-term effects of feeding interventions for three young children diagnosed with autism spectrum disorder. In the first phase of treatment, a food interaction hierarchy paired with contingent reinforcement was evaluted. All three participants successfully engaged in food interaction beahviours during treatment. However, once portion sizes and amount for target foods were increased, the efficacy of the hierarchical approach decreased for all participants. This current 2 year follow-up study, compares the original experimental design to the modifications made for each participant in order to continue progress in various aspects of mealtime behaviour, specifically increasing rate of eating for two participants and decreasing packing behaviours for the other. Introducing a rate contingency for two of the participants, and texture fading procedure for the third. These modifications were successful in increase food consumption for all participants. These findings can provide additional strategies that can be used as part of a treatment package to reduce food refusal and increase food acceptance.

 
100. Using School-Home Communication to Decrease Off-Task Behavior at School for Students With Autism Spectrum Disorders
Area: AUT; Domain: Applied Research
SAMANTHA GOLDMAN (Assumption College), Kelli Sanderson (Vanderbilt University)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Parent-school communication is a highly valued type of involvement for parents of children with autism spectrum disorders (ASD), but parents report poor communication as a barrier to working with the schools. Although sometimes informally addressed using school-home notes, no research has examined the effects of school-home communication interventions for children with ASD. This multiple baseline across participants study evaluated the effects of school-home notes with home-based contingent reinforcement in decreasing off-task behavior of students with ASD at school. Participants included four student-parent-teacher triads. Two of the four participants showed clear behavior change, which precluded demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single case design standards and quality indicators, have relevant implications for future research and practice, including the importance of parent partnership with the school. Additionally, there is a need to replicate this study with participants who are similar to the two for whom the intervention was most clearly effective in reducing off-task behavior at school.

 
101. Interview-Informed Synthesized Contingency Analyses and Functional Communication Training: Replications in an Educational Setting
Area: AUT; Domain: Applied Research
ANDREA DANIELLE DRISCOLL (May Institute), Amy Kate Rosenblum (May Institute), Cory Whelan (May Institute; Western New England University)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Functional communication training (FCT) is an efficacious treatment used to decrease problem behavior and increase communication in children with autism spectrum disorder (ASD). FCT involves reinforcing the emission of a functional communication response (FCR) with the functional reinforcers identified in a functional analysis and placing problem behavior on extinction (Carr & Durand, 1985). In the present study, a reversal design was used to evaluate the utility of the interview-informed synthesized contingency analysis (IISCA; Hanley, Jin, Vanselow, & Hanratty, 2014) in the identification of functional reinforcers for problem behavior to be used in subsequent FCT. The participants were two students diagnosed with ASD, who were enrolled in an early-learner program in a private school for students with ASD. Both participants engaged in severe self-injury for which previous treatments were ineffective. For both participants, the IISCA led to the identification of functional reinforcers and FCT resulted in a decrease in self-injurious behavior and an increase in the target communicative response. Interobserver agreement was assessed during 54% (for Participant 1) and 50% (for Participant 2) of sessions across assessment and treatment conditions. Mean agreement was 98% (for Participant 1) and 96% (for Participant 2).

 
102. Using the Picture Exchange Communication System Within Functional Analysis for Children With Autism Spectrum Disorder
Area: AUT; Domain: Service Delivery
ALANNA DANTONA (Claremont Graduate University), Benjamin R. Thomas (Claremont Graduate University), Caitlyn Gumaer (Claremont Graduate University), Wan Han Nataly Lim (University of Texas at Austin), Marjorie H. Charlop (Claremont McKenna College)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Learning PECS is associated with improved communication and reduced problem for children with autism spectrum disorder (ASD). While functional analysis (FA) is best practice for determining the functions of problem behavior, there are some occasions in which severe problem behavior, or practitioner discipline and training may limit its use in communication intervention. To this end, practitioners may bypass FA and directly use PECS even though it only addresses a tangible function. Therefore, modifying the PECS protocol to teach mands across functions may be an efficient solution to address varying functions of problem behavior. In this study, we taught PECS to three children with ASD who exhibited problem behavior using the FA paradigm (e.g., LaRue et al., 2011). The children were exposed to three conditions in which PECS mands were taught: attention, tangible, and escape (e.g., LaBelle, Jones, Charlop, & Thomas, 2016). Acquisition rate of PECS mands and presence of problem behavior in training sessions were used to infer probable function of the children's problem behavior. Results showed differentiation in mand acquisition across the PECS-FA training conditions for all three children. Treatments were then designed according to PECS-FA results, and all three children decreased problem behavior and improved appropriate behavior.

 
103. Mapping Review of Bilingual Individuals With Autism Spectrum Disorders
Area: AUT; Domain: Basic Research
VALERIA YLLADES (Texas A & M University)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Autism is a neurodevelopmental disability that impacts social interactions, as well as restrictive, repetitive, and stereotypical behaviors (DSM-5; American Psychiatric Association, 2013). Currently, there is an increasing trend of Autism Spectrum Disorders (ASD), a 57% of rise from 2002 to 2006, as well as bilingualism or English Language Learners (ELL) in the US. Bilingualism is the ability to speak two languages and ELL are those who study in public systems that require modified instruction in English. The National Center for Education Statistics (NCES) indicated that, "the percentage of public school students in the United States who were ELLs was higher in school year 2014–15 (9.4 percent, or estimated 4.6 million students) than in 2004–05 (9.1 percent, or an estimated 4.3 million students)." (U.S. Department of Education, 2017). Due to the rising rates of bilingual individuals and the diagnosis of ASD, it is likely practitioners will work with this population during their career. The purpose of this study is to review literature on what research based interventions there are for this population. Information from 70 different articles are studied to compose of a mapping review for what literature says are the best practices for bilinguals with ASD.

 
104. Using Lag Schedules to Increase Toy Play Variability for Children With Autism in the United Arab Emirates
Area: AUT; Domain: Applied Research
Rasha Baruni (New England Center for Children - Abu Dhabi), DANIEL JOHN SHERIDAN (New England Center for Children - Abu Dhabi), Clodagh Mary Murray (National University of Ireland Galway), Michelle P. Kelly (Emirates College for Advanced Education), Jonathan Seaver (New England Center for Children)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Despite the fact that the presence of restricted repetitive behaviors is one of the diagnostic features of autism (American Psychological Association, 2013), these characteristics have not received the same level of attention in the research literature as social and communication deficits (Murray & Healy, 2015). Restricted repetitive patterns of play are commonly observed in individuals with autism (Wilson et al., 2017). This may result in limited contact with social reinforcement (Miller & Neuringer, 2000). Research has demonstrated that implementing lag schedules of reinforcement can increase toy play variability in children with intellectual disability (Baruni, Rapp, Lipe, & Novonty, 2014). The current study replicated and extended Baruni et al. (2014) with three children with autism in the United Arab Emirates. A non-concurrent multiple baseline design was employed to investigate the effects of lag schedules of reinforcement on producing novel toy play responses. At baseline, probes assessed novel play responses in a natural play setting. During intervention, tokens were delivered using lag 1 and 2 schedules of reinforcement. Post-intervention generalization probes, maintenance probes and social validity measures were conducted. The findings are discussed along with limitations and areas for future research.

 
105. A Telehealth Parent Coaching Intervention to Increase Sleep for a Child With Autism
Area: AUT; Domain: Applied Research
SANDRA R. GOMES (Somerset Hills Learning Institute), Debbie Ann Brothers (Somerset Hills Learning Institute), Courtney Thomas (Somerset Hills Learning Institute), Jessica Piekos (Somerset Hills Learning Institute), Gayathiri Ramadoss (Somerset Hills Learning Institute), Colby Roebuck (Somerset Hills Learning Institute), Emily Gallant (Caldwell University), Kevin J. Brothers (Somerset Hills Learning Institute)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Many children with autism experience challenges related to healthy sleeping. Poor sleep can impair availability to instruction, reduce potential skill acquisition, and disrupt quality of life for other family members. Connor, a four-year-old boy diagnosed with Autism Spectrum Disorder (ASD), began experiencing challenges related to falling and staying asleep after his parent stayed with him while he fell asleep while Connor was ill. Specifically, Connor would engage in tantrum behavior if the parent did not lay on his bed with him or attempted to leave the bed. A remotely-delivered coaching intervention was implemented to help parents manage Connor's sleep by using a bedtime routine, systematically fading proximity, and placing overnight out-of-bed behavior on an extinction schedule. Minutes of sleep and proportion of time asleep overnight increased as a result of these interventions, and outcomes generalized across settings. At the conclusion of intervention, Connor's parents were positioned outside his bedroom while he fell asleep. Limitations, future steps, and replication of these outcomes will be discussed.

 
106. Establishing Proper Stimulus Control for Toileting: A Case Study
Area: AUT; Domain: Applied Research
EDGAR D. MACHADO (Somerset Hills Learning Institute), Alexandra Boulanger (Somerset Hills Learning Institute), Melissa Fenske (BCBA), Emily Gallant (Somerset Hills Learning Institute; Caldwell University), Kevin J. Brothers (Somerset Hills Learning Institute)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Sabrina, 6-year old girl with Autism Spectrum Disorder, displayed aggressive behavior when prompted to the bathroom and lifetime history of urination and bowel movement accidents prior to intervention. After acquiring toileting skills and initiations to use the restroom, she initiated at rates high enough to be disruptive to instruction throughout the school day (i.e., at times upwards of 10 initiations per hour) following this. The hypothesized function of access to tangibles (i.e., preferred movies) was disrupted and initiations were successfully brought under control of experiencing a full bladder. Special consideration was needed given Sabrina's prior history of along A treatment package consisting of magnification of establishing operations to create teaching opportunities (i.e., increasing fluid intake), instructor prompts to use the restroom based on reliable idiosyncratic toileting precursors (rather than time intervals), and thinning reinforcement was effective to increase the percentage of toileting visits resulting in successful voids while maintaining an appropriate level of initiations and voids during school hours and zero-levels of accidents. Taken together, results suggest that toileting initiations are currently evoked by appropriate motivating operations rather than inappropriately maintained by access to tangible reinforcement. Sabrina has had only one, illness-related, accident in the past 15 months. Over the past three months, Sabrina has initiated for the restroom an average of 4 times per day in the absence of instructor-mediated reinforcement, resulting in successful voids 3.9 times per day on average.

 
107. Increased Frequency of Teaching Trials During ABA Sessions as a Function of Self-Monitoring and Criterion-Setting
Area: AUT; Domain: Applied Research
CHELSIE PARENT (ABA and Verbal Behavior Group), Anita Lynn Wilson (ABA and Verbal Behavior Group), Jessica Keane (ABA and Verbal Behavior Group)
Discussant: Aimee Giles (University of South Wales)
Abstract:

A potential limitation of first-trial data collection is fewer teaching trials per session when compared to trial-by-trial or continuous data collection. The current study examined the effects of self-monitoring with a set criterion on the frequency of acquisition trials conducted per two-hour ABA session. Subjects were three Registered Behavior Technicians (RBTs), with low rates of teaching trials during sessions as a basis for selection. During baseline, an independent observer recorded the frequency of teaching trials and RBTs were directed to run as many trials as possible on acquisition targets. During the intervention phase, instructors were provided with a data sheet to tally each teaching trial for acquisition targets, including a set criterion for frequency. No data on the performance of the learner was collected as part of the tally. For all three participants, the number of teaching trials increased during the self-monitoring phase. The overall mean was 3.4 trials during baseline, and 22.7 trials during the intervention phase.

 
108. Effects of a High-Probability Request Sequence on Food Acceptance of Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
LACEY DUCKWORTH (Southeast Missouri State University), Allison Jeanette Wolz (Southeast Missouri State University), Ashley Marie Lugo (Southeast Missouri State University)
Discussant: Aimee Giles (University of South Wales)
Abstract:

Previous literature has examined the efficacy of the high-probability request sequence to treat food selectivity in young children. Results of these studies have varied and have mostly been conducted with a population of children diagnose d with developmental delays or feeding disorders. The current study extended previous research by examining the efficacy of the high- probability request sequence to treat food selectivity in children diagnosed with ASD aged 3- to 5-years old in the absence of escape extinction procedures. A multiple baseline design with an embedded withdrawal condition was utilized to examine the effects of the high-probability request sequence on food acceptance across food groups. A sequential high-probability request sequence consisted of three presentations of a high-probability request immediately followed by a low- probability request. Participants were gradually exposed to nonpreferred food items through a hierarchy of responses that began with touching the food and ended with the terminal response of chewing and swallowing the food.

 
109. The Effect of Video Modeling on Toilet Training Behavior
Area: AUT; Domain: Applied Research
KRYSTINA CASSIDY (Melmark), Samantha Sarin (Melmark), Janessa Hosler (Melmark)
Discussant: Aimee Giles (University of South Wales)
Abstract: Toilet training is an important skill; for those with disabilities, this can be a difficult skill to master and maintain. Remaining in soiled clothing can be socially stigmatizing for the individual and cause others to avoid them due to their appearance or odor, as well as result in medical complications, such as infections and compromised skin integrity. Additionally, not being toilet trained can limit job placements, post-21 residential placements, and the ability to reduce staffing. Video modeling can be used for individuals with Autism to teach and for the maintenance of various skills, including toilet training. Video modeling uses a combination of visual cues and physical modeling, both of which are effective teaching strategies for individuals with autism. The present study examines the effect of video modeling on toilet-training for a 15 year-old female with Autism.
 
110. Differences in Performance of Critical Foundational Skills in Children With and Without Autism Spectrum Disorders
Area: AUT; Domain: Applied Research
KELLY L. MCCONNELL (New England Center for Children), Chata A. Dickson (New England Center for Children), Jacquelyn M. MacDonald (Regis College)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

The Core Skills Assessment (CSA) evaluates a set of 52 socially validated foundational skills necessary for higher-level learning and independent functioning for individuals with autism spectrum disorders (ASDs) and related disabilities. Understanding how performance of these skills in children with ASDs compares to typically developing children may help educators and clinicians better understand the impact of skill deficits and prioritize skills to teach, and may help in generating questions for future research. The CSA was administered to 24 typically developing children and 24 children diagnosed with ASDs in their typical school environments. Significant differences between groups were found (p<.05) for 9 skills, and 5 of these skills were related to speaker and listener repertories. Performance on all 9 of these skills in the ASD group was correlated with overall performance on the CSA for these children, further suggesting their importance as critical foundational skills and the need for prioritization in treatment. Interobserver agreement was collected in 33% of sessions and was 98% (range 80-100).

 
111. Preliminary Reliability Analysis of the Social Impact of Repetitive Behavior Scale
Area: AUT; Domain: Applied Research
NOOR JAVED (Kennedy Kreiger Institute), Rose Nevill (Kennedy Krieger Institute), Catalina Rey (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract: There are several rating scales that are used to measure the topography and severity of repetitive behavior such as the Repetitive Behavior Scale-Revised (Bodfish et al., 1999), but none that measure the degree to which the scale interferes with social, learning, and community opportunities. We developed the Social Impact of Repetitive Behavior Scale (SIRBS) to capture this dimension of the behavior in a quantitative way. Participants consisted of 52 individuals, who were admitted to an inpatient unit for the assessment and treatment of severe challenging behavior. Parents and behavioral team members were the informants for 73% and 60% of the participants, respectively. Interrater agreement was evaluated between two parents or two staff for all participants as well as test-retest by asking the informants to complete the scale again approximately 2 weeks later. We obtained fair interrater agreement between parents (K = .33) and between hospital or school staff (K = .35). Test-retest was collected for 30% of participants and found to be moderate to strong, r = .30 - .98, p < .05 for items based on parent and staff report. Preliminary results indicate that the scale has fair interrater and good test-retest reliability. Additional analysis of the validity of the scale by observing the child’s repetitive behavior in the contexts in which it interfered is needed.
 
112. A Translational Evaluation of Operant Habituation During ABA Therapy Sessions for Children With Autism
Area: AUT; Domain: Applied Research
ERIN SILVERMAN (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

Several decades of research by Frances McSweeney and colleagues have documented decrements in operant responding over the course of basic research sessions with rats and pigeons. These decreases in rate of response are primarily due to the repeated contact with reinforcement that occurs over the course of operant sessions. Decreases in the effectiveness of reinforcement due to repeated contact is generally referred to as satiation in the applied literature but basic research has shown that this phenomenon has much more in common with respondent literature on habitation and therefore McSweeney and colleagues suggest the adoption of the term habituation to describe these effects. Despite the ubiquity of habituation to reinforcement in basic research, very little research has attempted to identify whether the same phenomenon occurs during applied behavior analytic (ABA) treatment. The current study evaluates latency to response during learning opportunities during the course of regular daily ABA sessions in children with autism in order to detect whether dishabituation to reinforcement is occurring during therapy sessions. The study is still ongoing but preliminary data suggest that habituation may be occurring for one of three participants. Frequent preference assessments and breaks during instruction likely serve to mitigate against habituation to reinforcement during high-quality ABA therapy sessions. Implications for future research and practice are discussed.

 
113. Decreasing Disruptive Behavior: A Comparison of Planned Ignore and Inclusionary Timeout
Area: AUT; Domain: Applied Research
MELISSA A. CLARK (Melmark New England), Lauren Carter (Melmark New England)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract: Attention maintained problem behavior can interfere with skill acquisition, developing social relationships, and successfully accessing the community for recreational and employment opportunities. This study compared the effects of a planned ignore with an inclusionary time out on overall occurrences of disruptive behavior (i.e., banging, loud vocalizations, invasions of space, bolting, inappropriate manipulation of materials, and food stealing) maintained by attention as evidenced by functional assessment. A reversal design was utilized across settings. Results of this study indicate that occurrences of disruptive behavior decreased most significantly when an inclusionary time out procedure was implemented. Each strategy was implemented upon the occurrence of disruptive behavior. Planned ignore included staff turning their body away from the participant while providing attention to peers in the environment; minimal vocal and physical attention were provided to the participant. Inclusionary time out included a neutral vocal cue (i.e., “time out”) while turning the participant’s body away from the group or activity. The participant’s visual field was blocked using a natural part of the environment (e.g., staff member’s hand or notepad). Reliability data were collected across baseline and treatment conditions in each setting; agreement data were recorded twice per condition, per setting and averaged 100% across 12 sessions.
 
114. An Evaluation of Behavioral Skills Training on the Implementation of Peer-Mediated Discrete Trial Training
Area: AUT; Domain: Applied Research
CHRISTOPHER M. FURLOW (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Keith Radley III (University of Southern Mississippi), Emily Ness (University of Southern Mississippi), Katie Bishop (University of Southern Mississippi)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

The purpose of this study was to evaluate the effects of behavioral skills training on the implementation of an evidence-based teaching method by student interventionists for children with autism spectrum disorder (ASD). Three elementary school students were trained to use an applied behavior analysis (ABA) based instructional method, known as discrete trial training (DTT), to teach academic skills to children with ASD. A multiple baseline across individuals was used to demonstrate the effectiveness of the behavioral skills training and peer-mediated DTT procedures. Generalization of the interventionist's ability to teach new, previously untrained target behaviors was assessed by conducting generalization probes throughout the study. The results of this study replicated the results of previous studies that have demonstrated the utility of BST to train others to implement DTT in school settings. And, similar to previous research, peer-mediated DTT resulted in an improvement in the acquisition of targeted academic skills. Furthermore, this study provided preliminary evidence that the elementary students may generalize DTT procedures across a variety of target skills. Additional research is needed to determine the long-term effectiveness of peer-mediated DTT in school settings.

 
115. An Initial Approximation to Feeding Problems in Children With Autism Spectrum Disorder in a Mexican Population
Area: AUT; Domain: Applied Research
Varsovia Hernandez Eslava (Centro de Estudios e Investigaciones en Conocimiento y Aprendizaje Humano, Universidad Veracruzana), DIANA ALEJANDRA GONZÁLEZ-GARCÍA (Facultad de Medicina y Psicología, Universidad Autónoma de Baja California)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

In Mexico, there is no data about the prevalence of problems in eating behavior in children with Autism Spectrum Disorders (ASD). The aim of this study was to identify the frequency and type of inappropriate mealtime behaviors as well as the variety of food consumed in this population. Parents of 45 children with a diagnosis of ASD answered a questionnaire to obtain information about demographic characteristics of children and their families, problematic behaviors and the type and number of foods consumed by the child and the family. Additionally, to those parents who reported inappropriate mealtime behavior for their child, we applied the Spanish version of the Questions About Behavioral Function (QABF). It was found that 63% of the children reported at least one problem behavior during mealtimes, being the most frequent to leave the table before finishing to eat. We found a correlation between the number of foods consumed by the family and the child, independently if they presented inappropriate mealtime behavior. The functions for problem behavior were predominantly escape and attention. The results of this study represent an initial approximation to the evaluation of pediatric feeding problems in children with Autism Spectrum Disorders (ASD) in a Mexican population.

 
116. The Effects of Eye Contact and Joint Attention Training for a Young Children With Autism
Area: AUT; Domain: Applied Research
De-Rong Jhou (National Changhua University of Education; Graduate Institute of Rehabilitation Counseling), HUA FENG (National Changhua University of Education), Wenchu Sun (National Changhua University of Education), Ho-Kuei Huang (National Changhua University of Education; Graduate Institute of Rehabilitation Counseling)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

DSM-5 (APA, 2013) indicated that person with ASD have deficits in nonverbal communicative behaviors for social interaction. Eye-contact is a form of nonverbal behavior which serves as the basic skill for social interaction. In addition, eye-contact is also a prerequisite skill for developing joint attention mechanism. Responding to joint attention, which includes following to other's pointing and gazing, is an important ability to share affection with others,. The purpose of this study was to enhance eye contact and respond to pointing for a child with ASD. The participant was a 5-year-old nonverbal boy with autism. A single-subject of delayed multiple baseline design across behaviors was used in this study. Preference assessment was implemented before intervention to determine the reinforcers for training. The independent variable was eye contact and joint attention teaching. Eye-contact training is divided into four stages with different prompting strategies: (1)Full reinforcer: Select reinforcers such as cookies or interesting toys to draw the child's attention and make eye contact with the trainer. (2)1/2 reinforcer+1/2 gesture: Used reinforcers and then change to gesture to lead the child to make eye contact, and provided tokens or social reinforcers after an average number of responses. (3)Gesture: Guided the gaze by full gesture intervention. (4)No prompt: Call the participant's name but no prompting strategy, the child turned his face and looked at researcher's eyes. For responding joint attention intervention, the researcher made the eye contact with the participant first, then point to one of interesting toy. Contingency upon the target behavior, the participant could get some tokens and social reinforcers if he did follow to pointing. The dependent variables were the percentage of participant's eye contact and responding to pointing. Visual analysis was used to analyze the effects of the training. Findings emerged from this study: After training, the percentage of responding to eye contact and pointing increased, and the effect of the intervention can exhibit generalization to a variety of settings. The results showed positive effects on the intervention for the child with ASD. Implications and suggestions for practice and further research were also presented at the end of the paper.

 
117. Teaching a Client to Self-Monitor Completion of Daily Living and Vocational Skills
Area: AUT; Domain: Applied Research
KATELYN HOFFERT (University of Wisconsin-Milwaukee), Ella M Gorgan (University of Wisconsin-Milwaukee), Brittany LeBlanc (University of Wisconsin-Milwaukee; May Institute), Tiffany Kodak (University of Wisconsin-Milwaukee)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

An important component of independently completing daily living and vocational skills is to ensure the tasks are completed correctly and completely. We taught a 16-year-old male with autism spectrum disorder to correctly complete all steps in a task analysis for daily living and vocational skills using a prompt-delay procedure. Thereafter, we taught the client to use a self-rating checklist to self-monitor his accurate completion of all steps in the task analyses. The experimenter monitored the client's completion of the self-rating checklist and provided praise for correctly completed steps and corrective feedback for steps that were missed or inaccurately recorded on the checklist. The experimenter's proximity to the client during task completion and self-monitoring was faded to outside the room. The intervention was successful in increasing accurate completion of the skills and self-monitoring of task completion in the absence of supervision.

 
118. A Replication and Extension of Tolerance Training Procedures With a Child Without Cognitive Impairment
Area: AUT; Domain: Service Delivery
MORGAN MARIE HALLGREN (Kennedy Krieger Institute; Johns Hopkins), Rose Nevill (Kennedy Krieger Institute; Johns Hopkins), Jennifer R. Zarcone (Kennedy Krieger Institute; Johns Hopkins)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

Tolerance of the denial or removal of preferred items or activities is a skill that is often lacking in children with autism spectrum disorder (ASD). This deficit may be especially apparent in children whose problem behavior is maintained by access to tangible items. Tolerance training, as described by Hanley, Jin, Vanselow, and Hanratty (2014), is composed of functional communication training (FCT) for appropriate requests (e.g., "toys please"), FCT for a tolerance response (e.g., "okay"), and extinction of problem behavior and inappropriate requests. This procedure was replicated and extended with a 10 year old male with ASD, oppositional defiant disorder (ODD), and attention deficit disorder with hyperactivity (ADD/H) diagnoses hospitalized on an inpatient unit for the assessment and treatment of severe problem behavior. The purpose of the current assessment was multifaceted. It aimed to extend previous methods by (a) teaching tolerance for the unexpected termination of preferred activities, (b) teaching tolerance during contexts where delays to reinforcement mirrored the natural environment, (c) adding in non-preferred activities to the delay. Results showed low to zero rates of problem behavior across all conditions. To conclude, these data show that the procedure developed by Hanley et al. (2014) can be applied in children with a joint diagnosis of ASD, ODD, and ADD/H.

 
119. Effects of a Home-Visit Program Implemented to Take Action for the Problem Behavior (of a Child) Seen in Family Life
Area: AUT; Domain: Service Delivery
KONOMI MATSUMOTO (LITALICO Corporation), Daiki Enomoto (LITALICO Corporation; Tokyo University), Masahiko Inoue (Tottori Universisty)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

In Japan, it is common for children with developmental disabilities such as autism spectrum to make regular visits at support facilities. In 2018, the law which enables outreaching will be enforced. Due to this enforcement, severely disabled children who have difficulties with going outside will be able to receive the home-based rehabilitation. However, in the cases of those who can hardly go outside, not only the severity of disabilities, but also their serious behavior problems and poor mental health of their parents can become a difficulty. For families whose child has serious behavior problems and who have heavy burden for child-rearing, our research team designed and conducted a three-month extensive program based on functional communication training, incidental teaching and parental training.

 
120. Training Program for Foreign Domestic Helper
Area: AUT; Domain: Service Delivery
YUEN YAN NG (St. Cloud State University; Autism Partnership Hong Kong), David J. Fischer (Autism Partnership), Benjamin N. Witts (St. Cloud State University)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract: According to the Legislative Council Secretariat of Hong Kong in 2017, foreign domestic helpers (FDHs) were the major caretakers for many children in Hong Kong. This implies that parent-implemented treatments might not be feasible and FDHs are the stakeholders in implementing behavioral procedures in non-therapy settings for children with Autism Spectrum Disorder (ASD) in Hong Kong. This study examined the effectiveness of a treatment package which consisted of behavioral skills training (BST) and reinforcement to increase a FDH's correct implementation and maintenance of a prompting procedure when teaching a 3-year-2-month boy with ASD to brush teeth and undress. A multiple baseline across behaviors design, with baseline and treatment conducted in a training center and maintenance and follow-up occurring at home, was employed. The results showed that the treatment package was effective in teaching the helper to follow the prompting procedure correctly on both target behaviors in the training center and maintaining skills at home without further training.
 
121. An Evaluation of Picture Prompting on Variability During the Acquisition of Intraverbal Categorization
Area: AUT; Domain: Applied Research
KALLY SORENSEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Kathryn Glodowski (Pennsylvania State University-Harrisburg), Maria Malachowski (Nationwide Children's Hospital)
Discussant: Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract:

Restricted or repetitive behavior is a symptom of autism (American Psychiatric Association, 2013), and therefore, identifying procedures to improve variable responding continues to be a research focus. Some researchers have evaluated whether variability could be improved with various prompting strategies within discrete trial instruction (DTI; Peterson, Rodriguez, & Pawich, in press; Carroll & Kodak, 2015). Peterson et al. found initial variability with the use of a variable echoic prompt during DTI of intraverbal categorization. Similarly, Carroll and Kodak demonstrated increased variability during a similar task when providing a variable echoic model with, and without, instructive feedback. Providing picture prompts within DTI could also improve variability of intraverbal categorization . Researchers found picture prompts to be efficacious in the acquisition of intraverbal tasks (Ingvarsson & Hollobaugh, 2011; Kodak, Fuchtman, & Paden, 2012; Vedora & Barry, 2016). However, we are unaware of any research evaluating the use of picture prompts on the variability of responding. We used a picture prompt to teach intraverbal categorization with four children diagnosed with autism. Initial variability occurred for all participants, but all participants emitted a dominant order for the majority of trials within sessions. Additional research should be conducted to determine teaching procedures that promote variable responding.

 
122. Using a Treatment Package to Decrease Disruption Behavior Maintained by Automatic Reinforcement
Area: AUT; Domain: Applied Research
VIRGINIA GIMENEZ (Association Agir et Vivre l'Autisme), Andresa De Souza (Marcus Autism Center, Emory University), Konrad Marie-Helene (Association Agir et Vivre l'Autisme)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Relatively little research has been devoted to the treatment of problem behavior maintained by automatic reinforcement, in particular when the topography of problem behavior involves automatically maintained disruption. Data from the existent literature suggest that consequent interventions might be more effective than antecedent interventions to promote socially significant changes in problem behavior maintained by automatic reinforcement (Rapp & Vollmer, 2005). The purpose of the current study was to evaluate the effects of a treatment package on the levels of disruptive behavior hypothesized to be automatically maintained, of an 11-year-old boy with autism in a school site. We used a multiple baseline design across settings to demonstrate the effects of the treatment on the levels of problem behavior. The treatment package included differential reinforcement of alternative behavior (DRA; i.e., keeping hands close to his own body), blocking and overcorrection of target disruptive behavior. The results demonstrated that the treatment package was effective in decreasing the levels of disruption across all settings. The outcomes of the current study provide a potential treatment option for behavior maintained by automatic reinforcement. We will discuss these results in terms of the basic principles responsible for behavior change.

 
123. You Calling Me a Liar? Reducing Lying in an Adolescent Girl With Autism Spectrum Disorder
Area: AUT; Domain: Service Delivery
MEAGAN ELIZABETH SCOTT (Mackenzie Health's Centre for Behaviour Health Sciences)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Community-based Applied Behavior Analysis (ABA) programs often use a "mediator-model," where behavior analysts develop intervention strategies and train caregivers on program implementation (Gambrill, 2012). Programs focus on the referral area of need considered paramount to the family; however, doing so may challenge behavior analysts to operationalize conceivably unobservable behaviors. One example includes decreasing adolescent lying behavior. From a behavior-analytic approach, Fryling (2016) conceptualized lying less as something that develops internally, but rather as an interaction between the individual and their behavior as it functions within their environment. This poster focuses on extending Fryling's (2016) research by implementing a community-based ABA program focused on reducing the lying behavior of an adolescent girl with Autism Spectrum Disorder. Introducing an intervention including correspondence training and differential reinforcement of alternative behaviors decreased the participant's lying from an average of 3.1 instances a day during baseline (range = 0–8 instances) to 0.8 instances during intervention (range = 0–2 instances). This poster will additionally present parental stress reports using the Parenting Stress Index (Abidin, 2012) pre- and post-implementation. Last, program strengths and technical improvements for future implementation will be highlighted, emphasizing the importance of environmental context and family dynamics in community-based ABA program development.

 
124. Treating Perseverations and Problem Behavior Maintained by Access to Specific Vocal Responses
Area: AUT; Domain: Service Delivery
CATHERINE MARUSKA (Kennedy Krieger Institute), Amanda Goetzel (Kennedy Krieger Institute), Melissa Theodore (Kennedy Krieger Institute), Kathleen Hodskins (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract: Perseverative speech impairs interactions between individuals engaging in the behavior and their caregivers. If perseverations are not reinforced appropriately by the listener, problem behavior may occur; information regarding a listener’s response may help to clarify functions. The current study included a 19-year-old male with autism, admitted to an inpatient unit for the treatment of problem behavior. A functional behavioral assessment, which included a functional analysis, indicated his perseverations were maintained by attention and sensory reinforcement. Indirect assessments indicated problem behavior occurred when caregivers did not deliver a specific vocal response (SVR) following perseverations. Using a reversal design, three conditions were evaluated to determine if problem behavior was maintained by access to SVRs. During the control condition the therapist provided a SVR after each perseveration. During test conditions, the therapist provided (1) a non-preferred response or (2) ignored perseverations; across test conditions SVRs were delivered contingent upon problem behavior. Results indicated problem behavior was maintained by access to SVRs. Treatment involved a multiple schedule that rotated between periods of (1) differential reinforcement via functional communication and (2) extinction with access to competing items, to reduce problem behavior to a clinically significant level. Interobserver agreement was adequate across all problem behaviors.
 
125. Differential Negative Reinforcement of Other Behaviour to Increase Wearing of an Anti-Strip Suit in a School Setting
Area: AUT; Domain: Applied Research
TARA L. WHEATLEY (Halton Catholic District School Board), Melanie Goulet (Halton Catholic District School Board), Kathryn Mann (Halton Catholic District School Board), Amy V. Wadsworth (Halton Catholic District School Board)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

We used a changing criterion design to evaluate the effectiveness of an intervention designed to teach a 12-year-old boy with autism spectrum disorder to wear an anti-strip suit to reduce anal digging in a school setting. The intervention consisted of using differential negative reinforcement of other behaviour (DNRO) to increase wearing the anti-strip suit during activities while engaging in zero rates of challenging behaviour. We trained school staff to conduct the procedures with behavioural skills training, we scored a treatment and feedback integrity checklist during implementation, and we measured interobserver agreement for 21% of sessions. Our results indicated that the duration for which the participant wore the suit systematically increased from 2 s at the start of treatment to the duration of a full school day at the termination of the study. Moreover, we observed maintenance and generalization of these effects for several months. These findings replicate prior research on DNRO and further support the use of the intervention to increase compliance with wearing protective items in practical settings.

 
126. The Successful Extension of a Skill-Based Treatment for Socially-Mediated Problem Behavior to the Student's Teachers
Area: AUT; Domain: Applied Research
SHANNON WARD (New England Center for Children; Western New England University), Gregory P. Hanley (Western New England University), Adithyan Rajaraman (Western New England University), Kelsey Ruppel (Western New England University), Holly Gover (Western New England University)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

A functional analysis indicated that problem behavior of a 9-year-old boy diagnosed with autism was sensitive to escape from specific demands (e.g., waiting, demands with limited teacher attention) and access to teacher attention and preferred tangible items. A systematic shaping procedure, based upon the methods of Ghaemmaghami, Hanley, Jessel, and Landa (2017), was used to teach a complex functional communication response to include an obtaining a listener response ("excuse me") and 6 different specific mands (e.g., escape from work, do work with me, hang out, bubbles, snacks, and toys). A skill-based treatment was implemented to teach the child to appropriately tolerate delays and denials to reinforcement using an unpredictable and variable schedule of reinforcement in which the child was taught to engage in instructional tasks without teacher attention. Throughout all teaching sessions, problem behavior occurred at zero rates. Behavior skills training and a detailed rubric was used to transfer the treatment to his teachers. Results replicate the functional assessment and treatment process described by Hanley, Jin, Vanselow, and Hanratty (2014) and demonstrate the efficacy of a training rubric for transferring skill-based treatments to relevant teachers (Rajarman, Hanley, Ruppel, & Gover, 2017). Interobserver agreement averaged 90% (range, 80-100%).

 
127. Enriched Supervision on Quality of Early Intensive Behavioral Intervention in Autism
Area: AUT; Domain: Service Delivery
ULRIKA LANGH (Stockholm Autism Center; Karolinska Institutet), Adrienne M. Perry (York University), Svein Eikeseth (Oslo and Akershus University College)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

The delivery quality of Early Intensive Behavioral Intervention (EIBI) in autism spectrum disorder (ASD) has been neglected. This is surprising in face of the fact that in community settings trainers often lack formal EIBI education. Using a randomized controlled design, the effect of enriched as well as regular supervision on delivered EIBI quality in ASD were compared over a period of 4-6 months. EIBI was conducted in 30 young children with ASD by preschool staff in a naturalistic setting, where n =18 of the children's trainers received enriched, and n = 12 regular supervision. In addition to the regular supervision process, the enriched supervision included video reviews on the preschool staffs performed EIBI together with an extra education on important quality factors. EIBI quality was evaluated using the York Measure of Quality of Intensive Intervention (YMQI). Compared to regular supervision, preschool staff receiving enriched supervision improved on the quality of EIBI delivery, especially for training organization and density as well goal-directed treatment. Findings endorse the significance of adequate education and supervision for delivered EIBI quality.

 
128. "Fidget" Attention Aides: Do They Work?
Area: AUT; Domain: Applied Research
KIMBERLY TRUONG (SEEK Education), Michele D. Wallace (California State University, Los Angeles)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Therapeutic fidget devices, notably fidget spinners and fidget cubes, have been suggested to be useful for individuals with impulsivity and attention issues. The prevalence of these devices has risen tremendously in the past year. Manufacturers and sellers often make claims of benefits for individuals with autism and/or attention deficit hyperactivity disorders (ADHD). However, these claims are rarely supported by any empirical evidence. This study utilized a multi-element design to compare the effects of access to a fidget cube with verbal prompts versus verbal prompts alone on off-task behaviors and for one participant, reading comprehension. The participants were two boys diagnosed with autism, ages eight and six. Results demonstrated that the fidget cube did not decrease the participants' off-task behavior nor did it increase participant Terrence's accuracy with reading comprehension questions. Off-task behavior was higher during several sessions with fidget cube access. The discussion will highlight the need for systematic evaluation of trending treatments and other interventions.

 
129. The Use of Contingency-Based Delay of Specific Mands in the Treatment of Problem Behavior
Area: AUT; Domain: Applied Research
EMILY SULLIVAN (May Institute), Ali Schroeder (May Institute), Yannick Andrew Schenk (May Institute)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Extensive empirical support exists for the use of a standard functional analysis in the identification of function for a variety problem behaviors (Iwata et al., 1994) such as aggression, self-injury, and property destruction. However, procedural variations of the standard analysis such as the synthesis of functional contingencies and the pairwise design have also received support in the behavior analytic literature. The present study utilized three participants, 16 to18 years old with a diagnosis of autism, whose multiply maintained problem behavior was identified using modified functional analysis procedures. Treatment included individually modified delay and denial tolerance procedures as described in the Hanley et al. (2014) study. However, due to the participants' complex mand repertoires, an omnibus mand was not taught. Instead, individualized, specific mands were targeted for the delay, denial, and tolerance chaining treatment components. Results indicated low rates of problem behavior during teaching sessions, a decrease in immediate reinforcement of mands and a simultaneous increase in the number and complexity of work tasks completed during the delay to reinforcement. Results are discussed in terms of individual participant procedural modifications, delay and denial tolerance acquisition, participant generalization, and suppression of problem behavior.

 
130. A Comparison of Baseline Procedures in Evaluating Skill Performance Within Task Analyses
Area: AUT; Domain: Applied Research
EMMA GRAUERHOLZ-FISHER (University of Florida), Jonathan K. Fernand (University of Florida), Brandon C. Perez (University of Florida), Haleh Amanieh (University of Florida), Kara L. Wunderlich (University of Georgia), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Task analyses are commonly used by behavior analysts to teach complex skills across many types of tasks. One variation in task analysis teaching procedures that has been discussed in the literature has been the use of the single-opportunity method (SOM) versus the multiple-opportunity method (MOM). In the SOM, the entire task is presented, and all steps that are completed by the subject are scored as correct. Once the subject meets termination criteria the task is ended and all remaining steps are counted as incorrect. In the MOM, the therapist presents the task, and if the subject stops responding the therapist sets up the next step in the task for the subject, who then has the opportunity to respond independently. Concerns have been raised regarding how each of these methods might change the baseline performance of a task, affecting the interpretation of experimental control. The purpose of the current study, therefore, was to conduct a within-subject comparison of both the SOM and MOM procedures. We extended the within-subject procedures of Williams and Cuvo (1986) with children with autism spectrum disorder and analyzed the individual data using methods similar to those used by Alexander et al. (2015).

 
132. Increasing Natural Reinforcement During Academic Tasks for Children With Autism in Inclusive Classrooms
Area: AUT; Domain: Applied Research
LINDSAY GLUGATCH (University of Oregon), Robert L. Koegel (Stanford University; University of California, Santa Barbara), Mian Wang (University of California, Santa Barbara), Kelsey Oliver (University of California, Santa Barbara)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

Many children with Autism Spectrum Disorder (ASD) show little to no interest in academic assignments that are challenging or uninteresting. This may lead to increases in disruptive behavior in order to avoid or escape non-preferred tasks. By incorporating motivational components of Pivotal Response Treatment (PRT) in homework tasks, previous studies have found faster completion rates, decreases in disruptive behavior, and improved interest (Koegel, Singh, Koegel, 2010). Overall, there is a substantial body of evidence indicating that motivation plays an important role in academic success, however, there is a gap in the literature about the incorporation of motivational strategies during academic tasks for children with ASD in classrooms. This study uses an alternating treatments design to investigate student behavior and the percentage of correct responses in reading and writing tasks during two conditions: a) Premack Principle condition and b) Natural Reinforcement Condition. The results suggested that incorporating natural reinforcers into academic tasks increased student interest, affect, and percentage of letters/words correct for two elementary students.

 
133. Skill Acquisition in a Short-Run Behavioural Program for Children With Autism
Area: AUT; Domain: Service Delivery
KARLI PEDREIRA (University of Manitoba), Rachel Roy (University of Manitoba), Toby L. Martin (St. Amant Research Centre)
Discussant: Russell Lang (Texas State University-San Marcos)
Abstract:

This study examines whether a seven-month, 20 hours-per-week Early Intensive Behavioural program (EIBI) can significantly improve skill acquisition in a sample of children diagnosed with Autism Spectrum Disorder (ASD). Previous research has shown that children diagnosed with ASD make significant gains in EIBI programs that provide at least 20-25 hours per week when delivered over an extended period of time. However, previous research has not yet demonstrated that these gains can be replicated in a shorter program. It was hypothesized that the short-run program under study would be effective at improving skill acquisition in children with ASD. Service data were analyzed retrospectively using a within-subjects group comparison as well as a dependent samples t-test to compare mean skill acquisition before and after receiving treatment. Children, on average, made significant skill gains from intake to exit in the seven-month program. These results have implications for both service providers and clients. The success of this program suggests that shorter programs are a valuable option for children with ASD. Additionally, short-run EIBI programs may target long wait-lists that accompany publicly funded EIBI programs and as a result more children diagnosed with ASD will have access to effective treatment.

 
134. A Translational Evaluation of the Effects of Response Rate on Resurgence in Individuals With Autism
Area: AUT; Domain: Applied Research
FABIOLA VARGAS LONDOÑO (University of Texas at Austin), Terry S. Falcomata (University of Texas at Austin), Cayenne Shpall (University of Texas at Austin), Andrea Ramirez-Cristoforo (University of Texas at Austin), Ashley Bagwell (University of Texas at Austin)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Prior research has demonstrated that response rate pertaining to target responding can determine levels resurgence (Reed & Morgan, 2007; Da Silva, Maxwell, & Lattal, 2008). For example, the results of Da Silva et.al (2008) indicated that higher response rates during baseline produced higher levels of resurgence during extinction even when rate of reinforcement was held constant across responses. However, these results have not been replicated with clinically relevant population. In the current study, we evaluated the extent to which the results of Da Silva et.al would translate by assessing resurgence of respective mands with distinct response rates including a relative high response rate (i.e., under a FR 6 schedule of reinforcement) versus a relatively low response rate (i.e., under a FR 1 schedule of reinforcement) with an equal rate of reinforcement in individuals with autism. With our pilot participant, inconsistent with the results of previous studies, mands that were reinforced to produce low response rates during baseline recurred at higher rates during the test for resurgence relative to mands that were reinforced to produce high response rates. Future avenues of research and potential implications of the current results will be discussed.

 
135. Generality of Functional Communication Training Under Combined Conditions
Area: AUT; Domain: Applied Research
LOUKIA TSAMI (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Todd G. Kopelman (The University of Iowa Hospitals and Clinics), Wendy K. Berg (The University of Iowa), Matthew O'Brien (The University of Iowa), Nathan Call (Marcus Autism Center), Lauren Withhart (Marcus Autism Center)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Functional communication training (FCT) based on functional analysis (FA) results is highly effective for treating socially maintained problem behavior. In cases of multiply controlled problem behavior, combined FCT conditions have been documented to be efficient and produce immediate treatment effects (Wacker et al., 2013; Slaton, Hanley, and Raftery, 2017). In the present study, we evaluated the generality of initial FCT under combined conditions when the identified function of the target behavior was both escape from demands and access to tangibles. The participants included six families located in a large U.S. city and one family located in a small city in Greece. The caregivers received coaching from a behavior analyst via telehealth to implement FA and FCT with their children. The children participants, aged 4 years to 6 years, engaged in high rates of disruptive behavior and had autism diagnoses. Initially, all participants received FCT under combined conditions (toy removal and demand delivery). Following demonstration of treatment effects under combined conditions, the participants were tested in isolated conditions. The behavior of just one of the seven participants demonstrated immediate generalization under isolated conditions. The findings suggest that, combining conditions during FCT training may lead to treatment failures during exposure to isolated conditions or may lead to differential success following schedule thinning

 
136. An Evaluation of Omnibus Functional Communication Responses in Treating Multiply Controlled Destructive Behavior Across Separate Antecedent Conditions
Area: AUT; Domain: Applied Research
ALEXANDRA HARDEE (University of Nebraska Medical Center's Munroe-Meyer Institute), Daniel R. Mitteer (University of Nebraska Medical Center's Munroe-Meyer Institute), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (University of Nebraska Medical Center's Munroe-Meyer Institute), Adam M. Briggs (University of Nebraska Medical Center's Munroe-Meyer Institute), Alicia Swanson (University of Nebraska Medical Center's Munroe Meyer Institute)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Functional communication training (FCT) is the most commonly published treatment for socially reinforced problem behavior (Tiger, Hanley, & Bruzek, 2008) and involves teaching a functional communication response (FCR; e.g., "Break, please") in order to access the reinforcer maintaining problem behavior (e.g., escape from academic demands). However, teaching and evaluating separate FCRs (e.g., escape, attention, and tangible FCRs) for multiply controlled problem behavior can be time-consuming and less effective if all relevant establishing operations are not addressed simultaneously (Ghaemmaghami, Hanley, Jin, & Vanselow, 2016). One alternative is to teach an omnibus FCR (Ghaemmaghami et al., 2016; Hanley, Jin, Vanselow, & Hanratty, 2014), which is a request that produces all reinforcers known to maintain problem behavior (e.g., escape to attention and tangibles). We evaluated omnibus FCRs across successive antecedent conditions (i.e., with certain establishing operations present) for two children diagnosed with autism spectrum disorder whose problem behavior was multiply maintained. The omnibus FCR quickly reduced problem behavior across all antecedent conditions for both children, albeit with more variability for one participant as compared to previously published data. We discuss our data with respect to increasing the efficiency of FCT evaluations while maintaining the precision of interventions informed by a functional analysis.

 
137. Relative Versus Absolute Reinforcement Effects for Tangible and Social Stimuli in Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
ELIZABETH SCHIEBER (University of Florida), Iser Guillermo DeLeon (University of Florida)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Social motivation theories of Autism Spectrum Disorder (ASD) suggest that individuals with ASD may be relatively insensitive to social reinforcers, leading to downstream deficits in social interaction. Although tangible items may be preferred by individuals with ASD, it does not necessarily follow that social consequences are ineffective reinforcers in an absolute sense. In this study, participants completed a paired stimulus preference assessment (PSPA) for social stimuli and another for tangible stimuli. The most highly preferred stimuli were then evaluated in a combined PSPA. The top stimuli of each type were then used in concurrent-schedule reinforcer assessments. When a preference for one type of reinforcer emerged, it was removed from the array, leaving the less preferred consequence as the reinforcer in subsequent sessions. Results showed that participants tended to prefer nonsocial to social stimuli, but completed tasks at similar rates for each type of reinforcer. Thus, a relative preference for nonsocial stimuli may not be indicative of the absolute value of social stimuli as reinforcers in this population.

 
138. An Evaluation of an Echoic Differential Observing Response and Identity Match Prompt to Teach Auditory-Visual Conditional Discriminations
Area: AUT; Domain: Applied Research
JESSIE RICHARD (University of Cincinnati), Billie Retzlaff (University of Nebraska Medical Center's Munroe-Meyer Institute), Jessica Akers (Baylor University), Ami J. Kaminski (Butterfly Effects), Andresa De Souza (Marcus Autism Center, Emory University), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

The purpose of the presented study was to demonstrate the efficacy of using echoic responses as differential observing responses during auditory-visual conditional discriminations that include the identity match prompt within the least-to-most prompting hierarchy. Two children diagnosed with autism spectrum disorder participated in this evaluation. Sessions consisted of nine trials where three stimuli were placed on the table in front of the child and provided the vocal SD. During the intervention phase, picture cards were placed in front of the child, their hands were blocked, and they were presented the discriminative stimulus (e.g., "whistle"). If the child independently echoed the SD within 5s of the presentation, we removed our hands and allowed the child to select a card. If the child did not echo the target within 5s, we provided an additional vocal prompt (e.g. "say whistle"). Following the second vocal prompt, we allowed a selection response, regardless of the child's response to the vocal prompt. If the child engaged in an independent correct receptive response, we provided descriptive praise and access to an edible item or the iPad for 20s. If the child selected the incorrect stimulus or the prompt delay interval elapsed prior to the child engaging in a response, the therapist held up a picture identical to the target response. Both children showed increases in the percentage of correct responding, and both acquired auditory-visual conditional discriminations with teaching procedures that included the echoic DOR and the progressive delay to the identity match prompt.

 
139. Competing With Stereotypy: An Evaluation of Matched, Unmatched, and Choice of Items
Area: AUT; Domain: Applied Research
JON PETERSON (University of St. Joseph; Norwich Public Schools), Andrea B. Courtemanche (University of Saint Joseph), Nicole C. Groskreutz (University of Saint Joseph), Jessica R. Mias (Simmons College; Norwich Public Schools)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

A competing items assessment can be used to identify items that effectively reduce stereotypy displayed by individuals with autism. Items included in the assessment may or may not match the type of sensory reinforcement produced by stereotypy. We used an alternating treatments design to evaluate the effects of matched and unmatched items (identified in competing items assessment) on the rates of stereotypy displayed by two students with autism. For one participant, both the matched and unmatched items reduced stereotypy compared to baseline levels. When offered a choice between the two items, this participant consistently chose the matched item. For the second participant, only the matched item produced reductions in stereotypy. When offered a choice between the two items, this participant chose the unmatched item across all opportunities. Results indicated that matched items might be more effective at reducing stereotypy, even though it may not be the most preferred item.

 
140. Short-Term, Home-Based, Applied Behaviour Analysis Training for Parents of Children With Autism: A Pilot Study
Area: AUT; Domain: Service Delivery
LAUREN COWLED (Great Start Behaviour Services), Sheri Kingsdorf (BCBAhours)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Due the way disability services are funded in Australia, we were looking to create a new service delivery model of parent training that uses a short time frame (3 months). Our clients are school-aged children with autism, and their families. We interviewed the parents, using an adapted Functional Assessment Interview questionnaire, and conducted a parent self-efficacy questionnaire. We observed the clients over two weeks, gathering baseline data. A Positive Behaviour Support (PBS) Plan was developed. Parents will receive 5 home sessions (1 hour each). Sessions include implementation support by a BCaBA, in areas such as skills teaching, and reinforcement, using Behavioural Skills Training (BST). Parents will receive handouts, summarising topics including prompting and responding to challenging behaviour. We provide an implementation checklist, listing strategies, environmental supports, and skills teaching from the plan, to prompt parents to support the client throughout the week. Initial reports from families in regards to the service have been positive. Initial data indicate the rates of challenging behaviour have decreased for clients, and social validity data indicate parents feel more equipped to support their child. This is promising research, to show we can provide a short-term service, that is individualised, and beneficial.

 
141. The Perception of Performance: The Gap Between What is Needed and What is Done
Area: AUT; Domain: Applied Research
CHRISTOPHER TUNG (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Caregiver Buy-In to a behavioral intervention is a critical piece to successfully reducing problem behavior and maintaining low rates. However, there may be a gap between how a caregiver perceives their own performance and how a therapist perceives the caregiver's performance. Such a gap between what the caregiver actually does versus what is actually needed, may have large effects on the results of a behavioral intervention. A questionnaire was provided to families receiving in-home services, asking caregivers to rate different aspects of their performance (e.g., comfort, confidence, enthusiasm, accuracy). A comparable questionnaire was filled out by the behavioral therapist to compare the perceptions of the caregiver and the therapist. Preliminary results suggest that one family was able to perceive their performance in the same way as the therapist and one family perceived their performance significantly different than the therapist. Narrowing or eliminating the gap between caregiver and therapist perception of performance may result in better understanding of what is needed to acquire and maintain behavioral change.

 
142. Evaluation of Online Parent/Staff Training for Children With Autism Spectrum Disorder
Area: AUT; Domain: Service Delivery
MARCIE DESROCHERS (State University of New York, Brockport), Erin DiCesare (Mary Cariola Children's Center), Elizabeth Speares Robinson (State University of New York, Brockport), Mark Matz (State University of New York, Brockport)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

To increase access to applied behavior analysis (ABA) training, an evaluation of the instructional effectiveness of an online ABA training program for parents/staff with children with autism spectrum disorder was conducted. There were three staff members- and one parent-child dyads who completed the program. During phase 1, online, interactive, instructional modules concerning basic behavioral principles and procedures were completed by participants until they scored 80% or higher on a knowledge assessment. Of the four participants, two staff members required supplemental instruction. During phase II, online synchronous behavioral skills training was delivered to participants by a BCBA behavior analyst using Webcam and bluetooth technology within Blackboard Collaborate software. A multiple probe design across three staff-child dyads was conducted to evaluate the effectiveness of the online behavioral skills training. Compared to baseline levels, each of the three staff members showed increases in percent quality training behaviors (i.e., prompting appropriate play, behavior specific praise, clear instructions) with their child following training. Using a case study design, the parent's training behaviors with her child also showed improvement. Social validation outcomes were also favorable. This online training strategy has implications to make behavioral skills training more accessible.

 
143. An Evaluation of Rote and Variable Vocal Model Prompting on Response Variability
Area: AUT; Domain: Applied Research
Kathryn Glodowski (Pennsylvania State University-Harrisburg), Victoria Cohrs (Munroe-Meyer Institute; University of Nebraska Medical Center), Maria Malachowski (Nationwide Children's Hospital), BRIANA JEAN LICHT (Munroe-Meyer Institute; University of Nebraska Medical Center), Kally Sorensen (Munroe-Meyer Institute; University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute; University of Nebraska Medical Center)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

An effective teaching strategy for children with autism is discrete trial instruction (DTI); DTI is criticized for contributing to rote or repetitive responding, which is already one symptom of autism (American Psychiatric Association, 2013). Therefore, identifying procedures to improve variable responding within DTI remains a research focus. Peterson, Rodriguez, and Pawich (in press) evaluated response variability during the acquisition of intraverbal categorization with a variable and rote vocal model prompt within an adapted alternating treatments design. They found initial variability during both conditions. It's possible only initial variability occurred due to carry over from the rote prompt condition. The purpose of the current study was to evaluate both prompt types in isolation to eliminate the possibility of carryover. During Study 1 we evaluated response variability during the acquisition of intraverbal categorization with a variable vocal model prompt for six children diagnosed with autism; initial variability occurred for all participants. During Study 2 we conducted a similar evaluation with a rote vocal model prompt with four children diagnosed with autism; initial variability occurred for three participants. Additional research is needed to determine teaching procedures that promote response variability within DTI.

 
144. Reducing Problem Behavior During Functional Communication Training via a Multi-Component Environmental Enrichment Procedure
Area: AUT; Domain: Applied Research
MICHAEL PATRICK MULLANE (Syracuse University; University of Nebraska Medical Center's Munroe-Meyer Institute), Amanda Zangrillo (University of Nebraska Medical Center's Munroe-Meyer Institute), Daniel R. Mitteer (University of Nebraska Medical Center's Munroe-Meyer Institute)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

Previous research has demonstrated that environmental enrichment procedures (i.e., noncontingent reinforcement) can reduce problem behavior during functional communication training. The current study applied a multi-component environmental enrichment procedure to functional communication training with a nine-year-old male diagnosed with Autism Spectrum Disorder. Following preliminary assessments, we began traditional functional communication training for attention-maintained problem behavior; however, we discontinued this treatment due to the occurrence of problem behavior during pre-training. To reduce problem behavior and minimize the establishing operation for problem behavior we implemented a phase of continuous reinforcement (i.e., toyplay) followed by a phase of multi-component functional communication training including fixed-time delivery of attention plus continuous access to tangibles. Using ABA reversals, we compared the multi-component treatment varying reinforcement for mands and problem behavior across phases as well as the multi-component treatment to traditional functional communication training. We observed changes in mands in the former comparison and changes in problem behavior in the latter. We attempted, but were not able to replicate these effects with escape- and tangible-maintained problem behavior as traditional functional communication training was effective across both. We conducted toyplay probes throughout treatment and lastly, conducted reinforcement thinning across all treatments. Results offer implications for troubleshooting ineffective functional communication training programs.

 
145. "Diverso un ca..lcio": Results After One Year From the Launch of the Adapted Soccer Pilot Project for Students With Autism
Area: AUT; Domain: Applied Research
ADELE ANAGRAFICA CARPITELLI (Université degli Studi di Modena e Reggio Emilia; Centro di ricerca e apprendimento Allenamente), Valentina Petrini (Centro di ricerca e apprendimento Allenamente), Jacopo Palmucci (Centro di ricerca e apprendimento Allenamente), Claudia Poggiolini (Centro di ricerca e apprendimento Allenamente)
Discussant: Kenneth F. Reeve (Caldwell University)
Abstract:

In the present study we have investigated the effects of a motor training carried out in a naturalistic and inclusive context on the increase of Daily Living Skills (DLS), social and prosocial interactions, a decrease of problem behaviors and Body Mass Index (BMI). The participants were six students with Autism, with different level of verbal behavior (Greer & Ross, 2008) and an average age of 12 year and 6 months. For the DLS we create 4 different task analysis, (put and take off clothes, make a shower and take care of personal belongings) teaching by total task chaining and Constant Time Delay. for physical activity we created a curriculum based training that included jump, walk, balance and activity with ball. The results after one year of training showed a functional relation between the composite training and increase fo prosocial and social behavior, DLS and decrease of problem behavior.

 
146. Self-Determination Versus Contingent Primary Reinforcement for Increasing Self-Initiated Spontaneous Expressive Verbalizations in Autism
Area: AUT; Domain: Applied Research
TERRE JOYCE GLAHN (Fun and Functional Behvaioral Services, LLC.; University of Arizona), Roberta Jackson (Eastern Washington University), Xiao-Li Glahn (Fun and Functional Behavioral Services, LLC.)
Discussant: Tina Sidener (Caldwell University)
Abstract:

This investigation studied the effectiveness for increasing spontaneous, self-initiated contextually relevant verbalizations in a 5 year, 5-month-old boy diagnosed with Autism and exhibiting minimal self-initiated language. Two distinct instructional strategies were implemented using an A-B-A design across several days within 5-minute time sample intervals noting the frequency of self-initiated verbalizations. The two instructional conditions consisted of Condition A: child determined use of language application on I-Pad with no external reinforcement, and Condition B: preferred primary reinforcers were delivered intermittently contingent upon increased self-initiated verbalizations. Results indicated a 34% reduction in verbalizations during the contingent reinforcement condition. The self-determined condition also provided a more fluid naturalistic instructional experience (Lane, Lieberman-Betz & Gust, 2015). Historically, self-determination is a relatively new behavioral concept but with historical ties to self-control (Premack & Anglin, 1973), self-regulation (Mahoney, 1976), and self-reinforcement (Rachlin, 1974). Later, the concept of self-management (Carr, et.al., 2002) brought the focus to the establishment of positive socially functional skills reducing the emphasis on decreasing socially undesirable behaviors. This positive nature of naturalistic instructional strategies spurred the current investigation.

 
147. The Effect of Motor Curriculum Training on Motor Milestone in Students With Developmental Delays
Area: AUT; Domain: Applied Research
ADELE ANAGRAFICA CARPITELLI (Università degli Studi di Modena e Reggio Emilia; Centro di ricerca e apprendimento Allenamente), Valentina Petrini (Centro di ricerca e apprendimento Allenamente), Sara Nutini (Centro di ricerca e apprendimento Allenamente), Giulia Restuccia (Centro di ricerca e apprendimento Allenamente), Claudia Poggiolini (Centro di ricerca e apprendimento Allenamente)
Discussant: Tina Sidener (Caldwell University)
Abstract:

Psychomotor development is a maturation process that allows children to acquire postural, motor, cognitive and relational skills in the first few months and years of life. In typical developing children, progression is steady and continuous, and this essentially depends on the maturation of the Central Nervous System (CNS), with varying times and modes for each child, but where it is possible to identify milestones that are reached according to a universally similar sequence (Jean Le Boulch, 2008). In motor development of students with autism or other developmental difficulties this is not true; It is also important to think that as a student with autism, motor activity can represent an important opportunity to develop functional abilities in areas that are most affected by the disorder: ??communication, social interaction, interests and behavior in general (Pontis, 2011). In the present study we have investigated the positive effects of a motor curriculum based training on the recovery of the deficit development milestone in students with developmental disabilities. we compare 2 year of training in two different groups of students; one received curriculum based training, the other one eclectic training. the results show that a curriculum based training is more efficient to recover the compromised motor milestones.

 
148. Selective Liquid Refusal
Area: AUT; Domain: Applied Research
JAHNAE HARVEY (Tomorrow's Voices Bermuda Autism Early Intervention Centre)
Discussant: Tina Sidener (Caldwell University)
Abstract: This study reports on a 5-year-old male with autism who selectively refuses to drink water. This individual does not have total liquid refusal as he was quite receptive to accepting fruit juice. The dilution of juice along with reinforcement, using a stimulus-stimulus pairing method, and systematic increments of required quantities were used to condition water, increasing the probability of this individual accepting to consume water.
 
149. Using Eye-Tracking Technology to Operantly Condition the Gaze Behaviour of Children Diagnosed With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
STEPHEN GALLAGHER (Ulster University), Aideen McParland (Ulster University), Michael Keenan (Ulster University)
Discussant: Tina Sidener (Caldwell University)
Abstract:

Eye-tracking equipment has traditionally been used to assess gaze behaviours across populations. However, the present studies use eye-tracking equipment as a teaching tool to operantly condition the gaze behaviour of individuals with a diagnosis of Autism Spectrum Disorder (ASD) towards social stimuli. Study 1 is a lab-based study in which 12 children with a diagnosis of ASD are taught to look towards social stimuli (i.e., faces) on a computer screen through reinforcement procedures in which points were accrued contingent upon the child fixating on a face for 1 second. All 12 children showed increased gaze duration and frequency towards faces post-training. Study 2 was a replication of Study 1 carried out in a classroom setting. Whilst the training was the same, the children's gaze behaviour was assessed using eye-tracking glasses in a real classroom environment. All 12 children showed increased gaze duration and frequency towards faces post-training.

 
150. Assessing Preference and Aptitude for Leisure Activities for Learners With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
JACQUELINE SMITH (Douglass Developmental Disabilities Center, Rutgers University), James Maraventano (Douglass Developmental Disabilities Center, Rutgers University), Jenna Budge (Douglass Developmental Disabilities Center, Rutgers University), Efrat Kemp (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University)
Discussant: Tina Sidener (Caldwell University)
Abstract:

The purpose of the present study is to develop a user-friendly leisure activities assessment that considers both client preference and aptitude in determining appropriate leisure activities for individuals diagnosed with autism spectrum disorder (ASD) who require significant support. Two adult clients participated. The assessment is divided into three phases. During Phase 1 concurrent operant arrangements were used to develop a client profile for each of three critical leisure skills components: social interaction versus no interaction; electronic versus non-electronic tasks; and stationary tasks versus those that require movement. Learners were able to freely switch sides within session. Figures 1 and 2 show the percentage of session time learners spent on each side of room for each of the three component comparisons. Phase 2 will utilize a leisure activity matched to the profile generated in Phase 1 and compare it to an unmatched profile to determine if the clients are on-task more often for the matched activity. Phase 3 will assess client preference for the matched versus the unmatched activity using another concurrent operant paradigm. Future research will determine if clients learn new leisure activities more quickly if they are matched both to their critical skills profile and to their preference.

 
151. Effects of Procedural Fidelity of Photographic Activity Schedules on Client Performance
Area: AUT; Domain: Applied Research
BETHANY P. CONTRERAS YOUNG (University of Missouri), Miriam Koech (University of Missouri Thompson Center), Alison Jo Cooper (University of Missouri), Savannah Tate (University of Missouri Thompson Center), Ashley Stevens (University of Missouri Thompson Center), SungWoo Kahng (University of Missouri)
Discussant: Tina Sidener (Caldwell University)
Abstract:

Photographic activity schedules have been shown to be effective at increasing appropriate and independent play skills with children with autism and other developmental disabilities (e.g., MacDuff, Krantz, & McClannahan, 1993) and are commonly used in clinical settings. However, little is known regarding the effects of fidelity of implementation of activity schedules on learner outcomes. It is possible, and likely, that improper implementation may hinder acquisition of schedule following. The purpose of the current study is to assess the level and types of errors that are being made by therapists implementing activity schedules, and to systematically evaluate the effects of poor and high procedural fidelity on learner outcomes. Data collection for this study is currently in progress. Three therapist-student dyads are participating (all students are diagnosed with autism). We have observed that therapists are making three main types of errors, and that improvements in therapist fidelity has resulted in improvements in student engagement with and acquisition of activity schedules for at least one participant.

 
152. Descriptive Analyses of Food Refusal and Acceptance in Two Groups of Children
Area: AUT; Domain: Applied Research
VARSOVIA HERNANDEZ ESLAVA (Universidad Veracruzana), Rosa Carré (Universidad de Xalapa)
Discussant: Tina Sidener (Caldwell University)
Abstract:

Functional analyses have found that the presentation of different forms of attention, escape and tangible items following food refusal could maintain that behavior. In the current investigation, we conducted descriptive analyses for children who present food selectivity to determine the kind of consequences delivered by parents following food refusal and food acceptance during parent conducted meals. The participants were five typically developing children and five children with an Autism Spectrum Diagnosis. The conditional probabilities for the delivery of attention, escape and tangible objects were obtained and compared to unconditional probabilities for those same events. Results showed that attention followed by escape were the consequences delivered most frequently by parents for both groups of children. The importance of tailoring procedures developed with children with developmental disabilities to evaluate food refusal and food acceptance with typically developing children, and to compare results between groups, will be discussed.

 
153. Systematic Removal of Treatment Package Components With Self-Injurious Behavior in a Teenage Girl With Autism
Area: AUT; Domain: Applied Research
STEPHANIE CRAN (Behavior Network; University of North Texas), Gabrielle Morris (Behavior Network; University of North Texas), Lesley MacPherson (Behavior Network; Endicott College), Amanda Collinsworth-Coffey (Behavior Network; Endicott College)
Discussant: Tina Sidener (Caldwell University)
Abstract:

A component analysis is being conducted for a punishment procedure that targets self-injurious behavior (SIB) maintained by escape and access to tangibles in a 16-year-old girl diagnosed with Autism Spectrum Disorder. Components of the procedure includes: a contingent ponytail, vocal reprimand, blocking and/or physical redirection, and removal of reinforcers. The topographies include: hair pulling, face slapping, gagging, and hand/arm biting. All topographies of the target behaviors shared the same response class. Each component of the procedure will be systematically removed from the intervention as data on SIB are stable. Additionally, an 11-question social validity survey on a Likert Scale was administered to the participant's parents and therapists, all of whom were trained to implement the punishment procedure. Before each phase change, the survey targets the specific component that will be removed next. Questions on the survey target the validity, acceptability, preference, and reliability of treatment components. Thus far, results of this analysis indicate that SIB remains at a low, stable rate as components are removed. Additionally, results from the social validity survey suggest that the parents and therapists were likely to adhere to all of the punishment procedure components and believed all components were helpful for decreasing SIB.

 
154. Using Telehealth to Manage Problem Behavior: An Evaluation of Dropouts
Area: AUT; Domain: Applied Research
SUNGEUN KANG (The University of Iowa), Pei Huang (The University of Iowa; Center for Disabilities and Development, University of Iowa Stead Family Children's Hospital), Matthew O'Brien (The University of Iowa), Wendy K. Berg (The University of Iowa), David P. Wacker (The University of Iowa), Dorothea C. Lerman (University of Houston-Clear Lake), Nathan Call (Marcus Autism Center), Kenzie Marie Miller (The University of Iowa)
Discussant: Tina Sidener (Caldwell University)
Abstract:

Telehealth is a promising approach for delivering functional analysis and functional communication training for children with autism spectrum disorders (ASD) who display problem behavior (Wacker et al., 2013a; Wacker at al., 2013b). Researchers have investigated various aspects of behavioral assessment and treatment delivered via the telehealth model, such as cost benefits (Lindgren et al., 2016) and treatment fidelity (Suess, 2014). However, no research to date has evaluated dropouts within this model. The current study analyzed data from a telehealth behavioral assessment and treatment program, which is part of a randomized clinical trial of functional analysis procedures in progress across three sites (Lindgren & Wacker, 2015-2019; NIMH R01MH104363). Young children diagnosed with ASD who engaged in problem behavior and their primary caregivers participated in this study. Within a weekly assessment and treatment model employing functional communication training as the primary treatment, this study looked at the percentage of dropouts and the major themes among the reasons for dropping out. The results suggest that a common time for dropping out is prior to or at the beginning of assessment and common themes for dropouts include "family issues" and technology problems.

 
155. Assessment and Treatment of an Olfactory Stimulus as a Functional Reinforcer
Area: AUT; Domain: Applied Research
Sean Smith (Bancroft), KARISHA BRISTOW (Bancroft), Katherine Hurlock (Bancroft), Christina M. Vorndran (Drexel University)
Discussant: Tina Sidener (Caldwell University)
Abstract:

No previous research has been published that identified access to olfactory stimuli as a functional reinforcer maintaining severe problem behavior, however, one study has assessed olfactory preferences for individuals with developmental disabilities. In that study, Wilder et al. (2008) assessed three participants' preferences for various scents using a modified paired stimulus preference assessment procedure and subsequently confirmed the reinforcing value of these stimuli in a reinforcer assessment. In the current study, the self-injurious behavior of a 19 year old male diagnosed with autism spectrum disorder and moderate intellectual disability, was assessed. A functional analysis identified that attention from a medical professional combined with the administration of liquid bandages functioned as a reinforcer. Based on the identified function, a paired choice olfactory preference assessment using methods similar to those described by Wilder et al. (2008) was conducted to identify scents that could be safely delivered on a dense schedule of reinforcement. Treatment consisted of functional communication training and noncontingent reinforcement throughout entire day using stimuli identified via the olfactory preference assessment. The effects of treatment were evaluated based on data collected continuously throughout the entire day and demonstrate the efficacy of the combined treatment for decreasing self-injurious behavior.

 
156. Low-Intensity Early Behavioral Intervention Among Japanese Preschoolers With Autism Spectrum Disorders -A Cooperative System Between Home and Kindergarten Using Closed SNS-
Area: AUT; Domain: Applied Research
MASAHIKO INOUE (Tottori Universisty)
Discussant: Tina Sidener (Caldwell University)
Abstract:

In Japan, existing intervention services are generally insufficient in terms of their quantity and quality to meet the identified needs of young children with ASDs and their families. To complement existing services, various ABA-based techniques combined with parental training are provided at a limited number of universities and private agencies, although of a lower intensity. This study reported of the 2-year outcomes in ASD young children who received low-intensity early behavioral intervention in community settings. Two children with ASD participated in this study. The training sessions at the training center in the university were offered once a week in about 90 minutes. Their parents participated in the parent training and trained their children at the home setting. The parents recorded movies of their home training, shared with the university staff and kindergartens using closed SNS, and received feedback from the staff. Also, the tasks at the training center were shared with kindergarten teachers through closed SNS and contributed to generalization in kindergarten. As a results, DQ and the adaptive behaviors and the other scores improved, and the generalizations were observed in their home setting and kindergarten. It was discussed that the usefulness of the support system by combining ABA with Japanese public service such as parent training and consultation to kindergarten.

 
157. Social Media and Autism: Review of Research and Recommendations for Practitioners
Area: AUT; Domain: Theory
MARIA INATY (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Discussant: Tina Sidener (Caldwell University)
Abstract:

The technology revolution in the past two decades has resulted in a society in which technology pervades every aspect of social and work life. In particular, the proliferation of smart phones and social media, and the necessity to use smart phone apps to navigate virtually every aspect of daily life, results in a lifestyle in which humans are connected to electronic devices on a near continuous basis. Most parents find it highly difficult to regulate phone and social media use and children often therefore never have the opportunity to learn what life is like without depending on interaction through devices. While there are certainly many threats posed by social media, there may be many potential benefits, especially to populations who may have challenges with traditional social interaction, such as those with autism. This poster reviews research on technology and autism. Results indicate that videogame use is generally negatively correlated with social success and positively correlated with challenging behavior. Little research has evaluated the potential positive contributions of social media to individuals with autism and what does exist has generally showed little or no benefit. However, relatively little research has been done on this issue and even less, or none, has been done within behavior analysis. After summarizing and discussing the current state of research, this poster provides tentative recommendation for practitioners on how to navigate social media until research is available that provides empirically derived guidelines.

 
 

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