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| #158 International Poster Session - AUT |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 1. Examining a Curricular Sequence Used to Teach Children with Autism to Initiate Joint Attention |
| Area: AUT; Domain: Applied Research |
| MELANIE PEREZ (Elwyn, Inc.), Helen C. Sykes (Elwyn, Inc.) |
| Abstract: Joint attention is demonstrated through the use of eye contact for the social purpose of sharing experiences with others. Previous research has repeatedly identified deficits in children with autism in both responding to and initiating joint attention. Furthermore, such deficits have been correlated with delays in early receptive and expressive language acquisition as well as impairments in socialization. These findings establish the need to teach the skills required for joint attention in early intervention to increase success in language development and socialization in children with autism. The majority of the research is largely focused on teaching children to respond to joint attention bids via eye gaze training. However, research is still needed to teach children with autism to initiate joint attention. The current study examined the effects of a curricular sequence used to teach children with autism to initiate joint attention. The sequence was used to teach increasingly complex joint attention skills. Initiating joint attention skills in preschool aged children with autism were compared between children who received joint attention training using this sequence and children who did not. |
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| 2. Play-Based Therapy for Toddlers with Autism |
| Area: AUT; Domain: Service Delivery |
| E. AMANDA AMANDA BOUTOT (DePaul University) |
| Abstract: Though typical children learn myriad developmental skills through play, children with autism often do not follow the typical pattern of play development. The impact of play deficits for children with are autism are great. First, given a lack of experience with and/or enjoyment of what is considered “typical” play, children with autism often show difficulty or an inability to make independent play choices, requiring someone to assist them if they are to play at all. Second, these deficits limit natural opportunities to learn or apply developmental skills (e.g., language or social skills) as typical peers do. Third, they limit opportunities to interact naturally with typically developing, same-aged peers. Finally, play deficits limit opportunities for developing motivation for and joy of play. These difficulties all provide evidence that teaching play skills to children with autism is a necessary and critical goal for their development. This poster will describe a model for ABA therapy for toddlers (<3 years) with autism and a case study showing its effectiveness for one child over a six-month period. A five step model is presented that can be implemented in home, school, or clinic settings. Implications for future research and practice will also be addressed. |
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| 3. “Friendship Group”: A Classroom Approach to Teaching Social Skills to Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| RINAMARIE S. LEON-GUERRERO (University of Washington) |
| Abstract: Social Skills are critical skills for young children with autism to develop as they enter school, form friendships and function in the social world. These critical skills are also very difficult skills to learn. Specifically, the complexity of seemingly simple skills and the rules of social interactions present many challenges for young children with autism. In order to target social skills for instruction, this study explored the use of the commercially available Skillstreaming Early Childhood curriculum for teaching social skills. In this study, four preschoolers with autism received explicit instruction on the social skills of greeting, sharing and playing with peers. Each preschooler received instruction in the context of small groups called “friendship group.” Friendships groups took place in the preschool classroom and included two typically developing peers. The three steps of instruction were presentation of the skill using a visual, teacher model with puppets and the student role play with teacher feedback. Findings of this study strongly suggest that children with autism could acquire critical social skills in the context of their classrooms when explicit instruction and visuals were utilized. However it is necessary to program for generalization to help children maintain and generalize these critical social skills. |
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| 4. Using Video Modeling to Teach Generative Play Skills |
| Area: AUT; Domain: Applied Research |
| SALLY N. ROBERTS (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: Observational learning has been used as a tool to teach individuals with disabilities a variety of skills (Egel, Richman, & Koegel, 1981; Rehfeldt, Latimore, & Stromer, 2003). Video modeling, a form of observational learning, has been shown to be effective in teaching a variety of social skills such as conversation, reciprocal play, and independent play (Charlop et al., 1989; Clark et al., 2002; Cota et al., 2003; Taylor et al., 1999). In these studies, however, novel play has not been established via video modeling. The purpose of the present research was to examine an intervention to teach children to vary their play. Three children between the ages of five- and six-years-old participated. Three toys were targeted, one at a time, until mastery of play scripts occurred with each toy. Participants were shown a video with a substitutable loop in which different characters could be used to demonstrate scripted actions and vocalizations. It was found that with a shorter substitutable loop, characters that were both trained and untrained were used. With a longer substitutable loop, there was more behavior with trained characters than with untrained characters. Interobserver agreement was high on all behavioral measures. Implications of these data and directions for further research are discussed. |
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| 5. Assessment of Joint Attention Responding in Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| GRETCHEN VAILLANCOURT (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center), Jennifer L. Klein (New England Center for Children) |
| Abstract: An assessment protocol with objective behavioral measures of joint attention responding is described. The assessment was conducted with 9 children with autism spectrum disorders and 3 typical children, aged 3 to 5 years. Sessions were conducted in both a discrete trial setting and a more naturalistic play setting. Opportunities to respond to an adult’s gaze shift alone, gaze shift paired with the verbal cue “look”, gaze shift paired with a point, and gaze shift paired with point and “look” were presented. Results showed deficits in joint attention responding for the children with autism as compared to the typically developing children. Results suggested that children with autism have the greatest deficits in responding to an adult’s gaze shift alone, and that the addition of a point or the verbal cue “look” increases the likelihood of responding. The children with autism demonstrated significantly higher levels of joint attention responding in the discrete trial setting as compared to the play setting. Levels of joint attention responding in children with autism co-varied with their performance on academic tasks. The results show that the assessment can be used reliably to assess joint attention responding in typically developing children and children with autism. |
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| 6. Imitation and its Reciprocity in the Treatment of Children with Autism |
| Area: AUT; Domain: Applied Research |
| ROXANA I. NEDELCU (City University of New York), Trevor F. Stokes (University of South Florida) |
| Abstract: The present study examined the development of generalized imitation and the effects of the imitation of the child by the therapist. The development of generalized imitative repertoires was investigated by teaching two children, who were siblings within triplets with autism, through shaping and prompting procedures, a number of imitative responses and by probing the imitation of novel, non trained models. In addition, by conducting imitation training in two different settings (clinic and home) and by involving multiple therapists, generalization of skills across people and settings was targeted. Once the participants reached a high and/or constant level of imitation of trained responses, the experimenters employed imitation of the child procedures to investigate the effects on children’s engagement with the environment. The data indicated that shaping and reinforcement procedures determined an increase in participants’ trained imitative responses but no corresponding increase in novel responses. Generalization of taught imitations across therapists and settings occurred. Imitation of the child by the therapist was employed for a small number of sessions. Notwithstanding, the results yielded an increase in participants’ engagement with therapists and toys. |
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| 7. Teaching Children with Autism to Follow an Adult Gaze |
| Area: AUT; Domain: Applied Research |
| JENNIFER L. KLEIN (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center), Gretchen O'Sullivan (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: Research has demonstrated that children with autism have a deficit in the area of joint attention; however, few studies have focused on teaching joint attention skills to these children. Two preschool-aged children with autism who attended the New England Center for Children’s intensive instructional program participated in the present study. Both participants were selected because they demonstrated the ability to follow an adult’s point but not an adult’s gaze in an assessment conducted by O’Sullivan (2004). Remote controlled toys were used as both prompts and consequences during a delayed cue teaching procedure. Interobserver agreement on correct responses to experimenter gaze shifts ranged from 88.9% to 100% (M=97.7%). Following training, both participants were able to follow an adult’s gaze in a discrete trial setting. Participants demonstrated this skill during contingent probe sessions immediately after training, as well as during baseline sessions that followed. Gaze following is important because it is a crucial part of joint attention responding, and may be a prerequisite for initiating joint attention as well. |
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| 8. Social Skills Retention from a Summer Therapeutic Program into the Academic School Year |
| Area: AUT; Domain: Service Delivery |
| PAIGE E. KEETER (KidsPeace), Kimberly Steltz (KidsPeace), Gayatri Ray (KidsPeace), Emily C. Leayman (KidsPeace), John D. McElwee (n/a) |
| Abstract: There has been concern regarding the risk of regression for children with Autism who have been in structured academic programs during the school year when they are not provided an opportunity for structured programming to continue into the summer months. Sarah's Smile is a six week summer therapeutic activities program that addresses the global goals of socialization and communication for children with an autism spectrum disorder diagnosis. During the summer of 2005, Sarah's Smile featured a social skills curriculum that focused on individual skill development and generalization of mastered skills within a peer group. There were three skill areas featured in the curriculum - interactions, communication, and teamwork. Each of these three skill areas were then broken down into teachable core elements with specialized activities for each. During our study, we will be tracking participants through the first quarter of their academic school year to ascertain if they have retained social skills from the previous academic year to this school year, and further, if they have shown improvement in any of the targeted social skills areas. |
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| 9. Examining Factors that Affect Social Behavior Among Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| ROSE F. EAGLE (Institute for Child Development, State University of New York, Binghamton), Raymond G. Romanczyk (Institute for Child Development, State University of New York, Binghamton) |
| Abstract: The current poster presents a study that examines individual and environmental factors that affect the social behavior of children with Autistic Disorder and Pervasive Developmental Disorder Not Otherwise Specified (also known as Autism Spectrum Disorders or ASDs). Information obtained about the interaction between the child with an ASD and the social environment may be critical to developing effective social skills interventions. The current study investigates the effect of two types of adult-initiated social behavior on interpersonal distance in two groups of children with ASDs. The two groups included in the current study are 1) children with a mean length of utterance of one(the “Syncretic Speech” group) and 2) children with a mean length of utterance of two or greater (the “Telegraphic Speech” group). The participants experience two conditions: 1) “Passive Behavior” in which an unfamiliar adult sits quietly without making any social initiations, and 2) “Social Behavior” in which an unfamiliar adult makes verbal social initiations and initiates brief physical contact with the child. The dependent variables are the child’s latency to move away from the adult, the mean distance between the child and the adult, and the child’s frequency of social initiations. |
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| 10. The Potential of Family Dinner: Examining the Social Interactions of Families with and without Children with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER JONES (University of Washington), Ilene S. Schwartz (University of Washington), Emily Silverstein (University of Washington), Mary Blaine-Buslon (University of Washington) |
| Abstract: The development of social and communication skills in children with autism is a fundamental goal of parents, teachers and applied behavior analysts who live and work with these children. Unfortunately, while there is a substantial research base examining the development of these skills in the classroom, we know very little about their development in the family context. This study examined the social interactions of families of children with and without autism during dinnertime. The family dinner is a naturalistic setting that functions similarly in most American families and serves a unique milieu for research purposes because while the structure remains similar across families, the implementation and progression of dinner varies. We videotaped 30 families (20 autism, 10 typical) during their dinner times and computer coded all communicative interactions either toward or from the target child. Children were matched (2 to 1 ratio) according to age, gender, and language abilities (all children with autism performed at or above average on a standardized language assessment). Preliminary analyses show that families of children with autism engage their child with autism more often than typical families. However, while the majority of initiations in typical families were either questions or comments, a significant proportion of communication in families with children with autism was directive (telling the child to do something) in nature. Additionally, typical families responded more by acknowledging each others’ initiations while families of children with autism gave no response or ignored initiations more often. Subsequent sequential analyses will be conducted to examine whether there are conditional patterns unique to families of children with autism that could be used to develop interventions for teaching families how to better interact with their child. |
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| 11. Using Written Scripts to Increase Spontaneous Conversation in Middle School Students with Autism Serviced in Public Schools |
| Area: AUT; Domain: Service Delivery |
| ALICIA N. FLORES (South Dakota State University), Shannen L. McKinney (South Dakota State University) |
| Abstract: Students with autism benefit from instruction in conversation. Written scripts were used with middle school students with autism, serviced in a public school setting, to increase spontaneous communication with peers and adults. Two students from different public school within the San Diego Unified School District were trained by paraprofessionals who received training from certified special education teachers. Prior to implementation of the teaching strategy, the students' social skills were assessed with the Vineland and the Brigance. Reliability was assessed using periodic interobserver agreement. Acquisition, maintenance, and generalization were measured using a multiple baseline single-subject design. Observation and analysis of the data revealed a functional relationship between the application of the training procedures and a change in the students' behaviors. Recommendations for written script training procedures and implications for implementation in applied settings are suggested. |
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| 12. Decreasing Attention-Motivated Problem Behavior by Teaching Alternative Attention-Seeking Skills |
| Area: AUT; Domain: Applied Research |
| LACIE GREGOIRE (BEACON Services), Robert K. Ross (BEACON Services), Harry A. Mackay (Northeastern University, Shriver Center) |
| Abstract: The participants in the present study were two 2-year old boys with Pervasive Developmental Disorder, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder. Both boys displayed frequent undesirable behavior (e.g. sudden interruptions) to gain adult attention. An analysis was conducted to determine the types and amount of undesirable behaviors that occurred during adult conversation in the presence of the children. Once this analysis was completed, the children were taught an appropriate way to interrupt the adult’s conversation, and thus gain attention or make a request. The results indicated that the undesirable behavior of both children decreased. In addition, both acquired the desirable social skills needed to properly interrupt adults who are conversing with one another in the child’s presence. This skill also showed generalization to at least one other setting. |
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| 13. Teaching a Child with Autism How to Take Breaks Independently in Order to Reduce the Occurrence of Misbehavior |
| Area: AUT; Domain: Applied Research |
| ALEXIA STACK (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Shelley McInnis (Fabrizio/Moors Consulting), Magda Markiewicz (Fabrizio/Moors Consulting) |
| Abstract: Learning how to take breaks independently is a useful skill for learners with autism. It can prevent the occurrence of escape motivated problem behaviors by teaching a socially appropriate way to do so. Through the use of the standard celeration chart to track the student's progress, and making data based decisions, a student with autism was taught how to take breaks independently. Prior to intervention, the student would escape a difficult or new task by leaving the table, whining, or crying. The introduction of a "break bell", and increasing opportunities to use the bell led to the independent use of the bell. Once the data indicated that the student was taking breaks frequently and prior to misbehaving, an intervention was developed to limit the use of breaks. The student was taught to take breaks when he really needed them. |
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| 14. The Use of Visual and Textual Play Schedule to increase Engaged Time with Conditioned Reinforcers and to decrease Stereotype in Two Students with a Diagnosis of Autistic Spectrum Disorder |
| Area: AUT; Domain: Applied Research |
| JENNIFER MARY MCMULLEN (ABACAS Ireland), Juliet M. Quinlan (ABACAS Ireland), Marcia Ward (ABACAS Ireland) |
| Abstract: This study demonstrates the efficacy of using play schedules to decrease stereotypy and increase appropriate play across a wide range of conditioned reinforcers. The study involved two males with a diagnosis of autistic spectrum disorder who emitted high rates of stereotypy during free play. The students were placed in the play area with four conditioned reinforcers during the baseline condition of the experiment. Visual and textual play schedules and a timer were introduced during the intervention phase. Both students were placed once again in the play area with same four conditioned reinforcers. This study employed two ABAB reversal designs. The results illustrated a total elimination of stereotypy for both students during the second intervention phases of the experiment. Both students also demonstrated an increase in appropriate play across an expanding range of reinforcers. |
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| 15. Teaching Students with Autism to Make Verbal Initiations: Using a Tactile Prompt & Visual Script Program |
| Area: AUT; Domain: Service Delivery |
| CHERI K. BENE (TERI, Inc.) |
| Abstract: This study examines the effects of a tactile prompting device incorporated with visual scripts, to increase verbal initiations in three children with autism during free-play activities. A multiple baseline design across participants was used to asses the effects of the device in prompting initiations toward an adult in free-play situations. During teaching, visual scripts were used to teach the children what to say and then faded systematically. During baseline, the children seldom initiated to peers or adults during play activities. When the scripts were introduced in combination with the tactile prompting device scripted responses increased with a familiar adult. After fading the visual scripts, scripted initiations continued with use of the tactile prompting device. The results suggest that the prompting device serves as an effective, unobtrusive prompt for verbal initiations. |
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| 16. Assessing the Relationship Between Play and Stereotypy Over Ten Years with Children with Autism |
| Area: AUT; Domain: Applied Research |
| ARIA ASH-RAFZEDEH (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College), Loryana Wurzer (Claremont McKenna College), Alefiyah Zulfiqar Pishori (Claremont McKenna College), Sarah Kuriokose (Claremont McKenna College), Michelle Seffrood (Claremont McKenna College), Stephanie Buxton (Claremont McKenna College), Rohan Sabnis (Claremont Autism Center) |
| Abstract: It has long been thought that there is a relationship between stereotypy and play in children with autism in that as the child learns appropriate play, stereotypy decreases (c.f. Schreibman). However, there is little research exploring this phenomenon, and no research on measuring the relationship between these two variables long term. The present study presents data from the observations of play and stereotypy of 8 children with autism over a 10 year period of time. The children’s behavior was videotaped during free play sessions of five minutes with the child interacting with their parent, a clinic therapist, and a person unfamiliar to the child and to autism per se. These video-taped play sessions were later scored by several raters with an inter-rater reliability of 93%. The data showed that as expected at pre-treatment, the children displayed more stereotypy than play. However, once ABA treatment began, as each child increased in play, they also decreased in stereotypy. This trend continued throughout treatment for all 8 subjects. After treatment during follow-up probes, the gap between play and stereotypy grew a bit smaller, but the same trend was maintained. These results are discussed in terms of the importance of assessing treatment efficacy over the long term as well as the possibility of using play as a replacement behavior for stereotypy. |
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| 17. Using a Picture Activity Schedule and Bins to Increase Independent Play Skills of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| KIM K. TASKY (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University), Sarah E. Roberts (Behavioral Dimensions) |
| Abstract: A picture activity schedule in conjunction with activity bins was used to increase the independent play skills of a 5.8 year old child diagnosed with autism and cerebral palsy. Total task presentation of a 15 step task analysis for using the picture activity schedule along with graduated guidance was used to teach independent completion of activities within bins. Independent play was determined by measuring the duration of time spent engaged in activities and the percentage of steps performed independently. Independent play did not occur during baseline (0 min engaged and 0% steps performed per session) and increased to an average of 13.6 min (range 6-22 min) engaged and 65% (range 7-93%) of steps performed per session. The results indicated that the picture activity schedule with activity bins increased engagement in activities, decreased dependence on staff to remain engaged, and facilitated the completion of lengthy response chains. |
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| 18. Programming Generalization of Perspective-Taking Skills in Children with Autism Spectrum Disorders Using Video Modeling |
| Area: AUT; Domain: Applied Research |
| PAMELA D. KELSO (University of Manitoba), Stephen W. Holborn (University of Manitoba), Ashley deVries (University of Manitoba), Kerri L. Walters (University of Manitoba) |
| Abstract: Perspective taking can be defined as accurately identifying another’s perspective and responding on that basis. Individuals with autism spectrum disorders often lack perspective-taking skills. Video modeling has been demonstrated as effective in teaching perspective taking skills, but with limited generalization to untrained tasks. In the current study, the general case model was used to enhance generalization of perspective-taking skills to untrained tasks using a video modeling procedure. For each participant a multiple baseline across tasks design with generalization probes was used to investigate the effectiveness of video modeling in teaching perspective-taking skills to five children diagnosed with an autism spectrum disorder. Following baseline, children were taught perspective-taking skills using video modeling and reinforcement. Participants viewed brief videos depicting children correctly completing the various tasks. Participants were asked to respond to a perspective-taking question following the video and were reinforced for identifying the correct response. In the event of an incorrect response, the video was replayed until a correct response was obtained. Results indicated that video modeling was effective for all children in teaching perspective-taking skills as judged by three consecutive correct responses to the perspective taking questions. These skills also generalized to untrained tasks. |
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| 19. Using a Digital Camera to Track and Self-Manage Own Behaviors in Routines for Children with Asperger Disorders |
| Area: AUT; Domain: Applied Research |
| SANG BOK LEE (Daegu University, South Korea), Jeongil Kim (Daegu University, South Korea), Soo Gyun Kang (Daegu University, South Korea), Eun Chung Lee (Daegu University, South Korea) |
| Abstract: This study examined the effect of tracking and self-managing own behaviors in routines, using a digital camera, for children with Asperger disorders. Five boys with Asperger's, 6-8 years old, and their mothers participated in the study. The subject and his mother were trained how to proceed the intervention based on the training manual. Using a multiple base design across subjects and environments, data on appropriate self-help behaviors and inappropriate behaviors were collected. The result showed self-help skills and appropriate daily life behaviors were improved with all the subject. |
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| 20. Teaching Unscripted Play to Children with Autism Using a Video Modeling Intervention |
| Area: AUT; Domain: Applied Research |
| KATE E. FISKE MASSEY (Rutgers University) |
| Abstract: Video modeling has been used to effectively teach a variety of academic and self-help skills to children with autism (Charlop-Christy, Le, & Freeman, 2000). The approach has also been used to teach play skills to children with autism (D’Ateno, Mangiapanello, & Taylor, 2003). While the use of video modeling in teaching thematic play often produces fast acquisition of play scripts, researchers report difficulty teaching children unscripted play (D’Ateno et al., 2003). This study programs for the generalization of scripted play to unscripted play by employing “sufficient exemplars” (Stokes & Baer, 1977, p. 355) within the video modeling intervention. Participants were shown three variations of a video model for one toy set, and stimulus and response generalization were measured by recording scripted and unscripted play exhibited with the training toy and two additional toy sets in the training setting and in a generalization setting. The results of this intervention will be discussed in terms of the acquisition of both scripted and unscripted play actions and vocalizations. |
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| 21. Assessing the Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Young Student with Autism |
| Area: AUT; Domain: Applied Research |
| ANNA-LIND PETURSDOTTIR (University of Minnesota), Jennifer J. McComas (University of Minnesota), Kristen McMaster (University of Minnesota), Kathy Horner (Minneapolis Public Schools) |
| Abstract: This study assessed the effects of scripted peer tutoring reading activities on social interactions between a high-functioning kindergartner with autism spectrum disorder (ASD) and his typically developing peers in free-play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. Subsequently, the effects of programming play-related common stimuli into the peer tutoring activity on social interactions during free-play were assessed with a withdrawal design with one peer and continued baselines across the other two peers. With the introduction of common play stimuli, the average frequency of social interactions directed to a peer during free-play increased. In the absence of common play stimuli, social interactions directed to the peers decreased. Generalization to other peers was also observed. Implications for addressing social interaction deficits of students with ASD via peer tutoring are discussed. Inter-observer agreement on the dependent measure was calculated for 33% of all sessions and averaged 98.3% (range 75 to 100%). |
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| 22. Examining the Impact of a Mental Skills Package on Autistic Children's Competitive Performance in Soccer |
| Area: AUT; Domain: Applied Research |
| MICHELLE KARREN (St. Cloud State University), Sharon E. Baxter (ABLE Clinic) |
| Abstract: There is little research on individuals with intellectual disabilities, particularly children with autism, and the effects of performance training in sports and leisure activities (Porretta and Moore, 1996/1997). The purpose of this study was to replicate and extend the mental skills package of Gregg, Hrycaiko, Mactavish and Martin (2004) to two sibling children with autism, ages 7 and 8, participating in soccer. A multiple baseline design across individuals was used to assess the effects of the intervention on off-task behaviours, work output and competition results. The Mental Skills Training package included “goal-setting, self-monitoring/self-evaluation, self-talk, feedback, and goal visualization, all of which have a solid research foundation in sport psychology” (Gregg, Hrycaiko, Mactavish and Martin (2004). This study applies the Gregg et al. approach in a family centered, home based ABA program. In addition to home practices focusing on skill acquisition, parents and ABA tutors collected data and implemented strategies at practices and weekly competitions. |
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| 23. The Effects of Two Trainers on the Generalization of a Greeting Response for Adolescents with Autism |
| Area: AUT; Domain: Applied Research |
| JOEL VIDOVIC (The Ohio State University), Gwen Dwiggins (The Ohio State University), Pamela G. Osnes (Behavior Analysts, Inc.) |
| Abstract: The use of multiple trainers was investigated as an intervention to program the generalization of a spontaneous greeting response with three adolescents with autism and a fourth with both autism and Down Syndrome. A multiple baseline design across participants was used to control the implementation of training sessions while monitoring occurred in a setting dissimilar to the training setting to assess the generalization of the greeting response across settings and people. Results showed that the use of multiple trainers alone was insufficient to obtain the generalization of a spontaneous greeting response. |
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| 24. Prompting Strategies to Increase Eye Contact in Children diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| MANGUM APHRODITE (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Tiffany Kodak (Louisiana State University) |
| Abstract: Previous research suggests that eye contact is a prerequisite for compliance during educational tasks (Hamlet, Axelrod, & Kuerschner, 1984). Children diagnosed with autism commonly exhibit deficits in social skills including sustained eye contact. Eye contact may be viewed as a necessary prerequisite to attending to instructional tasks. Thus, when educational training programs are implemented with children diagnosed with autism, eye contact is typically a targeted skill. Limited research has been conducted evaluating the effectiveness of procedures targeting acquisition of sustained eye contact. In the current investigation, multiple treatment procedures were evaluated to increase eye contact with four children diagnosed with autism. Treatment for eye contact in the form of a glance was implemented while baseline data on 2 seconds of eye contact (i.e., sustained eye contact) was collected. Following acquisition of the glance, treatment procedures were implemented for sustained eye contact. An additional treatment procedure evaluated with one participant involved holding a reinforcer near the therapist eye while prompting the participant to engage in eye contact with the therapist. Results indicated that participants consistently engaged in brief eye contact following the implementation of treatment. In addition, when sustained eye contact was differentially reinforced, two participants levels of sustained eye contact increased and remained high across multiple sessions. |
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| 25. Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting |
| Area: AUT; Domain: Applied Research |
| VICTORIA SOBRINO-SANCHEZ (Nova Southeastern University), Anibal Gutierrez Jr. (Nova Southeastern University), Melissa N. Hale (Nova Southeastern University) |
| Abstract: We conducted a descriptive study to evaluate the social behavior that children diagnosed with autism exhibit in an inclusive playground setting. The purpose of the study was to examine the extent to which children with autism interact with typically developing peers when placed in inclusive setting. Researchers observed and recorded the behavior of participants during inclusive playground time. Observations provide data on a variety of behavior including vocal and non-vocal behavior (gestures, signs, picture cards) towards other peers and adults on the playground, problem behavior (physical aggression, inappropriate vocalizations), repetitive behavior, and interaction with playground equipment. These data provide an opportunity to evaluate the effectiveness of the inclusive playground activity to promote appropriate behavior as well as develop social behavior with peers and staff. |
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| 26. Using Video Modeling to Teach Conversational Skills and Social Responsiveness to a Child with Autism |
| Area: AUT; Domain: Applied Research |
| ALEXIS HYDE-WASHMON (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The following study used an alternating treatments design to examine video modeling for teaching conversational skills and social responsiveness to a child with autism. The target child viewed a videotape of his typically developing brother and a peer engaged in simple conversation. The conversation consisted of responses to statements and questions previously mastered by the target child in therapy. The child mastered responding to adult therapists but did not generalize to peers. Data were collected on the child’s verbal initiations and responses during three conversational conditions: simple greetings, making statements, and reciprocal questions. Outcome was assessed in a controlled environment and in a natural setting. Following the intervention, the child’s verbal initiations and responses increased with his brother and peer across settings. Interrater agreement on verbal initiations and responses was 85%. The findings indicate that video modeling can be an effective method for generalizing conversational skills and social responsiveness to children with autism. |
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| 27. An Evaluation of Teaching Compliment-Giving using Video-Modeling in the Context of Games |
| Area: AUT; Domain: Applied Research |
| RUTH M. DEBAR (The Ohio State University), Tracy L. Kettering (The Ohio State University), Jessica Hemmelgarn (The Ohio State University), Lindsay R. Sessor (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: Video-modeling has been shown to be an effective teaching technology in the context of teaching social interactions with individuals with Autism Spectrum Disorders (ASD) (Apple et al.,2005; Charlop & Millstein 1989; LeBlanc et al., 2003; Nikopoulos & Keenan 2004; Sherer at al., 2001; Wert & Neisworth 2003). In order to evaluate compliment-giving in the context of playing games, procedures similar to Apple et al. were employed with a fourth-grader who was dually diagnosed with fragile X and autism. A multiple baseline design across games was employed. This investigation extends the literature by examining compliment giving in the context of playing games and by using an adult as the model. Results are discussed in terms of increasing self-initiated compliments and compliments given in response to a peer’s comment. |
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| 28. A Components Analysis of Video-modeling and Reinforcement of Social Interaction during Game Playing of Children with Autism |
| Area: AUT; Domain: Applied Research |
| JESSICA HEMMELGARN (The Ohio State University), Ruth M. DeBar (The Ohio State University), Tracy L. Kettering (The Ohio State University), Lindsay R. Sessor (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: The effectiveness of video-modeling has been demonstrated in teaching various play skills with individuals with autism spectrum disorders (D’Ateno et al., 2003; Taylor et al., 1999). In order to assess the comparative effects of video-modeling and video-modeling with reinforcement across acquisition and maintenance of scripted statements, novel statements and turn-taking exchanges, a multiple baseline design was employed in order to evaluate two procedures across two first graders diagnosed with autism and two board-games. Prior to the intervention, both participants could independently play the board-games, however, both needed continuous prompting in order to turn-take and to interact using contextually appropriate statements. Results are reviewed in terms of increasing the frequency of scripted statements, novel statements and turn-taking exchanges. |
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| 29. Teaching Social Skills to Children with Autism in a Group Setting |
| Area: AUT; Domain: Applied Research |
| SHELLEY MCINNIS (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Heidi Calverley (University of British Columbia & Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Cole, 9-years-old and Ryan, 11-years-old are cousins with mild Autism. They have been participating in an in-home group program that combines fluency based instruction and precision teaching since August 2005. Both boys experience difficulties with conversations, including straying off topic, losing the interest of their conversation partner and interrupting. The boys are now learning to exchange conversation volleys, comment and ask questions appropriately with all the data being collected on the Standard Celeration Chart. |
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| 30. Acquisition of Appropriate Play Skills in Children with Autism: Discrete Trials versus Video Modeling |
| Area: AUT; Domain: Applied Research |
| TIFFANY HODGES (May South), Bradley S. Bezilla (May South), Amanda Tobias (May South), Ryan Schweck (May South) |
| Abstract: There are many behavioral teaching techniques that have been used with children with autism; two of the most widely researched are discrete trial training and video modeling (Stahmer, Ingersoll, & Carter, 2003). However, these two modalities of teaching have not been compared through research. This study looks at the differences in social play skill acquisition between discrete trial training and video modeling. Each child was taught appropriate play with toys that are developmentally appropriate. The purpose was to measure how quickly appropriate play skills are obtained. Each child was measured on levels of social initiation and reciprocal play. These two skills have been shown in previous studies to covary with the level of appropriate play (Nikopoulos & Keenan, 2004). Each child in the study was taught two similar skills, half with discrete trial training and half with video modeling. The hypothesis was that those children in the discrete trial group will learn appropriate play skills faster than those in the video modeling group. |
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| 31. Teaching Object Imitation as a Component Skill for Expressive Prosodic Skills |
| Area: AUT; Domain: Applied Research |
| KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Heidi Calverley (University of British Columbia & Fabrizio/Moors Consulting), Shelley McInnis (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Many children diagnosed with autism have unusual or odd-sounding prosody or intonation. This paper will demonstrate how teaching object imitation was directly related to the teaching of prosody in 2 children with autism. |
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| 33. Training Perspective Taking in Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| ALEXIS ENGLOT (University of Manitoba), Jennifer Hailley (University of Manitoba), Leanne Wirch (University of Manitoba), Kerri L. Walters (University of Manitoba), Stephen W. Holborn (University of Manitoba) |
| Abstract: Children with Autism Spectrum Disorders demonstrate deficits in perspective taking, that is, in identifying and taking the perspective of another individual. False-belief tasks are often used to assess perspective taking. In such tasks the individual whose perspective is to be taken is unaware of a change in location of a stimulus which occurred when they were not present. Using a multiple-baseline design, four children with autism spectrum disorders and with deficits in perspective taking in such tasks were trained in perspective-taking behavior using instruction, prompting, modeling, role playing and reinforcement procedures. A novel aspect of the training involved having the child take the place of the other child in the task before being asked to take the other child's perspective when the other child was engaged in the task in the present. Preliminary results indicate that the training package was effective in remediating the deficits in perspective taking. |
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| 34. Generality of Behavioral Assessments of Perspective-Taking in Children with Autism Spectrum Disorder across Modalities and Tasks |
| Area: AUT; Domain: Applied Research |
| JENNIFER HAILLEY (University of Manitoba), Leanne Wirch (University of Manitoba), Alexis Englot (University of Manitoba), Kerri L. Walters (University of Manitoba), Stephen W. Holborn (University of Manitoba) |
| Abstract: Perspective-taking assessments measure skills at identifying another person’s perspective and responding on that basis. Children with Autism Spectrum Disorders often show deficits on such skills relative to other children with or without disabilities. In previous research assessments have always been conducted live using one of several different tasks: Sally-Anne, Smarties, or Hide-and-Seek. We examined live versus video assessments in 6 four-year old children with Autism Spectrum Disorders, and 6 four-year old children without disabilities. All children were assessed with live and video formats on all tasks. Format and task orders were counterbalanced across children within each participant group. Results show substantially lower perspective-taking skills in children with Autism Spectrum Disorders across both formats and across all tasks. |
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| 35. Group Based Social Skills Interventions for Children with Asperger's Syndrome |
| Area: AUT; Domain: Applied Research |
| DANIEL MARK FIENUP (Illinois State University), Kristal Shelvin (Illinois State University), Sara J. Burmeister (Illinois State University), Katherine Gioia (Illinois State University), Jennifer Wierzbicki (Illinois State University), Kristine Henning (Illinois State University), Karla J. Doepke (Illinois State University) |
| Abstract: Asperger’s Syndrome (AS) is primarily a social disorder characterized by qualitative, pervasive impairments in social interaction and narrow, repetitive patterns of interests and activities. While children with AS often cannot be distinguished from their peers in terms of academic progress, they can easily be spotted in social situations as “different.” To date, there is limited research on interventions that improve the social competence of children with AS and unfortunately, a growing body of evidence that many children with AS become adults with extreme social skills deficits, and concomitant problems with sustained employment and psychiatric difficulties (Gustein & Whitney, 2002). Given the impact that social skills deficits continue to impose on individuals with AS and the developmental nature of social competence, it is imperative that social interventions be identified that can be implemented during childhood. This investigation provides a systematic evaluation of the social skills needs of 8 elementary school-aged children with AS and the effectiveness of a group social skills intervention. Assessment, intervention and generalization results are presented in terms of individual and group data. Satisfaction data group members and their families are also presented. Results are discussed in terms of implications for further empirical investigations of social skills interventions. |
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| 36. Using a Scripting Procedure to Teach Conversational Skills to a Child with Autism |
| Area: AUT; Domain: Applied Research |
| MICHELLE S. GREENSPAN (University of North Texas), Jill Scarbro-McLaury (Private Practice), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: This study is a case example of the effectiveness of teaching conversational skills using scripting, modeling and praise with an 8 year old boy on the autism spectrum. The study took place in the child’s home in typical play settings such as his bedroom and the family play room. Interaction partners included peers, a sibling, and parents. The child was taught to initiate conversation, take turns in a conversation, maintain a conversation topic, and to change a conversation topic appropriately. The procedures were a systematic replication of Yun Chin and Bernard-Opitz, 2000. The effects of the intervention procedure are being evaluated using a multiple probe design. Social validity of outcomes will also be assessed. Data collection and IOA are in progress. |
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| 37. Teaching Target Stimuli Individually Or In A Set On The Acquisition Of Conditional Discriminations In A Matching-To-Sample Format |
| Area: AUT; Domain: Applied Research |
| COURTNEY MICHELLE MOODY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
| Abstract: Frequently, young children with autism are taught to make conditional discriminations in a matching-to-sample format (e.g., match one red object to a second red object from a number of comparison stimuli). A target stimulus (e.g., one red object) is presented and the child makes a motor response to one of the number of presented comparison stimuli. There is a question of the sequence of presenting the target stimuli. One possibility is to teach one item at a time from the instructional set of items (e.g., five objects of different colors) until mastery is achieved and then move to the second item in the same way. A second possibility is to teach the entire set of stimuli at the same time. Each item would be presented and then the next until individual target stimuli were mastered. This presentation will describe data comparing the acquisition and generalization of teaching conditional discriminations with target stimuli presented one at a time until mastery to teaching target stimuli as a set. |
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| #159 International Poster Session - DDA |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 39. Correspondence Between Partial and Full Functional Analysis Outcomes |
| Area: DDA; Domain: Applied Research |
| CAITLIN V. HERZINGER (University of Georgia), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine), Jane Morton (University of Georgia) |
| Abstract: Experimental functional analysis methodology has been identified as the most valid method for assessment of problem behavior because it allows for the variables that maintain problem behavior to be identified. The advantages of functional analysis have been clearly established throughout the literature; however, certain issues such as necessary training, setting constraints, and time intensiveness have been highlighted as negative characteristics of the methodology. In this study, we assess the issue of time expenditures as they relate to the results of functional analyses. Specifically, we compared the results of over 20 separate multielement functional analyses with partial results of the same analyses to identify at what point clear response patterns emerged. For example, functional analyses that required 25 sessions (5 of each session type) were compared with the outcome results after only 6 (25%), 12 sessions (50%), and 19 sessions (75%). Results suggest that, in some cases, the variables maintaining problem behavior may be identified by conducting fewer sessions without impacting the overall interpretation of the analysis. |
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| 40. Electroconvulsive Therapy for the Treatment of Bipolar Disorder in a Woman with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| JAMES CLARK (J. Iverson Riddle Developmental Center) |
| Abstract: A 35-year-old woman with severe mental retardation was admitted to the J. Iverson Riddle Developmental Center in December 2003 for the evaluation and treatment of severe behavioral and psychiatric difficulties due to bipolar disorder. Prior to her admission to JIRDC, she was treated frequently at psychiatric facilities with little lasting effect on her condition. Because of her history of dangerous reactions or lack of response to psychotropic medications, initial efforts at stabilization after her admission were met with limited success. Electroconvulsive therapy (ECT) was initiated in March 2004, resulting in reduced severity of behavior during episodes, reduced number of target behaviors observed during episodes, and improvement in sleep. These initial improvements were not sustained, and the initial ECT treatment schedule was replicated in February 2005 in an effort both to repeat the initial success of the previous year and to evaluate a more effective long-term maintenance schedule. The replication and subsequent maintenance schedule has resulted in the reduction of severe manic episodes but has not reduced cyclical episodes of less severe behavior. |
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| 41. The Use of Descritive Analyses to Determine the Schedules of Reinforcement for Treating Food Refusal |
| Area: DDA; Domain: Applied Research |
| AARON D. LESSER (Wesley College), Sean D. Casey (Pennsylvania State University), Christopher J. Perrin (Bancroft NeuroHealth), Cheryl L. Casey (New Jersey Department of Education), Stefanie Horvath (Bancroft NeuroHealth), Gregory K. Reed (Howard University) |
| Abstract: The feeding behaviors of a child diagnosed with failure to thrive were assessed in the child's home using descriptive analysis methodology to identify the schedules of reinforcement provided by the child's mother. This analysis revealed that the child’s appropriate feeding behaviors (i.e., bite acceptance, self-feeding) were on a lean schedule of positive reinforcement and that the child’s refusal behaviors (e.g., non-acceptance, batting, saying "No") were on a rich schedule of negative reinforcement. A treatment package consisting of differential positive reinforcement for bite acceptance with and without escape extinction was evaluated by manipulating the schedules of reinforcement that were identified to be used by the child’s mother. The results of treatment successfully reduced the child’s inappropriate mealtime behaviors and increased the child’s acceptance of offered food items. |
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| 42. Increasing Age Appropriate Leisure Preferences in Individuals with Severe or Profound Mental Retardation |
| Area: DDA; Domain: Applied Research |
| AMANDA J. YOUNG BROTT (Southern Illinois University, Carbondale), Paula K. Davis (Southern Illinois University, Carbondale), Shannon R. Freeman Weiss (Southern Illinois University, Carbondale) |
| Abstract: When offered an opportunity to express a preference, some individuals with mental retardation may choose age inappropriate leisure activities over those that are appropriate for their chronological age. One possible reason is a lack of skill. This study evaluated a simple training program to teach the use of age appropriate leisure items to 14 individuals with severe or profound mental retardation. Eighteen leisure items, categorized as appropriate for infants, children, or adults, were used. Prior to training, three successive choice preference assessments were conducted with each individual. After determining preferences, training using prompting plus reinforcement was provided for all items for a total of nine weeks with preference assessments conducted after each three weeks of training and at a one month follow-up. At pretest, 9 of 14 participants approached none of the six age appropriate items on the three successive choice preference assessment, 5 approached one. After training, 8 of 14 approached all six age appropriate items, 4 approached none, 1 approached one, and 1 approached five. One month follow-up responding was similar. These results show that individuals with severe or profound mental retardation can develop preferences for age appropriate leisure items with standard instructional training. |
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| 43. A Literature Review of Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| MELISSA L. OLIVE (University of Texas, Austin), Berenice de la Cruz (University of Texas, Austin), Tonya Nichole Davis (University of Texas, Austin), Russell Lang (Lake Travis ISD) |
| Abstract: This paper reviews the literature on FCT. Over 100 articles were coded and analyzed. FCT has been successfully implemented with consumers between the ages of less than 2 years of age to adulthood. Participants were diagnosed with a range of disabilities. Functional Analysis was the most widely used type of assessment to determine the function of challenging behavior. Intervention was completed in a variety of settings. Participants were taught to use verbal language, sign language, picture requesting, and voice output communication aids. Generalization and Maintenance were rarely studied. Social Validity was studied even less. |
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| 44. Large-Scale Scatter Plot Analysis Using Microsoft Excel and Fixed-Width Fonts |
| Area: DDA; Domain: Applied Research |
| PAUL REEDY (The May Institute), David Caolo (The May Institute), Priscilla Blew (The May Institute), Susan F. Thibadeau (The May Institute) |
| Abstract: Scatter plot analysis, first described by Touchette, MacDonald and & Langer (1985), is used to determine when behavior occurs and is well-suited for functional assessments (Miltenberger, 1998). One factor limiting the use of scatter plots from more general data analysis is the considerable effort required to construct and enter collected data on the graphic table. This obstacle can be addressed using commercial spreadsheet software such as Microsoft Excel with specific formatting including "fixed width" character fonts. This poster explains how behavior analysts with typical computing skills can develop these scatter plots and presents examples of their use as an every-day data analysis tool. |
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| 45. Does the Assessment of Basic Learning Abilities Test Predict Success at Everyday Tasks for Persons with Mental Retardation? |
| Area: DDA; Domain: Applied Research |
| JENNIFER R. THORSTEINSSON (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), May S. Lee (University of Manitoba), Pamela D. Kelso (University of Manitoba), Sara M. Spevack (University of Manitoba), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: The Assessment of Basic Learning Abilities (ABLA) test measures the ease or difficulty with which an individual can readily learn the position, visual and auditory discriminations involved in many daily tasks. Standard prompting and reinforcement procedures are used to attempt to teach a simple imitation, a position discrimination, two visual discriminations, and an auditory-visual discrimination (referred to as levels). On each task, training continued until the pass criterion of 8 consecutive correct responses or the failure criterion of 8 cumulative errors was met. Twenty participants with severe or profound developmental delay were recruited, representing each of the levels of the ABLA. Three everyday predictive tasks were identified at each of the 5 ABLA levels for a total of 15 tasks. Predictive tasks included folding laundry, sorting socks into pairs, and responding appropriately to requests such as “pass the cup” at the dinner table. Staff were given written descriptions of the 15 tasks and asked to predict whether clients would pass or fail each task, using the ABLA pass/fail criterion mentioned above. Tasks were presented in random order. It was found that client performance on the ABLA test accurately predicted their performance on the everyday predictive tasks, and that the ABLA test had higher accuracy than staff on predicting clients’ performance. |
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| 46. The Aggression Trauma Scale (ATS): A MethodFor Quantifying Tissue Damage Caused By Aggression |
| Area: DDA; Domain: Applied Research |
| JENNIFER L. LINK (The Vinfen Corporation), Michael F. Dorsey (The Vinfen Corporation/Simmons College), Mary Teresa Bolotin (The Vinfen Corporation) |
| Abstract: Observational methodologies utilized within the field of ABA are limited in that they only measure the temporal characteristics of the behavior(s) and not the physical result of the behavior of interest. While an aggressive behavior may be reduced to a very low frequency, the effects of a low frequency aggressive behavior may continue to pose a serious risk to peers or staff. Iwata, Pace, Kissel, Nau, and Farber (1990) developed the Self-Injury Trauma Scale (SIT) to measure the physical effects of SIB. The current project was designed as a replication and extension of the Iwata et al., (1990) study to individuals who have been the victim of physical aggressive behaviors. Interrater reliability scores (IOR) were evaluated, with a minimum IOR of 80% correct. Fifty individuals within one adult day program who had been the victim of physically aggressive behavior served as subjects. Results of the study were consistent with Iwata et al., (1990) in the demonstration of the ability to provide a reliable and objective measure of the degree of injury suffered as a result of aggressive behaviors. These results will allow for a more accurate evaluation of treatment interventions in the reduction of aggressive behavior. |
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| 47. Examination of the Potential Side Effects of Restraint Fading for Severe SIB |
| Area: DDA; Domain: Applied Research |
| NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Jennifer Rusak (Kennedy Krieger Institute), Jennifer Ernest (Kennedy Krieger Institute) |
| Abstract: Mechanical restraints are often used to minimize the physical risks resulting from severe self-injurious behavior (SIB). However, the use of mechanical restraints can result in restrictions in movement, which may reduce an individual’s ability to participate in daily activities. Recent research has addressed some of the side effects of using restraints and restraint fading in the treatment of individuals with severe SIB (Fisher, Piazza, Bowman, Hanley, & Adelinis, 1997). In the current investigation, canvas arm restraints were evaluated with a client exhibiting severe hand-to-head SIB. Canvas arm restraints with 0 (empty sleeves), 2, 4, or 6 thin metal stays were compared to a control condition in which the client wore no protective equipment. Data were collected on behavior that approximated hand-to-head SIB (i.e., eating highly preferred edible items) while evaluating the effectiveness of several levels of restraint on reducing rates of SIB. It was determined that canvas arm restraints with 2 stays adequately reduced rates of SIB while still allowing the client flexibility in his arms. Furthermore, as the rigidity of restraints was faded, the participant continued to engage in adaptive play behavior. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 48. Comparing Manual and PDA Scoring on Integrity and Accuracy of All-Day Resident Life Quality Reports |
| Area: DDA; Domain: Applied Research |
| GARY T. BARRETT (J. Iverson Riddle Developmental Center), Whitney Heavner (Lenoir-Rhyne College), Martin Thomas Ivancic (J. Iverson Riddle Developmental Center), Kimberly D. Willis (J. Iverson Riddle Developmental Center) |
| Abstract: Data scored across intervals of the day by same staff using manual and two different Personal Device Assistants (PDAs) were compared for integrity (scoring the assigned intervals) and accuracy (scoring close near the assigned interval). Integrity was not different between all three devices producing between 70 and 80% of the possible scores. Accuracy of the data are impossible to determine for manual recording but informal observations indicated “catching up” of the data just prior to the end of the shift. Average discrepancy from the assigned interval could be calculated for each PDA score because the device “stamps” the record. Sixty-one percent of PDA scores occurred within the assigned scoring intervals. For scores occurring outside intervals, average discrepancy was 21.4 min with the PDA with the louder interval beep signal decreasing this discrepancy still further. Staff acceptability information show greater preference for taking PDA data even though there appears to be a demand to score within daily intervals from the beep signal that is not there with the manual recording. |
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| 49. The Effects of Utilizing Recorded Audio Messages to Decrease Target Behaviors for a Client with Visual Impairment and Mental Retardation |
| Area: DDA; Domain: Applied Research |
| ZHANKUN CHENG (The Habilitation Corporation, Memphis, TN), Min Cheng (Shanghai University) |
| Abstract: A client with visual impairment and profound mental retardation was referred for behavioral services for engaging in physical aggression and self-injury behaviors (SIB). Functional assessment suggested that the variable that maintained the client's target behaviors was to gain access to talking to her niece on the phone. The A-B-A-B experimental design procedures were used to examine the effects of two reinforcement conditions with this client. One independent variable (A) was to let staff make calls to her niece whenever the client demands to do so (sometimes her niece was not available to talk with her). Whereas another condition is to play a pre-recorded messages (greetings, Scripture readings, bed time stories, etc) read by her niece from an audio cassette. Data collected by direct care staff and the Behavior Analyst's direct observations showed a substantial decrease on client's target behaviors when condition (B) was utilized. |
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| 50. An Examination of Collateral Changes in Affect During Behavioral Treatments with and without Punishment |
| Area: DDA; Domain: Applied Research |
| MELISSA M. SHULLEETA (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute/Johns Hopkins University School of Medicine) |
| Abstract: One method to determine the social acceptability of a behavioral treatment implemented with an individual who is nonverbal may be to measure the individual’s affect. Therefore, it may be especially important to monitor affect when a punishment procedure has been added to a behavioral treatment. To date, only a few studies have been conducted that examined collateral changes in affect with and without a punishment procedure. Linshcheid, Pejeau, Cohen, & Footo-Lenz (1994), and Toole, Bowman, Thomason, Hagopian, & Rush (2003) reported no robust changes in negative affect were observed when a punishment procedure was implemented. In the current study, a 10-year-old male diagnosed with profound MR, autism, and AD/HD was admitted to an inpatient unit for the assessment and treatment of a severe behavior disorder. A reversal design was used to evaluate a behavioral treatment that consisted of stimulus control, differential reinforcement, competing items, and a baskethold time-out procedure contingent upon problem behavior. In addition to achieving clinically significant reductions in problem behavior, there were no differences observed in the child’s negative affect upon implementation of the behavioral treatment when compared with baseline. |
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| 51. Using Outpatient Clinic Functional Behavioral Assessments for Developing Home-Based Behavioral Intervention Plans |
| Area: DDA; Domain: Service Delivery |
| NEALETTA HOUCHINS-JUAREZ (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Many children and adolescents with developmental disabilities engage in problem behavior that interfere with development or functioning. These problem behaviors may also interfere with the typical functioning of the families with whom these children and adolescents live. Without treatment for these behaviors, the quality of life for the child and family may be compromised. The Child and Adolescent Services program at the Vanderbilt Kennedy Center Behavior Analysis Clinic works with children and adolescents with developmental disabilities and their families to decrease problem behaviors occurring in home and community settings. Functional behavioral assessments conducted in the outpatient clinic include structured interviews with the caregivers, a brief analog functional analysis with the child, and record reviews. This information, collected in a 1.5 hr clinic visit, is then used to develop a behavioral intervention plan that is implemented in home and community settings by caregivers under the mentorship of clinic staff. We will present two cases using ABAB and combined N=1 designs to illustrate the types of behavior change that result from this process. Data will include results from assessments, as well as data representing effectiveness of intervention developed and implemented in home and community settings by caregivers. |
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| 52. A Preliminary Investigation of a Possible Establishing Operation for Diurnal Enuresis |
| Area: DDA; Domain: Applied Research |
| SUSAN FASCIO (Oakland University), T. Steuart Watson (Miami University) |
| Abstract: This study investigated a possible establishing operation for diurnal enuresis in a nine-year-old African-American male with Down’s syndrome. The participant attended a summer enrichment program that included students with and without disabilities. Using an ABAB withdrawal design, the effect of not providing a change of clothing was evaluated. Results indicated that when a change of clothes was not available, the participant was continent. When a change of clothes was provided, enuresis returned. Discussion focuses on the possible function of the change of clothing on diurnal enuresis. |
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| 53. The Role of Overt and Covert Self-Rules in Establishing a Daily Living Skill in Adults with Mild Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| BRIDGET J. FALOON (Southern Illinois University, Carbondale), Ruth Anne Rehfeldt (Southern Illinois University, Carbondale) |
| Abstract: Self-instructions may provide additional verbal discriminative stimuli during skill development. Self-instructions can function as rules or cues that set up direct-acting contingencies to control the individual’s behavior. Self-instruction procedures have shown to be effective in teaching individuals to control their own behavior without relying on external mechanisms for guidance to complete tasks. If demonstrated to be an effective technology, self-instructions could change the way many individuals perform their daily activities and providing them with a strategy for use on future tasks. Self-rules may provide individuals with developmental disabilities the skills necessary to exert control over their own behavior therefore allowing them to assert more independence. In order to develop this technology, there need to be further demonstrations of a functional relationship between the covert and overt behavior. In addition, the correspondence between the stated rule (either overtly or covertly) and the nonverbal behavior needs to be further examined in order to fully develop the self-rule technology into a useful training tool. The current study replicates and extends both the methodology and results of the Taylor and O’Reilly (1997) study as well as examine the say/do correspondence between the participants’ self-rules and nonverbal behavior. |
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| 54. Some Effects of Signals on Communication and Other Behaviors During Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| KYLE MCKRANIE (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Laura L. Grow (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center), Karen Myers (Marcus Autism Center) |
| Abstract: Functional Communication Training (FCT) is a differential reinforcement procedure in which appropriate communicative behaviors are reinforced while a problem behavior is placed on extinction (Carr & Durand, 1985). One limitation of FCT is that levels of alternative behaviors may decrease over time if the response is exposed to delays to reinforcement (Fisher, et. al., 2000; Hanley et. al., 2001; Hagopian et al., 1998). Results of basic research suggest that introducing signals during delays to reinforcement may attenuate response decrements that may occur relative to conditions under which delays are not signaled (Schaal & Branch, 1988). The purpose of the current investigation was to evaluate the extent to which signaled and unsignalled delays to reinforcement may influence responding for both communication and problem behaviors during FCT. Results indicated that (1) communication behavior was more likely to persist during signaled delays to reinforcement for some participants, (2) communication behavior persisted in both unsignaled and signaled conditions for some participants, and (3) problem behavior was less likely to reemerge during signaled delayed reinforcement. Results suggest that signals may be helpful for both response maintenance and for suppressing maladaptive behaviors in the same response class as the communicative behavior. |
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| 55. Competitive Effects of Attention and Tangible Reinforcement in the Treatment of Multiply-Controlled Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| MATTHEW WEICK (Bancroft NeuroHealth), Christina M. Vorndran (Bancroft NeuroHealth) |
| Abstract: Many individuals with developmental disabilities engage in problem behavior maintained by positive reinforcement. However, caregivers may be unable or unwilling to completely withhold social attention when problem behavior is severe. Incorporating arbitrary reinforcers into treatment (toys, food) is a potentially effective intervention for avoiding treatment relapse due to continued or intermittent contingent attention. This approach may be especially successful when behavior is maintained by both forms of positive reinforcement (attention and tangibles) because another functional reinforcer can serve as the competing reinforcer. The present study evaluated the competitive effects of these two functional reinforcers on the self-injurious behavior of a 15-year-old male diagnosed with pervasive developmental disorder. Results indicated that access to noncontingent tangibles competed with contingent attention, but that noncontingent attention did not compete with contingent access to tangibles. Implications for effective long-term treatment will be discussed. |
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| 56. Preliminary Evaluation of Price Adjustment to Affect Change in Work Distribution |
| Area: DDA; Domain: Applied Research |
| DAVID J. FISCHER (Marcus Autism Center), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Kate E. Fiske Massey (Rutgers University), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Increasing functional skill development is particularly important for individuals with developmental disabilities. However, prompting older learners to engage in non-preferred activities (e.g., household chores) can be extremely difficult from a practical standpoint. One possibility to increase the rate at which non-preferred tasks occur is to adjust the “pay rate” of certain tasks and “cost” of specific reinforcers. Thus, an individual’s income can be affected by the specific tasks they complete. In the current investigation, each task was associated with a predetermined pay rate and each reinforcer had a predetermined cost. Initially, all tasks and reinforcers were set at $1. After baseline, the respective values were altered to increase the likelihood that the participant would engage in the less-preferred work activities. The manipulation increased the rate at which less preferred tasks and total tasks were performed by 113% and 25%, respectively. Throughout all phases, reliability data were collected on at least 20% of the observations and averaged over 80% for all dependent measures. The results are discussed in terms of the application of economic principles to the design and modification of reinforcement-based programs for individuals with developmental disabilities. |
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| 57. An Evaluation of Mood as a Covariate in Functional Analysis |
| Area: DDA; Domain: Applied Research |
| KATHERINE SOLBERG (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Environmental and/or physiological variables may alter the relative reinforcing value of the variables tested in an analog functional analysis, such as sleep deprivation (O'Reilly, 1995), pain (O'Reilly, 1997) and noise (O'Reilly, Lacey, & Lancioni, 2000). The current study demonstrates a possible relation between mood and aggression in a 9-year-old boy with diagnosed with autism. An initial functional analysis of aggression was characterized by an undifferentiated pattern of responding. However, in a subsequent assessment mood was treated as a separate variable, and clearer functional relations emerged. High levels of agitation were most consistently observed following demand situations; therefore, 10 minutes of demands preceded each functional analysis session, in order to increase the likelihood of agitation. Upon completion of the demands, but directly before the functional analysis sessions began, data were collected on the participant’s mood (e.g., positive, neutral, agitated, or highly agitated). When results from the functional analysis were correlated with mood, clearer functions for aggression were observed. Reliability data were collected on 27% of sessions and all sessions averaged over 80%. |
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| 58. Effects of Antecedent vs. Consequent Use of a High-p Instructional Sequence on Escape-Maintained Child Non-Compliance |
| Area: DDA; Domain: Applied Research |
| THOMAS P. KITCHEN (Dr. Gertrude A. Barber National Institute), Phillip J. Belfiore (Mercyhurst College), Robert Gulick (Barber National Institute) |
| Abstract: There has been a line of research that supports the use of behavioral momentum, specifically the presentation of a high-p instructional sequence immediately prior to a low-p instructional request, as a means to increase instructional compliance. There has also been a line of research that attributes the effects attained through initial momentum research to other operant processes, including extinction. This second line of research is primarily concerned with non-compliance that operates under the function of obtainment of negative reinforcement, and has demonstrated that improvement effects may be due to extinction alone, or the combination of extinction and behavioral momentum. The troubling issue at hand, and the subject of this poster is that, in action in applied settings, the use of “momentum” often differs from the initial applications studied in the research. This deviation comes in the form of presentation of the high-p instructional sequence as a consequence to non-compliant behavior, rather than as an intervention at the antecedent level. If such is the case, basic principles of operant reinforcement are challenged, in that non-compliant behaviors may actually be negatively reinforced through the interruption and subsequent postponement of the low-p sequence. This poster represents a reversal design experiment exploring the issue. |
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| #160 International Poster Session - EAB |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 1. Using the Aurora Toolset and Engine to Study Human Choice |
| Area: EAB; Domain: Basic Research |
| ARELI MORANDO (CEIC - University of Guadalajara), Jose E. Burgos (CEIC - University of Guadalajara), Maria Antonia Padilla Vargas (University of Guadalajara), Ivette Rosa Vargas (University of Guadalajara), David Luna (CEIC - University of Guadalajara) |
| Abstract: This paper exemplifies the use of a proprietary computer role-playing game to study human choice. The game is Neverwinter Nights, developed by Bioware (2002) in the spirit of Dungeons & Dragons. The game includes the Aurora Toolset, which allows users to build and execute (through the Aurora Engine) modules that simulate a wide variety of situations. Twenty-four human participants were first trained in the game’s interface. Immediately after this training, they were given five consecutive trials. In the first three trials, participants were instructed to obtain five gold coins that were inside a locked chest behind a wooden door. The key to the chest was in possession of a monster. Participants thus had to vanquish the monster in order to obtain the reward. The monsters in these trials were sufficiently easy as to ensure victory. In the last two trials, participants faced a choice between the same kind of situation they had experienced in the first three trials and a larger reward (ten coins) for fighting a harder monster that was behind a metal door. Unbeknownst to the participants, the harder monster was impossible to vanquish. Half the participants (Group M) were told at the beginning that the coins earned in the game were going to be exchanged for real money at the end of the experiment. The other half (Group NM) were told they were not going to receive real money. In M, 41% chose the harder monster in both trials. In NM, 16% chose the harder monster in both trials. The implications of these results for the Law of Effect are discussed. |
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| 2. Positive Induction: Attempting to Separate Predictive from Relative Influences |
| Area: EAB; Domain: Basic Research |
| DAVID P. AUSTIN (University of North Dakota), Carol L. Wright (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: The present study attempted to separate the influence of respondent conditioning (that promotes induction) from those of a comparative process (that promotes contrast) when rats responded for low-concentration sucrose reinforcers when food-pellet reinforcement was or was not upcoming within the session. Rats pressed a lever for 1% or 5% liquid sucrose in the first 15 min of the session, for the other type of sucrose in the second 15 min, and for either food pellets or nothing (i.e., extinction) in the final 15 min. After 20 such sessions, they were given the opportunity to freely consume either 1% or 5% sucrose. Results showed that upcoming food-pellet reinforcement increased rates of lever pressing in both 15-min periods. However, rates of consumption were differentially altered depending on the 15-min period in which that sucrose had been available. The results thus suggest that opposing processes may be at work within the induction procedure. |
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| 3. Choice and Work Performance in Mentally Retarded Adults |
| Area: EAB; Domain: Applied Research |
| GIOVANA ESCOBAL (Federal University of Sao Carlos), Ana Celina Da Silva Escobal (Sao Carlos Public School System), A. Celso Goyos (Federal University of Sao Carlos) |
| Abstract: Choice was investigated with and without environmental work support. Also, work performance was assessed as a function of conditions chosen. Four mentally retarded adults learned a work task with and without environmental work support. The environmental support displayed containers to place its different components and was designed to provide immediate feedback, to increase or maintain the rate of work response and to prevent errors during the task routine. Following initial training the subjects worked individually either under multiple schedules or under concurrent-chain schedules according to a multiple-element design. When the multiple schedules condition was on, the components were either presence or absence of environment support, quasi-randomly distributed. In the concurrent-chain schedules condition it was used a FR-1, on the first link, and either one of the presence-absence of environmental support condition, on the second link. The results showed that when choice opportunities were given, the work support condition was chosen more often and time spent to task completion and average number of errors performing the task decreased. The results also suggested that the environmental work support yielded greater control over work and the opportunity to make choices engendered more motivation and work independence on the participants. |
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| 4. The Fixed-Interval Requirement for an Alternative Response Produces a Delay-of-Reinforcement Gradient |
| Area: EAB; Domain: Basic Research |
| DENNIS J. HAND (Central Michigan University), Robbie J. Baldus (Central Michigan University), Andrew T. Fox (Central Michigan University), A. Charles Catania (University of Maryland, Baltimore County), Mark P. Reilly (Central Michigan University) |
| Abstract: In an experiment involving pigeons pecking two keys in a specific sequence for food, Catania (1971) found that the relative proximity of a response to food in the sequence influenced the total output for that operant such that the closer the response to food the more that response was emitted. Thus, responses not immediately preceding a reinforcer can be strengthened by it. The current experiment further examined this phenomenon by requiring time rather than alternative responses to fill the delay. Pigeons received food for completing a fixed-ratio requirement on the left key followed by a fixed-interval requirement on the center key, in that order. This tandem FR (left key), FI (center key) was reinforced according to a random-interval 60-s schedule. Across conditions, the FI value was increased from 0.25 to 4-s. As the fixed-interval schedule increased, response rates on the left key decreased. The results suggest that time per se as opposed to responses intervening during the delay is sufficient to produce the delay-of-reinforcement gradient. |
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| 5. Inter-Call-Interval and “Superstitious” Behavior in Northern Bobwhite Neonates |
| Area: EAB; Domain: Basic Research |
| CHRISTOPHER W. HARSHAW (Florida International University), Susan M. Schneider (Florida International University), Robert Lickliter (Florida International University) |
| Abstract: The interaction of species-typical patterns of behavior with arbitrarily chosen schedules of stimulus presentation is a topic of great importance to a wide range of researchers investigating animal behavior. The current study presents data showing a near linear relationship between length of inter-call-interval (ICI) and naïve preferences for variants of bobwhite maternal calls in 24 hour-old bobwhite chicks. Chicks were given 5-minute simultaneous choice tests between two variants of the same call, differing only in length of ICI. Calls with shorter ICIs were significantly preferred over calls with longer ICIs, the degree of preference being proportional to the difference in ICI between the two calls. Sequential analysis of a subset of this data demonstrated far higher probabilities of response/entry to a particular call approach area given a stimulus change (either onset or offset) occurring within that area during the terminal portion of a chick’s bout of distress vocalization than without such a stimulus change. This pattern appears to signify a “superstitious” connecting of the chick’s vocalization with stimulus changes occurring in the chick’s surround. These data are the first to our knowledge that demonstrate the influence of “superstition” on the auditory preferences of precocial neonates. |
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| 6. A Comparison of Methods to Investigate Domestic Hens’ Preferences for Sounds |
| Area: EAB; Domain: Basic Research |
| AMY TANNAHILL (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand) |
| Abstract: In Experiment 1, six hens responded under equal independent multiple concurrent variable-interval schedules of reinforcement with an overlaid sound associated with one key. The key that the sound was associated with was alternated between components. In the first condition there was no sound, and the sound used over the following conditions was varied over conditions. In Experiment 2, hens responded under a modified concurrent-chain variable-interval schedule of reinforcement procedure with the various sounds turned on in only one of the two fixed-interval terminal links. Both procedures give measures of the bias resulting from the presence of the various sounds and so both should provide quantitative measures of preference. The preference measures resulting from the two methods will be compared and discussed in relation to their applicability in identifying sounds that can be used in field situations, such as in conservation and pest control effort. |
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| 7. Behavioral Momentum Theory, Generalization Gradients, and Prefeeding Disruptors |
| Area: EAB; Domain: Basic Research |
| E. TERRY MUELLER (Temple University), Philip N. Hineline (Temple University) |
| Abstract: The partial reinforcement extinction effect (PREE) refers to the common observation that more intermittently reinforced responding is more resistant to extinction than is less intermittently reinforced responding (CRF responding being the limiting case). Behavioral momentum theory accounts for the potentially troublesome PREE by invoking a greater generalization decrement (a decrease in stimulus control) between training and testing (extinction) conditions for richer schedules compared to leaner schedules. The present data are from an experiment in which generalization decrements were created at the time of resistance to change tests of three types: extinction, and two varieties of prefeeding tests. During training, three reinforcement schedules were used in individual multiple schedule components: two VI 60” (a “target” and a “comparator”) and one VI 120”. During disruptor tests only, the VI 120” and target VI 60” schedules were combined into a concurrent schedule (creating a generalization decrement), and the second VI 60” schedule component was left unchanged, to serve as a comparison disrupted performance (absent a generalization decrement). For three of four pigeons, and across disruptor types, the resistance to change of the target VI 60” schedule performance was similar to that of its comparator, a result contrary to behavioral momentum theory. |
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| 8. Pigeons’ Temporal Tracking under Concurrent Cyclic-interval and Random-interval Schedules |
| Area: EAB; Domain: Basic Research |
| TAKU ISHII (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Previous studies have shown that postreinforcemet pauses of animals’ responding were proportional to duration of a just preceding interfood interval on many cyclic-interval schedules. We examined this temporal tracking behavior under a choice situation. First, pigeons' key-pecking was reinforced with concurrent fixed-interval (FI) 60-s and random-interval 60-s schedules in baseline sessions, each of which was terminated after 60 cycles of the FI schedule. Then, after the pigeons showed stable behavior, square-wave sessions were started, in which the duration of FI schedule was switched from 60 s to 15 s for the middle 20 of 60 FI cycles and then was switched back to 60 s. The results showed that the pigeons’ postreinforcement pauses of their key-pecking were shorter following the FI 15-s schedule than following the FI 60-s schedule. The differences of the postreinforcement pauses were evident immediately after the switch from the FI 60-s to FI 15-s schedule. Besides, the postreinforcement pauses following FI 60-s schedules in the square-wave sessions were shorter than those in the baseline sessions. This result means that the postreinforcement pauses in the choice situation were affected not only by a just preceding interfood interval but also by other interfood intervals in a session. |
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| 9. Transposition of Line Discrimination in African Penguins |
| Area: EAB; Domain: Basic Research |
| KAZUCHIKA MANABE (Nihon University, Japan), Takashi Kawashima (Nihon University, Japan), Minami Murata (Nihon University, Japan), Kiyoshi Asahina (Nihon University, Japan), Kenji Okutu (Yokohama Hakkeijima Sea Paradice) |
| Abstract: Penguin is a new experimental animal for operant experiment except for a conditioning of fast swimming response. We developed an experimental chamber for African penguin (Spheniscus demersus) and trained the subjects to discriminate line length. The operant response was pecking. The response was reinforced by a raw fish that was delivered by a turn-table activated by a stepping motor. Discriminative stimuli were presented on a monitor screen. A PC controlled experimental procedure and recorded response. Penguins well discriminated line length. The results show that penguin is a species that can be used for operant studies. |
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| 10. Habituation, Satiation, and Demand Elasticity |
| Area: EAB; Domain: Basic Research |
| MEGHAN E. MCGRADY (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Demand elasticity is defined as a change in the consumption of a commodity as a function of the price of that commodity. As prices rise, consumption will generally fall. When substitutes are readily available, consumption will fall relatively quickly – that is, demand will be highly elastic. When substitutes are not available, consumption falls relatively slowly – that is, demand is inelastic. The present experiment examined the relative roles habituation and satiation in the demand elasticity for food when alternative (substitutable) food is offered. In the first phase of the experiment, rats responded for food on a series of Fixed Ratio (FR) schedules. In a second phase, rats were given pre-feedings prior to each session, with the caloric content of food equivalent to what they would have normally consumed during a session. The food used during these pre-feedings was either of the same type or of a different type than what was normally earned during the session. Differences in elasticity depending on food quality could be attributed to habituation, as opposed to satiation. |
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| 11. Descriptions, General Rule Formulations, and Performance in Children: A Functional Analysis |
| Area: EAB; Domain: Basic Research |
| DIANA L. MORENO (Universidad Nacional Autónoma de México-FES Iztacala), Rosalinda Arroyo (Universidad Nacional Autónoma de México-FES Iztacala), Maria Luisa Cepeda Islas (Universidad Nacional Autónoma de México-FES Iztacala), Hortensia Hickman (Universidad Nacional Autónoma de México-FES Iztacala), Patricia Anabel Plancarte Cansino (Universidad Nacional Autónoma de México-FES Iztacala), Olivia Tena (Universidad Nacional Autónoma de México-FES Iztacala) |
| Abstract: Effects of verbal descriptions of stimulus relations and matching response on matching to sample task were evaluated by arranging a sentence-completion requirement every third trials. Ten elementary school students (X=10 years) were assigned to one experimental or control group. Effects of verbal descriptions were evaluated on acquisition and transfer of matching. Experimental group was exposed to sentence completion format: descriptions of matching contingencies, relevant stimulus dimensions, choice performance, etc., the subject wrote the rule of their performance at the end of each session. Control group had no exposure to sentences. The subjects of both groups received the following conditions: Pretest-Postest, three training phases and three transference tests. Experimental group demonstrated higher accuracy during training and transfer tests. The rules reported of subjects were classified as implicit accurate rule, explicit accurate rule, implicit inaccurate rule, explicit inaccurate rule. Experimental group demonstrated higher accuracy during training and transfer tests. The findings are discussed in terms of the importance of explore the verbal behavior on the merge of general rules of performance. These findings are discussed in terms of the influence of verbal behavior on the acquisition and transfer of repertoires in humans. |
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| 12. Effects of Money Reserves and Rate of Monetary Reinforcement on Human Risky Choice |
| Area: EAB; Domain: Basic Research |
| CYNTHIA J. PIETRAS (Western Michigan University), Gabriel Daniel Searcy (Western Michigan University), Andrew E Brandt (Western Michigan University) |
| Abstract: An experiment with adult humans investigated risky choice as the economic context (earnings-budget) was manipulated. Unlike prior studies, earnings budget was varied in a manner similar to that used in nonhuman energy-budget research. Participants were given repeated choices between fixed and variable amounts of money in 5-trial choice blocks. Block earnings were added to the participant’s total earnings only if the amount exceeded an earnings requirement. The earnings budget was manipulated by varying earnings reserves, reinforcement rate, or both across conditions. Risk sensitivity varied across conditions and was generally consistent with prior research and with the predictions of static and dynamic optimization models. These results extend the range of conditions across which energy-budget models predict human risky choice. |
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| 13. Effects of Aging on Schedule Performance |
| Area: EAB; Domain: Basic Research |
| MICHIKO NAKAMURA (Komazawa University), Koichi Ono (Komazawa University) |
| Abstract: This study examined whether there are generation differences in instruction-following behavior. Twenty-one young persons and twenty aged persons participated in the experiment. The subjects worked on a computer and the stimuli and instructions were displayed on the monitor. The experiment was divided into two phases and each phase was composed of a three-components multiple schedule ( mult FI FI FI). In the first phase, all the components were FI 5 sec. The displayed discriminative stimuli and instructions were different in each component ; for example, red square with the instruction “Press the button after 5 sec”, blue square with “Press the button after 15 sec”, and yellow square with “Press the button after 30 sec”. In the second phase, all the components were FI 15 sec, keeping the combination of discriminative stimuli and instructions intact. The first and second phases ended after 4 sessions. Although the experiment is in progress, current results indicate that there seems to be no distinctive difference between young persons and aged persons. |
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| 14. Decision Making: Base Rate Neglect and Contextual Factors |
| Area: EAB; Domain: Basic Research |
| ANA A. BAUMANN (Utah State University), Amy Odum (Utah State University) |
| Abstract: Base rate neglect is a well-known fallacy in decision making. This fallacy refers to the fact that when asked to judge the probability of future events, people usually neglect contextual (molar) information and overemphasize specific (molecular) information. The main explanation given is that the history of reinforcement with specific stimuli or events impairs the control of behavior by the global contingency. Although base rate neglect is a strong phenomenon, the result that most participants do not account for the global context can be questioned. Usually base rate neglect is evaluated by means of questionnaires in which two sources of information are given: the probabilities of accurate and inaccurate case cues (the molecular information) and the probabilities of the base rate (the molar information). The present research is evaluating three aspects that may affect base rate neglect: (a) the role of the verbal context; (b) the base rate information; and (c) the case cue information. Preliminary work has shown that (a) the verbal context may affect base rate and (b) when the base rates are constant, but the case cues varied, base rate neglect also varies. These results suggest that base rate neglect is affected by factors other than case cues. |
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| 15. An Analysis of Transitional Behavior in Fish Responding Under Concurrent Schedules of Reinforcement |
| Area: EAB; Domain: Basic Research |
| KELLY M. BANNA (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Bluegill sunfish were trained to respond under concurrent schedules of reinforcement. The overall rate of reinforcement was held constant (RI 74.5s) while the reinforcement ratio varied among 16:1, 1:16, 8:1, 1:8, 4:1, and 1:4. Each condition was separated by several sessions during which the reinforcement ratio was 1:1. A logistic equation (Newland and Reile, 1999) was used to model behavior that occurred following a change in reinforcement ratios. The resulting functions were similar to those obtained in previous research using rats and non-human primates. These results demonstrate that learning in fish responding under concurrent schedules of reinforcement follows a pattern similar to that observed in more traditional laboratory species, and suggests a high degree of continuity across the phylogentic scale. |
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| 16. An Experimental Preparation for the Molar Analysis of Behavior |
| Area: EAB; Domain: Basic Research |
| ULISES VALDEZ (University of Guadalajara), Oscar Garcia Leal (University of Guadalajara), Emilio Ribes Iñesta (University of Guadalajara) |
| Abstract: A molar analysis of behavior requires of continuous measurement of the organism’s activity in time and space. A 1 x 1 m modular chamber has been designed to allow for changes in the location of stimuli and operanda, as well as for the continuous measurement of the spatial and temporal allocation of the organism every 0.25 s. Behavior can be analyzed according to several molar criteria: directionality (routs and trajectories), preference (permanence, stay’s duration), variability ( total number of visits, visits to different spatial locations), effort (traveled distance, average speed, effective speed, acceleration, frequency of responding), and precision (sequential trajectories, relative stay times, number of responses). A typical recording is shown with a sample of concurrent and sequential tracking of these measures. |
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| 17. Analysis of Texas Hold’em Players’ Decision Making in Hypothetical Game Play Situations |
| Area: EAB; Domain: Basic Research |
| JAMES W. JACKSON (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University, Carbondale), Matthew D. Stieg (Southern Illinois University, Carbondale) |
| Abstract: The popularity of poker, specifically the game of Texas Hold’em, has risen exponentially in the last few years. To date very little to no research has examined this game from a behavioral perspective. The current study examined the responses of Texas Hold’em players to hypothetical situations they may face in actual game play. Subjects were asked to decide if they would continue in a hand or fold based on the amount of money they already had invested in the hand, the number of cards yet to come, and their possible chance of winning. Subjects deviations from ideal play based on game theory and the perspective of sunken costs were examined as well as subjects’ scores on indices of pathological gambling. |
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| 18. An Application of Matching Theory to Naturally-Occurring Human Behavior |
| Area: EAB; Domain: Basic Research |
| MARCIA LYNN CARON (Emory University), Jack J. McDowell (Emory University) |
| Abstract: A great deal of laboratory research demonstrates that the family of equations from matching theory provides an excellent mathematical description of choice behavior across a wide range of species, settings, behaviors, and reinforcers. However, the applicability of matching theory to natural behavior in natural settings has received little research attention. In this study, 210 pairs of 13- and 14-year old boys spent 25 minutes discussing a variety of assigned topics, and their videotaped interactions were coded on two mutually exclusive categories of verbal content (rule-break talk and normative talk) and on two mutually exclusive categories of social reactions (positive social reinforcement and non-positive social reinforcement). These data are the first to describe the impact of concurrent schedules of reinforcement (natural delivery of social reactions) on the selection of behavior (content of verbal statements) within the context of real-life human relationships (conversations between male adolescent friends). By assessing the degree of fit with response and time allocation matching equations, the results indicate that choice in undisturbed, non-engineered human environments seems to work in the same way that choice in the laboratory does. |
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| 19. Variability: Generalizations Across Stimuli and Contingencies |
| Area: EAB; Domain: Basic Research |
| FRANCISCO MANUEL GOMEZ (Ideal Companion Canine Behavior), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Variability as an operant has been evidenced in the behavior analytic literature over the last thirty years. The present study was designed to evaluate the generalization effects of programming a variability contingency on a dog’s interaction with one object and generalization of variability across other objects and contingencies. A six-year-old Border Collie’s interactions with four different objects were measured under two different contingencies: ANY (where any physical contact with the object would be reinforced on an FR1) and VAR (where only the novel responses per trial would be reinforced). All four dog-object interactions were first studied under the ANY contingency. This contingency produced stereotyped responding of behavior with all objects. Then, one of the dog-object interactions was changed to VAR while the other three remained under the ANY contingency. The VAR contingencies yielded a marked decrease in stereotypic behavior and an increase in novel responses. Similar effects were also seen with the other object-dog interactions under ANY, where reinforcement criteria didn’t require variable behavior. An analysis of variability of interactions in both VAR and ANY clearly show that novel topographies generate from the adduction of already existing behavior. There were no novel responses that lacked topographical elements of already trained behavior. |
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| 20. IRT Structures in Variable-Ratio and Variable-Interval Schedules |
| Area: EAB; Domain: Basic Research |
| DANIEL R. SINGLETON (Jacksonville State University), Matthew Bowers (Jacksonville State University), William L. Palya (Jacksonville State University) |
| Abstract: The interresponse time structures in variable-ratio, variable-interval, and variable-interval plus linear feedback schedules were examined at each of several parameter values; the range included relatively extreme values. While the variable-ratio and variable-interval plus linear feedback schedules generally resulted in a burst of short interresponse times, the variable-interval schedules generally showed a relatively flat distribution of interresponse times. The results were taken to indicate that models of interresponse time structures will require a parameter for schedule effects even if the model is focused on molar rather than real-time effects. |
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| 21. A Parametric Analysis of Response-Dependent Shock Intensity and Duration on Food-Maintained Responding in Pigeons |
| Area: EAB; Domain: Basic Research |
| JAMES W. DILLER (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Much behavior is governed by aversive control (e.g., punishment, negative reinforcement). Electric shock is a typical aversive event used in operant research with animal subjects. One difficulty associated with the use of electric shock is the all-or-none nature of response suppression. That is, at a given intensity and duration, shock may not have any suppressive effects on behavior; at a slightly higher intensity or longer duration, complete suppression may result. In many studies of behavior, moderate levels of suppression may be desirable. The data presented consist of a systematic analysis of shock intensity. |
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| 22. Effects of Pavlovian Contingency Procedures on Response Rates under Signalled-delayed Reinforcement Schedules |
| Area: EAB; Domain: Basic Research |
| RAFAEL RUIZ (Universidad Central de Venezuela), Rocio Vegas (Universidad Central de Venezuela) |
| Abstract: The purpose of the present experiment was examine the relation between a signal during the delay of reinforcement interval and key pecking rates and to determine if this relation may be explained in terms of Pavlovian conditioning using Rescorla's contingency model. Four pigeons were trained on a two-component RI 90-s multiple schedule and 10-s food reinforcement delay. In one component, signalled delays were manipulated according to five Pavlovian contingency procedures: perfect positive [p(signal/delay-interval)=1.0 and p(signal/~delay-interval)=0.0]; imperfect positive [p(signal/delay-interval)=0.75 and p(signal/~delay-interval)=0.25]; zero [p(signal/delay-interval)=p(signal/~delay-interval)=0.5]; imperfect negative [p(signal/delay-interval)=0.25 and p(signal/~delay-interval)=0.75]; and perfect negative [p(signal/delay-interval)=0.0 and p(signal/~delay-interval)=1.0]. In the other component delay of reinforcement was unsignalled. The results showed that: 1) The perfect positive contingency produced response rates higher than those obtained under conditions of unsignalled delay; 2) The negative perfect contingency produced reduced response rates similar to those obtained under the unsignalled delay; and 3) No systematic relation were found between response rates and the other conditions of Pavlovian contingency. These results suggest that a delayed signal may serve as a conditioned reinforcer and the acquisition of this function may be interpreted in terms of Pavlovian conditioning |
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| 23. Speed Transfer and Class Mergers via Conditional Discriminations: Transfer Training with One Class Member |
| Area: EAB; Domain: Basic Research |
| ABDULRAZAQ A. IMAM (John Carroll University) |
| Abstract: Four participants demonstrated two independent groups of three seven-member equivalence classes, one with and one without a speed contingency. Each participant then experienced transfer training and testing. During transfer training, only one A-stimulus from the speed classes served as sample for the A-stimuli from the non-speed classes. Transfer test involved all the remaining non-speed class members. Test results showed increases in the response speeds of the non-speed class members, with largest increases in classes 1 and 3 members. The results suggest better differentiation of class membership than previously observed, but has not resolved questions about the independence of class members. |
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| #161 International Poster Session - EDC |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 1. Academic Achievement and its relationship with Drug Abuse, Depression and Family Conflicts among Secondary Students |
| Area: EDC; Domain: Service Delivery |
| NORMA COFFIN (National Autonomous University of Mexico UNAM), Arturo Silva Rodríguez (National Autonomous University of Mexico UNAM) |
| Abstract: This study was developed in 2004 with 1894 Secondary students, ages 12-16 in several cities of Mexico; since scholar desertion and failure are major subjects in this country among adolescent students, it is important to determine the possible factors circumscribed to academic achievement. In this study, drug abuse, depression and family conflicts seem to be some of these related factors. Results show a clear relationship among them; data by geographic zones and grades show important differences. By gender, girls show significant drug abuse rates, as long as more family conflicts than boys. |
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| 2. Test Anxiety Reduction Test Gains with Fifth Grade Students |
| Area: EDC; Domain: Service Delivery |
| KAI A. DAVIS (University of Tennessee, Knoxville), Melanie Miller (Sweetwater School District), Jerome Morton (Little Tennessee Valley Educational Cooperative), Richard Driscoll (Westside Psychology) |
| Abstract: Thirty-six 5th grade students identified as having high test anxiety were randomly assigned to an intervention group or a non-participant control group. The students in the intervention group reviewed a 30-minute anxiety reduction protocol on 5 separate occasions during half of the school year. The protocol was recorded on compact disk and included tense–release sequences, suggestions, and imagined interest to each to go along with eight academic learning, review, and test-taking situations. Statewide achievement test scores were recorded from the year before the intervention and at the conclusion of the intervention. A multiple regression analysis showed substantial stability in these scores over the academic year and a 7-percentile point gain in test scores for the intervention group. |
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| 3. The Effects of Guided Notes on African American Males with Emotional and Behavioral Disorders |
| Area: EDC; Domain: Applied Research |
| KAREN B. PATTERSON (University of North Florida), Susan Syverud (University of North Florida), Janice Seabrooks-Blackmore (University of North Florida) |
| Abstract: The use of appropriate interventions is a critical component of educating students, particularly African Americans in special education. The purpose of this study was to examine the effects of guided notes on the academic performance of 8 African American boys identified as having emotional or behavioral disorders (EBD) and learning disabilities (LD) in special education. Findings indicate that the use of guided notes could be an effective intervention strategy for improving academic performance and positive outcomes for students with EBD. This study supported earlier findings in which guided notes were used during class instruction. |
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| 4. To Read or Not Read? That is the Question in Museums: Changing the Choice |
| Area: EDC; Domain: Applied Research |
| STEPHEN C. BITGOOD (Jacksonville State University), Stephany Dukes (Jacksonville State University), Layla Abby (Jacksonville State University) |
| Abstract: Museum visitors read very little text material in art museums. This project provides a simulated museum experience designed to examine choice of reading or not reading exhibit text. Purposes were to establish a relationship between reading behavior and ratings of interest and to increase interest ratings and choice of reading text. Participants were shown art prints and asked to rate each one on a scale of "1" to "10" with "10" indicating very high interest in obtaining information and "1" indicating no interest at all. After giving a rating, participants were given the choice of turning the print over to view text material. If they chose to turn the print over, they had the choice of reading no text, reading some text, or reading all the text. Ratings were highly correlated with reading. Ratings between 8 and 10 were almost always correlated with reading, while ratings of less than 5 were almost never associated with any reading. Two methods were used to increase reading: (1) modifying the text so that it was more reader friendly (add questions, change vocabulary, shorten); and (2) instructing participants to look carefully at the print and describe everything they see. Both procedures increased ratings of interest and amount of reading. |
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| 5. Using Repeated Readings Procedures and Precision Teaching Evaluation Procedures with Fourth-Grade General Education Students for Improving Students' Oral Reading Fluency and Retelling Comprehension... |
| Area: EDC; Domain: Applied Research |
| WILLIAM J. SWEENEY (University of South Dakota), Susan R. Sweeney (Sioux City Community Schools) |
| Abstract: This demonstration project summarizes data related to the effectiveness of repeated reading techniques combined with daily goal setting to build oral reading fluency with fourth-grade students. This reading fluency demonstration project was a combined effort of a School of Education at The University of South Dakota with the Sioux City Community Schools to address some of the mandates of the federal governments 2001 amendments to the Elementary and Secondary School Act (i.e., No Child Left Behind or NCLB) as well as the reading performance of students enrolled in one of its elementary schools with a large population of academically at-risk students. Additionally, this demonstration project was designed to provide preservice special education teachers the opportunity to employ fluency-based procedures with Precision Teaching curriculum-based assessment techniques. Each year, approximately 60 to 65 fourth-grade students from three regular education classes work with 10 to 15 provide preservice special education teachers/tutors from the university. The preservice special education teachers/tutors worked with the students’ in-groups of 2 to 3 for roughly 45 minutes focusing on basic reading skills. The teacher/tutors met with their groups two days a week on average for approximately five weeks. The experimental design used is a behavioral dynamics (Cooper, 2004) approach that emphasizes an analysis of fluency celerations and learning pictures common to Precision Teaching programs. Precision Teaching measurement procedures are employed to evaluate the repeated readings procedures and assess the effectiveness of the teacher/tutor’s reading instruction. Results showed substantial fluency improvements with multiplying learning pictures for oral reading passages. The implementation of these procedures are effective at improving the student's reading fluency, are cost effective in terms of time and resources, and take little time to administer. Implications for classroom instruction and adoption of repeated reading procedures for both students academically at-risk and teacher training are discussed. |
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| 6. The Effects of Functional Analysis on Oral Reading Fluency Rates |
| Area: EDC; Domain: Applied Research |
| DANA WAGNER (University of Minnesota), Jennifer J. McComas (University of Minnesota), Erin M. Holton (University of Minnesota) |
| Abstract: Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same age peers throughout their school careers. Functional analysis procedures can be used to identify effective reading interventions for students achieving below expectations. The present study employed a multi-element design to analyze the effects of various supplemental reading interventions on the oral reading fluency rates of three third grade children. Inter-observer agreement was collected on 35% of sessions and averaged at least 90% for the dependent measure. Differential effects were shown across conditions, leading to an intervention recommendation for all participants. Generalized effects were shown over time in Reading-General Outcome Measures for all participants. Results are discussed in terms of the validity of using functional analysis procedures to select reading interventions for children who exhibit below expected levels of reading achievement on Reading-General Outcome Measures. |
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| 7. Reading to Read: An Examination of a Reading Intervention on Oral Reading Fluency and Comprehension |
| Area: EDC; Domain: Service Delivery |
| HOLLY V. ADKINS (Mississippi State University), Mary Cole (Mississippi State University), Lori E. Bain (Mississippi State University), Stacey L. Smith (Mississippi State University), Brad Dufrene (Mississippi State University), Richard Anthony Doggett (Mississippi State University), Carlen Henington (Mississippi State University), Kristin N. Johnson-Gros (Mississippi State University) |
| Abstract: The Response to Intervention model suggests that empirically supported interventions be used for students at risk. Several studies have been conducted to establish various academic interventions efficacy. However, researchers need to continue to develop interventions with empirical support. This study examined Reading-to-Read, a packaged reading program, to determine the effects on reading fluency and comprehension using a time series analysis. Children from a rural southeastern college town in second through fifth grades were assessed to determine current functioning level. The reading intervention package involves passage previewing, repeated practice, corrective feedback, and graphing of progress over time. The dependent variables were words read correct per minute, errors per minute, and comprehension of factual information calculated as a percentage. Progress for each student was monitored daily to track progress in skill acquisition and the individual’s functional level. Preliminary results indicate that students were able to move from instructional levels below their current grade placement to mastery. Many students were able to move to instructional levels at their grade placement for fall semester. Interobserver agreement and treatment integrity were performed and agreement was at least .85. Additionally, social validity data will be presented. The results, potential limitations, and future research will be discussed. |
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| 8. The Effects of a Story Fact Recall Quiz and Game On Off-Task Behavior During Sustained Silent Reading (SSR) and the Number of Story Facts Recalled Following SSR for Secondary Students with Disabilitie |
| Area: EDC; Domain: Applied Research |
| NATALIE ALLEN-WILLIAMS (Weber State University), Amy DuBois (Westerville City Schools), William L. Heward (The Ohio State University) |
| Abstract: Motivating students to read for pleasure challenges many educators. Sustained Silent Reading (SSR) is a strategy used by many teachers to provide children with a regular opportunity to read. One of the major concerns with SSR is that students are not held accountable for what they read during the SSR period and are often engaged in other tasks. The National Reading Panel (2000) reported there is insufficient research to support the use of SSR and that it has very little effect on student achievement and fluency. The purpose of this study was to replicate and extend previous research to secondary students with disabilities. This study evaluated a modified version of SSR using story recall quizzes, a story fact recall game, and the game with a bonus incentive on the off-task behavior and number of story facts recalled on 5-question quizzes by secondary students with disabilities. Twelve 11th grade special education students participated in this study. Six students were targeted for observation of off-task behavior. Over the course of the study all six target students reduced their levels of off-task behavior to near zero levels. Ten of the 12 students had higher mean scores on story fact quizzes during the game condition over the quiz-only condition. |
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| 9. Longitudinal Effects of a Direct Instruction Reading Program on School-Wide Performance in a Charter School |
| Area: EDC; Domain: Service Delivery |
| DANIEL E. PARKER (Kingston Hill Academy/Groden Center) |
| Abstract: Kingston Hill Academy is a public charter school located in South Kingstown Rhode Island. KHA has utilized a direct instruction reading program (Reading Mastery) to teach elementary aged students reading skills over the last four years. During that time, two major trends can be seen in reading behavior in relation to the direct instruction program. First, comparisons in reading abilities can be seen for transfer students who entered KHA after receiving more traditional reading instruction versus students that began their school career at KHA and who began reading instruction using the Reading Mastery program. Second, an upward trend in reading proficiency across a given school year can be seen for newly entered Kindergarten and First grade students across the four years that direct instruction has been utilized at KHA. Measures include three commonly used reading assessments in public schools. |
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| 10. Direct and Meaning-Based Reading Programs: Effects on Teachers’ Ratings of Student Performance |
| Area: EDC; Domain: Basic Research |
| RHONDA L. WIZNIAK (University of Alberta), Amber L. Gear (University of Alberta), W. David Pierce (University of Alberta), Judy Cameron (University of Alberta) |
| Abstract: Proficiency in reading is crucial to success. Although research indicates that the most effective reading programs use direct instructional techniques and structured student-teacher interaction, these methods are not widely adopted. One possible reason for this is that direct instruction is viewed as controlling, thereby detracting from a student’s freedom and autonomy. The use of reward contingencies may amplify this response. The present study examined pre-service teachers’ verbal responses to direct versus meaning-based instruction and the use of rewards for performance. The pre-service teachers (N=149) read one of three scenarios describing a student in a reading program (direct program/token reward, direct program/praise, meaning-based program/praise). The scenarios were followed by a questionnaire that assessed teachers’ ratings of the program as controlling, competence and motivation of the reader, and the student’s performance in terms of internal or external causes. Results indicated that pre-service teachers who read the scenario describing a direct instruction program with token rewards rated the student as less autonomous, motivated, and competent than those who read the meaning-based scenario; they also attributed the students’ performance to external factors and gave the student less credit. Findings are discussed in terms of Skinner’s views as presented in Beyond Freedom and Dignity (1971). |
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| 11. Using Brief Experimental Analysis to Identify an Effective Reading Intervention: Exploring Decision-Making Consistency over Time |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (North Carolina State University), Rachel J. Valleley (Munroe-Meyer Institute), Edward J. Daly III (University of Nebraska, Lincoln) |
| Abstract: An increasing amount of research has supported the use of brief experimental analysis (BEA) procedures for identifying effective academic interventions for students, particularly in the area of reading. However, previous research has not specifically addressed whether decisions made from one BEA would be consistent with the decisions made from a separately administered BEA. By administering an equivalent BEA once every two weeks over the course of two months for one participant, the primary purpose of this case study was to gather preliminary evidence regarding the consistency in BEA decision-making patterns across administrations. Findings suggested that results from each BEA were primarily consistent over time. However, results of the BEAs did not clearly identify one specific intervention that appeared most beneficial. Implications of these findings will be presented in terms of (a) the consistency of BEA results over time, (b) strategies for making educational decisions from a BEA when a single intervention does not appear most effective, and (c) the evidence supporting the use of a specific error-correction procedure (i.e., phrase-drill with error correction). Limitations to this study and future research directions will also be presented. |
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| 12. Using a Precision Teaching Software to Teach Letter Matching and Assocation Skills of Uppercase and Lowercase Letters |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: This study examined the use of a computer curriculum, based on the tenets of precision teaching and its effectiveness in teaching the relationship between uppercase and lowercase letters of the alphabet. This program uses the see/touch or the see/click learning channel. Through a series of visual and audio prompts, the participant sees an uppercase letter and matches it to a lowercase letter. Letters are presented one at a time, and then as each letter is mastered at a set level of fluency, the letters are reviewed together. Data are collected and plotted on a standard celeration chart. We will be evaluating the effectiveness of this teaching method. |
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| 13. Comparison of Instructional Techniques for Teaching Phonemic Awareness Skills to Children with Reading Difficulties |
| Area: EDC; Domain: Applied Research |
| SARA WHITE (Binghamton University), Jordan Freeman (Binghamton University), Brianna Friedman (Binghamton University), Elizabeth Geoghan (Binghamton University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: Within the field of reading instruction there is debate over the appropriate criteria for mastery of phonemic awareness skills in children with reading difficulties. The present study focused on the differential efficacy of the accuracy-based versus fluency-based mastery criteria in improving phonemic awareness skills. This study involved instructing children with reading difficulties using the two different mastery criteria (i.e., accuracy and fluency), and measuring the effects of these methods of instruction on phonetic decoding scores. Results indicate that one method of instruction is not consistently more effective, suggesting that methods of instruction used to teach children with reading difficulties should be individualized for each student. |
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| 14. Errorless Training Procedures Teaching Basic Skills to Acquire Writing Abilities with Developmental Disabilities Children |
| Area: EDC; Domain: Service Delivery |
| FANNY ESTRELLA FRANCO-DÁVILA (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
| Abstract: The institutions that work with children with developmental disabilities offer few programs to develop academic skills. The present work will show the errorless training procedure in 3 basic skills needed to acquire the ability to write. The skills are: copy, cut and color. The participant was a boy with developmental disabilities and a changing criteria design was applied, establishing a task analysis for the skills mentioned before and measuring the percentage of the steps done by the participant. The base line data was taken during 3 consecutive sessions and after this measurement the treatment started with a complete physical guide through each step of the chain giving reinforcement. This guide was faded during the phases of total and partial physical guide until the independence of the skill. During the sessions, randomly, the coordinator entered to obtain the reliability that was of 98% and changed phase when 80% of correct response was obtained during 3 consecutive sessions. The results show that errorless training is effective in the acquisition of the three behaviors. |
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| 15. An Evaluation of Copy, Cover, and Compare in a Middle School Resource Room: A Case Report |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Susan Poindexter (Gonzaga University), Gary Johnson (Spokane Public Schools) |
| Abstract: The purpose of this research project was to examine the effects of employing the copy, cover and compare method in spelling. The participant was a seventh grade male with learning disabilities. Data were collected on his correct and error rate across various lessons in the student’s resource room classroom. An ABAB single case design was employed to examine the effects of copy, cover, and compare. The overall outcomes indicated a gradual increase in corrects and also gradual decreases in errors. This replicates much of the previous research with copy, cover, and compare. In the present case report, we were able to further replicate out work with middle school aged students. The procedure was easy to implement and data collection was straightforward and fit into the classroom routine. The benefits of copy, cover, and compare are discussed. |
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| 16. Brief Experimental Analysis of Writing Interventions |
| Area: EDC; Domain: Service Delivery |
| MARK D. SHRIVER (Munroe-Meyer Institute), Valerie J. Gortmaker (Munroe-Meyer Institute), Casie Olsen (University of Nebraska, Omaha) |
| Abstract: Single-subject multi-element or alternating treatment designs have been used effectively to identify and develop effective interventions for children with reading fluency problems. The effectiveness of brief experimental analysis may be extended to address children’s difficulty with writing as well, but to date there as been minimal research on this subject. This poster presents three cases of children (two male and one female) presenting to an outpatient psychology clinic specializing in academic intervention. All three children demonstrated deficits in writing fluency. Two of the children had previous diagnoses of an Autism Spectrum Disorder and the other child had a learning disability in writing. Based on initial direct skills academic screening, hypotheses were formed regarding writing deficits and possible interventions. The interventions were administered to each child in 1 to 2 clinical sessions using an alternating treatments design. Potentially effective interventions were repeated with an intervening return to baseline condition. In all three cases, there were clear beneficial treatment conditions that led to development of interventions to improve writing. This poster presents procedures for the brief experimental analysis of writing interventions, as well as discussion of limitations, practical implications for clinicians and educators and directions for future research. |
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| 17. Reaching for Writing: Increasing the Writing Skills in Elementary-Aged Children |
| Area: EDC; Domain: Service Delivery |
| LAQUANTA MASHELL WATSON (Mississippi State University), Carlen Henington (Mississippi State University), Rhonda Brasfield (Mississippi State University) |
| Abstract: This study provides empirical validation of a brief intervention intended to increase writing skills (i.e., number of mnemonic parts, number of sentences, correct word sequences, and words written in 3 minutes). Participants included five elementary-aged children who were enrolled in a summer academic clinic to enhance academic performance. The intervention included direct instruction of complete sentences and mnemonic parts (e.g., factual and inferential information such as who, what, where, when, why), repeated practice with corrective feedback, and self-monitoring. Additionally, students were required to edit their written product. The daily progress of the students was monitored using Curriculum Based Measurement. Results showed an increase in words written per 3 minutes and correct word sequences, but no increase in the number of sentences written and number of mnemonic parts. These results indicate that, with this brief intervention (3 weeks), students’ quality of writing was enhanced, but the volume of their written products was not impacted. Additionally, students’ ratings for writing were evaluated at pre and post intervention. Students provided ratings indicating a greater appreciation for writing following the intervention. |
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| 18. The Effects of an Extended Prompt vs. a Typical Prompt on the Length and Quality of First Drafts Written by Urban Secondary Students with Mild Disabilities |
| Area: EDC; Domain: Applied Research |
| TERRI HESSLER (The Ohio State University), Ralph Gardner III (The Ohio State University) |
| Abstract: Students with mild disabilities write far less than their non-disabled counterparts and are less able to produce coherent, quality writing. Writing output is often so sparse that it is difficult for teachers to identify deficits for remediation. Research indicates that with strategic support, students with disabilities can increase both the quantity and the quality of their writing. Various supports have been explored in the research, including self-regulation (De La Paz, 1999), goal-setting (Page-Voth & Graham, 1999), and revision strategies (Wong, Butler, Ficzere, & Kuperis, 1996, 1997). This study proposed the use of an extended prompt containing supports for writing a 5-paragraph essay as a way to increase the length and quality of student writing.Eight urban high school students participated in this study which implemented a multiple baseline across subjects design. Results demonstrate that 7 of the 8 participants: a) averaged more words using the extended prompt than the typical prompt, b) demonstrated no important difference in percentage of correct word sequences between the two conditions, and c) were more likely to have higher holistic scores on essays written with the extended prompt. |
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| 19. The Use of a Flashcard System with Picture at Punctuation on Learning Vocabulary Terms with a High School Aged Male |
| Area: EDC; Domain: Service Delivery |
| SHANNON HAYTER (Gonzaga University), Jennifer Kaszewicz (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: The purpose of this study was to specifically evaluate the effectiveness of the Picture at Punctuation strategy designed by Davis (1994) using flashcards to increase comprehension of vocabulary terms. In addition, the authors sought to determine if this study technique would improve comprehension skills well enough that the participant could maintain skills using his own directed study strategy. The participant, John, was a high-school aged male with learning disabilities in math, reading and written language. The study took place in his resource room at his high-school in the Pacific Northwest. The dependent variable was the number of vocabulary terms correctly identified from the reading materials and flashcards. The outcome of the study clearly indicated an increase in vocabulary recognition through implementation of the Picture at Punctuation strategy. The discussion includes a review of skill maintenance, strengths and weaknesses of the study, as well as variables that might have impacted data. Suggestions for further assessment of flashcards with picture at punctuation are provided. |
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| 20. Teaching College Students to Ask Questions in the Non-Classroom Environment |
| Area: EDC; Domain: Service Delivery |
| JILL C. DARDIG (Ohio Dominican University) |
| Abstract: College students in a course which involved weekly field trips to a variety of community organizations seldom asked questions of field hosts and presenters, limiting the students learning and engagement and creating an uncomfortable situation where the instructor had to ask most of the questions. The instructor, convinced that the problem was caused primarily by the students lack of question-asking skills rather than their shyness or lack of interest, used the ABC (Antecedent-Behavior-Consequence) model to develop and implement a training module to teach students how to ask pertinent and probing questions, modeled and prompted the behavior on site, and provided positive consequences for asking questions. As a result, there was a significant increase in appropriate and higher level questions asked by students at the community sites. (descriptive case study, not data-based) |
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| #162 International Poster Session - OBM |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 101. The Effects of Different Percentages of Incentive on Work Performance and Error Rate |
| Area: OBM; Domain: Applied Research |
| SHEZEEN OAH (Chung Ang University) |
| Abstract: This study was a follow-up of Oah and Lee (2005) that examined three different percentages of incentive (0%, 10%, and 100%) on work performance. Oah and Lee attempted to solve several problems associated with unrealistic laboratory simulations. They increased the number and length of the experimental sessions and the opportunities to engage in off-task behaviors for the participants. They also adopted an alternating treatment design instead of a between subject design. The results indicated that the performance under the100% incentive condition was higher than that under the 10% condition and the performance under the10% and 0% conditions was comparable, which were quite different from those of the previous studies. Since the results were obtained from comparing rather extremely different percentages of incentive, the present study attempted to examine less extreme incentive percentages: 0%, 30%, and 50%. Four college students as participants were asked to work on a simulated work task for 21 experimental sessions, each session lasting for six hours. An alternating treatment design in which the three different conditions were randomly administered (7 sessions for each percentage) was adopted. The results indicated that the performance under the 30% and 50% incentive conditions was comparable, and higher than that under the 0% condition. On the other hand, the error rates under the three conditions were not different. |
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| 102. Durability of Knowledge following Training in US Born and immigrant Workers |
| Area: OBM; Domain: Applied Research |
| W. KENT ANGER (Oregon Health & Science University), Diane S. Rohlman (Oregon Health & Science University), Tammara Ammerman (Oregon Health & Science University), Alys Tamulinas (Oregon Health & Science University), Lindsey Patterson (Willamette University) |
| Abstract: Respiratory protection training was taught to US-born participants who had completed 12 years of education, but who did not use respirators in their work. When tested immediately post-training, knowledge improved significantly; effect size (d) was above 6.0. However, d declined to 2.7 two months later. US-born food service workers were taught safety knowledge relevant to their work. Knowledge immediately post-training increased substantially (d = 2.3), however, the knowledge score difference declined to 0.8 six months later. Each of these studies employed cTRAIN software designed for those with limited education (Anger et al., 2004).Two groups of Hispanic immigrants completed Spanish-language training in cTRAIN. Hispanic workers (mean=5.0 years of education) from diverse industries took respiratory protection training 3 times, one week apart, and post test performance on two-answer questions increased minimally, from 86.1% to 91.4%, virtually a d=0. Conversely, immigrant Hispanic orchard workers (5.6 years of education) completed ladder safety training that was germane to their work performance. Performance improved between the pre and post test (d_gain = 1.45), close to that of the food service workers. Factors such as relevance to work or life, immigrant status and education need exploration for their impact on training and behavior analytic research. |
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| 103. Engineering an Exemplary Digital Library with Gilbert’s Performance Matrix |
| Area: OBM; Domain: Applied Research |
| YUKA KOREMURA (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Brian O'Connor (University of North Texas) |
| Abstract: Forms of libraries have changed over time and types of libraries have been subdivided into categories such as online libraries and digital art libraries. etc. In any form or type of library, a main concern is to provide service that meets patrons' needs. More specifically, turning data into knowledge. Patrick Wilson (1977), a philosopher in library information science, asked: "What have libraries to do with the utilization of knowledge?" (p. viii). His question is still relevant and of great concern to information scientists, and it signifies a change in goals and accomplishments of libraries. To know how and what needs to be changed, a performance analysis is needed. What are the models, measures, and methods? Gilbert's (1978) performance matrix provides useful vantage points to figure out what and how to change the library so that it can perform its new desired function. Many good ideas already exists (e.g., Patrick Wilson) but the problem still remains. The present poster shows the use of Gilbert's performance matrix to guide the design of libraries. As a case in point, the design of a digital library of Dr. Bea Barrett’s contributions will be shown. |
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| 104. Managing Performance Management: The Performance Matrix in a Small Business |
| Area: OBM; Domain: Applied Research |
| CATHERINE JAMESON BREWER (Georgetown University), Jeanine Plowman Stratton (Florida State University, BMC), Carolyn Schmid (Furman University) |
| Abstract: This study examined the effect of a progressive performance matrix on the cleaning behaviors of a group of employees working at an independently owned café and ice cream shop. The matrix was used to track, organize, and analyze cleaning data while providing subjects with regular group performance feedback and increasingly difficult goals. Participants included 22 employees ranging in age from 14-22, and the research design consisted of data collection (A), task clarification, the performance matrix, and performance contingent rewards for table cleaning behavior (B1), and the full intervention for countertops (B1). The results indicated that the intervention successfully improved the employees’ cleaning behavior, and further that the increasingly difficult goals correlated with increasingly improved cleanliness. |
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| 105. Process Improvement in a Clinic Setting: An Application of OBM |
| Area: OBM; Domain: Applied Research |
| CHELSEY A. SUTTON (University of Wisconsin, Eau Claire), Emily J. Mack-Olson (University of Wisconsin, Eau Claire), Karin L. Rasmussen (University of Wisconsin, Eau Claire), Gregory J. Madden (University of Kansas) |
| Abstract: Research clearly indicates that the appropriate conveyance of expectations and goals is a necessary factor in the ability of an organization to perform at its highest level. The current study analyzed the influence of standardized forms and feedback on the improvements in work output, speed, and accuracy in a medical clinic setting. The goal of the study was to increase the speed with which lab orders were processed relative to the time in which they were ordered. The use of standardized lab order forms as well as regular feedback on progress made was utilized to determine their effects on the accuracy and speed of lab request processing. The effects of the intervention were evaluated using a multiple-baseline design across departments. |
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| 106. The Effectiveness of Programmed Opportunities to Decelerate the Frequency of Inappropriate Staff Interactions in the Workplace |
| Area: OBM; Domain: Service Delivery |
| THELMISHA VINCENT (Judge Rotenberg Educational Center), Kelly R. Ilsley (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Kamah Thomas (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center (www.judgerc.org) operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior, and chart-sharing. This study will report on implementation of programmed opportunities for staff members in order to address administrative concerns about inappropriate staff interactions observed by students in the work place. Frequent inappropriate interactions between staff members jeopardize the effectiveness of students’ treatment programs, and pose a potential simultaneous threat to staff members’ and students’ confidentiality and safety. We have set a minimum goal of conducting 25 randomly assigned programmed opportunities per day throughout our population of 900 staff members over a 12 week data collection period. Immediate verbal feedback, cumulative written evaluations, and a progressive disciplinary system will be used. Supplemental training tools may also be implemented. Data will be graphically presented to demonstrate to effect of our interventions to decrease inappropriate staff interactions, while simultaneously increasing appropriate interactions. |
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| 107. Improving the Performance of Trainers of Behavior Intervention Plans |
| Area: OBM; Domain: Applied Research |
| MOLLIE J. HORNER-KING (Our Lady of Peace), Janice L. Marley (Our Lady of Peace), Kimberly Dwyer-Moore (Our Lady of Peace), Erin G. Moreschi (Our Lady of Peace), Beth A. Duncan (Our Lady of Peace), Katherine Miriam Johnson-Patagoc (Our Lady of Peace) |
| Abstract: A withdrawal design was utilized to assess the effects of a public posting procedure designed to increase training percentages of behavior support plans for 8 bachelor's level staff. Baseline data for percent of plans trained by each trainer were collected weekly however no public or verbal feedback was delivered. Intervention data were collected in the same manner as baseline data but were posted in graphical form in a public office area. The same graph posted in the public office area was sent out to each trainer via e-mail with delivery notification sent to the first author after each trainer opened the e-mail. A return to baseline phase was then implemented. Subsequently, a second intervention was introduced. Following this intervention a return to baseline phase was re-instated. Percentage of plans trained by each trainer throughout each phase will be reviewed. The advantages and disadvantages of public posting/feedback will be discussed. |
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| 108. Systematic Explicit Feedback for Increasing Recollection of Specific Positive Feedback with Residential Staff |
| Area: OBM; Domain: Applied Research |
| MARTIN THOMAS IVANCIC (J. Iverson Riddle Developmental Center) |
| Abstract: Twenty staff from a state residential facility were unable to recall specific positive feedback until it was provided in an explicit and systematic way. Data were permanent product reports and analyzed in a multiple baseline across shifts of 10 staff each. Recollection increases were 58% and 59% from first and second shift baselines. Data are discussed in terms of repetition of specific feedback as being important to subsequent recollection. |
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| 109. Integration of Token Economy and Levels Systems In A Forensic Mental Health Facility |
| Area: OBM; Domain: Applied Research |
| JACOB THOMAS SINGER (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: We examined the effects of integrating Levels System technology into an existing token economy in a forensic mental health facility. Comparisons were made among measures including rate of performance of desired behaviors (e.g., personal hygiene, participation in activities, etc.), reduction of aggressive behavior (e.g., assaults, threats, verbal altercations), and duration of stay at the facility. |
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| 110. A Laboratory Investigation of Behavioral Outcomes as a Measure of Staff Performance |
| Area: OBM; Domain: Applied Research |
| NATHANIEL G. SMITH (University of Kansas), L. Keith Miller (University of Kansas), Hang Wu (University of Kansas) |
| Abstract: Under laboratory conditions, the current study investigated the effectiveness of a management procedure of performance incentives (extra credit points) contingent upon behavioral changes (behavioral outcomes) among analogue clientele (mice) on maintaining ongoing work performance among analogue staff (college students). Specifically, measurements of changes in client behavior were taken as an indicator of whether staff implemented correctly or incorrectly, consistently or inconsistently, an acquisition program (i.e., a progressive ratio procedure). This study found that performance incentives contingent upon behavioral outcomes among clientele maintained high levels of correct and consistent staff performance. Covert observations conducted in absence of experimenter presence and supervision verified the extent to which behavioral outcomes among clientele reflected the degree of program integrity and continuation among staff. These findings suggest that management by behavioral outcomes may be an effective and efficient supervisory system for maintaining ongoing work performances among staff. Future research regarding the generality of these findings is discussed and suggestions for field application within human services are provided. |
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| 111. Role of Announced Supervision on Treatment Fidelity in Autism Instruction |
| Area: OBM; Domain: Applied Research |
| HOLLY LYNN KITCHEN (Dr. Gertrude A. Barber National Institute), Thomas P. Kitchen (Dr. Gertrude A. Barber National Institute), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Public and private agencies that provide educational intervention continue to struggle to provide "appropriate and effective" instruction to all students. Children who exhibit significant social, cognitive, and developmental needs require highly specialized and systematic instructional interventions if maximum efficacy and efficiency are to be realized. These interventions only attain peak effectiveness when they are carried out with consistency and fidelity to their design. As a result, those responsible for program and staff supervision within intervention facilities are faced with the challenge of assuring that intervention procedures and overall program protocols are maintained via staff fidelity. The purpose of this study was to examine the effects of announced supervision as an independent variable with regard to the dependent variable of staff fidelity to program policies and procedures, as defined by percentage of competencies met from a performance checklist. Subjects were observed under two conditions: announced and unannounced. Data indicate that during announced observations, rates of competency show increased level and stability, compared to unannounced observations. Future directions of this line of research include the design and management of contingencies that center upon performance under unannounced observation conditions, as a means to reinforce program fidelity and remediate problems with the same. |
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| 112. Effects of Schedule Changes on Staff Engagement in Residential School Classrooms |
| Area: OBM; Domain: Applied Research |
| LAWRENCE L. LOCKWOOD (Evergreen Center), Thomas L. Zane (Evergreen Center) |
| Abstract: Staff engagement with students is at the core of a productive school day. Time spent away from social activity and/or academic involvement may result in students straying from stimulus control and staff implementing more intrusive procedures. This study examined the rate of staff engagement throughout the school day. The independent variable was head teachers scheduling room staff to switch student groupings on a 2-hour basis throughout the day. Schedule changes were implemented in a multiple baseline design across four classrooms. Data show some increase in staff and student engagement associated with the implementation of the independent variable. Results will be discussed in terms of antecedent control of staff behavior. |
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| 113. Improving Management Systems in a Public School Autism Services Program |
| Area: OBM; Domain: Service Delivery |
| VICTORIA A. WHITE (University of North Texas), Cloyd Hyten (University of North Texas) |
| Abstract: Most research regarding staff training and supervision has been conducted in group home or treatment facility settings in which direct care staff are highly supervised throughout their shift (Green, Rollyson, Rassante & Reid, 2002). Neef (1995) calls for future research to address the maintenance of behavior management strategies in settings that are not as tightly controlled. An analysis of a public school’s autism services program has shown that staff performance, management supervision and management feedback are critical business issues in an environment which has limited supervision opportunities. The purpose of this study is three-fold: (a) assess the effects of a training package on the service delivery performance of in-home trainers, (b) examine how the Autism Coordinator’s interactions with in-home trainers (in terms of providing communications, constructive feedback and prioritizing trainer duties) affect the performance of the trainers, (c) assess the maintenance of the trained skills in a sporadically supervised environment. Data pertaining to staff performance as well as therapeutic outcomes will be shown. |
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| 114. The Effects of Team Building Training on the Results of Post - Team Building Training Survey Compared to Pre – Team Building Training Survey Results An Organizational Behavior Management Protocol to.. |
| Area: OBM; Domain: Applied Research |
| HAKAM M. KAIR (Shafallah Center for Children with Special Needs), Bilal Al – Fayoumi (Shafallah Center for Children with Special Needs), Najwan Assad (Shafallah Center for Children with Special Needs), Ammar Al – Tamimi (Shafallah Center for Children with Special Needs), Eman Yousef (Shafallah Center for Children with Special Needs), Eman El - Hajj (Shafallah Center for Children with Special Needs), Samir Hamdash (Shafallah Center for Children with Special Needs), Ragheda Zaghmoot (Shafallah Center for Children with Special Needs) |
| Abstract: This paper will present data comparing the responses of trainees on a pre and a post training survey asking questions about the success and the strength of a team. The pre survey was given to the trainees before the beginning of the training, it included ten questions asking the trainee to give "Yes" or "No" answers. The same questions were given to the trainees again at the end of the last day of training. This training project involved training the staff at all levels and in all departments on how to build and work as a team. It provided training on presenting groups as functional teams eighty participants were divided into ten groups. We focused on diversity among team members and cultural differences. The problems related to imposing personal values and cultural bias on planning for the team and for those served by the team.The results will show that an organizational behavior management training protocol will influence the results of a post - team building training survey compared to pre – team building training survey. |
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| 115. Implementing a Program Evaluation Procedure in a School Setting |
| Area: OBM; Domain: Applied Research |
| UTAH W. NICKEL (New England Center for Children), Diana Ervin (New England Center for Children), Eileen M. Roscoe (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: The viability of a sampling method, discussed by Reid and Parsons (1990), for reporting and monitoring student engagement was assessed in a school for children with autism and behavior disorders. Individual student behavior was sampled, using three 2-s observation periods, in the context of classroom work. Behavior emitted during each observation period was scored in mutuality exclusive categories: Purposeful, Aggressive/Disruptive, Self-Care, and Non-adaptive. Stereotypic behavior was scored in conjunction with these behaviors when it occurred. Observation sessions lasted about 5 minutes. A total of three observation sessions were conducted for each classroom. Results indicated that across all classrooms, students were found to be engaged in purposeful behaviors during 62.9 % of the observations. Non-adaptive and Stereotypic behaviors were observed in 32.9% and 43%, respectively. Data showed higher levels of purposeful engagement (70%) and lower levels of stereotypy (37%) when students were in a 1:1 teacher to student ratio. This is compared to lower levels of purposeful engagement (62%) and higher levels of stereotypy (45%) when in a group instruction setting. IOA was conducted in 33% of observations and averaged 97.6%. The sampling method proved to be a useful tool in assessing a large number of students in a natural environment. |
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| 116. A Behavioral Systems Analysis of Administration of Medication in a Human Services Setting |
| Area: OBM; Domain: Applied Research |
| SONIA L. FORTIN (New England Center for Children), Robert Keller MacMath (New England Center for Children), Bethany L. McNamara (New England Center for Children), Caio F. Miguel (New England Center for Children) |
| Abstract: Individuals working in human services may be required to administer medication to consumers/students. Proper administration involves delivering the medication to the right student at the right time with the correct medication and the proper dose via the appropriate route. These steps were defined as “the five rights.” A medication administration error consists of a violation of one of the five rights. Even though the rate of errors has been relatively low over the past year, a single error may have serious implications on students’ health. The purpose of the present study was to conduct a performance analysis to identify possible sources of errors. A process map was constructed based on interviews with all staff involved with the medication administration process. Disconnects were identified and included: lack of knowledge, lack of short term consequences for appropriate performance, and inconsistencies with communication across roles. The process map seemed to be an appropriate diagnostic tool, as well as a socially valid tool, to communicate the results within the organization. Based on the obtained results, an intervention package is being developed. |
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| 117. A Method for Collecting Interobserver Agreement Data in a Clinical Setting |
| Area: OBM; Domain: Applied Research |
| JILL MARIE HARPER (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: A procedure was evaluated for obtaining interobserver agreement (IOA) on daily data measures in a clinical setting. Staff at a residential program for individuals with developmental disabilities were trained on IOA procedures for frequency and momentary-time-sampling (MTS) measures. Interobserver agreement for frequency measures was initiated when aggression or environmental destruction by a student was observed and two staff were present. Each observer independently collected frequency of responses using tally counters and recorded cumulative frequency at the termination of the behavioral episode. IOA was collected on the occurrence and non-occurrence of motor and vocal stereotypy using a 5-min momentary-time-sampling procedure. Wrist watches with a repeat timer function signaled the end of an interval, two staff members observed the student(s), and recorded the occurrence or non-occurrence of motor and vocal stereotypy independently. These data were analyzed in terms of weekly mean percentage of responses/intervals with IOA, as well as mean percentage agreement across observers. The results showed that a low percentage of responses/intervals with IOA were collected, but that agreement was high across observers. These results may provide a baseline measure for intervention to increase the proportion of responses/intervals for which IOA is collected while maintaining a high percentage agreement. |
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| 118. Using Self-Monitoring to Improve On-Task Behaviors and Academic Performance of Elementary Students with Behavior Disorders |
| Area: OBM; Domain: Applied Research |
| YI-WEI HSIN (The Ohio State University), Temple S Lovelace (The Ohio State University), Ralph Gardner III (The Ohio State University), Terri Hessler (The Ohio State University, Newark) |
| Abstract: How to work with children who have behavior disorders is an on-going challenge for school administrators and teachers. Their inappropriate behaviors sometimes lead to more problematic behaviors such as peer rejection, school dropout, school maladjustment and later delinquency. Because these children may frequently engage in inappropriate behaviors, teacher’s frequent supervision is always required but is time-consuming. Self-management strategies, including self-monitoring and self-evaluation, are a viable alternative to more traditional contingency management approaches. This study will be designed to examine the effects of self-monitoring to improve on-task behaviors and academic performance of elementary students with behavior disorders. To supplement the scarce of current studies, the study will be divided into 2 sections: Experiment 1 is conducted with audiotape in the resource room, and Experiment 2 is conducted in a mainstreamed classroom, using MotivAider as a less intrusive procedure. The generalization is also explored, and suggestions are made for future research. |
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| 119. Increasing “Quality” Interaction in a Daycare: A Behavioral Approach |
| Area: OBM; Domain: Applied Research |
| JONATHAN W. IVY (Pennsylvania State University), Kimberly A. Schreck (Pennsylvania State University, Harrisburg) |
| Abstract: The effects of training, individualized goal setting, and feedback were evaluated in seven direct-care daycare employees on adult/child interactions. Four target vocalizations associated with “quality” interactions were measured during free time. A multiple baseline across participants was used to evaluate the effects of training, goal setting, and feedback. The results showed that training generally increased levels of target vocalizations but was highly variable and susceptible to decay over time. Individualized goal setting and feedback produced high stable responding in most participants. |
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| 120. Using Basic Behavioral Principles to Improve High-School Swim Performance |
| Area: OBM; Domain: Applied Research |
| JOSEPH CHARLES DAGEN (University of Nevada, Reno), John Austin (Western Michigan University) |
| Abstract: Graphic and verbal feedback coupled with self-talk and self-monitoring procedures were evaluated across three high-school swimmers. Results indicate these procedures can be effective at decreasing the time required to perform freestyle flip-turns |
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| #163 International Poster Session - TBA |
| Sunday, May 28, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 121. Behavior Analysis Training System |
| Area: TBA; Domain: Applied Research |
| ALAINA CLARK (Western Michigan University), Allyson L. Heck (Western Michigan University), Krista Hinz (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavior Analysis Training System (BATS) is Dr. Richard W. Malott’s goal-directed psychology system, involving Undergraduate and M.A. Behavior Analysis students and Ph.D. Applied Behavior Analysis students. It is a new system that focuses on integrating first-year Master's students into the program and providing assistance in participation in professional activities and gaining professional skills. BATS supervises productivity in completion of Final Work Products as well as requires fluency in Advanced Study Objectives, the Three-Contingency Model of Performance Management, and Principles of Behavior key terms. BATS serves to continuously improve the quality of itself and its members through systems analysis. |
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| 122. The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent Procrastination |
| Area: TBA; Domain: Applied Research |
| KENDRA S. PRIEST (Western Michigan University), Jennifer L. Skundrich (Western Michigan University), Kristin M. Hustyi (Western Michigan University), Abby Ferree (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavioral Research Supervisory System (BRSS) is part of a larger system known as the Behavioral Analysis Training System. BRSS was designed to help graduate and undergraduate students complete large projects in a timely manner. We are also in place to monitor undergraduate students working on departmental honor’s theses. The students in the system complete weekly tasks that contribute to the research and development of a particular project. Point contingencies are in place to ensure that the student completes tasks in a timely manner, but also to ensure a high quality product. The BRSS manager is responsible for keeping track of the student’s point values and to assign a grade at the end of the semester based on those accumulated point values. In addition to the compilation of point values, the BRSS manager is also responsible for holding a weekly research and development meeting where both graduate and undergraduate students come together to show proof that they completed their weekly tasks, discuss upcoming weekly tasks, as well as informing and distributing information that may be vital to the student’s task completion. The Behavioral Research Supervisory System provides structure as well as guidelines for the students to complete their research and development projects. |
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| 123. Behavioral Academic Career Counseling |
| Area: TBA; Domain: Applied Research |
| DANIEL LEE SHAFTO (Western Michigan University), Erin Andres (Western Michigan University), Meredith Watkins (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the BACC system is to address and inform under graduates of their possible goals for their future. May students have little to no knowledge of graduate schools, job in their desired field, how to graduate, what classes they need to take to get the degree they want, what minors that go well with their major, or the requirements for graduate school. The BACC system compiles this information and informs the students through way of “BACC appointments”. These appointments give the student the opportunity to ask questions dealing with their present and future academic goals and their ideal job choice, and help prepare the student for success with knowledge and helpful tips from graduate students. The belief is that many students do not realize their full academic potential without proper guidance, so we provide that guidance. All students deserve every opportunity that is out there, even if they do not know where to look for it, which is why the system was created. |
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| 124. Behavior Systems Analysis Project |
| Area: TBA; Domain: Applied Research |
| WOAN TIAN CHOW (Western Michigan University), Andrea Juarez (Western Michigan University), Mark Klann (Western Michigan University), Melody Taylor (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Teach students the principles of behavior analysis in order to provide them with the skills and training necessary to analyze problems in real settings and increase their knowledge and fluency of those principles to improve the well-being and functioning of organizations and society |
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| 125. Self Management |
| Area: TBA; Domain: Applied Research |
| BREANNE K. CROOKS (Western Michigan University), Jessica Norris (Western Michigan University), Brittany Leah Sheets (Western Michigan University), Andrea M. Rau (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the self-management system is to help undergraduates complete the assignments from their classes using behavioral technology, and ultimately, to help them learn the tools of self-management to generalize those behaviors to their every day life. |
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| 126. GRE and Grad School Prep Course |
| Area: TBA; Domain: Applied Research |
| CALLIE AMANDA SIMMS (Western Michigan University), Jodylee M. Miller (Western Michigan University), Sarah Vanstelle (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The GRE course is designed to help students study for the Graduate Record Exam (GRE) and prepare for graduate school using performance management techniques. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE. Our goal is to provide guidance and relevant materials to inform students about the GRE and graduate school application. |
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| 127. Psych 360 Continuous Quality Improvement |
| Area: TBA; Domain: Applied Research |
| ERIN CAREY (Western Michigan University), Jennifer L. Skundrich (Western Michigan University), Jeffrey S. Bye II (Western Michigan University) |
| Abstract: The system manager is most concerned with the continuous quality improvement of the Psych 360 class. They use the information gathered by the TAs during error analysis and compared that with anonymous chapter evaluations that each student fills out after each homework chapter. The students write down what the most difficult part of the chapter was, what if anything was offensive and what are some suggestions for improvement. The system manager also requires that the TAs fill out their own evaluations after each class. The TAs document what the students thought they understood, but upon questioning they did not, what the TA spent the most time explaining from the book and what common mistakes were made on the student’s original examples from their homework. The system manager compiles a list of common topics that the TAs had to address in each class. The system manager supervises an undergraduate who compiles the chapter evaluations and lists the common answers and then averages the ratings the students gave them. The undergraduate also makes any necessary grammatical corrections or continuity corrections between homework, the text and the quizzes. The system manager in turn is the performance manager for the undergraduate as they write their Honor’s Thesis based on their work within and on the system. |
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| 128. Psychology 396 (Super A): Advanced Principles of Behavior |
| Area: TBA; Domain: Applied Research |
| HOLLY WARNER (Western Michigan University), Allyson L. Heck (Western Michigan University), Lori Schroedter (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of Super A is to train undergraduate students in goal setting and attainment, graphing data, and self-management, in order to produce competent behavior analysts that future employers, clients, professors, and graduate programs can better benefits from their skills. |
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| 129. Intermediate Practicum |
| Area: TBA; Domain: Applied Research |
| CHRISTINA JEAN VESTEVICH (Western Michigan University), Brittany Leah Sheets (Western Michigan University), Jordan P. Boudreau (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Intermediate Practicum is a supplemental course designed to enhance and fine tune discrete trial training skills. Students enrolled in this course have already completed the regular Practicum course and would like to continue their experience. However, they must enhance their DTT skills before moving on to the Advanced Practicum. These students will receive intensive trial-by-trial feedback and learn more specifically how the principles of behavior affect all aspects of discrete trial training through observing the performance of other technicians. They will be monitoring other practicum students and noting positive and negative skills displayed by the performing technician, without providing any direct feedback. |
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| 130. Advanced Autism Practicum |
| Area: TBA; Domain: Applied Research |
| DAVID SLADE (Western Michigan University), Brittany Leah Sheets (Western Michigan University), Margaret M. Dickson Moore (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Advanced Autism Practicum, is to produce undergraduate students with higher level behavioral techniques and skills in working with children diagnosed with autism. The Advanced Autism Practicum is designed to produce students with an advanced level of techniques and skills in working with children diagnosed with autism. These students have completed the Special Population Practicum, in the pre-primary impaired classroom at Croyden Avenue School previously, and worked as a behavioral technician in a one-on-one discrete trial setting. The practicum was designed to allow students who excelled in the special populations practicum to continue their work, take on more responsibilities and become a better rounded behavioral technician. An Advanced Practicum student works in the classroom with an assigned autistic child and attends a regular seminar meeting. They are required to complete a project that involves developing a new procedure for an autistic child. They develop, implement, evaluate, and recycling a novel procedure, review relevant literature, and create a presentation about the procedure they produced. The also have to add sub-phases to procedures that have red dots. A procedure is red dotted when a child fails to meet criteria for change and cannot move onto the next phase in the procedure. Advanced students are required to attend to the problems in the procedure and write sub phases to try and correct the problem. |
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| 131. Professional Psychology Practicum |
| Area: TBA; Domain: Applied Research |
| ZACHARIAH T. DUGGER (Western Michigan University), Jessica M. Norris (Western Michigan University), David Eisenhart (Western Michigan University), Lauren Frye (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Professional Psychology Practicum is to provide graduate students with the necessary training, supervision, and experience to become Board Certified Behavior Analysts and optionally to obtain their Temporary Limited License in Psychology so that they can disseminate their knowledge of behavior analysis and help those members of society who are in need. |
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| 132. Computer Based Programmed Instruction |
| Area: TBA; Domain: Applied Research |
| KRISTEN L. GAISFORD (Western Michigan University), Conny M. Raaymakers (Western Michigan University), Amy Crane (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the CBPI system is to generate quality units of computer-based programmed instruction, and to continually improve existing products to be implemented in graduate courses. These units will improve the behavior analytic skills of undergraduate and graduate students and clarify concepts that are often difficult for students, to help them achieve the ultimate goal of “saving the world with behavior analysis”. |
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| 133. Behavioral Computer Workshop |
| Area: TBA; Domain: Applied Research |
| HUI LING LOH (Western Michigan University), Millicent R. Bandeff (Western Michigan University), Katrina L. Miller (Western Michigan University), Blake Grider (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: To provide the education and training of software and computer programs necessary to develop skills for use in real world applications as well as a final thesis. |
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| 134. The Relationship Between Procrastination and Academic Performance in a Computer-Aided PSI Course |
| Area: TBA; Domain: Applied Research |
| GABRIEL SCHNERCH (University of Manitoba), Kacey Dalzell (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Archived data gathered from an undergraduate course offered by computer-aided personalized system of instruction (CAPSI) at the University of Manitoba was analyzed to evaluate the relationship between student progress patterns and academic performance. The CAPSI system allows for students to complete each of ten unit tests at their own pace, only limited by the requirement that they demonstrate mastery on one unit before being allowed to attempt the next unit’s test. Student progress was quantified by assigning each successive day in the course a number based on the number of unit tests passed by that point, and adding up the total score. Those with lower scores thus requested the majority of their tests later in the semester, those with higher scores started earlier. Preliminary analyses of students’ progress scores and final exam scores reveal a Pearson correlation of .708, p < .001. Students requesting unit tests earlier tended to perform better than those who completed more tests late semester. Research is currently planned to follow-up this research using the new Web-based CAPSI system, and exploring the relationship further by introducing interventions aimed at reducing procrastination in CAPSI course students and examining its effect on the relationship suggested here. |
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| 135. Using a Single-Subject Design to Increase Peer-Review Accuracy in a Computer-Aided PSI Course: Part I |
| Area: TBA; Domain: Applied Research |
| JODY M. LAMBERT (University of Manitoba), Dianne Miguel (University of Manitoba), Kirsten M. Wirth (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Data from a behavior modification principles course taught at the University of Manitoba using a computer-aided personalized system of instruction (CAPSI) will be analyzed. After a student peer-reviews four unit tests, the instructor will randomly analyze two of the four and provide feedback to the individual targeting peer-reviewer feedback and accuracy. This pattern will continue throughout the course so that after every four unit tests that a student peer-reviews, that student will receive individualized feedback from the instructor on two of his or her responses. Peer-reviewer feedback decisions on unit tests will be categorized as correct, mostly correct, or incorrect by independent raters to determine if there is an increase inaccuracy after receiving feedback from the instructor over the course of the semester. Reliability checks will also be performed. Previous research has shown that peer-review accuracy does not increase as a function of time and so it is hypothesized that feedback will improve steadily in both quality and quantity as a result of continuing feedback from the instructor. Implications for this research include developing better ways to train CAPSI peer-reviewers and test writers, and determining an effective way to improve peer-review feedback. |
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| 136. Using a Single-Subject Design to Increase Peer-Review Accuracy in a Computer-Aided PSI Course: Part II |
| Area: TBA; Domain: Applied Research |
| KIRSTEN M. WIRTH (University of Manitoba), Jody M. Lambert (University of Manitoba), Dianne Miguel (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Data on peer-reviewers in two undergraduate behavior modification courses - Behaviour Modification Principles and its sequel, Behaviour Modification Applications - taught using computer-aided personalized system of instruction (CAPSI) were analyzed. In Behaviour Modification Principles, peer-reviewers received feedback on two randomly selected unit tests they had reviewed after reviewing four unit tests. Students who continued on to Behaviour Modification Applications received the same baseline and intervention (reversal-replication). Feedback targeted peer review accuracy and included positive or reinforcing statements and corrective information. Archived records of the students' responses will be assessed by independent raters, and reliability checks will be performed. It is expected that peer-review accuracy will increase and that peer feedback will increase in quality and quantity as a result of instructor feedback in both courses. This research has implications for developing ways to better train CAPSI peer-reviewers and test writers, and determine effective methods to gain stimulus control over students' peer-review behaviors. |
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| #233 International Poster Session - AUT |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 1. An Examination of the Variables Contributing to the Treatment of Eye Stereotopy |
| Area: AUT; Domain: Applied Research |
| ARTHUR E. WILKE (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (University of Nevada, Reno), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Ginger R. Wilson (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Individuals with autism and related disabilities often display stereotypic behavior. Stereotypy is typically defined as repetitive or invariant behavior that serves no apparent social function (e.g., Lovaas, Newsom & Hickman, 1987). Previous research has been conducted using non-contingent reinforcement (NCR) as a treatment for stereotypical behavior, but the results of these investigations have been mixed. Other treatment components are often necessary, such as response blocking, protective equipment, or punishment. The purpose of the current investigation was to examine some of the variables that may contribute to the treatment of stereotypy displayed by a young child with autism. A reversal design was used to evaluate the effects of NCR, time-out and corrective feedback on rates of eye stereotypy, which was defined as bearing the eyes in the corner of the eye socket so that the iris of the eye was against the far corner (i.e. no white was showing at the corner of the eye). Interobserver agreement (IOA) was assessed for 35% of sessions and the mean percentage of agreement of 92%. Results suggest that a combination of NCR, non-exclusionary time-out and corrective feedback may have been responsible for the reduction in stereotypy. |
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| 2. Effects of DRL and DRO Schedules of Reinforcement on the Frequency and Amount of Interfering Behaviors |
| Area: AUT; Domain: Applied Research |
| JENNIFER RODZINAK (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Two males between the ages of 16 and 18 both of whom have been diagnosed with Autism. Both participants are non-verbal and exhibit various types of interfering behaviors. Data were collected in both educational and residential settings. Baselind data were collected for each interfering behavior one month prior to the implementation of either the DRL or DRO procedure. Following either schedule implimentation, data were recorded and plotted. The rates of interfering behavior markedly decreased under DRL conditions but not under the DRO schedule. |
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| 3. Differential Reinforcement With Response Marking to Decrease Attentioned Maintained Behaviors |
| Area: AUT; Domain: Applied Research |
| RICK SHAW (Behavior Issues) |
| Abstract: A differential reinforcement of low rates (DRL) procedure was implemented with the use of response marking to reduce screaming behaviors of two adolescent males, and profanity of another adolescent male. The males ranged in age from 9 to 13 years and they were with moderate to severe mental retardation. Narrative Antecedent Behavior Consequence (NABC) data was measured and showed that the behaviors were maintained for attention. Through response marking the initial instance of the target behavior resulted in a warning from the teacher and the presentation of a special token. The next instance of the behavior the token was shown to the student, the teacher gave a statement, and placed the token on the student’s behavior board. The DRL procedure combined with response marking was successful in decreasing the behaviors of the students. |
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| 4. A Comparison of Three Intervention Strategies to Decrease Hand Stereotypy |
| Area: AUT; Domain: Applied Research |
| HEATHER FULLER (The May Institute), Allison Stubits (The May Institute), Sara McCollum (The May Institute), Meredith L. Cochran (The May Institute) |
| Abstract: Stereotypy, defined by Baumeister (1978), is repetitive and excessive behavior that does not appear to serve any function. Many individuals with developmental disabilities exhibit stereotyped behaviors, and these idiosyncratic and repetitive movements are listed in DSM-IV as one of the diagnostic criteria for autistic disorder (American Psychiatric Association, 1994). Hand stereotypy is one form of idiosyncratic behaviors that can interfere with skill acquisition, and is often socially stigmatizing. Automatically reinforced stereotypy is difficult to treat because the reinforcing characteristics of the behavior are difficult to determine and control, and the behavior itself can be exhibited at any time (Piazza, C. C., Adelinis, J. D., Hanley, G. P., Goh, H., & Delia, M. D., 2000). This study demonstrates the effects of three different contingencies – ignore, interruption, and response blocking, to decrease rates of automatically reinforced hand stereotypy. Data indicate that response blocking - in which the participant’s hands were placed on the table for three seconds contingent on stereotypy, decreased rates of hand stereotypy from an average of 62% in the ignore condition to an average of 11%. Interobserver agreement averaged 100% accuracy. |
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| 5. Using Matched and Non-Matched Sensory Stimuli to Decrease Self-Stimulatory Behavior |
| Area: AUT; Domain: Applied Research |
| JESSICA L. CHERNE (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: The purpose of this study was to reduce self-stimulatory behavior in two children with autism. Procedures involved sensory sessions that provided stimulation which matched the function of the self-stimulatory behavior and sessions which did not match the function of the self-stimulatory behavior. An alternating treatment design was used to assess matched sessions and non-matched sessions. Following matched and non-matched sensory sessions, observation periods were conducted to assess effects on self-stimulatory behavior. These procedures were not effective in decreasing self-stimulatory behavior but may help guide further attempts at decreasing the behaviors. |
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| 6. Replication of a Procedure Utilizing Contingent Effort as a De-escalation Procedure |
| Area: AUT; Domain: Applied Research |
| KAZUNARI HASHIMOTO (Integrated Behavior Technologies), Linda S. Heitzman-Powell (Integrated Behavior Technologies), Rachel L. White (University of Kansas) |
| Abstract: The present study examined the effectiveness of a de-escalation procedure on the aggressive behavior of an 11 year-old boy diagnosed with Autism. This procedure modified an existing procedure (Melmark, 2005)for use in the home. On the first occurrence of aggression, staff or parents prompted the child to move to a designated room. The child was then instructed to sit down and engage in a repetitive task (e.g., stacking rings). The student was required to complete the task calmly (no incidents of aggression) for a period of two minutes. If any incidents of aggression occurred, the task was re-presented until he completed the task with no aggressive incidents for two minutes. Following the intervention, the student was directed back to the interrupted activity. Results showed that aggressive incidents decreased from an average of 5 per day (range 0-7) with an average duration of 30 minutes (range 5-90) to an average of .25 per day (range 0-2) with an average duration of 7 minutes (range 1-20) following the implementation of the de-escalation procedure. Results also showed that similar results were found when the procedure was implemented in the classroom setting. |
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| 7. Decreasing Elopement Through Increasing Response Effort and an S-Delta |
| Area: AUT; Domain: Applied Research |
| SCOTT W. HARRINGTON (Quality Behavioral Outcomes), Jillian White (Quality Behavioral Outcomes), Jennifer MacDonald (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes) |
| Abstract: Elopement, or leaving from a supervised to unsupervised area without permission, is a common issue for care providers of persons with disabilities. This investigation evaluated the effects of increasing response effort in a 7 year-old boy diagnosed with Autism who would elope from a playground to modular classrooms (outside-to-inside) and from inside his classroom to outside (inside-to-outside). An FBA indicated the elopement was maintained by attention, hence attention was also provided contingent upon remaining in a supervised area. |
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| 8. Effectiveness of a Visual Cue in Decreasing Aggression During Mealtimes |
| Area: AUT; Domain: Applied Research |
| JILLIAN WHITE (Quality Behavioral Outcomes), Jennifer MacDonald (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Scott W. Harrington (Quality Behavioral Outcomes) |
| Abstract: This investigation evaluated the effectiveness of a visual cue (i.e., More food pass) to treat aberrant behaviors during mealtime for an adolescent diagnosed with autism. A competing behavior model was used to identify meal restrictions as a common antecedent for problem behavior. The intervention increased predictability of meal cessation for the participant, and decreased frequency of problem behaviors to near zero levels. |
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| 9. Reduction of Self-Injurious Behaviors in an Adolescent with Autism using Positive Behavior Support and ABA |
| Area: AUT; Domain: Service Delivery |
| JANET A. BUTZ (CARE, LLC), Chris Holcomb (Odyssey Charter School) |
| Abstract: Students with serious self-injurious behaviors are often excluded from the least restrictive environments in public school settings because staff are not trained to work with students exhibiting such dangerous behaviors. In addition, families do not feel adequately equipped to address their child's self-injurious behaviors in the home setting. As a result the child may end up being removed from the home and school setting and placed in a more restrictive setting. This research project focuses on an adolescent with severe self-injurious behaviors that resulted in removal from the public school and home setting with placement into a hospital setting.The authors will describe how the Positive Behavior Support Process was used to form a team of individuals interested in decreasing the self-injurious behaviors exhibited by the student as well as improving the student's overall quality of life. The poster presentation will outline the steps used in process which included: identifying goals, gathering information, developing a hypothesis, designing a behavior support plan as well as detailing how the plan was implemented and monitored. The authors will share how they combined the principles of Applied Behavior Analysis and Positive Behavior Support into the process and brought team members together from a variety of disciplines which ultimately resulted in a significant decrease of the severe self-injurious behaviors and an increase in the positive prosocial behaviors of the student when he returned to a less restrictive environment. |
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| 10. Decreasing Attention-Maintained Aggression with a DRO Schedule |
| Area: AUT; Domain: Applied Research |
| SCOTT W. HARRINGTON (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes), Marco Sidella (n/a) |
| Abstract: This investigation decreased the frequency of attention maintained aggression in a 14 year-old boy diagnosed with autism. The participant was hitting the walls in his home with his forehead forcefully enough to break through the drywall; baseline rates indicated the behavior occurred up to 10 times a day. A functional assessment suggested the behavior was maintained by attention from the participant’s mother. A DRO was implemented on a 60-second VI schedule and the behavior decreased to zero rates. Because of effort, the schedule was rapidly faded to 180-seconds, 300-seconds, 900-seconds combined with a relaxation procedure. The behavior was maintained at near-zero rates. |
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| 11. Decreasing Inappropriate Vocalizations By Increasing Alternative Behaviors |
| Area: AUT; Domain: Applied Research |
| MICHELLE KARREN (St. Cloud State University), Sharon E. Baxter (ABLE Clinic) |
| Abstract: This study investigated the effects of differential reinforcement on vocal stereotypy in a 10 year old subject with Autism Spectrum Disorder and history of habitualized self-injurious acts and self-restraint. The subject exhibited vocal stereotypy that involved forced air expulsion, with a straining of the abdominal muscles. Functional analysis revealed that the behavior was maintained by automatic reinforcement. The study utilized a multiple baseline design. Differential reinforcement was used to increase the number of intervals that the subject worked without demonstrating vocal stereotypy on mastered task completion projects. Stimulus control was achieved by pairing an elastic wristband with the expectation of an absence of vocal stereotypy while working. Results indicated a significant improvement in the frequency of intervals where the subject worked without demonstrating vocal stereotypy. Baseline measures indicated that the subject was able to work for a 3 second interval with an absence of vocal stereotypy an average of 17.78% of the time. Within 12 sittings the subject was demonstrating an absence of vocal stereotypy for 3 seconds or longer for an average 95% of intervals. The duration of time was increased progressively from the initial 3 seconds to 11 seconds during the course of this study. |
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| 12. Splint Use: Decreasing hand-clapping in a child with Rett's Disorder |
| Area: AUT; Domain: Applied Research |
| SUSAN WILCZYNSKI (MMI; UNMC), Howard Needelman (MMI; UNMC), Laura Patterson (USM), Joshua Needelman (USM), Kathryn Menousek (MMI; UNMC) |
| Abstract: Rett's Disorder is a genetic disorder falling on the Autism Spectrum. It is characterized by stereotyped hand-to-hand movements. Traditional behavioral and medication interventions have produced little reduction in this stereotypic behavior. Splints have been suggested by some physicians but no data have been forwarded to support the use of splints in reducing stereotypic hand movements in individuals with Rett’s Disorder. Splints have successfully reduced problem behavior associated with other populations though (e.g., thumb-sucking). An alternating treatments design (splint use versus no splint use) was used to assess the impact of splints on rate of hand-clapping during discrete trial training occurring at a table. Stereotypic hand-clapping was significantly lower when splints were used. Reductions in stereotypic movements were not associated with increased rates of skill acquisition however. Interobserver agreement fell within acceptable levels (IOA>.90). |
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| 13. The Use of a Premack Principle Procedure to increase Food Consumption in Three Participants with Autistic Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| CAROLANNNE MART (The Jigsaw CABAS School), Jackie Charnock (The Jigsaw CABAS School), Emma L. Hawkins (The Jigsaw CABAS School) |
| Abstract: This study examined the effect of a Premack principle procedure on increasing food consumption of unpreferred edible items for three children diagnosed with Autistic Spectrum Disorder. The participants were three boys, two aged 6 and one aged 9. Participant 1 was a six yr old male with listener, speaker, and emergent reader/writer levels of verbal behaviour. Participant 2 was also a 6 yr old male with listener and emergent speaker/reader/writer levels of verbal behaviour. Participant 3 was a 9 yr old male with emergent listener/speaker/writer levels of verbal behaviour. All attended a CABAS® school for children with ASD, which operated individualized instruction on academic programmes throughout the school day. The 1:1 instruction was delivered in the form of learn units. A multiple baseline across participants design was used and the results demonstrated a functional relationship between the Premack procedure and the increase in food consumption. |
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| 14. Increasing Adaptive Skills and Decreasing Challenging Behaviors with a 14-year old student with Autism |
| Area: AUT; Domain: Applied Research |
| KIMBERLY L. MAYER (Melmark New England) |
| Abstract: The effects of a multi-component treatment package on the challenging behaviors of a 14-year old boy diagnosed with autism were assessed in this study. Functional communication training and a relaxation program were introduced, using an A-B experimental design, in order to decrease challenging behaviors including aggression, negative statements (not directed at others), antecedent behavior, and tantrum behavior. Strategies were selected based on descriptive analysis. Antecedent behavior included suicidal statements, negative statements (towards others), stomping and screaming. Tantrum behavior included antecedent behavior combined with property destruction. Inter-observer agreement (IOA) data was collected on a weekly basis, which was 100% for each observation. Results indicated that following the implementation of the treatment package, tantrum behavior, aggression, and negative statements decreased when compared to baseline levels. Additionally, adaptive strategies including self-initiated relaxation and functional communicative responses increased. This study demonstrates the efficacy of a multi-component treatment package to decrease challenging behaviors and to increase adaptive skills in a child with autism. Data displayed will demonstrate maintenance of low rates of targeted challenging behaviors across one year. |
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| 15. Assessment of Aggression Across School and Home Evironments Using Caregivers as Therapists |
| Area: AUT; Domain: Applied Research |
| DEBORAH L. BORDEN-KARASACK (Kennedy Krieger Institute), Gregory Breznican (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Recently, the standard analogue functional analyses methodology (Iwata, et al., 1982/1994) has been extended outside the highly structured clinical settings into the natural environment. This research has demonstrated the utility of teacher implemented functional analyses in the school setting (Moore, et al., 2002; Wallace, Doney, Mintz-Resudek, & Tarbox, 2004) and caregiver implemented functional analyses in the home setting (Wacker, et al., 1998). However, limited data are available comparing the outcomes of functional analyses across the two settings with familiar caregivers. In the current study, a 13 year old boy diagnosed with autism who exhibited severe aggression at home and school participated in an analogue functional analysis with a teacher and in-home support caregiver acting as therapists. The results of the analogue functional analysis showed clear tangible and demand functions in both settings. Inter-rater reliability was completed 100% of sessions at school with an average of 99% agreement and 20% of sessions at home with an average of 100% agreement. These results suggest that caregivers can be trained to act as therapists to complete an analogue functional analysis and that for this client similar results were documented. |
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| 16. Implementation of Activity Schedules to Increase On-Task Behavior during Recess |
| Area: AUT; Domain: Applied Research |
| DIANA M. ZITELLI (EPIC), Lori E. Bechner (EPIC), Gina Rosa-Tahmoosh (EPIC) |
| Abstract: Four learners diagnosed with autism (ages 12-14) participated in the study. On-Task behavior was measured using a 30-second momentary time sample for a randomly selected five-minute period during recess. Baseline measures of on-task behavior ranged from 0%-60% (mean=25%). Following implementation of individual activity schedules, on-task behavior ranged from 90%-100%. All participants showed significant increases in on-task behavior following the implementation of the schedules. When treatment was reversed (ABAB design), results were replicated. |
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| 17. Reducing Severe Self Injury in a School Setting |
| Area: AUT; Domain: Applied Research |
| BARBARA POTTER (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Kristin Calman (Alpine Learning Group), Nina Cohen (Alpine Learning Group) |
| Abstract: The participant was a seven year old boy with autism who attended a behaviorally based school. He had a history of severe self injurious behavior (i.e., slapping his face) that occurred at a high rate throughout the school day. The student displayed the behavior across many conditions and a descriptive analysis indicated that it served multiple functions, including escape from demands. The present study addressed the escape function of the self injury via functional communication training. Training was conducted during half hour sessions outside of the student’s typical classroom routine. A demand condition was arranged during which the student was taught to request a break using augmentative communication (i.e., a Voice Over device containing the recording, “break”). The break consisted of a free access condition which included the opportunity to engage in stereotypic behavior. Self injurious behavior that occurred within training sessions was consequated with contingent application of protective equipment. The duration of training sessions was gradually increased as rates of self injury decreased. Data indicate a reduction in the target behavior during demand conditions. Results are discussed in terms of directions for future research for reducing severe self injurious behavior in a school setting. |
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| 18. Reducing High Rate Disruptive Behavior, in a Two Year Old with Autism: Using a Differential Reinforcement of Other Behavior Procedure |
| Area: AUT; Domain: Applied Research |
| ANGIE CHRISTINE QUERIM (Northeastern University) |
| Abstract: Research in Differential Reinforcement of Other behavior (DRO) and extinction (EXT) suggest these two procedures are effective in decreasing problem behavior. In the present study, results of a functional analysis, for a two year old with Autism, indicated disruptive behavior was maintained by attention. Baseline and treatment conditions were compared in a reversal design. Baseline conditions were similar to those in the attention condition in the functional analysis. During treatment conditions a 15 second interval of social praise was delivered contingent on the absence of disruptive behavior, while disruptive behavior received no reinforcement (EXT). The DRO with EXT procedure was successful in decreasing disruptive behavior, and its affects were generalized across settings and maintained over time. |
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| 19. Increasing the Latency to Consume Meals in Teenagers with Autism |
| Area: AUT; Domain: Applied Research |
| MELISSA ANGLESEA (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Bridget A. Taylor (Alpine Learning Group), Lauren Delgado (Alpine Learning Group) |
| Abstract: Individuals with autism may consume meals rapidly which can be socially stigmatizing and result in gastrointestinal problems. The purpose of this study was to investigate the effects of using a time-based vibrating pager that signaled consumption of bites. The participants were three teenagers with autism with a history of rapid food consumption. The participants were taught using graduated guidance to wait to take a bite of food until the pager signaled them to do so. Once participants were reliably waiting to consume bites until the pager signaled, a reversal design was used to compare total seconds to consume meals with and without the pager. The results indicated that seconds to consumption increased when the pager was used during mealtime. IOA data were calculated for 24% of the sessions at 100%. Results are discussed in terms of interventions to improve healthy eating habits in students with autism. |
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| 20. An Evaluation of the Effects of Wearing a Diaper During Toilet Training for a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| MELODY NABIZADEH (Center for Autism and Related Disorders), Rachel S. F. Tarbox (Center for Autism and Related Disorders), James Summers (Center for Autism and Related Disorders), Doreen Granpeesheh (Center for Autism and Related Disorders) |
| Abstract: Urinary incontinence has been shown to be a pervasive problem in children with autism. Incontinence can affect a child both socially and in terms of risk of infectious diseases transmitted through bodily waste (Berk & Friman, 1990). Surveys have reported that anywhere from 50 -70% of all children with autism have difficulties with toileting (Whitely, 2004; Horvath, Papadimitriou, Rabsztyn, Drachenberg & Tildon, 1999). Recent research conducted with an adult with developmental disabilities demonstrated that wearing diapers may occasion urinary accidents (Tarbox, Williams & Friman, 2004). In the current investigation a reversal design was used to evaluate the effects of wearing a diaper during toilet training for a young child diagnosed with autism. Results suggest that wearing a diaper may increase the likelihood of urinary incontinence. Moreover, successful voids increased during the course of evaluation. Treatment, follow-up, reliability and integrity data will be presented. |
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| 21. Eliminating Transition Related Tantrums by Manipulating Establishing Operations |
| Area: AUT; Domain: Applied Research |
| JULIE WALSH (BEACON Services), Robert K. Ross (BEACON Services), Harry A. Mackay (Northeastern University, Shriver Center) |
| Abstract: Many children with Autism transition from one activity to the next only with difficulty. The subject in the present study frequently engaged in tantrums, when given verbal cues to end preferred activities and begin other, often less preferred activities. In contrast, the child had a history in which other environmental cues, like a picture of the next activity, controlled transitions. Observational data indicated that attention was provided to the child when tantrums occurred, thus suggesting that verbal cues to transition served as an Establishing Operation for access to reinforcement. The authors hypothesized that they could eliminate the tantrums that accompanied transitions by establishing a new history of responding to an alternative non-verbal auditory cue (the sound of a timer). This was achieved via an errorless teaching procedure which used physical guidance during the transitions and immediate reinforcement upon arrival. No verbal cues (correction or instruction) were provided until successful arrival. The results showed that the student performed transitions to other activities without engaging in tantrum behavior tantrums after 13 teaching sessions. |
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| 22. Training and Implementation of Extinction Protocol for Aggression in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| R. JADE FRAISER (May South), Bradley S. Bezilla (May South), Tiffany Allen (May South), John Mortensen (May South) |
| Abstract: Many children with Autism and other developmental delays display one or more maladaptive behaviors. A more serious maladaptive behavior is aggression functioning as communication. In this study, the team developed an intensive treatment protocol to extinguish severe aggression in a 13-year-old child with Autism. Several weeks of observation and parent interviews were conducted by the team to determine the function of the child's behavior. The extinction protocol was then implemented and the parents of the child were trained in the implemenation. Data will be presented on the extinction protocol, including baseline and treatment data. |
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| 23. Behavioral Persistence of Children with and without Autism Responding on Progressive-Ratio Schedules |
| Area: AUT; Domain: Basic Research |
| KEITH MACWHORTER (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Gregory A. Lieving (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Individuals diagnosed with autism display behavior patterns that are ritualistic, persistent, and resistant to treatment. In the current study, we investigated the extent to which children with and without autism differ in behavioral persistence as indexed by performance on progressive-ratio (PR) schedules. PR schedules were implemented following a baseline in which responses to a touch-screen computer were reinforced on random-ratio schedules. Persistence was measured by break points, highest completed ratio, and running response rates across PR values. Sessions were limited to 10 min each, and the PR values were increased across sessions until subjects reliably stopped responding within sessions. To account for potential differences in reinforcer efficacy and response rates across subjects, persistence measures were normalized by expressing the measures as a proportion of baseline response rates. Subjects diagnosed with autism displayed greater behavioral persistence relative to matched control subjects. |
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| 24. Contingent Effort to Reduce Aggressive Behavior of Two Children with Autism |
| Area: AUT; Domain: Applied Research |
| CATHERINE K. MARTINEZ (Beaumont Hospitals), Nicole M Carlisle (Beaumont Hospitals), Ivy M. Chong Crane (Beaumont Hospitals) |
| Abstract: Results of functional assessments indicted that the aggressive behavior (i.e., pinching, slapping) of two preschoolers diagnosed with autism was maintained by multiple sources of control (attention, escape). However, direct observation in the classroom indicated that attention was not delivered contingent upon aggressive behavior for either student. Additionally, escape extinction was not successful in reducing rates of aggression. Subsequently, contingent effort (stringing beads, picking up chips) was successful in reducing aggressive behaviors in both students. These findings are discussed in relation to the literature on function-based treatment and punishment. The implications for use of punishment in a preschool classroom are also discussed. |
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| 25. Helping Parents Keep Their Child with Autism Engaged |
| Area: AUT; Domain: Applied Research |
| TAWNYA Y. CRIDER (Behavior Solutions, Inc.), Colin Peeler (Behavior Solutions, Inc.) |
| Abstract: Children with autism often have a limited number of activities they will stay engaged in for any period of time and some of these activities are not feasible for parents to provide on a continuous basis (in this case, van rides). An 11-year old boy with autism would engage in escalating behaviors (i.e., tantrums) in an attempt to get these items, and his parents would give in once the behaviors became severe enough. A combination of time-out and shaping procedures were used to decrease tantrums and increase his independent play. During baseline independent play averaged 2 minutes per activity and tantrums 34 minutes. A shaping procedure increased independent play to an average of 11 minutes per activity with the behavior analyst and with his mother during generalization sessions. Time out was used to decrease tantrums, to near zero levels. However, inconsistent use of time-out by the parents produced variability in these results. Results of this study support previous research showing that children with autism can be taught to stay engaged in meaningful activities and the need for further research in the area of parental adherence to treatment procedures. |
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| 26. The Effectiveness of Two Pairing Procedures for Conditioning Music as a Reinforcer for Reducing Stereotypy |
| Area: AUT; Domain: Applied Research |
| DARCY M. WALSH (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Claire S. Cahill (Columbia University Teachers College) |
| Abstract: The purpose of this study was to investigate the effectiveness of two pairing procedures for conditioning music on the number of stereotypy emitted by students diagnosed with autism. Three students who emitted stereotypy when listening to music were selected as participants in this study. During baseline conditions, the participants listened to music without receiving any reinforcement. During intervention, a continuous paring procedure was used with Participant A, and a pair and test procedure was used with Participants B and C. For both baseline and intervention, data were collected on the stereotypy emitted and the participation in the activity for 5 second intervals for 5 minutes. A multiple baseline design across subjects was used. The independent variable consisted of the two pairing procedures. The number of stereotypy emitted significantly decreased and activity significantly increased for all of the participants. The results for this study showed a functional relation. Both the continuous pairing procedure and the pair and test procedure were effective methods for conditioning music as a reinforcer. |
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| 27. Rapid Toilet Training for a Five Year Old Autistic Male |
| Area: AUT; Domain: Applied Research |
| LAUREN KATZ (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College & CABAS), Jennifer Longano (Columbia University Teachers College) |
| Abstract: This study was conducted to test the effects of a rapid toilet training procedure. The participant was a five year old male diagnosed with autism. He functioned on the emergent listener/prespeaker level of verbal behavior. An intensive toilet training procedure was introduced. This procedure involves a dry pant check schedule and having the participant sit on the toilet until a void occurred. Prior to the implementation of this procedure the participant only wore diaper and never voided in the toilet. Previously he was on a 15 minute bathroom schedule. Even with frequently trips to the bathroom his diaper had to be constantly changed. After the implementation of rapid toilet training the participant had multiple voids in the toilet and no accidents per day. |
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| 28. The Use of Self-Monitoring Bracelets to Decrease Stereotypy in Two Children with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTINA VERA YOUNG (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Jennifer Longano (Columbia University Teachers College) |
| Abstract: This study is an addition to a study done by Keohane, Nuzzolo-Gomez, Solorzano, & Greer (unpublished manuscript, 2004). Self-monitoring bracelets were implemented to teach the students to self-manage their stereotypy. During baseline conditions Student A emitted high levels of stereotypy in the play area. Student B emitted high levels of stereotypy during one-to-one instruction. During intervention in the target setting, each student was given a blue bracelet and an instruction stating that stereotypy was permitted. When the teacher replaced the blue bracelet with an orange bracelet they were told to refrain from emitting stereotypy. The study employed a multiple baseline design across participants. Probes were conducted in 3 settings during baseline. Intervention occurred in the setting in which each participant emitted the highest levels of stereotypy. The resutls showed that this self-monitoring tactic was successful for both students to significantly decrease stereotypy in the targeted settings at school and the effects for Student A generalized to the home setting. |
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| 29. Further Evaluation of Problem Behavior Evoked by Noise |
| Area: AUT; Domain: Applied Research |
| NICOLE M. TROSCLAIR-LASSERRE (Louisiana State University), Dorothea C. Lerman (University of Houston, Clear Lake), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Few studies have systematically evaluated noise as a potential establishing operation for problem behavior (e.g., McCord, Iwata, Galensky, Ellingson, & Thomson, 2001). The current investigation used a latency-based assessment to determine a hierarchy of aversive noises for one individual with developmental delays and autism. The effects of mere exposure of noises on problem behavior (i.e., in the absence of extinction) were subsequently evaluated. Mean interobserver agreement data were collected for an average of 54% of sessions in each assessment across targeted behaviors and the average agreement coefficient was 96%. These results replicate those of McCord et al. by further demonstrating that noise can function as an establishing operation (EO) for problem Behavior for some individuals and that escape from noise is one possible reinforcer. In addition, the current investigation extends McCord et al. by providing an alternative methodology for determining the aversiveness of noise (i.e., latency based assessment). These results also extend previous research by demonstrating that exposure to various noises (without extinction) may be sufficient in reducing the occurrence of problem behavior evoked by noise and maintained, at lease in part, by escape from noise.KEY WORDS: establishing operations, escape behavior, noise. |
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| 30. The Treatment of Chronic Food Refusal in a Young Boy with PDD/NOS |
| Area: AUT; Domain: Applied Research |
| KRISTIN PRIOR (Melmark New England), John Demanche (Melmark New England), Frank L. Bird (Melmark New England) |
| Abstract: Eating disorders in children and adolescents represent potentially life threatening, debilitating conditions that impede physical, emotional, and behavioral growth and development. Escape extinction, which includes the non-removal of the spoon and physical guidance have been demonstrated to establish and maintain food acceptance. Both these interventions involve preventing escape from the feeding situation until the presented food has been accepted (Ahearn, et. al., 1996). In this study, an escape extinction procedure was implemented with an 8-year old boy diagnosed with PDD/NOS., with food type selectivity and refusal. Initial results indicate an increase in acceptance of bites during baseline, with an initial rate of 44%, an increase within the non-removal condition with an initial rate of 66%, and a decrease in the rate of acceptance during physical condition with an initial rate of 49%. With the introduction of novel foods, rates of food acceptance continue on an increasing trend with an overall average of 85% acceptance. Rates of expulsion indicate a decreasing trend with an overall average of 3%. IOA was conducted during 100% of conditions and averaged 100%. |
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| 31. Using Postural Relaxation with Students on the Autism Spectrum |
| Area: AUT; Domain: Service Delivery |
| D. REED REED BECHTEL (Bechtel Behavioral Services), Susan J. Heatter (Sue Heatter & Associates) |
| Abstract: Poppen’s (1988) development of procedural relaxation allows a powerful technology to be applied with individuals who may have severe limitations in verbal abilities that preclude more traditional forms of relaxation procedures. The poster presents information regarding the application of the postural relaxation procedure with children and adolescents from 3 to 19 who function on the Autism Spectrum. Students were taught the procedure via video modeling, live modeling, visual support prompting, and/or reinforcement. The procedure then was utilized in a variety of environments including home, school, community settings, and in the car to support appropriate behavior and as a intervention plan component to help manage numerous inappropriate behaviors. Issues regarding acquisition and generalization of the procedure will be provided as well as information regarding the use of the procedure in self management packages. |
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| 32. Application and Removal of Protective Equipment in the Assessment of Mulitply-Controlled Finger Biting |
| Area: AUT; Domain: Applied Research |
| NICOLE M CARLISLE (William Beaumont Hospital), Ivy M. Chong Crane (William Beaumont Hospital), Nicole Romero (William Beaumont Hospital) |
| Abstract: The use of protective equipment is often suggested for self-injurious behavior that could cause tissue damage (Dorsey, Iwata, Reid, & Davis, 1982). We evaluated the effects of systematic application and removal of gloves on two topographies of multiply-controlled self-injury exhibited by a boy who had been diagnosed with autism. Results showed that the use of gloves decreased SIB to near zero levels. |
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| 33. Effect of Performance Feedback on Instructor's Correct Implementation of Behavior Intervention Plans |
| Area: AUT; Domain: Applied Research |
| ANNA M. YOUNG ZALESKA (The Faison School for Autism), Laura Harmon (The Faison School for Autism), Scott Nugent (The Faison School for Autism), Lana Swartz (The Faison School for Autism) |
| Abstract: The current study employed a multiple baseline across four instructor-student dyads to measure percent of 30 one-minute intervals with correct implementation of a student’s written behavior plan. Baseline consisted of observations of each instructor’s implementation of student’s behavior plan after the plan was reviewed with the instructor during a 30 minute didactic session. After a stable or decreasing trend in correct implementation, an intervention consisting of performance feedback was implemented within 24 hours of a weekly observation session and consisted of a 15-minute 1:1 meeting with each instructor. The performance feedback incorporated verbal praise for components of the plan implemented correctly and correction for components that were implemented incorrectly, or not at all. Weekly performance feedback continued until 90% of the 30 one- minute intervals were implemented correctly as measured across five consecutive observation sessions. A follow up observation session was implemented five weeks after the last observation and performance feedback was delivered to assess maintenance of correct behavior plan implementation by the instructors. |
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| 34. The Effect of Reduction of Problem Behavior on Skill Acquisition in a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| JANE I. CARLSON (The May Center for Child Development) |
| Abstract: Rate of skill acquisition is an important variable associated with outcome in Early intensive Behavioral Intervention programs. This case study examines the impact of suspending DTT to implement an intensive behavior support plan to address severe tantrum behavior in a 4 year old with autism. The child was initially acquiring skills at an extremely low rate and displaying multiple interfering behaviors. Functional assessment data indicated escape and tangible seeking as primary functions of the behavior. An intensive FCT training procedure was initiated and problem behavior was reduced to low rates. DTT was reintroduced and the child's rate of skill acquisition improved significantly. |
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| 35. An Analysis of the Positive and Negative Consequence Components of a DRO Treatment Package to Reduce Challenging Behavior |
| Area: AUT; Domain: Applied Research |
| JULIET M. QUINLAN (ABACAS Drogheda, Ireland), Marcia D. Ward (ABACAS Drogheda, Ireland), Jennifer Mary McMullen (ABACAS Drogheda, Ireland), Sharon O'Sullivan (ABACAS Drogheda, Ireland) |
| Abstract: This study was undertaken with the aim of decreasing the aberrant behaviours of an 11-year-old boy with a diagnosis of autism and early-speaker level of verbal behaviour. An ABACDA reversal design was employed to manipulate the consequence component of a DRO treatment package targeting escape-maintained stereotypy and Person Assault for decrease. Results indicate that escape-extinction was more successful than response cost as a contingent consequence in decreasing stereotypy and Person Assault. Escape extinction also yielded more success than a DRO procedure without an additional reductive tactic. These findings are discussed with reference to relevant literature. |
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| 36. Evaluating the Use of Positive and Negative Reinforcement for the Treatment of Escape- Maintained Problem Behavior |
| Area: AUT; Domain: Applied Research |
| JEB JONES (Marcus Autism Center), Ashley C. Glover (Marcus Autism Center), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine), April N. Kisamore (Marcus Autism Center) |
| Abstract: Previous research (Piazza et al., 1997; Lalli et al., 1999) has shown that providing a combination of positive and negative reinforcement contingent upon compliance can increase compliance to high levels and subsequently decrease problem behavior to low levels. Piazza et al. also found that when the participant earned positive or negative reinforcement contingent upon compliance and problem behavior was placed on extinction, compliance remained high and problem behavior remained low throughout the analysis. In the current investigation, we evaluated the use of combined positive and negative reinforcement for compliance while problem behavior produced negative reinforcement. A component analysis using extinction for problem behavior was conducted to analyze the separate contributions of positive and negative reinforcement to the treatment package. Reliability data were collected with two independent observers for over 30% of sessions and was over 90%. Results suggested that using a combination of positive and negative reinforcement decreased problem behavior to zero levels and increased compliance to high rates. The component analysis with extinction suggested the participant showed that compliance increased to higher levels for the positive reinforcer and than for the negative reinforcement component. |
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| 37. Assessment and Treatment of Escape-Maintained Aggression: The Use of Self-Monitoring Techniques for Children with Autism |
| Area: AUT; Domain: Applied Research |
| MELISSA ORTEGA (Rutgers University), Kate E. Fiske Massey (Rutgers University), Alexandra M. Vlahogiannis (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University) |
| Abstract: Self-monitoring has been used to decrease aberrant behavior and increase on-task behavior in both typical children and children with developmental disabilities (Koegel & Koegel, 1990: Mithaug & Mithaug, 2003: Shabani, Wilder, & Flood, 2001). However, assessment methods for determining the appropriateness of self-monitoring protocols are lacking. In the current investigation, a 12-year-old female with autism was referred for treatment of her aggressive behavior. A functional analysis revealed that she exhibited increased rates of aggression during work sessions in which demands were externally-imposed (e.g., by a teacher), while she exhibited zero rates of aggression during work sessions in which demands were self-imposed. To decrease staff demands and increase the student’s independence in work sessions, a self-monitoring system that allowed her to monitor both her academic skills and her aggressive behavior was implemented and evaluated using a reversal design. Results are discussed in terms of effective assessment for behavior likely to respond to an intervention using self-monitoring. |
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| 38. An Intervention for Stereotypic Toe-Walking in a Young Girl with Autism: Self-Monitoring and Differential Reinforcement of Incompatible Behavior |
| Area: AUT; Domain: Applied Research |
| AMANDA J. BEVER (University of Wisconsin, Eau Claire), Britta L. Fiksdal (University of Wisconsin, Eau Claire), Karen Renee Norman (ABIS, LLC), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Stereotypic toe-walking has been observed in normally developing children as well as children with developmental disabilities including autism. Relatively few studies have investigated the treatment of stereotypic toe-walking in children with autism, and no studies have explored the use of a self-monitoring device or differential reinforcement of incompatible behavior (DRI) as a treatment for toe-walking. The present study investigated the efficacy of a DRI procedure used in conjunction with a self-monitoring device to reduce stereotypic toe-walking in a 6 year-old girl with autism. A multiple-probe design across settings was used to demonstrate the effectiveness of the two procedures. The results showed a decrease in toe walking across both settings. |
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| 39. Descriptive Analyses in a Classroom Setting: Assessment of High Intensity Self-Injurious Behavior |
| Area: AUT; Domain: Applied Research |
| HANNAH HOCH (The Graduate Center, City University of New York), Bridget A. Taylor (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Kristin Calman (Alpine Learning Group), Nina Cohen (Alpine Learning Group) |
| Abstract: This study presents a methodology for collecting detailed naturalistic data on self-injurious and tantrum behavior. The participant was a young boy with autism who attended a behaviorally-based school program for students with autism. A descriptive analysis of variables related to the occurrence and intensity of SIB and tantrum behavior was conducted. The student was observed in his school across a variety of classroom activities (i.e., task demands, transitions, free time, and leisure activities). Data were collected on the frequency, intensity and latency to engage in problem behavior. IOA data were also collected. Results are discussed in terms of future directions for descriptive analysis research. |
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| #234 International Poster Session - BPH |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 40. Pre-Natal Methylmercury Exposed Offspring Rats on a High or Low Selenium Diet Respond Differently Under a Multiple Low or High Percentile 20:0.75 (DRH) 8:4 Schedule Of Reinforcement |
| Area: BPH; Domain: Basic Research |
| JOHN C. HEATH (Auburn University), Joshua Johnson (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Pre-natal exposure to methylmercury (MeHg)has been associated with sensory-motor deficits. Selenium is thought to possibly ameliorate some of the effects of MeHg. Schedules of reinforcement that produce high rates of responding are sensitive to MeHg exposure. Female long Evans rats were chronically exposed to MeHg at levels of 0, 0.5, OR 5 PPM in their drinking water and also fed a diet that contained 0.06 PPM selenium or 0.6 PPM selenium. Forty-eight female offspring, which were exposed to MeHg in-eutro, were separated in to 6 groups according to the dams MeHg exposure and diet. The offspring were fed the same diet as their respective dams after weaning. A multiple percentile 20:0.75 differential reinforcement of high rates (DRH) 8:4 was implemented with lever pressing as the appropriate response. The percentile schedule reinforces responses if the interresponse times (IRTs) were shorter than 75% of the last 20 IRTs. This maintains a high rates of behavior while adjusting reinforcement criterion to the subject’s own performance, under a variable interval 30 second schedule, The DRH schedule delivers a reinforcer if the lever is pressed eight times in four seconds. The subjects were also exposed to a multiple percentile schedule, such that a response qualified for reinforcement if the IRT was slower than 75% of the last 20 IRT’s The DRH 8:4 schedule was still maintained. Preliminary results indicate response rate on the DRH schedule was separated by diet, with high selenium diet group having a lower response rate than the low selenium group. On the high rate percentile schedule there was no difference in response rates between the diet groups. However, in the high selenium diet group the low MeHg animals appeared to have a lower response rate. On the low rate percentile schedule there appeared to be no difference between the diet groups but in the high selenium group the high MeHg group had higher response rates than the other groups. In the low selenium groups the MeHg control group had the lowest response rate. (Supported by NIH ES 10865) |
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| 41. Changes in Response Topography may Explain Changes in Reward Sensitivity during Exposure to DA D1, D2, and D3 Receptor Agonists |
| Area: BPH; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Seshanand Chandrashekar (Illinois State University), Michelle Toelle (Illinois State University), Rachel Knight (Illinois State University), David Martinez (Illinois State University), Clint Boyle (Illinois State University) |
| Abstract: Dopamine D1, D2 and D3 receptors have differential effects on sensitivity to reward obtained during responding to CONC VI VI schedules. Differences in reward sensitivity appear to be due to changes in the type and amount of adjunctive responses, and may be directly related to DA receptor functions. DA D1 receptors appear to be part of a feedback loop about reward. In contrast, DA D2 receptors may regulate perseveration of an operant response. The role of DA D3 receptors is less clear. Research from our lab examined these hypotheses: Changes in sensitivity to reward obtained during a series of 5 CONC VI VI schedules during DA D1, D2, and D3 agonist exposure were correlated with changes in behavioral topography produced during drug exposure. The D1 agonist SKF38393 elicited general “search” behaviors which detracted from operant responding and reduced sensitivity to reward. The D2 agonist Quinpirole produced perseveration on the response lever, or the rat remained close to the lever but still. The DA D3 agonist PD 128907 had little effect on either adjunctive or operant responding. These data further establish how specific DA receptor activity may modulate choice behavior by altering the topography of responding. |
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| 42. Assessing Rat’s Preferences under the Effect of Naltrexone and Haloperidol |
| Area: BPH; Domain: Basic Research |
| FRANCISCO JUSTINIANO VELASCO (University of Guadalajara, Mexico), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: The purpose of this study is to assess rat’s preferences under the effect of naltrexona and haloperidol. Three experiments were carried out. The first choice situation had eight alternatives separated one from another by barriers of 110 cm height. In four levers food pellets were provided according to concurrent VI schedules of 300, 600, 1400 and 700 seconds; the same schedules were used in the other four levers to provide saccharine pellets. In the second experiment all levers provided a mixture of food and saccharine pellets according to the same concurrent VI schedules; but the levers differed in the distance requirement: for four levers it was 75 cm and for the other four levers it was 110 cm. The third experiment was similar to second, but the differences were that short alternatives have food pellets and the others long alternatives have saccharine pellets. Responses output was not reduced by naltrexone, it was notoriously suppressed by haloperidol. Neither of the drugs changed the rat's preferences for visiting the preferred alternatives. These findings suggest that to change preferences the pharmacological treatment with naltrexone can be a necessary condition but is not sufficient. On other hand the haloperidol had motor effects. |
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| 43. Effects of Nasal Carbonic Anhydrase Inhibition on CO2 Discrimination in Zucker Rats |
| Area: BPH; Domain: Basic Research |
| KATHERYN E. FERRIS (Allegheny College), E. Lee Coates (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Carbonic anhydrase (CA) is a metallo-enzyme that catalyzes the reversible hydration of carbon dioxide to bicarbonate. It has been found in a small number of olfactory neurons in rats and may play a role in the detection of CO2. Using operant discrimination techniques, six female Zucker rats were trained to discriminate 25% CO2 under a fixed ratio 10 (FR 10) schedule of water presentation. Once baseline performances stabilized, rats were exposed to concentrations of CO2 ranging between 0.5 and 12.5% to determine threshold values. At present, the lowest threshold discriminated is 0.5%. Following threshold determinations, a CA inhibitor will be applied topically to the nasal mucosa, and the thresholds will be redetermined. |
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| 44. Hyperactivity in Adult Rats: Effects of Paternal Ethanol Exposure |
| Area: BPH; Domain: Basic Research |
| AMBER WOOD (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The present study was designed to examine the effects of ethanol as a potential paternal teratogenic agent. Three adult male rats were administered differing concentrations of Ethanol (0, 5, and 15%) for the length of a spermatogenesis cycle. The males were subsequently bred with receptive females. Offspring were housed under typical conditions until they reached adulthood (150 days of age). Spontaneous alteration, T-maze, and hang tests were conducted. While some marginal differences were observed between controls and both treatment groups, the most pronounced differences were observed under non-experimental conditions such as observing the locomotor pattern of each rat. Data were inconclusive under present experimental conditions. |
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| 45. Serial Seizures Impair Conditioning and Exploration in Developing Rats |
| Area: BPH; Domain: Basic Research |
| JILL KRAUSE (Long Island University), John C. Neill (Long Island University) |
| Abstract: Brief serial seizures may cause impairment in acquisition of adaptive behaviors, and early persistent training may overcome these deficits. Sprague Dawley rats were administered flurothyl to induce seizures (3/day*6 days, postnatal day 6-11) (n=24) or control procedure (n=16). None developed epilepsy. Rats were assessed after weaning in an operant (lever) task and in an elevated plus maze. In the operant chamber, seizure rats were significantly different, in that they were: malnourished; needed more reinforcers to become trained on CRF; ate less pellets during shaping; displayed more bursts of presses; engaged in more lap running; engaged in more startled jumping behavior; more digging; and more time spent clinging to the wire ceiling of operant chamber; in the plus maze: more time in the closed arms; less exploratory head pokes; displayed significantly less lap running behavior; and spent significantly more time being sedentary during plus maze sessions. The rate of responding during FI10 and VI23 sec schedules of reinforcement did not differ between control and seizure animals. These data suggest that brief serial seizures may impair animals early in development in acquiring conditioned reinforcers, shaping and adaptive exploration; once successfully acquired, responding on initial schedules of reinforcement is not impaired. |
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| 46. Behavioral Neurogenomics of Aggression in Mice Lacking the Tailless Gene |
| Area: BPH; Domain: Basic Research |
| ADAM PABLO JUAREZ (Vanderbilt University), Maria G. Valdovinos (Vanderbilt University), Maria H. Couppis (Vanderbilt University), Michael E. May (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Aggressive behaviors are of great concern to people who care for, provide services to, and with developmental disabilities. A number of studies examine the neurogenomics of aggression in animal models such as the tailless (tlx) mouse. The tlx gene encodes transcription factors for receptors expressed in the brain. Tlx gene deficiency results in telencephalon, corpus collosum, amygdala, and hippocampus reduction, and leads to visual, olfactory, and loco-motor deficits. Tlx mice exhibit behavior during testing that indicate decreased inhibition to tasks which control mice typically do not engage in readily (e.g. time spent distally on open arms of an elevated maze). The present study utilizes a resident/intruder model, in which wildtype mice are introduced to the tlx resident cage for 10m sessions. Measurements of latency to first attack, total duration of aggression, locomotion, and grooming are taken. During experiment 1, clozapine, a borad spectrum antagonist for multiple receptor types is injected at graduated levels. The same is done in experiment 2 with a specific serotonin 2A receptor antagonist. In general, aggression rates are lower than in baseline with the levels of grooming and locomotion remaining stable across conditions in both experiments. |
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| 47. Effects of NMDA on Water Consumption in Ethanol Pretreated Rats |
| Area: BPH; Domain: Basic Research |
| ASHLY O'DONNELL (Allegheny College), Victoria Bushmire (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: NMDA-induced water consumption is examined in ethanol-pretreated rats. Six female Zucker rats, approximately six months old were used. NMDA (1.0-30.0mg/kg) dose response relations were determined. Consistent with previous findings, NMDA produced dose-dependent increases in water consumption. Each rat was allowed free access to a mixture of 85% water, 5% Karo syrup, and 10% ETOH for four days. Baseline and saline measures were recorded. NMDA was administered everyother day for nine days in a non-sequential order that varied across subjects. The total amount of water was measured before and after treatment with ethanol. NMDA-induced increases of water consumption were not observed following pretreatment with Ethanol. |
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| 48. Assessing the Ability of Kava Kava to Reduce the Effects of the Chronic Mild Stress (CMS) Procedure Using an Animal Model |
| Area: BPH; Domain: Basic Research |
| DANIEL J. HOFFMAN (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Kava Kava is a nutraceutical marketed for its putative ability to reduce anxiety and other effects of stress. To determine whether Kava Kava is effective at mitigating the effects of stress, adult rats are exposed to chronic mild stress (CMS) in three 4-week conditions. Prior to the experiment, baseline measures of saccharin consumption and elevated plus maze exploration are collected for all rats. In the CMS condition, all rats are exposed to a variation of the CMS procedure. In the second condition, rats’ exposure to CMS is continued while all rats are treated with Kava Kava. In the third condition, CMS exposure continued for all rats while Kava Kava treatment is discontinued. Saccharin solution consumption is measured daily and performance in the open plus maze was assessed at the end of each condition. Behavioral deficits due to the effect of the CMS procedure are confirmed to the extent that rats show decreased saccharin consumption and less exploration of the open arms in the plus maze during the first condition. Anxiolytic properties of Kava Kava are revealed to the extent these behavioral deficits are reduced during the second condition and return during the third condition. |
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| 49. Sensitization to the Locomotor-Stimulating Effects of Heroin is Associated With Enhanced Motivation for Non-Drug Reward |
| Area: BPH; Domain: Basic Research |
| ROBERT RANALDI (Queens College, City University of New York), Jonathan Egan (Queens College, City University of New York), Margaret Zellner (Queens College, City University of New York), Edith Capone (Queens College, City University of New York) |
| Abstract: The goal of this study was to investigate whether or not sensitization to heroin is associated with enhanced motivation for non-drug reward. We hypothesized that repeated intermittent exposure to heroin would produce both sensitization to its locomotor-stimulant effects and enhanced responding maintained by a food-associated conditioned stimulus. Sixteen rats were exposed to an experimental protocol consisting of four phases. In Phase 1, the rats were placed in operant chambers with two levers that produced either a light or a tone, but no food, and lever presses were counted. In Phase 2, in the absence of the levers the rats were exposed to light and food pairings. In Phase 3, half the rats were treated with 2 mg/kg heroin and the other half with saline for nine consecutive sessions and placed in locomotor activity monitors after every treatment. In Phase 4, all the rats were placed in the operant chambers with levers present and presses resulted in either light or tone, but no food, as in Phase 1; lever presses were counted. The group treated with heroin in Phase 3 demonstrated a significant progressive increase in locomotor activity across sessions, indicating behavioral sensitization to the drug. All rats demonstrated a significant increase in responding on the light lever in Phase 4 compared to Phase 1, indicating a conditioned reward effect. Furthermore, the group sensitized to heroin pressed the light lever significantly more than the saline control group. Thus, sensitization to heroin is associated with enhanced motivation for non-drug reward. |
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| 50. Pesticide Exposure is Associated with Behavioral Deficits for Pre-Adolescent but not Adolescent Brazilian Children |
| Area: BPH; Domain: Basic Research |
| LINCOLN S. GIMENES (Universidade de Brasília), David A. Eckerman (University of North Carolina, Chapel Hill), Patricia Regina L. Galvão (Universidade de Brasília), Rosane Curi de Sousa De Sousa (Instituto Oswaldo Cruz) |
| Abstract: Sixty-six children (ages 10 to 18, 36 m and 30 f) from either a school for farm children (N=39) or a nearby city school (N=27) completed nine behavioral tests using a portuguese-language version of the Behavioral Assessment and Research System (BARS) that was developed by researchers at the Oregon Health and Sciences University. Poor performance on six of these tests was associated with higher self-reported pesticide exposure for the twelve 10 – 11 year old participants. Performance for participants who were twelve years and older was not related to reported pesticide exposure. Performance was influenced by age and sex of participants in expected directions. |
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| 51. Resurgence as an Alternative Animal Model of Drug Relapse |
| Area: BPH; Domain: Basic Research |
| CHRISTOPHER A PODLESNIK (Utah State University), Corina Jimenez-Gomez (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: Relapse of alcohol abuse in humans has been modeled in animals, typically using the reinstatement procedure. In this procedure, the recovery of extinguished alcohol seeking is assessed following response-independent presentations of alcohol, alcohol cues, or stress (i.e., foot shock). It is unlikely, however, that these manipulations sufficiently represent all variables that lead to relapse in humans. In the present experiment, a novel model of alcohol relapse was examined. In condition 1, 4 rats lever pressed for a 10% vol/vol ethanol solution on a random-ratio (RR) 25 schedule of reinforcement. In condition 2, lever pressing was extinguished and an alternative response (i.e., chain pulling) was introduced and reinforced with a non-drug reinforcer (i.e., food pellets) on a RR 10 schedule. Finally, in condition 3, chain pulling for the non-drug reinforcer was extinguished and lever pressing recurred at levels comparable to those obtained in experiments on reinstatement. This novel animal model of relapse, adopted from experiments examining the recovery of food-maintained behavior, may be applied to further understand the variables that instigate alcohol relapse following the discontinuation of treatment programs that provide alternative sources of reinforcement to decrease alcohol use (e.g., community reinforcement approach) and the effects of pharmacological treatments for alcoholism. |
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| 52. Persistence of Rats’ Attending to Alcohol Stimuli Associated with Different Concentrations of Alcohol |
| Area: BPH; Domain: Basic Research |
| CORINA JIMENEZ-GOMEZ (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: The observing-response procedure provides an animal model of attending to stimuli and has been recently extended to the study of drug-associated stimuli. In this procedure, one response produces primary reinforcement and another response (i.e., observing response) produces stimuli correlated with the availability of the primary reinforcer. The observing-response procedure is useful because it provides measures of responding maintained by a drug-associated stimuli and the impact of that stimuli on drug-maintained responding. This experiment examined the effects of concentration of self-administered alcohol on the persistence of rats’ observing of alcohol stimuli when alcohol was no longer available (i.e., extinction). During extinction of alcohol responding, observing was more persistent when it produced a stimulus previously associated with a higher alcohol concentration (i.e., 20% vs. 5% vol/vol ethanol solution). Responding for alcohol was more resistant to extinction in the presence of an alcohol-associated stimulus than in its absence, but did not depend on alcohol concentration. These results suggest that attending to alcohol-associated stimuli is more persistent with stimuli previously associated with higher doses of alcohol. In addition, the persistence of attending to alcohol-associated stimuli and their impact on drinking appear to be dissociable. |
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| 53. Effects of D-Amphetamine on Pigeons in a Matching-to-Sample Flicker Frequency Discrimination Procedure |
| Area: BPH; Domain: Basic Research |
| KATHRYN A. SAULSGIVER (University of Florida), Erin A. McClure (University of Florida), Eric Beecher (University of Florida), Clive D. L. Wynne (University of Florida) |
| Abstract: Disruption of time perception has long been held to be a fundamental property of dopamine-stimulating abused drugs. The effects of d-amphetamine on a previous matching to sample duration (MTSD) procedure were unclear as to whether the drug was effecting time perception or stimulus control in general so it remains unclear how disruptions in timing should best be understood. This study investigated whether the disruptive effects of d-amphetamine on the discrimination of flicker-fusion rates would be similar to those found with the previous timing task. Sigmoid functions depicting percent of choices allocated to the fast fusion rate were fit with a cumulative normal function and parameters were derived that indicated the amount of stimulus control obtained (Range). Range decreased under drug administration indicating that the effect of d-amphetamine on this discrimination procedure was to decrease stimulus control. A comparison of these results to the results of the previous MTSD procedure will be made. |
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| 54. Repeated Assessment of Delay Discounting by Pregnant Smokers for Hypothetical Outcomes. |
| Area: BPH; Domain: Basic Research |
| JIN HO YOON (University of Vermont), Stephen T. Higgins (University of Vermont), Sarah H. Heil (University of Vermont) |
| Abstract: Delay discounting in pregnant smokers was assessed across various periods during and following pregnancy. Clients were smokers who independently quit after they found that they were pregnant and prior to their first assessment. Indeteriminacy points were calculated by asking clients to choose between two different hypothetical, monetary outcomes at different delays. Results showed a variety of relations between discounting and smoking status. Overall, greater discounting was observed during the first assessment in clients that eventually began smoking again when compared to clients that did not relapse. Additionally, clients that relapsed showed a greater increase in discounting when compared to those that did not relapse when discounting values were assessed across time. |
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| 55. Autoshaped Lever Pressing in Rats: Effects of Caffeine |
| Area: BPH; Domain: Basic Research |
| TREVOR A. CLEMENTS (South Dakota State University), Debra J. Spear (South Dakota State University) |
| Abstract: The effects of caffeine on autoshaped lever-pressing behavior was evaluated for twelve naive juvenile female rats. Dosing was administered via gavage to the caffeine group (100 mg/kg) and water group (0.25 ml of distilled water) 15 minutes prior to each daily session. A third control group received no injections. Initial autoshaping sessions consisted of 1 hour of response-noncontingent pellet delivers approximately every minute (VT 1 schedule). A light above the right lever was briefly illuminated with each pellet delivery. Every lever press produced an immediate illumination of the light and an additional pellet delivery (a conc VT 1 FR 1 schedule). When a rat made at least 100 lever presses in a given session, for the following session the VT 1 component was removed and all pellet deliveries required one lever press (FR 1). When a rat made at least 100 lever presses under the FR 1 schedule, the requirement was increased for the following session to an FR 2. Number of lever presses per session and number of sessions to reach the 100 response criteria were measured. Caffeine altered both the average number of lever presses per session and the number of sessions to reach criteria. |
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| 56. Effects of a Cannabinoid Agonist on the Reinforcing Efficacy of Self-Administered Ethanol in Rats |
| Area: BPH; Domain: Basic Research |
| ERICKA BAILEY (Utah State University), Amy Odum (Utah State University) |
| Abstract: Cannabinoid agonists increase the reinforcing efficacy of alcohol, but the mechanism of the effect is not clear. This experiment attempts to separate general increases in appetite from specific increases in the reinforcing effects of ethanol. The effects of a synthetic cannabinoid agonist (CP 55,490) on the reinforcing efficacy of ethanol and sucrose are being investigated. Twenty Long-Evans rats will be randomly separated into two groups and trained to self-administer either ethanol or a sucrose solution. Once responding under a progressive-ratio (PR) schedule has been established, PR sessions will cease while CP 55,490 is chronically administered by intraperitoneal (i.p.) injection two times a day for eight days. The following increasing doses will be used across days: 5 µg/kg, 10 µg/kg, 30 µg/kg, and 50 µg/kg. Seven days following the last injection, PR schedule sessions will resume for both the ethanol and sucrose groups. The reinforcing efficacy of ethanol or sucrose following chronic administration of CP 55,490 will be measured by the last ratio completed (i.e., breakpoint). |
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| 57. Dopamine Agonist and Antagonist in the Study of Choice |
| Area: BPH; Domain: Basic Research |
| JORGE ARTURO BALDERRAMA TRAPAGA (Universidad Veracruzana), Carlos F. Aparicio (University of Guadalajara) |
| Abstract: It has been shown that choice behavior doesn't require steady state performance to show sensitivity to dynamic changes in reinforcement. Moreover, local effects of reinforcement on choice behavior were documented with concurrent performance in transition The present study assessed the generality of these findings in a choice situation where the changeover response requirement was manipulated (CR), and rats responded for food reinforcers under the effects of dopamine agonist (amphetamine 0.5 and 1.0 mg/Kg) and antagonist (haloperidol 0.05 and 0.10 mg/Kg). Every day a different reinforcer ratio (27:1, 9:1, 3:1, 1:1, 1:3, 1:9, 1:27) was arranged in two levers. Five changeover response requirements (1, 4, 8, 16 or 32 responses) were randomly scheduled within sessions, each providing 10 reinforcers and separated by a 60-s blackout. The results were consistent with those obtained in previous studies, choice favored with more responses the lever associated to the highest probability of reinforcement. Sensitivity to reinforcement, as estimated by the parameter s of generalized matching law, increased with increasing changeover response requirement. A comparison of two different environments of reinforcement (stable and dynamic) revealed that sensitivity to reinforcement was differentially affected by the drugs. Interestingly, preference changed with the rats experience in the choice situation, and with repetitive administrations of both drugs. |
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| 58. Effort as a Determineate of Tolerance to Cocaine Independent of Reinforcement Delivery |
| Area: BPH; Domain: Basic Research |
| MATTHEW L. PORRITT (Western Michigan University), Alan D. Poling (Western Michigan University) |
| Abstract: Development of tolerance to cocaine was examined under multiple fixed-ratio schedules with availability of reinforcement determined by average time to complete each schedule. |
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| #235 International Poster Session - DDA |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 59. Effects of Social Stimuli on Laughing and Smiling in Young Children with Angelman Syndrome |
| Area: DDA; Domain: Applied Research |
| HEATHER M. TEICHMAN (University of Maryland, Baltimore County), David M. Richman (University of Maryland, Baltimore County), Eric Gernat (University of Maryland, Baltimore County) |
| Abstract: Angelman syndrome (AS) is a genetic disorder that is associated with mental retardation, motor impairments, lack of vocal speech, and frequent smiling and laughing (Guerrini, et al., 2003), as well as repetitive and stereotyped motor behavior (Buntinx, et al., 1995; Clarke & Martson, 2000). Several studies have found that smiling and laughing in individuals with AS occur excessively and independently of environmental context (Elian, 1975; Nirenberg, 1991; Summers, et al., 1995). This has prompted many to consider some occurrences of smiling and laughing to be a form of stereotypic behavior in individuals with AS. However, these findings are not consistent, and some studies (Clarke, 2000; Leitner, Clarke, & Einfeld, 2005) did not find evidence to support that individuals with AS exhibit inappropriate smiling and laughing. This study used a multielement design to assess laughing and smiling in two children with AS when social stimuli were both present and absent. Results indicated that laughing and smiling were unaffected by social stimuli for both children. Interobserver agreement was collected for 83.3% and 37.5% of sessions. Interobserver agreement was 85.4% for smiling for the first child, and 96.2% for smiling and 97.5% for laughing for the second child. Key words: smiling, laughing, Angelman syndrome. |
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| 60. Fading Proximity and Increasing Independent Sitting During Noncontingent Reinforcement |
| Area: DDA; Domain: Applied Research |
| MANDY M. TRIGGS (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Denise Kurek (Kennedy Krieger Institute), Brandon Johnson (Kennedy Krieger Institute) |
| Abstract: The present study examined the effects of using a fading procedure to gradually increase independent sitting and proximity from an adult in a child with self-injurious behavior (SIB) maintained by access to physical attention. The participant was a 9-year-old female diagnosed with CHARGE syndrome. Using a combination of multielement and reversal design, two methods of fading were assessed: fading noncontingently and fading contingent on independent sitting without SIB. High rates of SIB were observed in the contingent fading condition. In the noncontingent fading condition, low to zero rates of SIB were observed and the terminal goal of 10 minutes of sitting independently at a distant proximity (4 ft) from the therapist was obtained. Results from this study suggest that fading noncontingently was successful in maintaining low rates of SIB while increasing independent sitting and proximity. Reliability data were collected during 34% of sessions. |
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| 61. A Comparison of Brief Functional Analysis Methodologies in an Outpatient Setting |
| Area: DDA; Domain: Applied Research |
| KAREN RADER (Louisiana State University), Nathan Call (Louisiana State University) |
| Abstract: One manner in which functional analysis methods have been adapted for use in outpatient clinics has been to have care providers serve as therapists (Northup et al., 1991). By including care providers, assessments may be completed in less time because their presence may function as discriminative stimuli. A potential drawback of using care providers as therapists is that they may not always implement assessment procedures with high integrity. The current study attempted to evaluate the usefulness of a simplified brief functional analysis methodology that manipulated only the antecedent variable in each test condition, in an effort to increase procedural integrity by care providers. Results of the simplified functional analysis were contrasted with those of a standard brief functional analysis that manipulated both antecedents and consequences. Data were examined for consistency of functional reinforcers identified as well as differences in procedural integrity across type of assessment. Interobserver agreement data were collected for greater than 50% of sessions and always exceeded 90% agreements for all dependent variables. Results of the two assessment methodologies matched with respect to the reinforcers identified to be maintaining problem behavior, and care providers were able to maintain high integrity with the simplified functional analysis. |
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| 62. An Evaluation of Enriched Environment on Automatically Maintained Disruptive Behavior |
| Area: DDA; Domain: Applied Research |
| JENELL EVELYN BERARD (Bancroft NeuroHealth), Jennifer L. Tessing (Bancroft NeuroHealth) |
| Abstract: Enriched environment has been demonstrated to be effective in reducing problem behavior that appears to occur in the absence of social consequences. The present study examined the effects of enriched environment on the disruptive behavior of an 11-year old boy with autism. Results of an analog functional analysis suggested that the participant’s disruption was automatically reinforced. A competing items preference assessment was conducted to identify multiple preferred leisure items that were associated with low levels of disruption. The effects of a multiple-item enriched environment on the participant’s rate of disruption were evaluated. Results indicated that rates of disruption decreased substantially and percentages of engagement with the competing items remained high throughout the treatment evaluation. Interobserver agreement data were collected during 25% of the baseline sessions and 59% of the treatment sessions. Mean exact agreement for disruption was 96% for the baseline sessions and 100% for the treatment sessions. |
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| 63. The Relative Effects of High and Low Preference Stimuli on Task-Related Behavior of Youths with Disabilities |
| Area: DDA; Domain: Applied Research |
| JILL A. LARSEN (New England Center for Children), Richard B. Graff (New England Center for Children) |
| Abstract: Stimuli to be evaluated on preference assessments are often selected because those items are thought to be highly preferred. If stimuli obtained during assessments contain only highly preferred items, the obtained preference hierarchies may not be reflexive of actual preference. This might explain why low preference stimuli sometimes function as effective reinforcers (e.g., Taravella, Lerman, Contrucci, & Roane, 2000). In this study, preference assessments were conducted with 2 adolescents with developmental disabilities. In the first assessment, only items suspected to be highly preferred were included. Although distinct preference assessments were generated, subsequent reinforcer assessments (ABAB design using single operant procedures) indicated that high and low preference stimuli were associated with similar response rates. A second preference assessment was then conducted, using the least-preferred stimulus from the original preference assessment, plus 7 new stimuli. The items ranked least preferred on the first assessment were now ranked as most preferred. During subsequent reinforcer assessments, the top-ranked item on the second preference assessment generated high response rates, while the item ranked last on the second assessment did not function as a reinforcer. During preference and reinforcer assessments, interobserver agreement data were collected in over 50% of sessions, and exceeded 95% for both participants. |
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| 64. The Generalization and Maintenance of Treatment Gains Produced by Non-contingent Food For Pica |
| Area: DDA; Domain: Applied Research |
| STEVEN E. TROUT (Bancroft NeuroHealth), Jennifer L. Tessing (Bancroft NeuroHealth) |
| Abstract: Research has demonstrated that non-contingent access to preferred food items (NCR) is effective in reducing rates of pica. The present study evaluated the effectiveness of NCR (via a fanny pack) for reducing rates of pica across two settings for a 19-year-old male with autism. Results of an analog functional analysis indicated that the participant’s pica was automatically reinforced. An NCR treatment consisting of continuous access to preferred food in a bowl was implemented. After rates of pica decreased, the effects of delivering the preferred food items via a bowl or a fanny pack were compared. Results indicated that both methods were equally effective in reducing the participant’s pica. Finally, the effects of the NCR (fanny pack) treatment were evaluated in a naturalistic setting and during extended sessions. Results indicated that NCR (fanny pack) was effective at substantially reducing the participant’s rates of pica. These reductions in pica maintained when the treatment was implemented across the day. Interobserver agreement data were collected during 20% of the functional analysis sessions and 20% of the treatment sessions. Mean exact agreement for pica was 99% during both the functional analysis and treatment assessment. |
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| 65. Treatment of Food-Seeking Behavior in an Adolescent Diagnosed with Autism and Obesity |
| Area: DDA; Domain: Applied Research |
| RICHARD A. GOYSOVICH (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Dawn E. Lingle (Kennedy Krieger Institute), Yaniz C. Padilla Dalmau (Kennedy Krieger Institute) |
| Abstract: Maladaptive feeding behaviors such as pica and food stealing are often observed among individuals with developmental disabilities. Some research has examined the effects of pairing discriminative stimuli with a verbal reprimand (Maglieri, DeLeon, Rodriguez-Catter, & Sevin, 2000) and/or an interruption procedure (Piazza, Hanley, and Fisher, 1996). The present study examined the use of discriminative control of communications to request food in an 11-year-old male diagnosed with Autistic Disorder and obesity. Initial assessment results demonstrated that the participant would engage in aggression to access edibles when food-seeking behavior (e.g., looking in trash cans) was blocked. Therefore, the participant was taught to appropriately request food using picture exchange. In order to signal when communications would and would not be reinforced, discriminative stimuli (an SD and S?) were introduced and presented contingent on attempts at food seeking behavior. Additional treatment components (i.e., competing stimuli and a DRO) were systematically introduced to further decrease problem behavior when food was not available. In addition, the availability of specific edibles varied across treatment sessions. Treatment effects were demonstrated across a series of reversals, and reliability data were collected during 54% of all assessment and treatment sessions and averaged above 80%. |
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| 66. Can the ABLA Test Results Predict Compliance to Instructions in Children with Developmental Delay? |
| Area: DDA; Domain: Applied Research |
| RENE HIEBERT (University of Manitoba), Jennifer R. Thorsteinsson (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre) |
| Abstract: The Assessment of Basic Learning abilities (ABLA) test is an easy-to-administer test of an individual’s ability to learn visual and auditory discriminations using six mini-learning tasks (called levels). ABLA levels are stable and hierarchically ordered. ABLA levels 3 and 4 are visual discriminations, while levels 5 and 6 are auditory discriminations. In this study, we assessed some children with developmental delay who were at ABLA level 4, and some who were at level 6. Caregivers were asked to present their children with instructions alone on some occasions and instructions with modeling and gestures on other occasions when assessing compliance with five age-appropriate tasks. Sessions were videotaped and rate of compliance to the prompts was determined. In addition, antecedents and consequences were monitored for procedural integrity. Data collected this far indicates that ABLA test results predict compliance to instructions versus instructions plus gestures and modeling. The results have implications for how best to recommend that parents present instructions to their children with developmental delay. |
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| 67. Assessment and Treatment of Self-injurious Behavior Maintained by Negative Reinforcement: A Comparison of Escape and Avoidance |
| Area: DDA; Domain: Applied Research |
| ANNA E. CHIRIGHIN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Negative reinforcement is a common contingency maintaining self-injurious behavior (SIB) among persons with developmental disabilities (Iwata et al., 1994). However, few studies have examined whether the behavior is maintained by escape or avoidance, particularly within the context of academic instruction. The current study describes an 18-year old male diagnosed with Profound Mental Retardation who engaged in high rates of SIB. Results of functional analyses suggested he was more likely to engage in SIB during demand conditions. In addition, high rates of SIB were often observed during the transition to the demand condition which often carried over into the demand sessions. An assessment was therefore conducted to test whether SIB was more likely to occur during the presentation of demands or during transitions to complete demands. Zero rates of SIB were observed in both the control (nonacademic transitions) and academics-only conditions, while high rates were observed in the transition to academics condition, suggesting an avoidance rather than escape function. Results of this assessment were used to evaluate a treatment targeting transitions. Reliability data were collected during 50% of sessions and averaged 97 %. The outcome of this study demonstrates the necessity of examining the exact nature of the reinforcer maintaining behavior. |
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| 68. Cognitive-Behavioral Treatment for Phobias in a Child with Severe Behavior Problems and Developmental Delay |
| Area: DDA; Domain: Applied Research |
| LINDSAY S. HAUER (Kennedy Krieger Institute), Thompson Davis (Louisiana State University), Patricia F. Kurtz (Kennedy Krieger Institute), Andrew W. Gardner (Kennedy Krieger Institute), Nicole B. Carman (Kennedy Krieger Institute) |
| Abstract: Previous research has demonstrated the efficacy of one-session cognitive-behavioral treatment for specific phobias with typically developing children (Öst, 1989, 1997). However, this treatment has not been applied to phobias exhibited by children with disabilities. The present study examined the utility of one-session treatment in a child with developmental delay, severe behavior problems, and specific phobias of water and heights. Indirect assessments included a parent diagnostic interview (Anxiety Disorders Interview Schedule-IV-Parent) and child self-report of fear intensity (Fear Survey Schedule for Children-Revised). Also, direct observations of child task completion, social support seeking, and vocalizations were conducted during pre- and post- treatment probes. Treatment for each phobia consisted of one massed, graduated, in vivo exposure session incorporating modeling, verbal reinforcement, and cognitive challenges (Davis & Ollendick, 2005; Öst 1989, 1997). Results of indirect and direct observation indicated significant reductions in the clinical severity of fear of water and heights and in behavioral avoidance. Two-month follow-up data indicated that the participant no longer met diagnostic criteria for either phobia. Overall, results suggest good utility for this cognitive-behavioral treatment. Future research should evaluate the utility of direct observation in the assessment and treatment of phobias in children with developmental disabilities. |
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| 69. Enhancing the Lives of Individuals Living in Community Based Group Homes: A Review of the Literature over the Past 10 Years |
| Area: DDA; Domain: Service Delivery |
| NIALL JAMES TONER (Eden II Programs), Arie Sztulwark (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: With the downsizing and closing of many large institutions, the number of individuals being served in community based group homes has increased dramatically since the early 1980’s. These smaller residential settings provide many benefits to the consumers living within them than could larger institutional settings. Community residences, however, come with their own set of issues that often make clinical service delivery a challenge. Whereas past research was often conducted directly within the institutions, research projects in the fields of behavior analysis and developmental disabilities today are often conducted in analogue settings, such as university and hospital clinics. The current literature review investigated the settings in which research projects took place across five peer reviewed journals from 1995 through 2005. Reviewed journals included JABA, Behavior Modification, American Journal on Mental Retardation, Research in Developmental Disabilities and JADD. Data will be presented on the frequency of articles conducted within community-based residences annually across each journal compared to other settings. Data will also be analyzed by participants, theory, hypotheses and research design. Along with the visual display of data, implications of the research trends and future research directions for the fields of behavior analysis and developmental disabilities will be discussed. |
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| 70. Teaching Paraprofessionals to Promote Independent Transition in a Public School Classroom |
| Area: DDA; Domain: Service Delivery |
| SELENA RAUENZAHN (San Diego State University) |
| Abstract: Autism is characterized by a triad of impairments in the areas of socialization, communication and ritualistic behavior. Learners with autism tend to have strengths in following established routines and following visual cues and understanding of visuospatial relationships; however, in a classroom setting, learners tend to rely on adult prompts rather than environmental cues. Using a concurrent multiple baseline design, this study evaluated the effects of an intervention package on substitute and non-permanent paraprofessionals in a public school setting, which addressed the need to encourage independent transition in learners with autism. This study focused on teaching paraprofessionals to assist transitions without increasing prompt dependence for learners with Autistic Spectrum Disorder who also have mental retardation in a self-contained special education classroom in a public school. |
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| 71. Self-Monitored Token System Addressing Appropriate Classroom Behavior |
| Area: DDA; Domain: Applied Research |
| KATHERINE M WAMHOFF (University of Texas, Austin), Tonya Nichole Davis (University of Texas, Austin), Berenice de la Cruz (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: Developmental disability is a term encompassing an array of lifelong conditions. Developmental disabilities are characterized by intellectual impairment and delays in social and adaptive functioning. In addition, problem behavior is often associated with developmental disabilities. Problem behaviors are often addressed with behavioral managements systems that are teacher-directed. The purpose of this study was to determine if a six-year-old child with a developmental disability could successfully use self-monitoring to maintain a token system that was previously maintained by the teacher. Self-monitoring techniques have been shown to be effective behavior management strategies for individuals with disabilities. However, this study is addressing a young child who will be using a previously teacher-maintained system. The self-monitored token system addressed the child’s voice volume in the classroom. The child was first taught to differentiate acceptable and unacceptable voice volume. The child was then taught to monitor her behavior using the token system currently maintained by the teacher. A multiple baseline design across settings was used to evaluate improvement of voice volume. The child was able to self-monitor to maintain appropriate voice volume using the token system. |
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| 72. A Summary of Behavioral Histories of Young Children Exhibiting Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| DENNIS DIXON (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Michelle D. Chin (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute) |
| Abstract: Despite considerable attention by researchers and clinicians, self-injurious behavior (SIB) remains one of the most difficult disorders to treat. Recent findings suggest that it is unlikely that children with developmental delays will simply outgrow this behavior with time (Green, O’Reilly, Itchon, & Sigafoos, 2004). Researchers have increasingly noted the importance of early intervention (Berkson, Tupa & Sherman, 2001; Green et al., 2004; Kurtz et al., 2003), yet there remains a dearth of studies evaluating SIB in young children (Symons, Sperry, Dropik, & Bodfish, 2005). The present study provides a description of SIB in children under age 5 years referred for behavioral treatment of SIB. The behavioral histories of 65 children (mean age=32.44 months) were assessed via structured parent interview and record review. Mean onset of SIB was 16.1 months (range=1-38 months). In most cases, the first observed topography of SIB was headbanging (67%). The delay between onset of SIB and clinical services was 16.8 months (range=1-44 months). At start of services, children exhibited multiple topographies of SIB (mean=3.35) and multiple forms of problem behavior (mean= 3.395). Results are discussed in relation to the use of behavior analytic procedures for early identification and intervention of SIB. |
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| 73. A Comparison of Functional Analysis and Mand Analysis Results |
| Area: DDA; Domain: Applied Research |
| KELLY M. SCHIELTZ (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: The purpose of this study was to evaluate whether destructive behavior and manding were maintained by the same social reinforcers. The participants were two preschool-aged boys with developmental disabilities who engaged in destructive behavior. All procedures were conducted in the boys’ homes by their mothers with investigator coaching. Inter-observer agreement was assessed across 30% of all sessions and averaged 97%. During Phase 1, functional analyses conducted within a multielement design showed that destructive behavior was maintained by both negative and positive reinforcement. During Phase 2, a manding analysis, conducted within the same test conditions as the functional analysis and within a multielement design, showed that touching a microswitch was maintained by social reinforcers. For one child destructive behavior and manding were maintained by the same social reinforcers. For the second child, destructive behavior was maintained by tangible and escape reinforcers, whereas manding was maintained by attention, tangible, and escape reinforcers. Keywords: functional analysis, mand analysis. |
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| 74. Increasing Vocabulary in Students with Developmental Disabilities: A Differential Outcome Procedure used in Stimulus Equivalence Paradigm |
| Area: DDA; Domain: Applied Research |
| HIROFUMI SHIMIZU (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Christopher S. McDonough (Hawthorne Country Day School) |
| Abstract: We examined the effect of a differential outcome procedure to increase student's vocabulary in the stimulus equivalence paradigm. Students with developmental disabilities participated in the study. In the typical equivalence study, two conditional relations are trained before equivalence tests. For example, a participant learns to match A to B and B to C at baseline training. After two conditional relations (AB and BC) are established, equivalence relations (AA, BB, CC, BA, CB, AC, and CA) are tested. In this study, during the baseline training the participant learned to select A conditionally on B. The presentation of C followed the selection as a differential outcome. After a conditional relation (AB) with the differential outcome (C) was established, the equivalence tests were implemented. The results will be discussed along with the application to instructional design. |
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| 75. Generalization of Differential Reinforcement Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| APRIL N. KISAMORE (Marcus Autism Center), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine), Laura L. Grow (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center), Karen Meyers (Marcus Autism Center) |
| Abstract: Differential reinforcement of other behavior (DRO) is an effective procedure for decreasing the occurrence of maladaptive behavior. Despite the general efficacy of DRO, these procedures may result in schedules of reinforcement that may be cumbersome for caregivers to implement. For example, DRO procedures may be impractical in school settings in which reinforcer delivery is delivered on a dense schedule of reinforcement following the absence of problem behavior. In the current investigation, we described a method of thinning the DRO schedule to practical levels. A resetting DRO procedure was used in which the reinforcement delivery was withheld and delivered contingent on the absence of problem behavior for a specified interval. The DRO interval was gradually increased from 0 s until a terminal DRO interval (i.e., 19 min) was achieved. Following, successful decreases in levels of problem behavior the DRO procedures were generalized to the participant’s school setting using the same schedule thinning procedures. Reliability data were collected on at least 33% of all sessions and averaged over 90% for both participants. Results are discussed in terms of developing reinforcement-based interventions that can be easily transferred to naturalistic settings. |
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| 76. Evaluation of Reinforcing Efficacy Using Progressive-Ratio Schedules |
| Area: DDA; Domain: Applied Research |
| LINDSAY C. PETERS (New England Center for Children), Jason C. Bourret (New England Center for Children), Jonathan Seaver (New England Center for Children) |
| Abstract: Progressive-ratio schedules may be used to evaluate the reinforcing efficacy of stimuli under increasing ratio requirements. Previous researchers have used several measures to analyze progressive-ratio data. These include the break point of responding, duration of pre-ratio pausing, cumulative number of responses, rate of responding at each ratio step, and the number of responses and reinforcers delivered at each ratio step across multiple exposures to the schedule. We extended these analyses by evaluating responding for 2 reinforcers found to be of differing preference using a paired-stimulus preference assessment (Fisher et al., 1992) by session response rate and session response frequency in addition to the measures mentioned. Inter-observer agreement was collected for 42.9% of sessions with 97.9% agreement. Results showed that different analyses are useful in evaluating various parameters of responding. |
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| 77. Escape to or Escape From? An Initial Evaluation of a Modified Functional Analysis Methodology |
| Area: DDA; Domain: Applied Research |
| STEPHEN T. NORTH (May South), William A. Flood (May South), Donna J. North (Devereux Family Care) |
| Abstract: McCord, Thompson, and Iwata (2001) reported a permutation of the functional analysis methodology originally described by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) designed to investigate the determinants of problem behavior occasioned by transitions from one activity or location to another. These authors suggested three separate components that might influence behavior either alone or in combination: (1) termination of a prechange activity, (2) initiation of a postchange activity, and (3) movement from one location to another. In the present study, we modified the traditional functional analysis to evaluate the effects of termination of a prechange acitivity and initiation of a postchange activity on rates of self-injurious behavior exhibited by a 19-year-old male diagnosed with autism. Initial results indicated higher rates of SIB occurred during the condition associated with escape from a specific task activity to a specific preferred activity than during the condition associated only with escape from the task. These results, combined with elevated rates of SIB in the tangible condition suggested maintenance of problem behavior by social positive reinforcement, rather than the social negative reinforcement hypothesis suggested by the traditional functional analysis. Implications of these results on treatment development and future research are discussed. |
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| 78. Treatment of Elopement and its effects on Adjunctive Behavior |
| Area: DDA; Domain: Applied Research |
| MELISSA ROSS BROWN (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Adjunctive behavior is defined as behavior that is maintained indirectly by the variables that control another behavior. Previous research has shown that adjunctive behavior may increase in frequency when other responses are exposed to intermittent reinforcement (Falk, 1971). However, few studies have examined the effects of treatment implementation on reduction of adjunctive behavior. The present investigation examined the effects of a treatment of elopement on adjunctive behaviors with a 7-year-old male diagnosed with autism in a reversal design. Prior to the implementation of the treatment, a functional analysis of elopement was conducted, which revealed elopement was maintained by attention in the form of reprimands and retrieval. Thereafter, a baseline condition of elopement was conducted. During these sessions, additional inappropriate behaviors were observed. Following the baseline condition, a treatment condition was implemented which consisted of noncontingent reinforcement (NCR) plus differential reinforcement of other behavior (DRO). Results of this study suggested that the treatment of elopement not only decreased the target behavior but also lowered the associated adjunctive behavior. Reliability data were collected and 38% of all sessions and averaged over 80% for all dependent variables. |
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| #236 International Poster Session - EAB |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 1. The Effect of Activity Anorexia on Sensitivity to Social Reinforcement in Rats |
| Area: EAB; Domain: Basic Research |
| AMY K DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: It has been previously shown that in the context of Activity Anorexia (AA) the reinforcing value of food decreases and the reinforcement value of exercise increases. The purpose of this experiment is to examine the relative reinforcement value of social contact with other rats for activity anorexic rats. If the reinforcement value of social contact decreases along with the value of food, this suggests that the excessive exercise shown in AA produces an anhedonic effect. |
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| 2. The Emergence of Syntactic Relations in Children |
| Area: EAB; Domain: Basic Research |
| GRAUBEN ASSIS (Para Federal University), Maria Elizângela Sampaio (Para Federal University), Cristiane Franco Elleres (Para Federal University), Marcelo Galvão Baptista (Para Federal University) |
| Abstract: This study sought to identify newly-emergent sentences, based on the position of each word in each independently taught sentence. The participant included six first grade children. A microcomputer presented a set of capital words, contained in three different sentences during chaining practice sessions. For example, on the first trial, the word “O” was presented in the “choice area” of the screen. After the child touched a word, it automatically moved to the “construction area” in the upper portion of the screen, and consequently, a cartoon appeared, together with verbal compliments such as “very good”, “good”. Next, two words were presented simultaneously, and the child would touch one, and then the other. When the words were touched in the correct order the same consequence ensued, and the same configuration of words appeared in different positions in the “choice area”. When the response was incorrect, the screen was filled with “1”s, and then a new set of words appeared. All of the children reached the pre-established criterion level. On the tests of connectivity and comprehension, four children responded accurately. These results demonstrated the stability of stimulus classes, and the tendency for new sentences to emerge without additional training. It was concluded that the stimuli utilized were functionally equivalent and influenced ordinal functions by reference to the position that each one occupied in the sentences. Key Words: equivalence, sequences, ordinal classes, sentence, children |
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| 3. Pigeons, Self-Control, and the Iterated Prisoner's Dilemma: Control by Experimental or Historical Contingencies? |
| Area: EAB; Domain: Basic Research |
| SHAWN R. CHARLTON (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: Several experiments have studied pigeon performance on an analog of the single-subject iterated prisoner’s dilemma. Results from these experiments are typically consistent with the interpretation that pigeons do not behave cooperatively, but rather allocate the majority of their responses to the operandum associated with the immediately larger outcome. However, a report (Baker & Rachlin, 2002, Psychonomic Bulletin & Review) suggested that under certain procedural conditions, pigeons could be trained to allocate their responses in a more cooperative pattern. Full interpretation of these results is confounded by pre-testing response biases that may also explain the observed outcomes. In order to separate the effect of pre-existing response biases from the impact of the experimental contingency, this experiment used a 2 X 3 between-subject design with 2 types of procedures (differential vs. non-differential signaling of the previous choice) and 3 levels of response bias (no bias, 15 days of bias training, and 30 days of bias training). Results indicate that the level of cooperation on the prisoner’s dilemma is a function of prior history with the response stimuli rather than a direct function of the experimental procedure. |
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| 4. Effects of Unconditioned and Conditioned Reinforcement Ratios on the Behavior of Dogs: 1 to 1 vs. 1 to 2 |
| Area: EAB; Domain: Applied Research |
| KATHRYN L. KALAFUT (University of North Texas), Michelle Lamancusa (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Effects of Unconditioned and Conditioned Reinforcement Ratios on the Behavior of Dogs: 1 to 1 vs. 1 to 2. KATHRYN KALAFUT, Michelle Lamancusa and Jesus Rosales-Ruiz (University of North Texas) Abstract In the clicker training community it is a common practice to deliver a click (conditioned Sr+) and a treat (unconditioned Sr+) after every correct behavior. At the same time, some advocate the delivery of several clicks before a treat is delivered. There is much controversy over whether there is a difference in the effects of these two procedures. Recent research, however, has shown that the ratio has an effect on both the topography and frequency of behavior (Dunham, et. al., and Wennmacher, et. al., ABA 2005). Dunham at. al., studied the effects using a free-operant under FR1 as a baseline and Wennmacher, et. al. used two restricted operants under a FR1 schedule. The present research investigates the effects of these different reinforcement ratios using a free operant under a FR2. A multiple baseline across three dogs with reversals was used. After a baseline was established with a FR 2 schedule (clicking and treating after every 2 correct responses), each of the dogs correct responses was followed by a click, but reinforcement was only given after two correct responses were completed. Results are in progress. |
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| 5. The Effect of Familiar versus Unfamiliar Category Names on Training Stimulus Equivalence in Pre-school Children |
| Area: EAB; Domain: Basic Research |
| CHELSEA BRONEVITCH (University of Manitoba, Department of Psychology), Lisa C. Dreger (University of Manitoba, Department of Psychology), Stephen W. Holborn (University of Manitoba, Department of Psychology) |
| Abstract: Naming theory attributes the emergence of untrained equivalence relations among arbitrary stimuli, following training of stimulus pairs, to the development of categories through stimulus naming. Previous studies have provided support for the theory in pre-school children using unfamiliar (nonsense) words for category names to train stimulus pairs with arbitrary stimuli (uniquely shaped wooden blocks). The present research evaluated the effect of linguistically familiar versus linguistically unfamiliar category names on formation of equivalence relations in pre-school children. The children were trained in the stimulus pairs A-B and B-C using arbitrary shapes and, once criterion levels were met, the children were tested for the emergence of untrained pairs: B-A, C-B and C-A. Using an alternating conditions design, each of four children was trained to match three stimulus pairs with common English category names and a second set of three stimulus pairs with unknown, foreign language category names. The participants were subsequently tested for equivalence formation of untrained pairs in both category name conditions. Preliminary data suggest that training with familiar category names facilitates the formation of equivalence relations. |
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| 6. Taiwan ABA. |
| Area: EAB; Domain: Basic Research |
| HUA FENG (National Chang-hua University of Education), Yi-feng Huang (Taichung Autism Education Association), Sharon Chien Chien (SEEK Education, Inc.), Yachen Terri Peng (SEEK Education, Inc.), Shu-Hwei Ke (ABA Educational Center, Taichung), Chia-Yu Chou (ABA Member), Chih-liang Chen (ABA Member) |
| Abstract: The poster will present the development of ABA in Taiwan through the chapter, graduate study opportunities, and the national conference of Taiwan ABA. |
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| 7. Offensive Play Calling in Professional Football: An Application of theGeneralized Matching Relation |
| Area: EAB; Domain: Applied Research |
| DEREK D. REED (Syracuse University), Thomas S. Critchfield (Illinois State University), Erin Ullett (Syracuse University) |
| Abstract: The generalized matching relation (GMR) is a mathematical expression describing the relationship between relative occurrence of concurrent behaviors and relative occurrence of reinforcement contingent upon those behaviors. In addition to describing performance on laboratory concurrent schedules, the GMRhas been applied to many situations outside the laboratory. Vollmer and Bourret (2000) used the GMR to evaluate college basketball players' allocation of responding to 2- and 3-point shots. Results suggested that these players' adherence to the matching law was near perfect. The present study sought to extend the work of Vollmer and Bourret (2000) by using the GMR to evaluate offensive play calling (pass vs. rush plays) by offensive coordinators in professional football. A variety of analyses based on season-aggregate data (one data point per team, or offensive coordinator) showed good fits ofthe GMR to play calling in the NFL, NFL Europe, CFL, and Arena Football League. These analyses, like those of Vollmer and Bourret, focused on group-aggregate data (one data point per individual). Further analyses of play calling ofindividual teams (offensive coordinators) for all 32 NFL teams generally supported the aggregate analyses. |
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| 8. Asymmetrical Changeover Requirement in Standard Independent and Forced Choice Situations |
| Area: EAB; Domain: Basic Research |
| ANGEL JIMENEZ (Universidad de Guadalajara), Carlos F. Aparicio (Universidad de Guadalajara) |
| Abstract: Recent results of our laboratory have shown that increasing the separation of the reinforcement contingencies in concurrent variable interval – variable interval schedules in standard and forced choice situations produce different results. This finding was tested in two experiments that increased asymmetrically the changeover requirement in dynamic environments. Rats responded for food in two levers that differed in the probability of reinforcement, defining seven reinforcer ratios that changed seven times within sessions. To switch from the lean to the rich lever, a changeover lever required 1, 16, 32, and 48 responses; one response was required to switch from the rich to the lean lever. For a group of rats a forced choice situation was implemented. With a different group of rats the contingencies of reinforcement in one lever were independent of those scheduled for the other lever. The results showed that sensitivity to reinforcement increased with increasing changeover requirements in a forced choice situation. In the standard choice situation, however, sensitivity values were lower tha those obtained in the forced choice situation. The role of the asymmetrical changeover requirement in forced and standard choice situations will be discussed. |
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| 9. Progressive Ratio Schedules: The Effect of Contextual Signals on Rat’s Performance |
| Area: EAB; Domain: Basic Research |
| PABLO COVARRUBIAS (Universidad de Guadalajara), Carlos F. Aparicio (Universidad de Guadalajara) |
| Abstract: The Mathematical Principles of Reinforcement (MPR) (Killeen, 1994) accurately explain performance in fixed ratio (FR) schedules of reinforcement. This study extended the applicability of MPR to progressive ratio (PR) schedules of reinforcement. The main purpose was to assess whether the parameters of activation (a), response time (delta), and coupling (zeta) are modified by the type of reinforcer (food vs. saccharine), the size of the step (PR1 vs. PR3), and the contextual signals (noisy vs. quiet) in which the reinforcer is presented. The results showed that higher ratios were completed and superior values of the activation-parameter obtained with saccharine than with food pellets. In comparison with performance in the PR1, higher response rates and lower values of the response-time-parameter were obtained with the PR3 schedule of reinforcement. With changes in the contextual signal the values of the activation-parameter increased, but those corresponding to the response-time and coupling parameters decreased suggesting control by the contextual signal. Overall, the results showed that MPR is a suitable theory to explain the rat’s performance in PR schedules of reinforcement. |
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| 10. Identifying Unwanted Stimulus Control in Experimental Stimuli |
| Area: EAB; Domain: Basic Research |
| CAMMARIE JOHNSON (New England Center for Children), Sarah M. Chagnon (New England Center for Children) |
| Abstract: A pre-experimental analysis was conducted for arbitrary or abstract stimuli that were going to be used in basic stimulus equivalence research. Ten newly hired special needs teachers were given 18 stimuli with written instructions to sort the stimuli into three groups based on “logical properties.” Interobserver agreement data were recorded during sorting for all participants and agreement was 100%. The number of participants who placed each stimulus-stimulus pair in the same group was converted into probability measures. An analysis of these data indicated unwanted stimulus control that would likely compete with learned or emergent relations in the experiment-proper. Results are discussed in terms of avoiding pre-experimental unwanted stimulus control by analyzing stimuli prior to their assignment to classes in equivalence research. |
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| 11. Sucrose vs. Standard Pellets: An Analysis of Elasticity Under a Single Alternative Condition |
| Area: EAB; Domain: Basic Research |
| SHILO L. SMITH RUIZ (Idaho State University), Alexa A. Wakley (Idaho State University), Erin B. Rasmussen (Idaho State University) |
| Abstract: Reinforcer palatability was studied comparing sucrose and standard pellets, using a behavioral economics approach. 12 male Long-Evans hooded rats approximately 3 months of age were trained to lever press. Once lever pressing was established, behavior under several 30 minute fixed ratio schedules of reinforcement (FR5, FR15, FR30, FR50, FR90, FR150) was examined. Rats completed the incremented sessions using standard pellets as reinforcement, then completed identical sessions using sucrose pellets as reinforcement. Elasticity of demand for sucrose vs. standard pellets was established by plotting numbers of reinforcers earned and response rate as a function of fixed ratio. Differences were observed in the number of reinforcers, response rates, the elasticity coefficient, and the p max of the demand curve. |
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| 12. Speed of Eating as a Determinant of the Bulimic Desire to Vomit |
| Area: EAB; Domain: Applied Research |
| NATHAN H. AZRIN (Nova Southeastern University), Michael J. Kellen (Nova Southeastern University), Jeannie S. Brooks (Nova Southeastern University), Benita L. Forman (Donna Klein) |
| Abstract: A single-case controlled study found that a bulimic’s desire to vomit was virtually eliminated by slowed eating, but not by rapid eating. The present study attempted to determine whether this same relation was exhibited by a larger number, N=6, of bulimics who were instructed to eat at fast, slow or normal rates in a within-subject reversal design. For all 6 subjects, the urge to vomit was found to be greater during fast vs. slow eating after comparable amounts of food intake. Clinically, these results suggest that eating slowly might be incorporated in treatment for bulimic purging. |
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| 13. Stimulus Control of Resistance to Change |
| Area: EAB; Domain: Basic Research |
| TAKEHARU IGAKI (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Previous research examining stimulus factors on resistance to change have showed that key location does not control resistance to change. However, in the multiple concurrent schedules used in the previous research, each stimuli element (color and location) was presented to subjects with a different way. In other words, subject learned the correlation of color and location with reinforcement rates with a different way. To examine the role of key location further, we used a different kind of multiple concurrent schedules in which each concurrent-schedule component was arranged on the upper and lower keys. Four pigeons were trained on multiple concurrent schedules in which reinforcement rates summed across keys within components were varied systematically. Resistance to change for key location was greater for the component with the higher reinforcement rates. However, resistance to change for key color did not depend on the total reinforcement rate correlated with each key color. These results suggest that key location can also be incorporated into a stimulus factor that controls resistance to change, and that resistance to change depends not on the physical feature of stimulus such as color and location but on how these stimuli indicate reinforcement rates. |
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| 14. Using the Spontaneously Hypertensive Rat (SHR) as an Animal Model for Attention Deficit/Hyperactivity Disorder (AD/HD): Assessing Impulsivity with a Concurrent Chains Procedure |
| Area: EAB; Domain: Basic Research |
| M. BRAD KINCHELOE (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Five to seven percent of all school-aged children in the United States are diagnosed with attention deficit/hyperactivity disorder (AD/HD). Research using concurrent chains procedures has shown that individuals with AD/HD are more likely than non-AD/HD peers to choose smaller more immediate reinforcers as opposed to larger more delayed reinforcers. The current study was designed to examine the behavior of Spontaneously Hyperactive Rats (SHRs), a putative animal model of the disorder, using a similar procedure. The performance of six SHRs is compared with the performance of six control Wistar Kyoto rats (WKYs) in a concurrent chains procedure where delay-of-reinforcement and reinforcer magnitude are parametrically manipulated to determine indifference points for each individual. To the extent that indifference points differ for SHRs and WKYs in a manner consistent with more preference for smaller, more immediate reinforcers in SHRs, these data support continued use of SHRs as a laboratory animal model of AD/HD. |
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| 15. An Experimental Simulation of Infant Caregiving |
| Area: EAB; Domain: Basic Research |
| JENNIFER LYNNE BRUZEK (University of Kansas), Rachel H. Thompson (University of Kansas), Nicole M. Cotnoir (University of Kansas) |
| Abstract: The goal of this investigation was to identify the effects of infant crying on caregiver behavior within a simulated caregiving situation. Three undergraduate participants were exposed to a simulated caregiving condition during sessions lasting approximately 30 min. At the start of each session, a recorded infant cry was presented until the participant performed the target response (e.g., holding the child in a horizontal position and rocking) for three consecutive s. Crying was withheld as long as the participant continued to perform the target response. The target response varied across experimental sessions. Data collectors recorded the duration, frequency, or occurrence/nonoccurrence of a variety of caregiving responses (e.g., rocking, soothing statements) and negative emotional responses (e.g., negative comments). Interobserver agreement was assessed during a minimum of 30% of sessions for all participants and mean agreement was above 85% for all measures. Results for all three participants indicated that the removal of the cry was a reinforcer for caregiving behavior. Thus, this preparation may be useful for future studies of the role of negative reinforcement in the maintenance of adaptive human behavior. |
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| 16. The Effects of Various Instructions on the Tolerance of Delays to Reinforcement |
| Area: EAB; Domain: Applied Research |
| ANURADHA DUTT (University of Iowa), Terry S. Falcomata (University of Iowa), John A. Northup (University of Iowa), Jason M. Stricker (University of Iowa), Kelly M. Vinquist (University of Iowa), Brenda J. Engebretson (University of Iowa) |
| Abstract: The purpose of this analysis was to examine the effects of different types of instructions on delay behavior with two children with ADHD. The specific information within the instructions regarding the contingencies in place was varied across conditions. Effects of various instructions were compared within an alternating treatments design across various conditions including reinforcement, extinction, and reinforcement with progressively increasing delay requirements. Results suggested that successful waiting occurred in the absence of problem behavior when instructions contained a description of the contingencies in place. IOA was obtained during at least 30% of all sessions and averaged above 90% for all target responses. |
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| 17. Choice Behavior, Experience, and Forager’s Efficiency |
| Area: EAB; Domain: Basic Research |
| JORGE ARTURO BALDERRAMA TRAPAGA (Universidad Veracruzana), Carlos F. Aparicio (Universidad de Guadalajara) |
| Abstract: It is well known that in choice situations behavior allocation favors with more responses the alternative associated to the highest probability of reinforcement. However, visiting the lean alternative too often may reduce the forager’s efficiency in maximizing reinforcement rate. The present study analyzed this possibility with rats in a situation where every day a different reinforcer ratio (27:1, 9:1, 3:1, 1:1, 1:3, 1:9, 1:27) was arranged in two levers. For each session, fifty reinforcers were scheduled according to five changeover response requirements (1, 4, 8, 16 or 32 responses), each providing 10 reinforcers and separated by a 60-s blackout. Within sessions the changeover response requirements were randomly selected without replacement. The results showed that visit durations and number of responses decreased in the levers with the rats’ experience in the choice situation, reducing notoriously the time necessary to obtain the 50 scheduled reinforcers. Sensitivity to reinforcement, as estimated by the parameter s of generalized matching law, increased with increasing changeover response requirement. But the animals experience in the present situation also determined the organisms’ sensitivity to dynamic changes in the reinforcer ratio. The role of the forager’s efficiency in choice situations will be discussed. |
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| 18. The Role of Limited-Hold Contingencies During Training and Testing in the Development of Stimulus Equivalence |
| Area: EAB; Domain: Basic Research |
| JESSICA A. MADRIGAL-BAUGUSS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Despite the implication of stimulus equivalence in a wide variety of complex human behavior patterns, many questions underlying the basic stimulus control processes remain unanswered. The use of dependent measures other than percent of correct trials may help broaden our ability to ask additional questions about the phenomenon of stimulus equivalence. These measures include a systematic assessment of latencies and probabilities of responding on the various equivalence trial types. Two experiments explored the effects of a limited hold procedure that allowed subjects to passively skip a trial by not responding during the limited window of time. In Experiment 1, there was a limited hold on comparison selection during testing trials. In Experiment 2, there was a limited hold on comparison selection during training trials. Results from Experiment 1 show that accurate responding on different derived relations emerged at relatively similar rates. A low probability of skipping trials with a 2 s limited hold contingency occurred. Results from Experiment II show that although time limits placed on training trials did not systematically hinder or facilitate testing performances, response latencies on the test trials reliably decreased. Both experiments also attempt to draw attention to the particular values of the parameters involved. |
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| 19. Manipulation of Social Status using Caffeine, Ephedrine and Caffeine-Ephedrine Combinations: Effects on Individual and Group Matching in an Optimal Foraging Paradigm |
| Area: EAB; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Jennifer Freytag (Illinois State University), Katrina M. Lakin (Illinois State University), Candace White (Illinois State University) |
| Abstract: Ideal free distribution predicts that the ratio of time spent by a group at two food patches will equal the ratio of obtained food at the patches. Unlike the matching law, however, it makes no prediction regarding individual member behavior. Indeed, previous studies show that group behavior conforms to the matching law, but individual behavior does not necessarily. Rather, competitive status of individual members correlates with undermatching values for individuals. Our previous research has shown that disruption of competitive status alters not only individual but also group matching. In the present study we manipulated status of the best and worst matcher in three groups of 5 rats via exposure to caffeine, ephedrine or their combination. These agents are established DA agonists with behavioral activation effects. Baseline rates of matching and social status were obtained for each animal and the group using CONC FT FT schedules in a large foraging box. High and low matching rats were identified. The high or low status rat was then exposed to caffeine, ephedrine or caffeine-ephedrine combinations. Changes in sensitivity to reward occurred during drug exposure across both the group and individuals, as expected. |
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| 20. The Influence of Training Conditions on Emergent Performances |
| Area: EAB; Domain: Basic Research |
| KIMBERLY SMITH (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Twenty-six participants, divided into three groups, learned to relate English words to Czech and Portuguese words in a matching-to-sample procedure. Half the word pairs were learned using English words as samples and foreign words as corresponding comparisons and the other half were learned with the foreign words serving as samples and English words as corresponding comparisons. The only difference in training across the three groups involved a programmed delay between the removal of the sample stimulus and the presentation of comparison stimuli. For Group 0, Group 2, and Group 8, the programmed delay values between sample offset and comparison onset were 0 s, 2 s, and 8 s, respectively. Test trials assessed the extent to which the trained conditional relations were symmetrical. The results suggest that the likelihood of transfer was greatest for the group that learned the task with the largest delay (i.e., an 8 s delay between sample offset and comparison onset). Potential mechanisms for these findings will be discussed. |
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| 21. The Effects of Verbalizing a Rule of Performance on the Acquisition of Variable and Stereotyped Responses in Adults |
| Area: EAB; Domain: Basic Research |
| HECTOR MARTINEZ SANCHEZ (Universidad de Guadalajara, Mexico), Juan Moises De la Serna Tuya (University of Seville, Spain), Sofia Guri Hernandez Torres (Universidad de Guadalajara, Mexico) |
| Abstract: Thirty-six college students emitted variable and stereotyped responses on matching-to sample tasks. Six groups of participants were exposed to a particular sequence of variability- and stereotypy- based contingencies. Variable responses were reinforced in one condition and stereotyped responses were reinforced in another condition. After each session (36 trials), verbalizing a rule related to performance was required as part of the experimental task in three groups. The other three groups of participants were exposed to the same sequences of variability and stereotypy, except that verbalization was not required. The acquisition of variable and stereotyped behavior was affected by the verbalization requirement in two ways: a) the sessions were longer than in the other groups; and b) there were more errors in the acquisition of both kinds of behaviors. These results suggest that requiring verbalization can affect variable and stereotyped discriminative performance.Keywords: variability, stereotypy, matching to sample, verbalizations, rules, key pressing, college students. |
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| 22. Teaching Perspective-Taking Skills to Typically Developing Children Through Derived Relational Responding |
| Area: EAB; Domain: Applied Research |
| AMIE HEAGLE (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), Maranda Trahan (Southern Illinois University), Joanna M. Kooistra (Southern Illinois University) |
| Abstract: Perspective-taking is a skill that requires a child to display knowledge of informational states in himself or herself and in others (Barnes-Holmes, Hayes, & Dymond, 2001). The major cited theory in the area of perspective-taking is the developmental perspective, or the Theory of Mind approach, while an alternate behavioral approach that is somewhat new to this area of concern is the Relational Frame Theory approach. This study used an extended version of the Barnes-Holmes protocol developed in a series of studies by McHugh et al., (2004) to teach typically developing children between the ages of 6-11 perspective-taking skills. This study evaluated the participants’ ability to show a number of simple and complex relations, examining both relation type (I-you, here-there, and now-then) and relational complexity (i.e., simple, reversed, and double reversed). Currently, this is the only study to date that has assessed these learned perspective-taking skills and tested for generalization of perspective-taking to new stimuli and real-world conversational topics. |
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| 23. Global and Local Effects of Additional Response-Contingent Stimuli in a Concurrent Schedule |
| Area: EAB; Domain: Basic Research |
| NATHALIE JEANNE BOUTROS (University of Auckland, New Zealand), Michael C. Davison (University of Auckland, New Zealand), Douglas Elliffe (University of Auckland, New Zealand) |
| Abstract: Recent research (Davison and Baum, submitted) suggests that stimuli that are never paired with, but are perfectly positively correlated with, primary reinforcement can produce reinforcer-like effects on choice behaviour in a rapidly-changing procedure. The same stimuli, when perfectly negatively correlated with primary reinforcement, do not produce these effects. The present research attempted to replicate these results in a steady-state procedure. Half of the food reinforcers in a two-key concurrent schedule were removed and replaced with response-contingent red key-lights. Across conditions, the ratio of left to right food reinforcers was varied as was the food-stimulus correlation (either +1, -1 or 0). Generalized-matching analyses were calculated as a global measure of choice and preference pulses as a local measure. These analyses resulted in two somewhat surprising results: While the stimuli produced no detectable changes in sensitivity to reinforcement, suggesting no global effect, post-stimulus preference pulses were obtained, suggesting the existence of a local effect. This local effect was largely the same regardless of the food-stimulus correlation, a result contrary to that obtained by Davison and Baum. |
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| 24. Food at a Distance: Separating Food Sources and Temporal Control during a Concurrrent VI FT Schedule |
| Area: EAB; Domain: Basic Research |
| RAQUEL ALO (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: To investigate the effects of a concurrent FT schedule on responding controlled by a VI schedule, in Experiment 1, three pigeons were exposed to a VI 300s schedule (Baseline). Next, free-food according to an FT 100-s schedule was programmed in a hopper located on another panel, either 30 cm, 60cm, or 90cm from the hopper where the VI schedule reinforcers were delivered. The Baseline was then reinstated and the next condition arranged both the VI and the FT food delivery in the same hopper. Experiment 2 replicated Experiment 1, but the 3-s limited access to free-food was modified: the FT hopper remained on until a photocell was broken, after which 3-s access to free-food was available. During the baselines, responding was moderate and steady. The addition of the free-food in Experiment 1 disrupted responding according to the FT interval: as this interval elapsed, responding decreased. This negatively accelerated pattern of responding was a direct function of the distance between reinforcers delivered by each schedule, and it was more evident with the limited access. These results suggest that responding on the VI schedule was determined both by reinforcement under the VI schedule and the interreinforcement intervals of the FT schedule. |
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| 25. Response Cost for Illusionary Control is Sensitive to Price Alterations |
| Area: EAB; Domain: Basic Research |
| TAYLOR JOHNSON (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Prior research has shown that subjects will pay additional chips for the ability to have “illusory control” even though such “control” has no affect on the actual outcomes in gambling. The purpose of the present study was to investigate the effect of increasing cost magnitude on the purchasing behavior of “illusory control” across three different gambling games (Roulette, Slots and Craps) during four cost conditions: 1 chip, 2 chips, 5 chips and 10 chips. Participants were given the opportunity to purchase “illusory control” behavior across the three games. Variations in cost of control altered the purchasing behavior. |
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| 26. Evaluation of Different Learning Materials on University Students |
| Area: EAB; Domain: Basic Research |
| IDANIA ZEPEDA (Universidad de Guadalajara, Mexico), Julio Varela (Universidad de Guadalajara, Mexico), Carlos Martinez Munquia (Universidad de Guadalajara, Mexico), Maria Avalos (Universidad de Guadalajara, Mexico), Sucel Moran (Universidad de Guadalajara, Mexico), Alejandro Corujo (Universidad de Guadalajara, Mexico) |
| Abstract: The aim of this study was to evaluate the effect of four different learning materials on students learning related to abilities on repetition, application and performance abilities. Materials were: 1) reading a printed text, 2) reading a printed text with illustrations, 3) watching a video clip and 4) listening to a tape. The participants were 20 university students. The students exposed a pre-test – selftraining – post-test design. The thematic content was the same for all presentations and consisted of three sections: principles and concepts of trigonometry, problem solving and instructions for 3-D shapes building. Results are discussed in terms of transfer facilities related to each of the presentations used. |
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| 27. Investigation of Poker Preferences among College Students |
| Area: EAB; Domain: Basic Research |
| LAURA L. PORTERA (Southern Illinois University), Erica D. Pozzie (Bradley University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Research on gambling is limited and has not been well documented in terms of preference of poker hands on equal pay out schedules. In order to investigate more in this area, research was conducted using a computer simulated poker game. Participants had the choice between either a one hand poker game or a three hand poker game in which they were able to switch playing between two concurrent screens. Students were instructed to play either poker hands and “win” as many points as possible. Participants were encouraged to verbally explain rules governing their play between the single or multiple poker hands. The purpose of the current study analyzed concurrent recreational poker playing of 10 undergraduate college students. This study uses video poker to analyze preference between playing single versus multiple hands of poker on an equal pay out schedule and the verbal behavior that governs those preferences. The results, implications and suggestions for future research are discussed. |
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| 28. The Behavioral Functions of Stimuli Signaling Transitions across Rich and Lean Schedules of Reinforcement |
| Area: EAB; Domain: Basic Research |
| JESSICA B. LONG (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Pigeons responded on a mixed schedule with fixed-ratio components leading to small or large food reinforcers. Pecks on either of two observing keys converted the mixed schedule to a multiple schedule by turning on a color associated with the current component. The stimulus consequences of the observing responses were manipulated across conditions. The stimulus correlated with the large reinforcer functioned as a conditioned reinforcer — it maintained observing behavior — whereas the stimulus correlated with the small reinforcer did not. There was no evidence that the stimulus correlated with the small reinforcer functioned as an aversive stimulus |
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| #237 International Poster Session - EDC |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 107. Peer Mediated Establishing Operations as a Tacticto Condition Books and Toys as Reinforcers |
| Area: EDC; Domain: Applied Research |
| JENNIFER ELIA (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Lily Bayard (Columbia University Teachers College) |
| Abstract: This study investigated the effectiveness of peer mediated establishing operations to increase correct responses to learn units in prerequisite to listener emersion programs and to condition looking at books as a reinforcer. The participants in this study were 3 four year old students who were diagnosed as preschoolers with a disability. Each student was paired with a peer who functioned at a reader writer level of verbal behavior and alternating learn units or pairing trials were presented. For the programs that utilized the implementation of learn units, when the peer emitted a correct response he was consequated with vocal or prosthetic reinforcement in an effort to increase the reinforcing value of the praise or item to the target student. In the book and toy conditioning programs the target student and the peer were presented with alternating pairing trials in which appropriate engagement with books or toys was paired with vocal praise and prosthetic reinforcement. A different peer was used for each of the conditioning programs to test if different peers affected the effectiveness of the peer mediated establishing operation as a tactic. The data from this study showed that the peer mediated establishing operation was an effective tactic to increase correct responses to learn units and decrease the number of sessions necessary for a student to meet a criterion level of accuracy for all prerequisite to listener emersion programs. Also, the peer mediated establishing operation was an effective tactic in increasing the student's appropriate engagement with books and toys during the treatment phase of the program. The peer mediated establishing operation was also effective in decreasing stereotype during post treatment probes on independent engagement with books during which the student received no prosthetic reinforcement for appropriately engaging with books. |
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| 108. Evaluating Preference Over the Course of a Day |
| Area: EDC; Domain: Applied Research |
| TIMOTHY C. FULLER (University of Nevada, Reno), Alicia N. MacAleese (University of Nevada, Reno), Kenneth MacAleese (University of Nevada, Reno), Erin J. Pitts (University of Nevada, Reno), Mandy J. McClanahan (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Previous research has shown that when individuals with developmental disabilities are given the opportunity to choose between food and leisure items, they will choose food items over leisure items even when the leisure items are highly preferred. However, it is unknown whether individuals of typical development will also respond in similar ways. It is possible that very young children and children with developmental disabilities preference for these items will changeover the course of the day, which has not been demonstrated in the literature, but in fact may occur. In literature, it is common to simply run one preference assessment and use the top 2 or three items for duration of the task and never reassessing the preference. Therefore, this study evaluated preference changes throughout the day in order to determine if preference changes over the day due to various conditions being present (i.e., after snack, before lunch, after lunch, playing outside, playing with toys during free time, after nap, etc.). In addition, does allowing access to the items during the assessment change the outcome verses no access during the assessment. |
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| 109. A Comparison of Reinforcer Assessment Methods for Adolescents with Challenging Behaviors |
| Area: EDC; Domain: Service Delivery |
| MICHAEL A. LIND (University of Iowa), John A. Northup (University of Iowa) |
| Abstract: Class- or school-wide behavior management systems may insufficiently account for students’ varied reinforcer preferences, and therefore, unsuccessfully promote compliance and effort in school. Numerous studies have supported the use preference assessments for determining reinforcer potency for individual children. However, these approaches have been performed almost exclusively with young children and individuals with developmental disabilities, and it is doubtful that the strategies utilized in such cases would be appropriate for typically-developing adolescents. Accordingly, this study will investigate the relative reinforcer preferences of adolescents in a middle school Behavior Disorder (B.D.) classroom. Distinction will be made between the potency of students' preferences for edibles, tangibles, activities, teacher attention, time with peers, and opportunities for escape. In addition, the correspondence between students’ preferences via a concurrent-operants arrangement will be compared to their self-reported preferences on written and verbally-presented surveys. Finally, results will be compared to those originally obtained by Northup et al. (1996) and Northup (2000), who first employed this method to determine reinforcer preferences among a younger participant population. Results of this study may help professionals determine more efficient and accurate ways to facilitate compliance and academic productivity among diverse groups of behaviorally disordered adolescents. |
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| 110. Identifying Reinforcers for Individuals with Profound Multiple Disabilities |
| Area: EDC; Domain: Applied Research |
| MANDY J. KUBO (California State University, Stanislaus/Pennsylvania State University), Karen Sniezek (California State University, Stanislaus) |
| Abstract: Students with profound multiple disabilities are often characterized as a population who are difficult to teach. Some feel that this difficulty may be due to ineffective methods in reinforcer identification. This study investigates the utility of a systematic preference assessment proposed by Pace, Ivancic, Edwards, Iwata, and Page (1985) to determine preferences of students with profound multiple disabilities and to determine if those preferences function as reinforcers. The results indicate that the systematic preference assessment was effective in identifying reinforcing stimuli for 2 of 3 individuals with profound multiple disabilities. |
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| 111. Reward Contingencies and Personal Freedom: Effects on Intrinsic Motivation and Performance |
| Area: EDC; Domain: Basic Research |
| SHANE L. LYNCH (University of Alberta), Katherine M. Banko (University of Alberta), Judy Cameron (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Reward procedures often depend on the interpersonal context. Reward contingencies presented in a controlling manner (coercive context) are expected to reduce performance and motivation (Sidman, 2001). When the same contingencies are presented in a way that promotes personal freedom (autonomous context) performance and motivation are expected to increase (Skinner, 1971). Undergraduate students (N=60) were randomly assigned to one of the 6 experimental conditions, in a 3 X 2 factorial design. A third of the participants received $10 for puzzle solving (engagement contingent), another third received the same payment for achieving a standard or level of performance (mastery contingent), and the remaining participants did not receive rewards. Half the participants solved puzzles in a coercive context involving high surveillance and time pressure while the other half performed the activity in an autonomous context—promoting self-regulation and choice. Next, participants had a 10 minute free-choice opportunity to do various activities (i.e. solve puzzles, read, etc.). The dependent measures were number of puzzle solutions, the amount of time spent on puzzles in the free-choice period, as well as ratings of task interest. Results showed that rewards for achievement or mastery increase performance and intrinsic motivation when the context emphasizes personal freedom. |
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| 112. Learned Industriousness and Intrinsic Motivation: Effects of Rewards for Effort on Task Involvement |
| Area: EDC; Domain: Basic Research |
| AMBER L. GEAR (University of Alberta), Rhonda L. Wizniak (University of Alberta), Judy Cameron (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Rewards for expending effort on tasks help people learn industriousness (Eisenberger, 1992). We extended this theory to the problem intrinsic motivation. If individuals are rewarded for expending high effort on a difficult task, sensations of high effort are conditioned, the activity takes on secondary reward value and people are likely to engage in the activity. The opposite occurs when rewards are tied to performance of tasks with low difficulty. University students (N = 162) solved puzzles in 2x2 factorial design with two levels of reward (reward/no reward) and two levels of task difficulty (easy/difficult). Intrinsic motivation was measured as time spent puzzle solving during a free-choice period. Results indicated a significant interaction of reward by task difficulty. As expected, participants who received rewards for doing a difficult puzzle task spent more time solving puzzles in the free choice period than participants doing the difficult task without rewards. In contrast, participants given rewards for performance of the easy puzzle task spent significantly less free time on puzzles than those doing the easy task without rewards. Overall, rewards tied to the degree of effort on a problem solving task determine the subsequent involvement in the activity in a free-choice situation. |
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| 113. Response Allocation Under Naturally Occurring Concurrent Schedule Arrangements |
| Area: EDC; Domain: Applied Research |
| STACI L. SAYLORS (Utah State University), John C. Borrero (University of the Pacific) |
| Abstract: We evaluated the relation between naturally occurring rates of problem behavior and appropriate behavior using the matching equation with a 4 year-old typically developing child in a state funded preschool setting. Descriptive observations were conducted at various times during the typical daily routine at the preschool. Data were recorded on potential reinforcers, problem behavior and appropriate behavior. The data collected from these observations were analyzed retrospectively, assuming that one event (attention) served as a reinforcer. While the possibility of spurious relations exists, results showed covariation between both response forms and teacher attention. |
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| 114. Errorless Training Procedures Applied for the Acquisition of Academic Skills with Kids with Acquired Brain Injury |
| Area: EDC; Domain: Service Delivery |
| ADRIANA LOAEZA-CASTRO (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
| Abstract: Children with acquired brain injury due to a vascular accident or involved in car accidents, experience a lost of several skills that were established previously. The present study will show the use of errorless training programs establishing skills previously learned in a boy with brain injury. The selected behaviors were unbutton, identification of vowels, recognition of pronouns and identification of parts of the body. For this research a changing criteria design was used. The base line was taken during three sessions, exposing the participant to tasks related to the behaviors explained before, measuring the presentation of each part of the behavioral chain. The intervention consisted on four phases, the first one was errorless teaching, followed by total and partial physical guide, were the therapist took the hand of the boy during all the chain of the behaviors described before, reinforcing constantly. The phases of the intervention were faded until reaching the criteria, which was 80% of correct response during three consecutive sessions, obtaining an average of 90% of reliability. The results are shown in graphs of single case, showing that the participant benefited from the intervention, obtaining an average of 95% of correct response of the skills that were taught. |
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| 115. Prompt Fading and Group Instruction: Transferring Stimulus Control from 1:1 Therapist to Lead Teacher |
| Area: EDC; Domain: Applied Research |
| VICTORIA A. GALLANT (Pathways Strategic Teaching Center), Jennifer L. Marshall (Pathways Strategic Teaching Center), Erin Cote (Pathways Strategic Teaching Center) |
| Abstract: Skill acquisition in group settings is often a learning deficit of children with autistic spectrum disorder. Stimulus transfer from a 1:1 setting to a lead teacher in a group continues to be a challenging goal for many students with autism. According to research, students with autism acquire new skills when taught in a 1:1 applied setting. Thus, the educational goal is to transfer stimulus control from the 1:1 therapist to the group’s lead teacher. For most effective transfer, the lead teacher must be able to monitor reinforcement schedules, maintain a student’s attention and prompt appropriately. The prompt fading procedure created by the authors has proven to be effective in accomplishing this goal. Through data collection and systematic fading of the 1:1 therapist, several students at all age levels have reached 100% independence in a group setting as they are able to acquire skills through the direct instruction given by the lead teacher. Data displays the students attending and responding to the lead teacher in a group setting without the prompting of a 1:1 therapist. The procedure is highly effective and can be duplicated to use with children of all age groups and in varying settings. |
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| 116. Teaching Children with Disabilities Rock-Paper-Scissors |
| Area: EDC; Domain: Applied Research |
| HEATHER J. HUBER (Quality Behavioral Outcomes), Scott W. Harrington (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes), Marla Silversmith (Neurorestorative Specialty Services at UTHCT), James L. Soldner (Neurorestorative Specialty Services at UTHCT) |
| Abstract: On a typical playground, children with disabilities are frequently not included in games because they do not show they understand the rules. This is also true with games requiring two persons, such as the popular Rock-Paper-Scissors (RPS). Across three phases, children with disabilities were taught how to play RPS using visual cues and reinforcement for correctly identifying the winner of the round. The game also gave the children a problem-solving technique when deciding who will go first in a game or activity. |
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| 117. Teaching Pedestrian Safety Skills to a boy with Autistic Spectrum Disorder: Combined Effects of Response Cost and Positive Reinforcement |
| Area: EDC; Domain: Applied Research |
| KOSUKE TAKAHASHI (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: Pedestrian safety skills were taught to a 10-year-old boy with autistic spectrum disorder who exhibits risky behaviors under going to his school. The safe skills were defined as walking along the end of a road. The risky behaviors consisted of rushing out in front of vehicles, walking along the center of a road, and running. We employed response cost on his risky behaviors in simulated environment on the University roads. The risky behaviors decreased immediately, and he showed almost safe pedestrian skills. However the skills were not maintained without response cost. The safe pedestrian skills were maintained by gradually shifting from the response cost to the procedures which reinforces these skills (positive reinforcement). When the treatment based on positive reinforcement was introduced in his everyday situations, the safe skills were demonstrated immediately, and maintained also in the probe condition. |
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| 118. Teaching Young Children with Autism to Respond to a Communication Device when Lost |
| Area: EDC; Domain: Applied Research |
| LISA M. RESTO (TheraCare), Tanya Ciancio (TheraCare), Kathleen Flanders (TheraCare) |
| Abstract: This study is a replication of a study that taught teenagers to seek assistance when lost by responding to a pager. In this study the researchers compare the acquisition rate of lower functioning children to the higher functioning children. The study also highlights the limitations that occurred. These children were between the ages of 4-8. The children were taught to respond to the pager by handing a communication card that indicated that they were lost, to a community member. Trials were initially conducted in the home environment, and then were conducted in specific community settings. |
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| 119. Asperger's Syndrome: Defining and Implementing Best Practices in Public School Settings |
| Area: EDC; Domain: Applied Research |
| COLLEEN ANN O'LEARY-ZONARICH (The May Institute), Sandra Pierce-Jordan (The May Institute) |
| Abstract: This poster will review best practices, degree of implementation, and meaningful outcomes for elementary, middle, and high school students diagnosed with Asperger's Syndrome in public school settings in New England. An outlined checklist of best practices will be provided; including thorough assessment, academic and teaching strategies, behavior and social skills interventions, and comprehensive team involvement and communication. Data will be presented suggesting degree of implementation of best practice recommendations and critical programming components yields significant improvements in meaningful, functional performance spanning across home and school environments as presented in an AB multiple-baseline design. Discussion points will include staff and parent training options and opportunities, differences across grade levels, and the continued need for and impact of strong programming in public school systems. |
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| 120. Using Multiple Exemplar Instruction to Test the Presence of Naming in Identifying Parts of Speech |
| Area: EDC; Domain: Applied Research |
| KOREN PHILENE BRIGHAM (Columbia University), Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
| Abstract: The purpose of the present study was to test for the presence of naming by teaching selection of parts of speech followed by probing for production of novel examples of those same parts of speech. The students were three thirteen-year-old students classified as emotionally disturbed. The students were unable to identify parts of speech such as nouns, verbs adjectives and adverbs, a prerequisite classification skill to the problem solving skills necessary in completing worksheets presented to them in their class-room. The results show that the students had naming and that teaching selection responses resulted in the emergence of production responses. |
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| 121. A Study on the Relationship between Cognitive Abilities and Language Learning Skills for the Cerebral Palsied |
| Area: EDC; Domain: Basic Research |
| SOON-GIL PARK (Nambu University, South Korea), Hun Sun Jun (Daegu University, South Korea) |
| Abstract: The purpose of this study was to investigate the relationship between cognitive abilities and language learning skills for the cerebral palsied. In particular, this study was to compare cognitive and language learning skills between high and low groups of articulation abilities and between spastic and non-spastic groups. Furthermore, this study was focused on the correlation between the cognitive ability and language learning skills as well as the cognitive factors that can predict language learning skills. The 30 cerebral palsied were recruited from a special elementary school and they were compared to normal control children who had the same mental age as the 30 cerebral palsied in a K-SPM Raven Intelligence Test(Yim, 2004). The participants were presented Picture Consonant Articulation Tests(Kim, 2004) measuring the articulation ability of the cerebral palsied, phonological awareness tasks, short-term memory tests, and Visual-Perceptual Skills Test-Revised(Gardner, 1996). Moreover, The Basic Learning Skill Tests(Park et al, 2001) and A Picture-Vocabulary Test(Kim et al, 1995) were also measured to identify the language learning abilities of the cerebral palsied. The results of the study were as follows; First, the cerebral palsied showed lower levels of cognitive abilities in phonological awareness, short-term memory and visual perception compared to the normal children. It was also observed that they showed considerably lower ability in counting numbers of syllables and identifying phonemes in phonological awareness tasks. Moreover, the cerebral palsied were behind the normal children in short-term memory of numbers, as well as visual discrimination, visual memory, visual-spatial relationship, visual-sequential memory, visual figure-ground and visual closure in the Visual Perceptual test. On top of that, those with superior articulation ability showed better ability in counting the numbers of syllables, rime-phoneme distinction, and short-term memory of both numbers and letters. Spastic cerebral palsied were found to have a greater short-term memory of numbers than the non-spastic cerebral palsied. Second, the cerebral palsied had lower ability than the normal in language learning skills including reading, spelling, comprehension of sentences and vocabulary. Among the cerebral palsied, those with higher ability of articulation could bring out better results in vocabulary performance. Finally, it was found that there were significant correlations bet |
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| 122. Teaching Sign Language Using Stimulus Equivalence Procedures |
| Area: EDC; Domain: Applied Research |
| GLEN L. MCCULLER (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Amy Nicole Collins (Stephen F. Austin State University) |
| Abstract: Stimulus equivalence procedures have been proven effective and efficient in teaching a variety of functional skills. In addition, these procedures have been proven with a variety of populations and age ranges. This poster presentation will present the results of an investigation in which three participants are taught and assessed relations using verbal, printed, and signed stimuli. |
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| 123. Simultaneously Teaching Two Languages to a Child with Austim |
| Area: EDC; Domain: Service Delivery |
| KELLY J. FERRIS (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Acquiring language is a known area of delay for people with autism. Acquiring two languages presents additional concerns regarding rate of skill acquisition. We designed instruction to teach early language skills to a child with autism in both English and Spanish. We will present data comparing two different instructional sequences, as well as data representing the total number of skills acquired while receiving instruction in English versus English and Spanish. |
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| 124. Teaching a Second Language to a Child with Autism Across Multiple Learning Channels Through the Use of Technology |
| Area: EDC; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Sara J. Pahl (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kristin Wilkinson (Fabrizio/Moors Consulting) |
| Abstract: This poster will discuss the instructional design used to teach a second language to a young child with autism. The poster will show how technology was utilized to increase the student's acquisition and use of a second language. Student performance is graphed on the Standard Celeration Chart. |
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| 125. The Effects of a Social Listener Reinforcement Game on the Vocal Verbal Behavior of One Middle School Student |
| Area: EDC; Domain: Applied Research |
| LILY BAYARD (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Tracy Reilly-Lawson (Columbia University Teachers College) |
| Abstract: This study tested the effectiveness of teaching a social listener reinforcement game on the conversational units, sequelics, wh questions, vocal approvals and vocal disapprovals of one Middle School student. In the listener game the student and a peer were each taught two sets of five science terms. The teacher presented alternating learn units in which she asked one student to define a science term mastered by his peer. When the student asked his peer for the answer and correctly repeated the answer the students moved up one space. When the students did not ask their peer the answer or did not correctly repeat the answer given to them the teacher moved up one space. The results of the study demonstrate that the social listener reinforcement game was effective in increasing the target student’s conversational units, sequelecs, wh questions, vocal approvals and vocal disapprovals during probe sessions conducted after the student and peer had met criterion on two games. |
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| 126. Teaching Receptive Language to a Child with Autism: An Alternative to traditional Discrete Trial Teaching |
| Area: EDC; Domain: Applied Research |
| ANGELA A. MOUZAKITIS (Developmental Disabilities Institute and YAI/New York League for Early Learning), Kimberly M. Tynan (Developmental Disabilities Institute), Amy V. Doukas (Developmental Disabilities Institute), Maria Corazon P. Mobo (YAI/New York League for Early Learning), Angela Keating (YAI/New York League for Early Learning), Cindy M. Poscablo (YAI/New York League for Early Learning) |
| Abstract: The purpose of the study is to present a coordinated set of strategies that includes the use of cued time delay, contingent attention, and an increased array of items. The case study presented demonstrates how these coordinated strategies were used to help a child successfully identify objects receptively. This 3-year-old child has received home-based ABA services from March 2004 to the present. Initially the child was able to master the identification of several body parts and one-step directions, using traditional discrete trial methods. However the home-based ABA team did not meet with success when the same methods were used to introduce the skills related to identifying objects receptively. Subsequent attempts to teach these skills using the introduction and fading of voice cues, positional prompting, and natural environment teaching were also not effective. In total, ten various methods were used unsuccessfully. It was only when the home-based ABA team began to use the combination of cued time delay, contingent attention, and increased array of items, that the child began to meet with success. This presentation will graphically display and review the programs that had been unsuccessful; the teaching strategy that was utilized will be outlined and graphically displayed, and relevant research will be reviewed. |
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| #238 International Poster Session - VRB |
| Sunday, May 28, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 127. Does ABLA Test Performance Predict Picture Name Recognition With Persons With Severe Developmental Disabilities? |
| Area: VBC; Domain: Basic Research |
| AYNSLEY K. VERBEKE (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: Research has shown that performance on the Assessment of Basic Learning Abilities (ABLA) test correlates with language assessments for persons with developmental disabilities. This study investigated whether performance on ABLA Level 6, an auditory-visual discrimination, predicts name recognition of persons with severe developmental disabilities. Five participants who passed ABLA Level 6, and five who failed ABLA Level 6 were each tested on five 2-choice discriminations that required them to point to pictures of common objects after hearing their names. Four of the five participants who had failed ABLA Level 6 failed all name recognition tasks. All five participants who had passed ABLA Level 6 passed all of the name recognition tasks. These results suggest that mastery of the ABLA auditory-visual discrimination may be an important bridging task for teaching naming skills to persons with severe developmental disabilities. |
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| 128. Establishing a Mand Repertoire in a Child Who is Deaf-Blind |
| Area: VBC; Domain: Applied Research |
| KYLE BENNETT (Bright Horizons School), Joanne Bennett (Bright Horizons School) |
| Abstract: The community of deaf-blind individuals is quite diverse. While some have complete hearing and vision loss, many have varying degrees of hearing and visual impairments (Engleman, Griffin, & Wheeler, 1998). One of the many challenges of individuals who are deaf-blind is communication (Godfrey & Costello, 1995; Tedder & Sikka, 1993). Those who have some degree of hearing or vision may be able to communicate by using methods that take advantage of these senses. For instance, some communicate using vocal verbal behavior (Stremel & Schultz, 1995), manual sign language (Heller, Alberto, & Bowdin, 1995), modified pictures and communication boards (Heller, Ware, Allgood, & Castelle, 1994), and gestures (Engleman, Griffin, & Wheeler, 1998), to name a few. However, for those whose impairments include profound visual and hearing loss, the ability to communicate becomes more complicated and the systems that are available are more restricted (Watkins & Clark, 1991). The purpose of the current study was to establish a mand repertoire in child who is deaf-blind. A multiple-probe design across three mands was implemented. After failing to acquire a sign language repertoire, the child was taught to exchange objects for reinforcers by capturing establishing operations and implementing errorless learning teaching strategies. |
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| 129. PICA and Acquired Brain Injury: A Rule-Based Intervention |
| Area: VBC; Domain: Applied Research |
| CHRIS M. SCHAUB (ReMed Recovery Care Centers), John Malikowski (Devereux Foundation) |
| Abstract: A Functional Assessment identified the variables maintaining PICA displayed by a 55-year-old man (In this report we give him the pseudonym, 'Joe") with an Acquired Brain Injury (ABI). Neurological testing and assessment had indicated that Joe's PICA occurred as a symptom of the Kluver-Bucy Syndrome. Traditional pharmacological interventions had proved unsuccessful in controlling this behavior, and the TBI literature contains little beyond medications a primary treatment modality. During Brief Functional Analysis (BFA) Joe engaged in PICA exclusively during alone conditions. This suggests that PICA was not socially mediated, and was instead the likely result of direct consequences such as oral stimulation, gustatory stimulation,or hunger cessation.We also assessed Joe's hoarding of inedible objects, which was a concern because it provided access to PICA behavior in remote locations. Therefore, a multiple choice questionnaire was administered to evaluate Joe's awareness of the behavior as related to social acceptability as well as health implications. In addition, a matching-to-sample procedure was used to confirm equivalent relations between all forms of stimuli representing PICA objects. This rejected the possibility that the behavior was a result of visual agnosia. A rule-based intervention was then implemented, which achieved systematic control over both PICA and hoarding. |
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| 130. Derived Relations and Cognitive Neuroscience: Semantic Priming and Event Related Potentials |
| Area: VBC; Domain: Basic Research |
| EOGHAN J. RYAN (Anglia Ruskin University, Cambridge), Simon Dymond (University of Wales, Swansea), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: If derived relational responding is to provide a functional-analytic account of language and cognition, then it follows that many of the measures of language and thought processes typically employed in the cognitive laboratory, such as semantic priming, should be sensitive to derived stimulus relations. In the current study, adult participants were first exposed to conditional discrimination training designed to establish derived equivalence relations and were then presented with a standard lexical-decision priming task. The presentation of across-class prime and targets increased reaction times relative to within-class primes-target pairs. During this experiment, event related potentials (time-locked, averaged electroencephalograms) were recorded. In addition to the increased reaction times to across-class prime-target pairs, a larger N400 waveform was also recorded. This waveform has been shown in cognitive research to be sensitive to semantic relatedness. Taken together, these data lend support to the argument that derived relations constitute behavioural units of human language and cognition. |
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| 131. Accuracy Criteria and the Derived Relational Responding: Learning Expected in Training as Basis of Novel Differential Outcome |
| Area: VBC; Domain: Basic Research |
| ALDO HERNANDEZ BARRIOS (Universidad Católica de Colombia), Diana Melissa Quant (Universidad Católica de Colombia), Martha Omeara (Fundación Universitaria Konrad Lorenz) |
| Abstract: The purpose of this study was test the effects of four types of accuracy criteria on the derived stimulus relations, used in conditional training by basic relationships (A-B and B-C), to generate three stimulus equivalent classes (three members each one). In the Experiment 1 set up the accuracy criteria of the 90% in the training of the A-B relations and B-C. In the Experiment 2 the subjects were exposed only to a block of rehearsals, without mattering its precision. In the Experiment 3, set up the accuracy criteria of the 90% for each conditional trained relations (i. e. A1-B1, B1-C1, etc.). In the Experiment 4 the subjects should complete a series of 10 serial rehearsals guessed right like accuracy criteria. We to show in this poster the preliminaries data and we suggested that there are independents aspects of the accuracy criteria used in the procedure of matching-to-sample, like influences in the learning and therefore in the stimulus derived relations. |
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| 132. Using Stimulus Equivalence to Remediate Basic Language Deficits in a 5 Year-Old Male with Autism |
| Area: VBC; Domain: Basic Research |
| JADE CLAYTON (Rich Center for Autism), Georgia Backus (Rich Center for Autism), Lenore Collupy (Rich Center for Autism), Michael C. Clayton (Youngstown State University) |
| Abstract: Stimulus equivalence procedures have been widely used over the past 30 years, frequently in an attempt to remediate receptive/expressive language deficits. The present study utilized match-to-sample training to introduce three-member equivalence classes and test for derived relations in a 5-year-old child with autism. Prior to training, the child showed large gaps in his expressive and receptive repertoires. Following training, the child was able to successfully derive symmetrical and equivalence relations. He was also able to use elementary verbal operants such as echoics, tacts, and mands more functionally following training and testing of equivalence relations. |
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| 133. Increasing "Behavioral Attunement": Optimizing the Ratios of Manding Versus Mediation (i.e., Pliance) Within Ongoing Conversation |
| Area: VBC; Domain: Applied Research |
| GENAE HALL (Behavior Analysis & Intervention Services), Robert G. Vreeland (Behavior Analysis & Intervention Services) |
| Abstract: Several aspects of the interaction between two participants in ongoing conversation appear relevant to maintaining the cooperative contingency between them. These include: 1) the relative ratios of manding versus mediation (i.e., pliance), 2) effective manding--using softened or disguised mands, and 3) effective mediation of reinforcement for mands, where mediation is timely as well as appropriate.In Baseline, the above dependent variables were scored over several sessions in segments of conversation. In Phase I of the study, each conversational participant was given feedback regarding his/her scores and those of his/her partner, then new scores were obtained over several sessions. In Phase II, if a participant's manding ratio was at least 10% higher than that of his/her partner, a role-playing procedure was used to teach him/her to a) identify the other person's mands, and b) effectively mediate reinforcement for those mands. If a participant's manding ratio was at least 10% lower than that of his/her partner, the individual was taught to a) identify the relevant motivational variables affecting him/her, and b) emit appropriate mands. The effectiveness of Phase I and Phase II interventions was assessed in a multiple baseline across dyads design. |
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| 134. Immediate Correction Procedures and their Effects on Learn Units to Criterion for Middle School Students |
| Area: VBC; Domain: Applied Research |
| DANA VISALLI-GOLD (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Dr. Shira A. Ackerman (Columbia University Teachers College & CABAS) |
| Abstract: This study investigated the effects of an immediate correction procedure and the students’ use of answer keys on learn units to criterion for the target behaviors. There were 2 male participants ages 11 and 12. The participants were diagnosed with emotional and behavioral difficulties and functioned on a reader/writer level of verbal capability. During the correction procedure utilized during baseline, there was no attention to the antecedent within the correction procedure. Therefore, the immediate correction procedure was implemented. The students immediately reviewed and responded to the teacher’s behavior in the presence of the antecedent and teacher consequences which completed the learn unit. Following the implementation of the immediate correction procedure, the answer key procedure was implemented. The students immediately consequated their behavior using answer keys. The data showed both students emitted higher levels of correct responding during the immediate correction procedure and even higher levels during the answer key procedure. The students higher levels of correct responding significantly decreased their total learn units to criterion across the targeted behaviors. A functional relationship occurred between the implementation of the immediate correction procedure and the answer key procedure and the decrease in total learn units to criterion across behaviors for both participants. |
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| 135. The Effects of Visual Tracking on Learn Units to Criterion |
| Area: VBC; Domain: Applied Research |
| BROOKE DEMARCO (Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Denise O'Sullivan (Columbia University Teachers College & CABAS) |
| Abstract: This study tested the effects the Visual Tracking procedure on pre and post numbers of learn units to criterion to meet objectives across the participant’s matching repertoire programs. The participant in this study was a 4-year old male with pre-speaker, pre-listener levels of verbal behavior. The student in this study attends an annex of an early intervention program in a private CABAS model preschool in a 6:1:3 instructional setting. The baseline was in effect for 15 sessions. During the initial baseline phase the student did not meet criterion on any of his matching programs. During the intervention phase the Visual Tracking procedure was in effect for 41 sessions. The return to baseline phase was in effect for 15 sessions of the participant’s programs which were put in hold for the duration of the Visual Tracking procedure. The student met 3 long term objectives in his matching program, post Visual Tracking. The results showed that after the Visual Tracking procedure was implemented there was a significant decrease in learn units to criterion. |
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| 136. Discriminability of Second-Order Stimuli in Matching-To-Sample |
| Area: VBC; Domain: Basic Research |
| MARIO SERRANO (Universidad de Guadalajara, Mexico), Alfredo Lopez (Universidad Nacional Autonoma de Mexico, Iztacala), Gustavo Garcia (Universidad FrancoMexicana, Satelite) |
| Abstract: Three groups of four participants each one were exposed to a second-order matching-to-sample task and intramodal, extramodal, and extradimensional transfer tests. For all participants each matching relation (identity, similarity and difference) was cued by only one second-order stimulus. Groups differed in the differences between second-order stimuli: a) shape and color; b) shape; c) color. Correct performance in training and transfer tests was higher when second order stimuli differed in both shape and color. No differences between the remaining participants were observed. These results confirm a recent proposal about three different functional forms of identify the matching criterion under second-order stimuli. |
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| 137. Using Non-Vocative Pliance Training to increase Vocative Plaince Responses |
| Area: VBC; Domain: Applied Research |
| KIMBERLY P. RAY (TCLC MS Beehavior Clinic), C. A. Thomas (TCLC MS Beehavior Clinic) |
| Abstract: Using standard RFFC training with children with developmental disabilities and providing a whole langugae model with delayed reinforcement contingenct on verbalizations drastically decreased the training time for vocative responses regarding what is widely considered TFFC. |
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| 138. Conditioning the Role of the Listener and its Effect on the Emission Speaker Listener Exchanges |
| Area: VBC; Domain: Applied Research |
| MARCIA WARD (ABACAS Drogheda, Ireland), Juliet M. Quinlan (ABACAS Drogheda, Ireland), Jennifer Mary McMullen (ABACAS Drogheda, Ireland), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The data show that up to 50% of children with autism remain non – vocal verbal (Charlop, Schreibmann, & Thiebodeau, 1985). “Research clearly demonstrates that many children with autism who receive science based intervention learn to talk”(Krantz & McClannahan, 1998, p.191). However even those children with autism who do learn to talk, their speech often remains under the control of the verbal behaviour of others, cues or other non -verbal referents in the environment (Charlop, et al. 1985). Various tactics such as time delay (Charlop et al, 1985) and script fading (Krantz and Mc Clannahan , 1998) have been utilised to teach ‘spontaneous’ speech or vocal verbal behaviour under non verbal antecedent control to children with autism. These behavioural repertoires have proven to difficult to generalise, or remain task specific (Charlop, 1985). Recent research has examined the process through which individuals come into contact with the contingencies of reinforcement related to exchange of reciprocal listener / speaker roles (Chu, 1998; Greer & Keohane, under review).Sometimes in the case of children with developmental delays in particular autism , the listener does not function as a conditioned reinforcer for the student (Greer & Keohane, under review). An ABA multiple baseline design across participants across two settings was utilised in this study. The results demonstrated a functional relationship between the intervention employed and the emergence of sequelics and conversational units (Greer & Keohane, under review) |
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