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| #378 Poster Session - AUT |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 1. Using Changing Criterion Design in Conjunction with DRA and Escape Contingency to Increase Food Acceptance. |
| Area: AUT; Domain: Applied Research |
| HEIDI W. LIAO (Autism Spectrum Therapies) |
| Abstract: Kahng, Boscoe, and Byrne (2003) evaluated a food treatment program that consisted of DRA + escape extinction (physical guidance for food refusal) and DRA + escape contingency (termination of a meal) conditions. Results indicated that the DRA + escape contingency condition was responsible for the success of food acceptance for a 4-year-old girl during the treatment period. The purpose of this study was to extend the previous findings by incorporating DRA + escape contingency in a parent-conduct treatment program to increase a 4-year-old boy’s food acceptance in the home. Using a changing criterion design, the amount of non-preferred food accepted and consumed was gradually increased to 15 spoons per meal. |
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| 2. Increasing Variety and Portions of Food Consumed by a Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| Z. GABRIELA SIGURDARDOTTIR (University of Iceland), Lilja Ýr Halldórsdóttir (University of Iceland), Hildur Valdimarsdottir (University of Iceland) |
| Abstract: Positive reinforcement, escape extinction, and fading were used in an intervention with the aim of increasing variety of food intake and portion size consumed by a five years old boy with autism. A combination of multiple baseline across settings and a changing criterion experimental designs were used to evaluate the effects of the intervention on the target behaviors, i.e., number of bites consumed and average time it took the boy to consume each bite. The independent variables were material-, consumable-, social-, and token reinforcers. Both, continuous- and variable reinforcement schedules were used. Social reinforcers were delivered after consumption of each bite of nonpreferred food but other types of reinforcers were used when the boy had consumed the required number of bites. The experiment took place in the kindergarten and at home. Caregivers were trained in the intervention technique to increase the probability of generalization across time and settings after the experiment ended. The results showed increased variety and portions of food intake in all settings. It also took the boy less time to consume each bite when training proceeded. It was inferred that the success was caused by the intervention. |
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| 3. Teaching an Individual with Autism to Eat Healthy Foods: Decreasing Duration of Meal Consumption. |
| Area: AUT; Domain: Applied Research |
| KARISSA SHARLOW (Alpine Learning Group), Melissa Anglesea (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Individuals with autism may consume less preferred foods slowly. Oftentimes, these less preferred foods are healthy choices that are essential to the individuals’ diet. The purpose of this study was to investigate the effects of using a time-based vibrating pager that signaled consumption of bites to decrease the duration of meal consumption. The participant was a teenager with autism who attended a behaviorally-based school program for learners with autism. The participant was taught, using graduated guidance, to take a bite of food when the pager signaled him to do so. Once the participant was reliably taking bites when the pager signaled, a reversal design was used to compare total time to consume meals with and without the pager. The results indicated that time to consumption decreased when the pager was used during mealtime. Results are discussed in terms of interventions to improve healthy eating habits in learners with autism. |
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| 4. Does the Use of the Preferred Food Pictures Decrease the Duration of Crying for Children with Autism before the Mealtime at Home Setting? |
| Area: AUT; Domain: Applied Research |
| PEI-FANG R. WU (University of Oklahoma), Kai-Chien Tien (University of Kansas) |
| Abstract: This research examined the effectiveness of PECS with children with ASD to decrease their crying behavior before mealtimes in the home setting. The research also evaluated the level of prompting when children use PECS in the natural environment after they had accomplished 80% independent use during the training sessions. The training sessions involved presentations of preferred food and preferred food pictures, prompting and prompt fading procedures. After the training the research occurred in the place that the behavior usually occurred to determine whether or not children could generalize the PECS skills across setting. The results of this study were exciting but developed a few issues regarding parental involvement and opportunities for practice generalization in the natural environment after the PECS training is completed. Replication and controlled research study on generalization is encouraged for follow researchers. |
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| 5. Behavioral and Oral Motor Treatment of Feeding Disorders in Autism: A Case Study. |
| Area: AUT; Domain: Service Delivery |
| KRISTEN POWERS (The Center for Children with Special Needs), John D. Molteni (The Center for Children with Special Needs) |
| Abstract: The combined use of both behavioral and oral-motor interventions to reduce food selectivity in a child with autism was examined. Following the completion of an oral motor and behavioral assessment, interventions including escape extinction, differential reinforcement of alternative behavior and shaping were utilized in conjunction with oral motor interventions targeting lip closure, tongue lateralization and rotary chewing. The results of this study provide preliminary support for the combined use of a behavioral approach with oral-motor interventions to decrease food selectivity for a child with autism. Clinic-based intervention and parent training/carryover were utilized. Increases in the participant’s overall food repertoire increased to allow for acceptance of various tastes, textures and temperatures along with collateral decreases in challenging behavior surrounding mealtime were obtained. Social validity measures of the intervention were obtained with favorable results. |
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| 6. Treating Problem Behavior of a Child with Autism via Contingent Access to Automatically Reinforced Behavior. |
| Area: AUT; Domain: Applied Research |
| MARGARET J. STROBEL (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston, Clear Lake) |
| Abstract: Identifying treatments for automatically reinforced behavior has been a particular challenge for researchers and clinicians. The current investigation evaluated the effects of differential reinforcement of other behavior (DRO) using access to the automatically reinforced behavior as the reinforcer. The participant was a 10-year of boy diagnosed with autism who engaged in running and jumping. Results of a functional analysis indicated that the behavior was maintained by automatic reinforcement. As part of the treatment, attempts to run and jump were blocked. Contingent on the absence of attempts, the participant was permitted to briefly run and jump while holding the therapist’s hand. Results suggested that the treatment was highly effective. These findings extend previous studies showing that contingent access to automatically reinforced behavior can increase and maintain alternative behavior (e.g., Hanley, Iwata, Thompson, & Lindberg, 2000). |
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| 7. Using a Shaping Tool to Increase Compliance in a Young Adolescent with Autism. |
| Area: AUT; Domain: Applied Research |
| ERIN HOGAN (Melmark New England), Lisa A. Studer (Melmark New England), Frank L. Bird (Melmark New England) |
| Abstract: Using a shaping tool to increase Compliance in a young adolescent with autism
Researchers in this study investigated the use of a shaping tool in order to increase compliance and decrease the duration of non-compliance in a young man with autism and bipolar disorder. Upon the occurrence of non-compliance, staff would verbally deliver a high probability directive (“touch my hand”) and if the student followed this directive, he was able to access 3-5 seconds of a preferred movie clip. Staff would continue to deliver high probability directives (“pick up your pencil”), followed by low probability directives (“do the first problem”) and the student would be able to continue watching short clips if he followed the directives. This tool was used until the student was able to comply with staff demands for one minute. The shaping tool consisted of short video clips of preferred material (variety of animated movies). The data – displayed graphically – illustrates the percentage of compliance and the percent and duration of non-compliance; both over a six and a half hour school day. |
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| 8. Eliminating Rumination in a Seven-Year-Old Child with Autism. |
| Area: AUT; Domain: Applied Research |
| MARY ELIZABETH GARTLAND (Step By Step Academy), Luc Lecavalier (The Ohio State University) |
| Abstract: Rumination is defined as regurgitation or gargling of previously swallowed food. The purpose our treatment was to eliminate rumination. Frequency data was taken to create a baseline and during treatment phases.
Treatment phase one was a liquid rescheduling procedure. Research studies indicated that this antecedent control strategy might make rumination more difficult. The client was not allowed access to liquids for 30 minutes prior to, during and 60 minutes following all meals. We paired this procedure with satiation and non-contingent reinforcement. He was also prompted to sign “more” as a replacement behavior before the delivery of food. The client was given access to starchy food every ten seconds for 45 minutes following his regular meal time or until he no longer accepted it. Our data showed that we had little to no effect on this behavior using liquid rescheduling, satiation and non-contingent reinforcement. We decided upon the use of an oral hygiene procedure. After each instance of rumination, the client was told “no” was physically prompted to brush his teeth for 20 seconds with a toothbrush dipped in baking soda and had his lips wiped with Listerine. |
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| 9. The Effect of Playing Verbal Stimulatory Sound in CD Player to Reduce Verbal Stimulatory Behavior in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| ZHI-LIANG CHEN (California Institute of Applied Behavior Analysis, Taiwan, ROC), Hui Hung Chen (California Institute of Applied Behavior Analysis, Taiwan, ROC), Chia-Yu Chou (California Institute of Applied Behavior Analysis, Taiwan, ROC) |
| Abstract: This study is to investigate the effect of playing verbal stimulatory sound made by the child with autism in CD player to reduce verbal stimulatory behavior. The subject is a student of California Institute of Applied Behavior Analysis in Taipei Taiwan. The reversal design of single subject research design is used in this study. The collected data is mostly analyzed by using the visual analysis. |
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| 10. Using Stereotypy as a Reinforcer to Decrease Episodes of Aggression and Self-Injury in an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| RICHARD RAMOS (Eden II Programs), Anthony Mauro (Eden II Programs), Ginamarie C. Forlenza (Eden II Programs) |
| Abstract: The purpose of this case study was to examine the effects of using stereotypy as a reinforcer to decrease episodes of aggression, and self – injury. A 46 year old male with autism participated in this study. A token economy system with response cost as a component was implemented. Two baseline data were taken, first was an interval system measuring the percentage of 15 minute intervals in which the target behavior was exhibited at least once. The second was an interval system measuring the effectiveness of the response cost component of the plan in terms of how many intervals that there was an observable change in behavior following token distribution. During the period of intervention, tokens were delivered contingent upon the completion of task and cooperation. At the beginning of the day 2 tokens were placed on the board. The picture token served as visual stimulator for the participant. Upon earning 8 tokens throughout the program day the participant received a reward shoe box of sensory stimulating items for ½ hour. The sensory stimulating items were found to be highly reinforcing to the participant rather than tangible items. Various tangible items were used intermittently and were unsuccessful in decreasing maladaptive behaviors but the implementation of the shoe box of sensory stimulating items drastically decreased the episodes of aggression and self injury. |
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| 11. Teaching Young Children with Autism Social and Play Initiations During Peer Play Dates. |
| Area: AUT; Domain: Applied Research |
| JULIE HOLDER (Therapeutic Pathways), Monica L. Garcia (Therapeutic Pathways), Allyson Moore (Therapeutic Pathways) |
| Abstract: A social and play skills training program was used to teach young children with autism to engage in specific social and play initiation targets during peer play dates. Prior to peer play dates, children were first taught to discriminate examples and non-examples of initiation targets, as well as instructed to demonstrate intiation targets during behavior rehearsals. During peer play dates, children were instructed to make these initiation targets and correct responses were followed by a token reinforcement. Probe data were collected before, during and following training. |
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| 12. Pivotal Response Teaching on the Effect of Causal-Effect Connected Words for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SHU-HWEI KE (ABA Learning & Development Center), Li-Tsun Wang (National Changhua University of Education), Chiao Yun Yen (ABA Learning & Development Center), Shu Fen Kuo (ABA Learning & Development Center) |
| Abstract: The purpose of this study was to investigate the pivotal response teaching on the effects of causal-effect connected words for one children with autism.
A single subject experimental design of multiple probes design across behaviors and settings was used in the study. The dependent variables of this study were percentage improvement of the 3 different causal-effect connected words (including, as long as, because, only if) in the training session and the novel situation. Evaluation questionnaires and interviews of the parent and teachers were used to collect the data for social validity.
This study showed positive effects on the percentage gains of the three causal-effect connected words both in training and novel setting.
The parent and teachers all favored the treatment outcomes. |
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| 13. Self-Monitoring DRO: Reducing Tantrum Behaviors of a Child with Autism Using DRO with Self-Monitoring of Desired Behaviors. |
| Area: AUT; Domain: Applied Research |
| JOSEPH GENTRY (The May Institute, Inc.) |
| Abstract: A case study is presented in which frequent and severe tantrum behaviors exhibited by a 9-year-old female with autism were significantly reduced with self-monitored differential reinforcement of other behavior. Experimental analysis established that the tantrum behaviors were maintained by adult attention and access to tangibles. A reversal design was used to evaluate the effects of an escalating differential-reinforcement-of-other-behavior schedule using tokens as conditioned reinforcement to earn later computer time. After baseline data was collected, and throughout the intervention, the girl was taught to start the timer and give herself tokens when the interval timer sounded and reset the timer upon behavioral response. Results illustrated that the DRO intervention diminished the frequency of tantrum behaviors to near zero levels and increased interval length to 30 minutes. Although she frequently had to be reminded to reset the timer after tantrum behaviors, her independent self-monitoring of desired behaviors resulted in regular positive adult attention, which was one of the consequences of the target behaviors. |
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| 14. Using Social StoriesTM with a Student with Asperger's Disorder. |
| Area: AUT; Domain: Service Delivery |
| ERIN PERRY (University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Daniel H. Tingstrom (University of Southern Mississippi), Jennifer Abraham (University of Southern Mississippi), Neelima Gutti (University of Southern Mississippi) |
| Abstract: The purpose of this poster is to present data from a pilot study that investigated the effectiveness of a social story on increasing appropriate classroom behaviors and decreasing inappropriate behaviors. The participant was a 6 year-old male diagnosed with Asperger's Disorder who was referred for inappropriate vocalizations during classroom instruction. All data were collected in the school setting. An ABAB design was utilized to examine treatment effects. The data indicated that the social story intervention was successful in increasing appropriate behaviors and decreasing inappropriate behaviors exhibited by the participant during language arts instruction. Results from the study will be discussed along with limitations and implications for future research. |
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| 16. Using Pictures to Compare Preference of Tangible and Social Stimuli with Children Diagnosed with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| SEAN ANGLIN (BEACON Services), Robert K. Ross (BEACON Services), Harry A. Mackay (Northeastern University, Shriver Center), Joseph M. Vedora (BEACON Services) |
| Abstract: Research (Graff and Gibson, 2003; Clevenger and Graff, 2005) suggests that pictorial representations of stimuli can be an efficient method of assessing preference in children with developmental disabilities. This study extends current research by including social stimuli and by examining the effects of duration of access. Initially, a series of preference assessment were completed. The first three assessments were as follows: social, tangible, and a mix of three highest preferred social and tangible stimuli from the previous two assessments. Participants that did not select social stimuli as highest preferred in the mixed assessment completed another two of assessments. First, the three highest ranked social stimuli from the first social assessment were compared to the same three stimuli except the duration was increased by 10 sec (e.g., 20 s of high fives instead of 10 s in previous assessment). In the final assessment, the three stimuli ranked highest from the previous assessment were compared to the three highest from tangible assessment. The results demonstrate that duration of access to reinforcers can affect preference rank and thus may increase or decrease its ability to function as an effective reinforcer. |
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| 17. Factors Affecting the Generalization of “WH-“ Question Answering by Children with Autism. |
| Area: AUT; Domain: Applied Research |
| CHRISTINE HOFFNER BARTHOLD (University of Maryland College Park), Andrew L. Egel (University of Maryland College Park), Natasha Bailey (University of Maryland College Park), Bonnie S. Dayhoff (University of Maryland College Park), Becky Gruetzmacher (University of Maryland College Park), Kateri Hull (University of Maryland College Park), Amponsah J. Nkansah (University of Maryland College Park) |
| Abstract: Communication seems to be the most salient predictor of outcome for children with autism and the development of relationships with others (Woods & Wetherby, 2003). In addition to difficulties with learning and communication, children with autism often have difficulty generalizing learned material to novel settings, people, and stimuli (Siegel, 2003). One common method for increasing the generalization of learned skills utilizes multiple exemplars, or teaching a subset of targets that represent the class of behaviors that the student will be required to emit in the natural environment (Stokes & Osnes, 1988). An emerging theory of language and cognition that draws from the literature on multiple exemplar training is Relational Frame Theory (RFT; Hayes et al, 2001). RFT is a behavioral theory and asserts that novel communicative responses are a product of multiple exemplar training. Six students with autism, ages 5-9, were taught to answer a class of “wh-“ questions (e.g., “what is the child doing?”). Their ability to construct relational frames was tested using a matching-to-sample (MTS) procedure. Generalization of question answering to untaught members of the class was then assessed. Some individuals with higher MTS performance than their peers in baseline also emitted more generative responding. An area of continuing investigation is the identification of efficient methods to expand relational frames in students who did not generalize. |
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| 18. The Use of Video-Based Interventions with Individuals with Autism and Developmental Disabilities: A Review of the Literature. |
| Area: AUT; Domain: Theory |
| ERIN SPARACIO (Eden II Programs/The Genesis School), Mary Ellen McDonald (Eden II Programs/The Genesis School) |
| Abstract: Video-based instruction has been used to teach a variety of skills to persons both with and without disabilities (Dowrick, 1991). Video-based instruction was first used with children with autism to teach purchasing skills (Haring, Kennedy, Adams, & Pitts-Conway, 1987). Recently, video-based instruction has become more widely used in clinical settings with individuals with autism spectrum disorders. The purpose of this literature review is to explore the use of video-based instruction with individuals with autism spectrum disorders and developmental disabilities. The review will examine the specific areas that have been targeted for skill acquisition (D’Ateno, Mangiapanello, & Taylor, 2003; Shipley-Benamou, Lutzker & Taubman, 2002). The review will also attempt to examine questions such as the efficacy of live models vs. video models (Charlop-Christy, Le & Freeman, 2000), occurrence of generalization to novel settings, instructors or materials. The review will provide ideas for future research in the area of video-based instruction in autism spectrum and developmental disabilities. |
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| 19. The Use of Video Modeling to Assist with Transitions for Students with Autism. |
| Area: AUT; Domain: Applied Research |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Jennifer L. Marshall (Pathways Strategic Teaching Center) |
| Abstract: Children with autism often have difficulty transitioning from one activity to another resulting in problem behavior. Previous research suggests individuals with autism may have difficulty transitioning because events are not predictable, regardless of familiarity. The more predictable the situation, the fewer problem behaviors observed. Studies have demonstrated the effectiveness of video modeling to teach children with autism new behaviors. However, few studies have used video to assist with transitions. Schreibman, Whalen, and Stahmer (2000) used video priming to reduce disruptive behaviors during transitions of three children with autism. The video priming procedure successfully reduced disruptive behavior during transitions. Furthermore, appropriate behavior was observed in new transition situations, indicating generalization. The purpose of this study was to determine the effects of video modeling on problem behaviors exhibited during transitions. Three children with autism who demonstrated problem behavior during transitions were shown a video model prior to the transition. A multiple-baseline design across participants was implemented to demonstrate experimental control. The results are discussed along with implications for research and practice. |
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| 20. A Comparison of Video Modeling and Verbal Instructions to Teach Self Help Skills to a Nine-Year-Old with Autism. |
| Area: AUT; Domain: Applied Research |
| DAVID ROBERT DILLEY (BEACON Services), Erin Burke (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Video modeling has been used to teach children with autism various skills including self-help, play and social skills. This study compared the effects of video modeling vs. verbal instruction on the acquisition of multi step activities of daily living skills. Specifically, a video model was used to teach the child to set the table and verbal prompts were used to teach him to clean his room. Results indicated that video modeling produced a faster rate of acquisition then verbal prompts. After failing to master room cleaning, the video modeling intervention was applied to this task and the student rapidly learned to clean his room. Anecdotal information suggested that video modeling was a preferred training modality and resulted in faster task completion and fewer problem behaviors. These results are consistent with previous research that suggests video modeling can be an effective strategy for teaching children with autism. |
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| 21. Effects of Video Modeling without Reinforcement or Correction on Transitioning with Three Students with Autism. |
| Area: AUT; Domain: Basic Research |
| SUSAN HEITKER (Hawthorne Country Day School; The Graduate Center, City University of New York), Nicole Kalen (Hawthorne Country Day School), Peter Sturmey (Queens College, City University of New York) |
| Abstract: Three students with autism, identified as having attending and imitative skills, but lacking transitioning skills and who exhibited maladaptive behavior, participated in the current study, which measured the effects of video modeling without reinforcement or correction on performing a 4-step transitioning sequence. The present study extends research of Kalen, Cohen, Vera, Shimizu, & Yoon (2004, unpublished) in which a 6-step task was presented, without reinforcement or correction procedures, to young children with autism who exhibited maladaptive behavior and lacked imitative and attending skills. Data from the present study will be contrasted with the Kalen, et al. study to show if attending and imitative skills are sufficient prerequisite skills for video modeling by itself (without correction or reinforcement procedures) to produce correct responding. |
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| 22. Teaching Routine Events to Children with Autism Using Video Modeling Paired with a Chaining Procedure. |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Ceri Edwards (Schertz-Cibolo Universal City School District), Cheryl Flores (Schertz-Cibolo Universal City School District), Rolondo Ocanas (Schertz-Cibolo Universal City School District) |
| Abstract: Students with autism can be taught to perform routine tasks but have difficulty representing or “showing” the simple routines they have learned through familiar actions using gestures as well as verbally sequencing or “telling” another person how to perform the routine. Previous research results show that students with autism also have difficulty simultaneously “showing and telling” how to perform a simple routine.
The purpose of this session is to provide results of a research study conducted to address how to increase student’s ability to communicate routine events both verbally and non-verbally. The study was conducted across environments in a public school setting. Six students were taught two routine events utilizing a video tape of a typically developing peer modeling the task paired with a chaining procedure. During baseline, students were observed performing the routine event to determine which steps they could perform independently. In the intervention phase of the study, the students were taught how to perform the event and demonstrate the actions associated with each step of the routine in a sequenced pattern and verbally state how to perform the routine event. Finally, the students were taught how to simultaneously “show and tell” the routine event. |
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| 23. Using Video Modeling to Teach Reciprocal Greetings for an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| AMY BERGEN (Eden II/TIPSE), Onoriode (Kevin) Edafe (Eden II Programs) |
| Abstract: Video modeling can be defined as the occurrence of a behavior by an observer that is similar to a behavior demonstrated by a model presented via a videotape (Nikopoulos & Keenan, 2004). Video modeling may be an effective tool because the video presentation is an engaging medium, resulting in longer sustained attention (Charlop-Christy et al., 2001). In addition, the video does not require social interaction during learning. The use of the video also allows for certain stimulus features to be highlighted and for the minimization of distracting or irrelevant features in order to address the issue of stimulus overselectivity (Spradlin & Brady, 1999). This study examines the effects of video modeling on pragmatic language skills, specifically the ability to reciprocate greetings by waving.
The participant in this case study is a 27 year old adult with a clinical diagnosis of Autism. The video, a power point sequence, was presented via the computer. As the skill of waving to reciprocate a greeting was mastered, the use of the video was faded systematically. |
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| 24. Comparing Procedures for Teaching Play Skills: Discrete Trial Training and Video Modeling. |
| Area: AUT; Domain: Applied Research |
| JAMIE S. OWEN-DESCHRYVER (Grand Valley State University), Amy L. Matthews (Grand Valley State University), Nicole J. Henriksen (Grand Valley State University) |
| Abstract: Extensive research has found interventions based on the principles of applied behavior analysis to be effective for teaching children with autism. This study was designed to compare two behavioral interventions: discrete trial training (DTT) and video modeling (VM). The participants were three boys with autism who attended self-contained preschool classrooms. For each participant, two equivalent play targets were selected from three different domains (play interactions, play sequences, and play statements). Baseline data were collected and the targets for each domain were randomly assigned to either the DTT or VM condition. Rates of skill acquisition for these targets were then compared. After an adequate trial period, if the child did not acquire the skill or showed inconsistent performance, the target was assigned to the other condition. Results suggested that these procedures were differentially effective depending on multiple factors, including the child’s unique interests, strengths, and weaknesses; however, for the majority of participants and targets, DTT was associated with more rapid improvements in performance. Possible reasons for these results and future research directions are suggested, including the possibility of identifying profiles of students for whom VM might be most successful. |
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| 25. Using Peer Mediators with Autism to Increase Social Interaction in Other Individuals with Autism. |
| Area: AUT; Domain: Applied Research |
| WENDY CHENG (Autism Behavior Consultants) |
| Abstract: This study investigated the effects of a peer-mediated intervention on the social interaction of three dyads of children with autism, with one child in each dyad possessing greater social skills than the other member of the dyad. The child in each dyad demonstrating greater social skills was trained to facilitate social interactions with the target participant demonstrating greater social skills deficits. A multiple baseline across pairs of subjects design was used to determine if there were increases in social interaction, measured as the percentage of intervals in which the following occurred: (a) peer mediator’s initiations, (b) corresponding target child’s responses (c) target child’s initiations, (d) corresponding peer mediator’s responses, and (e) sustained social interaction. The independent variable was the peer mediated intervention. Initiating skills taught included finding someone to play with, using a person's name to get their attention, tapping someone on the shoulder, standing in front of someone, asking someone to play, and conversing. Responding skills targeted included looking at, turning to, and answering others when spoken to, and praising. Skills taught to increase duration of interactions included continuing to play a game, asking questions, changing what one is doing, helping others, sharing materials, and turn-taking. |
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| 26. Increasing Social Initiations in Preschoolers with Autism: The Use of a Tactile Prompt in the Playground Setting. |
| Area: AUT; Domain: Applied Research |
| JAIME-LYN GAUDET (FirstSteps for Kids, Inc.), Courtney Lanagan (FirstSteps for Kids, Inc.), Jennifer L. Harris (FirstSteps for Kids, Inc.) |
| Abstract: Tactile prompts from a programmed vibrating pager have been shown to increase verbal initiations from elementary school-aged children diagnosed with autism in regular education classroom settings. However, it remains unclear whether tactile prompts can be successfully integrated into social skills instruction for preschoolers diagnosed with autism learning to interact with typical peers on the playground. Three preschool boys with autism (ages four to five), each with vocal language, were assessed for baseline levels of verbal social initiations with peers on the playground. The children were then trained with a tactile prompting device in a structured 1:1 setting using ABA training. Tactile stimulated session and non-tactile stimulated session data were collected consecutively on each measurement day, the order being alternated. The key dependent variable was rate of child-to-peer initiations within two 10-minute intervals per school day. To assess whether tactile prompt training improved social initiations, these collateral effects were assessed by measuring peer-to-child initiations at one week post-training. Social skills instruction is reviewed with the inclusion of tactile prompts for younger children diagnosed with autism. |
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| 27. Infant Programs for Children with Autism in California. |
| Area: AUT; Domain: Service Delivery |
| MARIANNE L. BERNALDO (ACES) |
| Abstract: This poster represents a single company's work in educating infants diagnosed with autism over a span of nearly ten years. It investigates the changes in service delivery over that span of time and highlights the outcomes of intensive intervention programs, focusing on several clients who were followed as they grew into young adults, and who are representative of the growth of intervention and its historical foundations. |
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| 28. In Situ Training “Eye Gaze” Discrimination Skills in Children with Autism |
| Area: AUT; Domain: Applied Research |
| KENJI OKUDA (Ohka Gakuen University) |
| Abstract: The discrimination skills of "Eye Gaze" on a natural setting in Children with Autism were assessed. First, participants were tested their performance. Second, in situ training was conducted for the participants. Then, effectiveness of in situ training procedures and generalization are assessed. Finally, the generalized skills of "Eye directions" in relation to "theory of mind" are discussed. |
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| 29. Multiple Measures to Evaluate the Effectiveness of Parent Education for Parents of Students with Autism. |
| Area: AUT; Domain: Applied Research |
| ELIZABETH DELPIZZO-CHENG (Newport-Mesa Unified School District), Lori A. Williams (Newport-Mesa Unified School District), Shoshana Yudin (Newport-Mesa Unified School District), Traci Eseltine (Newport-Mesa Unified School District) |
| Abstract: Special education departments in our public education system serve families with disabilities, which invariably includes children with autism spectrum disorders. The increase of prevalence of children with autism has placed a new responsibility on school districts to provide a certain level of service to these learners. Notably, both in terms of classroom intervention and family support, special education has taken on a new dimension, and expanded systems are necessary in order to provide for these families. Past literature on parents as therapists indicate that parents can serve as effective providers of behavior intervention programs for their youngsters that exhibit difficult behaviors. The purpose of this poster is to describe a behavioral parent education program that teaches behavioral strategies for the mitigation of difficult behaviors. Parents are first taught in a group didactic setting, then in individualized coaching in a natural setting. A collection of numerous measures are presented, including parent measures on integrity of strategy implementation, parent and child affect measures, and social validity measures. Results provide information on parent choice of behavioral strategies, and the integrity of the implementation. Additional results are provided on child and parent affective measures, and a social validity measure. |
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| 30. Study Case of One Autistic Child. |
| Area: AUT; Domain: Applied Research |
| MILAGROS DAMIÁN-DÍAZ (University of México) |
| Abstract: The aim of the present longitudinal study is to describe the typical behavior of an autistic girl, who also shows mental incapacity, based on a follow- up research, from the age of three to the age of four years. Her autistic behavior is similar to the one described by Kanner 1943; Wing, 1981 & Frith, 1991. The intervention was developed through filming her under free and semi- structural situations, at the university’s clinic and at the child’s home. Results based on a qualitative analysis showed that her behavior included characteristics of an autistic child, since severe behavior disruptions were observed, especially in communication, language development and social interaction with others, due the sui generis use she gave to objects. Obtained data were similar to those described by the mentioned authors. |
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| 31. A Revised Combined Blocking Procedure to Teach Discrimination to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| ELIZABETH JANE SHEW (UK Young Autism Project), Sarah Elizabeth Fletcher (St. Cloud State University) |
| Abstract: A combined blocking procedure (Williams, Perez-Gonzalez, and Queiroz, 2005) was used to teach 4 discriminations to 3 children with autism on ABA programmes delivered by UK Young Autism Project. The first child was required to discriminate between two different pairs of opposites. The second child was required to discriminate between one pair of opposites and the third child was required to discriminate expressively between two emotions using the reading and writing method. The opposites and word cards for emotions, were located at fixed positions on a table and the experimenter repeatedly requested the child to touch one of the opposites or select one of the word cards. After 10 consecutive correct responses the child was asked to select the other opposite or word card. Blocks of trials with each opposite or word card were systematically thinned until presented randomly. Subsequently, the location of the opposites or word cards was systematically alternated until the child was able to discriminate when both requests and positions were presented randomly for 20 consecutive trials. One child was an exact replication of the combined blocking procedure (Williams et al. 2005), one child needed 2 additional stages and one child did not reach mastery criteria. |
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| #379 Poster Session - BPH |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 32. The Association of Adverse Events and Response-Cost in Substance Abuse Treatment Settings. |
| Area: BPH; Domain: Applied Research |
| ELENA BRESANI (Treatment Research Institute), Brian E. Versek (Treatment Research Institute), Lauren Jacobs (Treatment Research Institute), Robert Scott Gardner (Treatment Research Institute), Jessica L. Barone (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Beth J. Rosenwasser (Temple University), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Substance abuse interventions involving abstinence-based reinforcement have been shown to be effective in initiating and maintaining periods of cocaine abstinence. However, treatment providers express concerns regarding possible negative side effects of providing vouchers exchangeable for tangible goods within a substance-abusing population. The purpose of this study is to determine whether the administration of response-cost within an escalating reinforcement schedule is associated with adverse events such as relapse to drug use or psychiatric hospitalizations. Subjects (n = 131) were cocaine-dependant individuals recruited from a methadone-maintenance program in Philadelphia, PA and enrolled in an abstinence-based reinforcement program that provided escalating voucher values ($2.50 - $40) for delivering cocaine-free urine samples 3 times per week. Voucher values were reset to $2.50 if subjects provided a cocaine-positive urine sample or failed to provide a scheduled sample. To determine if adverse events are associated with resets, we will conduct a series of chi-square tests for adverse events and resets that occurred within 3 days, 1 week, and 2 weeks of one another. These results will determine if abstinence-based reinforcement treatments that involve response-cost contingent upon cocaine-free samples pose a limited risk to participants. |
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| 33. Preliminary Outcomes from Dependent Subgroup Contingency Management in Community Substance Abuse Treatment. |
| Area: BPH; Domain: Applied Research |
| KIMBERLY C. KIRBY (Treatment Research Institute), Jessica L. Barone (Treatment Research Institute), Robert Scott Gardner (Treatment Research Institute), Elena Bresani (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Beth J. Rosenwasser (Temple University), Mary Louise E. Kerwin (Rowan University) |
| Abstract: Contingent reinforcement of urinalysis-verified drug abstinence is an effective means of initiating and maintaining drug abstinence, but is not acceptable to community treatment counselors who provide group–centered treatment, in part because it has been delivered in individualized contingencies and has traditionally targeted only one treatment goal. This study evaluates the efficacy of a dependent subgroup contingency within group substance abuse treatment, which is by far the most common treatment delivery modality in community treatment programs. Cocaine and opiate-dependent participants (n=20) are recruited from a methadone-maintenance treatment center. Following baseline collection of urinalysis data, participants are able to earn the opportunity to select prizes in a sub-group contingency targeting 1) a single behavior (urinalysis-verified cocaine abstinence) or 2) multiple behaviors (cocaine abstinence, study group attendance, methadone adherence and treatment group attendance), in a counterbalanced ABCBC single-subjects reversal design. These findings will determine if dependent sub-group contingency management can be implemented in group settings, for multiple treatment goals, making contingent reinforcement interventions more desirable to community treatment providers. |
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| 34. Positive and Negative Interactions among Drug-Addicted Individuals During a Dependent Subgroup Contingency. |
| Area: BPH; Domain: Applied Research |
| KIMBERLY C. KIRBY (Treatment Research Institute), Robert Scott Gardner (Treatment Research Institute), Lauren Jacobs (Treatment Research Institute), Jessica L. Barone (Treatment Research Institute), Brian E. Versek (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Beth J. Rosenwasser (Temple University), Mary Louise E. Kerwin (Rowan University) |
| Abstract: Individualized abstinence-based reinforcement strategies are efficacious among substance abusing, methadone-maintained patients, but implementation of dependent group contingencies has raised concern of an increased probability of coercion directed toward poor performing individuals. The purpose of this study is to examine social interactions among group members receiving reinforcement under a dependent subgroup contingency. Opiate and cocaine dependent participants recruited from methadone-maintenance treatment will earn the opportunity to select prizes contingent upon urinalysis-verified cocaine abstinence, study group attendance, methadone adherence or group treatment attendance, using a multiple baseline across groups design. Participants will be videotaped during study group meetings and will complete weekly questionnaires. Both will be used to assess frequencies of positive and negative social interactions among study group participants. This study will explore the extent to which illicit drug-addicted individuals under a dependent subgroup contingency experience positive and negative social interactions, thus assessing the feasibility of safely using dependent subgroup contingencies with this population. |
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| 35. Some Effects of Mefloquin on Schedule Controlled Behavior of Rats. |
| Area: BPH; Domain: Basic Research |
| DUSTIN HAZER (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The excitatory amino acid (EAA) agonist N-methyl-D-aspartate (NMDA) was evaluated on the schedule controlled responding of rats. Lever-press responses were maintained under a Fixed interval 30” (FI 30) schedule of water presentation. All drugs were injected i.p. 30 minutes prior to the start of the sessions. NMDA (3, 10.0, 17.0, and 30.0 mg/kg) produced dose-related decreases in overall responding. Mefloquine, evaluated at doses of (1.0, 1.7, 3.0 mg/kg) engendered marginal decreases in response rates. Conversely, CGS19755 (1.0, 3.0, 5.6, and 10.0 mg/kg) produced marked rate suppression at the highest dose tested. |
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| 36. Some Interactions between Mefloquin and NMDA on Schedule-Controlled Responding in the Rat. |
| Area: BPH; Domain: Basic Research |
| LAUREN O'KEEFE (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The objective of this experiment was to determine the potential antagonistic effects mefloquine when injected concurrently with NMDA. Six Sprague Dawley rats were trained to lever press under a VR10 schedule of water presentation. Dose response relations were determined with NMDA, and mefloquine. The doses of NMDA tested were 3.0, 10.0, 17.0, and 30.0mg/kg. The doses of mefloquine tested were 1.0, 1.7, and 3.0mg/kg. NMDA produced dose-related decreases in responding (responses per minute). Mefloquine injections, however, only showed slight decreases in response rates. Once the dose response curves were conducted for NMDA and mefloquine, 17.0 mg/kg NMDA was injected with 1.7 mg/kg of mefloquine to access the interaction. Mefloquin showed inconsistent effects across subjects with no clear antagonism. |
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| 37. Pharmacological Intervention for Children and Adults with Autism: A Review of Currently Prescribed Medications. |
| Area: BPH; Domain: Applied Research |
| LESLIE V. SINCLAIR (Cleveland Clinic Center for Autism), Travis Haycook (Cleveland Clinic Center for Autism), Roberta Bauer (Children's Hospital at The Cleveland Clinic), Jennifer Manning (Cleveland Clinic Center for Autism) |
| Abstract: Medication use has been coupled with behavioral techniques to address challenging behavior in people with autism spectrum disorder. A survey of center-based treatment programs was conducted to determine medications that are most commonly prescribed to treat challenging behavior. Resulting data indicated extensive use of medication as a part of the individuals’ overall treatment, with several medications more commonly prescribed than others. Resulting data indicated multiple medication combinations are also common forms of psychopharmacological intervention for individuals with autism.
Prescribed medications that target specific behavioral symptoms have produced effects on behavior. This poster presentation categorizes medication selection by symptom and side effects. |
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| 38. The Effects of Mefloquine Hydrochloride on NMDA-Induced Drinking Behavior in Rats. |
| Area: BPH; Domain: Basic Research |
| MEGAN ROBY (Allegheny College), Kasandra Foster (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: The present study examined the effects of NMDA-induced drinking behavior in rats, when pretreated with Mefloquine. Dose response relations were obtained for Six Sprague-Dawley rats injected with NMDA (2.0, 10.0, 17.0, and 30.0 mg/kg), Mefloquine (1.0, 1.7, and 3.0 mg/kg), and PCP (1.0, 3.0, and 5.6 mg/kg). All drugs were injected i.p. 30 minutes prior to the start of each session. The NMDA dose response relation showed a statistically significant increase in drinking behavior at the 17.0 mg/kg and 30.0 mg/kg dose levels in all subjects. Antagonism studies were completed with a selected dose of Mefloquine (1.7 mg/kg) administered concomitantly with 17.0 (mg/kg) NMDA. Though dipsogenic effects following Mefloquine and NMDA concomitant administration were not statistically significantly less than isolated NMDA administration, the data showed a sharp decrease in drinking patterns. Drinking behavior following the PCP (1,0 mg/kg) and NMDA (17.0 mg/kg) concomitant administration was significantly less than the drinking following NMDA administration, suggesting PCP’s antagonism of NMDA. Further research is necessary to explore Mefloquine’s pharmacological mechanisms and to explain the psychotic behaviors often associated with it. |
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| 39. Time Course Evaluations of Antagonistic Effects of Ethanol on N-methyl-D-aspartate-Induced Drinking in Rats. |
| Area: BPH; Domain: Basic Research |
| ALISON PECHALK (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: N-Methyl-D-Aspartate (NMDA) has a known dipsogenic effect in rats and pigeons. The present experiment examined the potential antagonist effects of ethanol (10% v/v) on NMDA (17.0mg/kg) – induced drinking in six male Sprague-Dawley rats. Time course evaluations were conducted immediately following each individual drug administration and simultaneous administration of the drugs. Observations were made at 0, 0.5, 1, and 2 hours post injection i.p. Considerable dipsogenic effects were observed after 0.5-hour administration of the NMDA alone. Over the time values studied, ethanol alone produced an inverted-u shaped curve of drinking in the rats. When administered concomitantly, a significant antagonistic effect engendered by the ethanol was observed after 0.5 hours post - administration of NMDA. |
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| 40. The Effect of Valproic Acid on the Diposgenic Effect of N-methly-D-asparate in Female Sprague-Dawley Rats. |
| Area: BPH; Domain: Basic Research |
| TARA CLARK (Allegheny College) |
| Abstract: N-methly-D-asparate (NMDA) produces dipsogenic effects in rats when administered with a half hour presession injection time (i.p. injections). This study was conducted to determine if Valproic Acid (VPA) would suppress this effect if administered thirty minutes prior to the NMDA. The study used six female Sprague Dawley rats. Rats were administered 3, 10, 17, and 30mg/kg doses of NMDA and 50,75, and100 mg/kg of VPA. Once dose-response curves were determined the rats were then given 30mg/kg of NMDA as well as 50mg/kg of VPA, which significantly decreased the effects of the NMDA. The rats then were given 30mg/kg of NMDA as well as 100mg/kg of VPA, completely suppressing the dipsogenic effects of the NMDA. |
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| 41. Functional Analysis of Problem Behavior in the Context of Atypical Antipsychotic Medication Switch. |
| Area: BPH; Domain: Applied Research |
| TIMOTHY R. MOORE (University of Minnesota), Raymond C. Tervo (Gillette Children's Specialty Healthcare), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: Functional analysis of aggressive and destructive behavior of a 10 year old boy with cerebral palsy was conducted to evaluate the effects of a switch from Risperdal to Seroquel on behavioral function. Sessions were conducted in the participant's school in his special education classroom. Results are discussed in terms of differentiation in functional analysis data, drug dosage, and recommendations for further medical and behavioral intervention. |
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| 42. Effects of 5-HT Uptake Blocker Fluoxetine and Naloxone on Alcohol Self-Administration in Rats. |
| Area: BPH; Domain: Basic Research |
| HEATHER HAHN (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Six female Sprague-Dawley rats were trained to self administer ethanol (10% v/v) using a water deprivation fading procedure. Fluoxetine (1.0, 2.0, 3.0, and 5.0 mg/kg) and naloxone (1.0, 1.7, and 3.0 mg/kg) were examined in separate trials for 10 consecutive self-administration sessions. Drug injections were given twice weekly, 30 minutes prior to self-administration sessions. Doses were administered randomly, so that each rat would receive each dose and drug once. On non-drug sessions rats either received a saline injection, or no injection. Neither Fluoxitine nor naloxone substantially altered the rate of alcohol self-administration in rats at the doses tested. |
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| 43. Dependent Subgroup Contingency Management to Improve Attendance to Group Therapy with Drug-Addicted Adults. |
| Area: BPH; Domain: Applied Research |
| BETH J. ROSENWASSER (Temple University & Treatment Research Institute), Saul Axelrod (Temple University), Mary Louise E. Kerwin (Rowan University & Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Attendance is a problem at drug and alcohol addiction treatment clinics; poor attendance and drop-out are associated with poorer treatment outcomes and loss of clinic income. A contingency management (CM) intervention that utilizes a prize bowl to deliver intermittent reinforcement of different magnitudes on a 50% probability schedule has been shown to increase attendance. To date, this intervention has been delivered using individualized contingencies delivered in a group format. An alternative method of employing CM is a dependent subgroup contingency in which prize bowl draws are based on a sampling of the whole group’s attendance record. Dependent group CM could have the benefit of engaging group members in interactions that provide additional social contingencies for attendance, since each member’s chance of receiving a prize increases when more group members attend the meeting. Attendance rates under baseline, an individual contingency, and a dependent subgroup contingency are compared using an ABAC/ACAB counterbalanced design. Since dependent group CM has not been implemented in a substance abusing population, we additionally report its effects on weekly urine drug screens, self-reported and videotaped evidence of conflict and support, and the acceptability of group and individual CM interventions to clients and treatment providers. |
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| 44. Changes in Bout and Initiation Rates of Responding during Drug Challenges on a Multiple DRH: Percentile Schedule. |
| Area: BPH; Domain: Basic Research |
| JOHN C. HEATH (Auburn University), Wendy Donlin Washington (Johns Hopkins University School of Medicine), M. Christopher Newland (Auburn University) |
| Abstract: It has been suggested that when responding under certain schedules of reinforcement the pattern of responding can be differentiated in to two components, bout initiation and bout responding. Changes in responding rates may be reflected differently. Motivational changes i.e., reinforcer value, degree of deprivation, change in quality of reinforcer may reflect a change in the bout initiation rate while changes in response requirement e,g., adding of a small FR schedule to the end of a VI schedule, will increase the within bout response rate as this reflects the responding requirement to receive a reinforcer (Shull, Gaynor, & Grimes, 2001). Rats were trained to press levers on a multiple schedule in which a DRH (8:4) schedule required 8 responses in 4 seconds, while a Percentile schedule required an inter response time (IRT) be shorter than the 50th percentile of the last 10 IRT’s to qualify for reinforcement. Rats were then subjected to drug challenges with Ketamine (a noncompetitive N-methyl-D-aspartate antagonist),Pentobarbital (an indirect GABAA agonist), Oxotremorine (a muscarinic agonist), and Baclofen (a GABAB agonist). Dose effect curves of responding, for each drug, were calculated and a partition analysis performed which allowed comparisons to be made of inbout responding and bout initiation rate between control sessions and drug challenges. |
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| 45. Do Delay Signals Modulate the Effects of d-Amphetamine on “Self-Control” Choices? |
| Area: BPH; Domain: Basic Research |
| WILLIAM J. HIGGINS (University of North Carolina, Wilmington), Tonya L. Lambert (University of North Carolina, Wilmington), Raymond C. Pitts (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington) |
| Abstract: An examination of the effects of d-amphetamine using a “self-control” procedure with an explicitly signaled delay condition and an unsignaled-delay condition was conducted. Within-session delay functions were obtained for 8 rats. Individual sessions consisted of 5 blocks of 10 trials; within each block, 2 forced-choice trials were followed by 8 free-choice trials. Responses on 1 of 2 retractable levers produced a smaller reinforcer after a 2-s delay; responses on the other lever produced a larger reinforcer after a delay which increased from 2 to 40 s across blocks. For 4 rats, the delays to both the small and large reinforcers were signaled by illumination of a light above the chosen lever; for 4 rats, there was no unique stimulus associated with either delay (i.e., the chamber was dark). In the signaled conditions, intermediate doses of d-amphetamine either did not change or shifted the function slightly to the right. In the unsignaled condition, d-amphetamine produced an overall increased in choice for the smaller, more immediate reinforcer across all delays. |
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| 46. Effects of Ethanol Concentration on Within-Session Changes in Ethanol-Reinforced Responding. |
| Area: BPH; Domain: Basic Research |
| ERIC S. MURPHY (University of Alaska, Anchorage), Frances K. McSweeney (Washington State University), Stefan Benz (University of Alaska, Anchorage), Noelle Sturgeon Borgardt (University of Alaska, Anchorage), Nichole Easterbrooks (University of Alaska, Anchorage) |
| Abstract: The experiment tested the hypothesis that habituation to the reinforcer occurs during sessions of ethanol-reinforced responding in Long-Evans rats. Eight rats responded on a variable-interval 15-s schedule for 3-s access to an ethanol solution during 30 min sessions. The concentration of ethanol was manipulated across four conditions: 5%, 10%, 15%, and 20% (volume/volume). Rates of responding primarily decreased within sessions. The within-session pattern of responding changed with changes in the concentration of ethanol reinforcers. These response patterns were quantitatively evaluated by McSweeney, Hinson, and Cannon’s (1996) two-parameter habituation equation. The parameters reflecting habituation (a & b) were inversely related to the concentration of ethanol, indicating that habituation was higher at the lower concentrations. These results are inconsistent with alternative hypotheses, such as “satiation” to the reinforcer and motor impairment. However, these findings are consistent with McSweeney, Murphy, and Kowal’s (2005) suggestion that habituation contributes to the regulation of drug-reinforced responding. |
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| #380 Poster Session - DDA |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 47. Increasing Social Communication Skills Using Video Self-Monitoring. |
| Area: DDA; Domain: Applied Research |
| KATIE HOWARD (Melmark), Norm Dahl (Melmark), Andrew Winston (Melmark), Lauren M. Frederick (Melmark) |
| Abstract: Individuals with developmental disabilities spend a great deal of time learning from and interacting with adults. Unfortunately for many, social interactions with peers remain a challenge. Quality programming for individuals with disabilities should include specialized instruction on peer interactions, as this can greatly increase independence and quality of life. A review of the literature suggested a need to explore social skills training interventions for adolescents and the use of video to enhance individuals with disabilities skill at self-monitoring. This study uses a multiple baseline across responses design to evaluate the effectiveness of a social skills training package with an adolescent male with moderate mental retardation. The training package consists of video self-monitoring with goal setting and reinforcement. Data will be collected on the rate of three classes of conversational skills during training sessions with a classmate diagnosed with Traumatic Brain Injury. Probe data to assess generalization will also be collected. Results will be discussed in terms of acquisition and generalization of conversational skills, as well as the potential influence of each component of the training package. |
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| 48. Comparing Indirect Methods of Functional Assessment: Which Providers Clearer Information about Behavioral Function? |
| Area: DDA; Domain: Applied Research |
| KURT A. FREEMAN (Oregon Health Sciences University), Linda Ivy (Child Development and Rehabilitation Center) |
| Abstract: Two commonly used functional assessment questionnaires are the Motivation Assessment Scale (MAS) and Questions About Behavioral Function Scale (QABF). For both, means and relative rank orders are determined for factors (e.g., Attention, Escape). Interpretation involves comparing relative rank order across factors. While instruction manuals for each questionnaire indicate that factors with the highest rank are thought to identify behavioral function, question exists regarding which measure provides clearer information. Specifically, whereas evaluation of relative rank order identifies which factor had the highest score, it does not indicate how different that factor score is from other scores obtained. In the current study, we examined whether the QABF or MAS provides clearer information regarding behavioral function. Specifically, we calculated the difference between the highest and second highest ranking factors on each measure, and then compared whether that difference score was greater for the MAS or the QABF. Care providers of 90 youth (age 2 to 18) completed the MAS and QABF. All youth had developmental disorders and significant aberrant behavior. Results showed that the difference in scores between the first and second highest ranked factor was greater for the QABF than the MAS, suggesting that it provides clearer information regarding behavioral function. |
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| 49. Training Staff to Increase the Accuracy of A-B-C Data. |
| Area: DDA; Domain: Applied Research |
| KIMBERLY L. MAYER (Melmark New England) |
| Abstract: Descriptive analyses are used in behavior analysis to inform clinicians with respect to the functional relationships of problem behavior with some aspect of the environment. Reliability of these types of data is often in question. This study seeks to increase the reliability of data, across observers, through the use of task analyses and video observations. In this study, a multiple baseline across subjects design was used to assess the effectiveness of the treatment package to improve the reliability of staff members’ completion of A-B-C descriptive assessment tools. The dependent measure is the percentage of accurately identified antecedent, behavior, and consequent events recorded by the participants. Following baseline, a training package was provided on how to accurately complete A-B-C data. During training, the participants were given a fact sheet that task analyzed the components when completing A-B-C data. The participants then watched a variety of coded video clips, completing A-B-C data on each clip. Additional data will be collected to further strengthen the finding that this training package can improve the reliability of collecting these types of data. |
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| 50. An Examination of the Effects of Sensory Integration Environments on Individual with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| HELEN IRENE MALONE (The Ohio State University), Yi-Chieh Chung (The Ohio State University), Ashley Cartell (The Ohio State University) |
| Abstract: The purpose of this study was to examine the effects of a sensory integration environment on levels of engagement and challenging behavior with individuals with developmental disabilities. One hypothesized function of these spaces is that they allow students to gain access to sensory stimulation in an appropriate manner and set the student up to more successfully engage with the natural environment following access to this space. These sensory environments are widely used in classrooms for individuals with developmental disabilities, yet little empirical research has been conducted to examine the benefits of such spaces. This study used a reversal design to examine the following research questions: (a) Is there a difference in levels of task engagement and frequency of challenging behavior if students are provided access to the sensory integration environment before or after task provision?; and (b) Is there are difference in level of task engagement and frequency of challenging behavior if the student is provided access to the actual sensory integration environment versus provided access to items from the sensory integration environment within their typical classroom environment following task completion? Results indicate that providing access to sensory integration items as a reinforcer leads to higher levels of task engagement and reduced levels of challenging behavior. |
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| 51. Predicting Reinforcer Hierarchies Using Single- and Paired-Item Preference Assessments with Persons with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| JASON HIEBERT (St. Amant Research Centre), Sherise Lorraine Devine (St. Cloud State University/St. Amant Research Centre), Gabriel Schnerch (University of Manitoba & St. Amant Research Centre), Pamela Jane Fregeau (St. Amant Research Centre), Paul Rezutek (University of Manitoba & St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: We evaluated single- and paired-item preference assessment methods for their ability to detect the hierarchy of positive reinforcers. The participants were adults with developmental disabilities who either passed or did not pass a two-choice position discrimination task, but could not pass a two-choice visual discrimination, as measured by a standard test of learning abilities. In phase one, participants repeatedly pressed a switch to receive one of several edible items (direct reinforcer testing method). In phase two, the reinforcers were presented in single-item (each reinforcer offered by itself) and paired-item (reinforcers offered in pairs) preference assessments. The hierarchies obtained in each method (reinforcer testing vs. each preference assessment method) were then compared. The results have implications for refining the sensitivity and reliability of preference assessment methods and for accurately interpreting the choices made by individuals with developmental disabilities. |
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| 52. Discrimination Skills Predict Effective Preference Assessment Methods for Adults with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| DUONG NGUYEN (University of Manitoba & St. Amant Research Centre), May S. Lee (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Jennifer R. Thorsteinsson (Capella University), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Garry L. Martin (University of Manitoba) |
| Abstract: We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of Basic Learning Abilities Test. Three participants mastered a visual discrimination task, but not visual matching-to-sample and auditory-visual discriminations; two participants mastered visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, and two participants showed all three discriminations. The most and least preferred activities, identified through paired-stimulus preference assessment using objects, were presented to each participant in each of the four modalities using a reversal design. The results showed that (1) participants with visual discrimination alone showed a preference for their preferred activities in the object modality only; (2) those with visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, showed a preference for their preferred activities in the object but not in the spoken modality, and mixed results in the pictorial and video modalities; and (3) those with all three discriminations showed a preference for their preferred activities in all four modalities. These results provide partial replications of previous findings on the relationship between discriminations and object, pictorial, and spoken modalities, and also extends previous research to include video stimuli. |
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| 53. Predictors of Stress in Parents of Individuals with Severe Behavior Disorders. |
| Area: DDA; Domain: Applied Research |
| AMANDA W. SANTANELLO (Kennedy Krieger Institute), Melissa M. Blanock Mower (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: Research has shown that problem behaviors and low levels of adaptive behaviors in children with developmental delays are associated with parent stress (Baker, Blacher, Crnic, & Edelbrock, 2002; Weiss, Sullivan, & Diamond, 2003). The present study examines predictors of parent stress in parents of individuals with developmental disabilities and severe behavior disorders. Parent Stress was measured by the Parenting Stress Index Short Form (PSI; Abidin, 1995). The Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984) were used to measure communication, daily living skills, socialization, and overall adaptive behavior. The Aberrant Behavior Checklist (ABC; Aman, Singh, Stewart, & Field, 1985) was used to assess domains of symptoms via Irritability, Lethargy, Stereotypy, Hyperactivity, and Inappropriate Speech subscales. Child age, adaptive skills, and aspects of problem behavior were entered into a stepwise regression as predictors of parent stress. Results show that child age significantly predicts higher scores on the following PSI subscales: Parent-Child Dysfunctional Interaction, Difficult Child, and Total Stress. Additionally, high Irritability scores on the ABC predict higher scores on the Difficult Child and Total Stress subscales. Findings are discussed in terms of impact on clinical treatment of behavior problems. |
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| 54. The Use of Differential Reinforcement of Other Behavior and Noncontingent Reinforcement with a Group of Adolescent Females at a Residential Facility. |
| Area: DDA; Domain: Service Delivery |
| TARA-LYNN BURBEE (Evergreen Center) |
| Abstract: Both noncontingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) have been used as procedures to reduce maladaptive behaviors and determine the use of reinforcement for positive behaviors. Studies have shown that both NCR and DRO procedures are effective ways to decrease maladaptive behaviors and increase positive behaviors with individuals. In this study, NCR and DRO were combined to reinforce positive behaviors of 8 adolescent females residing and attending school at a Northeastern residential facility. Results will be displayed in terms of clinical effect and discussed in terms of the ease of use of such a procedure. |
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| 56. Does Public Posting Result in Increases in Staff Engagement with Students? |
| Area: DDA; Domain: Service Delivery |
| LAWRENCE L. LOCKWOOD (Evergreen Center) |
| Abstract: Research literature has supported the use of feedback to facilitate changes in staff performance across various dimensions, such as engagement with consumers. Public posting of performance (either confidential or not) has been used with good effect. The purpose of this study was to determine the influence of public posting on levels of client engagement in functional activities. Teachers of several classroom at a residential treatment facility for students with severe disabilities served as subjects. Baseline levels of the extent to which students were working on functional activities (defined by IEPs) were assessed. The independent variable consisted of public display of graphs of levels of functional activity use per classroom. Through a multiple baseline across classrooms design, results showed that an increase in functional activity use was due to the public posting of classroom results. Implications for clinical practice were discussed. |
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| 58. Video Modeling vs. Video Feedback: Comparing Methods for Instruction with Persons with Developmental Disabilities. |
| Area: DDA; Domain: Service Delivery |
| LESLIE ZURITA (Drauden Point Middle School, Plainfield Consolidated School District), Toni R. Van Laarhoven (Northern Illinois University), Jesse W. Johnson (Northern Illinois University), Lynette K. Chandler (Northern Illinois University), Edward J. Cancio (Northern Illinois University), Lora G. Johnson (Aurora School District #129), Kristin Grider (Northern Illinois University), Katie Grider (Northern Illinois University) |
| Abstract: Video modeling (presenting a videotaped model of a task shown prior to a training session) (LeGrice & Blampied, 1994), has been shown to be an effective instructional technique. For example, it has been used successfully when teaching individuals to make coffee (Bidwell and Rehfeldt, 2004), engage in independent play and conversational speech (Charlop-Christy et al., 2000), and for instruction of chained tasks (Norman, et. al, 2001).
Video feedback (a video segment of a task shown as an error correction procedure) has been effective when used for teaching vocational tasks (Martin et al., 1992) and purchasing skills (Ayres and Langone, 2002). However, there has not been research done comparing video modeling to video feedback when teaching cooking-related skills to individuals with developmental disabilities.
This session present results of a study comparing video modeling and video feedback during instruction with four middle school-aged students with developmental disabilities. A within-subject adapted alternating treatments design was used to compare the conditions. Results indicated that both methods were effective for instruction however, time to criterion was found to be significantly greater for the video modeling condition for two of the four subjects. This would suggest that video feedback was a more efficient method of instruction. |
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| 59. The Effects of DRO on Behavioral Incontinence. |
| Area: DDA; Domain: Applied Research |
| ALFRED BREWIN (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Christina M. Vorndran (Bancroft NeuroHealth) |
| Abstract: In this study, we examined the utility of differential reinforcement of other behavior (DRO) on behavioral incontinence in an 11-year-old male diagnosed with mental retardation and ADHD. Based on clinical observations incontinent voids appeared to be maintained by the opportunity to change clothes. After medical causes of incontinence were ruled out, a DRO procedure was evaluated in a reversal design. During treatment, the participant was able to change his clothes up to four times per day contingent on no incontinence during each interval. Results showed that DRO effectively eliminated incontinence for over 45 days. After a reversal to baseline, treatment was reimplemented and subsequently faded (one change per day) while maintaining treatment effects. |
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| 60. Teaching Skills to Use a Computer Mouse: Shaping Moving the Mouse and Eye-Motor Coordination. |
| Area: DDA; Domain: Applied Research |
| HIROFUMI SHIMIZU (Headsprout), Soyoung Yoon (Putnam/Northern Westchester BOCHES), Christopher S. McDonough (HTA of New York) |
| Abstract: We taught skills to use a computer mouse. Seven preschoolers identified as a “preschooler with a disability” by their school district’s committee participated. Their ages ranged between 3 years and 5 years. The computer-based instructional program consisted of three stages, based on a task analysis of the behavioral prerequisites to use a computer mouse. Stage 1 was designed to shape moving the mouse. Stage 2 and 3 were designed to build eye-hand coordination. At Stage 2, preschoolers learned to move the on-screen cursor onto specific items on the screen. At Stage 3, they were required to click on specific items on the screen. Experimenter-provided prompts were used to facilitate skill acquisition at each stage. A multiple baseline design across subjects was used to evaluate the instructional program. The results showed that the instructional program used in this study was effective in teaching the skills to use a mouse. |
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| 61. Examining the Effects of Novel Stimuli on Preference and Durability as Reinforcers. |
| Area: DDA; Domain: Applied Research |
| NICOLE M. RODRIGUEZ (University of Kansas), Sung Woo Kahng (Kennedy Krieger Institute), Kevin C. Luczynski (University of Kansas), Einar T. Ingvarsson (Johns Hopkins University School of Medicine) |
| Abstract: The purpose of the present study was to evaluate (a) the effect of novel stimuli on item selections within a paired-choice preference assessment, and (b) the durability of the reinforcement value of highly preferred novel stimuli in comparison to highly preferred familiar stimuli. In the first study, two paired-stimulus preference assessments were conducted. Items familiar to the participant were included in the first preference assessment; familiar items as well as novel items were included in the second preference assessment. One out of three participants demonstrated a shift of preference for the novel stimuli. In the second study, a reinforcer assessment was conducted using a concurrent operant arrangement to evaluate the relative reinforcement value of the top-ranked familiar stimulus from the first preference assessment compared to the top-ranked novel stimulus from the second preference assessment. Initially, responding was allocated toward the novel stimulus, however, over time responding switched to the familiar stimulus. When the reinforcement effect of the novel stimulus was evaluated in the absence of the familiar stimulus, a high percentage of responding was allocated to the novel stimulus. A second observer collected data for a minimum of 33% of sessions; the mean interobserver agreement was above 85%. |
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| 62. The Use of a Positive Reinforcement Package and a Levels System to Increase Consumption of Nonpreferred Foods. |
| Area: DDA; Domain: Applied Research |
| ELIZABETH A. MASLER (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Karen Grant (Pacific University), Alysia A. Palmisciano (Kennedy Krieger Institute) |
| Abstract: Children who engage in severe food refusal when presented with nonpreferred foods often have a very limited diet and do not consume sufficient calories to maintain daily nutrition needs for growth. In the feeding literature, the use of consequence-based manipulations has been successful in reducing food refusal and increasing consumption, with escape extinction being the most critical treatment component. The current study demonstrated the effectiveness of a positive reinforcement package to increase both the variety and volume of foods consumed in selective eaters. The participants were two children admitted to an intensive feeding program for extreme food selectivity. The positive reinforcement package included (a) providing access to preferred items and attention for consuming a small amount of nonpreferred foods prior to a structured meal, (b) an individualized levels system to maintain consumption of preferred and nonpreferred foods at larger volumes to meet caloric goals. Target variables examined were variety of foods introduced, meal duration and overall grams consumed. Results showed that the positive reinforcement package increased consumption of nonpreferred foods and the individualized levels system maintained consumption of higher volumes of both preferred and nonpreferred foods within a reasonable meal duration (i.e. 20-30 minutes). |
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| 63. Treatment of Problem Behavior Maintained by Access to Preferred Edibles: A Comparison of Two Procedures. |
| Area: DDA; Domain: Applied Research |
| KEVIN C. LUCZYNSKI (University of Kansas), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: The treatment of problem behavior maintained by access to preferred stimuli typically involves either the delivery of preferred stimuli following appropriate communication (e.g., FCT) (Carr & Durand, 1985) or according to a response independent schedule (e.g., NCR) (Vollmer, Iwata, Zarcone, Smith, & Mazaleski, 1993). One common feature of these two treatments is that the removal of the stimuli may not be signaled. To avoid the abrupt removal of the stimuli, other arrangements might involve either delaying the removal of the stimuli following communication or providing a warning. The present study compares the relative effects of a verbal warning delivered by a caregiver regarding the removal of the items and allowing the participant an opportunity to delay the removal of the stimuli, in the treatment of problem behavior maintained by positive reinforcement in the form of access to preferred edibles. The participant was a 32-year-old female diagnosed with mental retardation and disruptive behavior disorder. The effects of the treatment conditions were evaluated using a combined multielement and reversal design. The results indicated that a verbal warning yielded more significant reduction in problem behavior. Interobserver agreement was collected on 42.86% of all sessions and averaged 98%. Implications are discussed. |
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| 64. Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence with Functional Analysis and Treatment Outcomes. |
| Area: DDA; Domain: Applied Research |
| HEATHER A. MOORE (University of North Texas), Richard G. Smith (University of North Texas), Bryan S. Lovelace (University of North Texas), Jessica Hobbs (University of North Texas), Curtis J. Harris (University of North Texas), Katy Atcheson (University of North Texas), Stephen F. Walker (University of North Texas) |
| Abstract: An analysis of interrater agreement across multiple respondents on anecdotal assessments and its correspondence with functional analysis and treatment outcomes was completed. Two anecdotal assessment questionnaires were used in this study, the Motivational Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST). The results of the assessments indicated high agreement on the hypothesized function of the problem behaviors (tangible/social positive) across assessment tools and across multiple respondents. A functional analysis was conducted and indicated escape from demands was the probable maintaining variable. A treatment was implemented based on the functional analysis outcomes to determine if the functional analysis had correctly identified the maintaining variable of the problem behavior. |
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| 65. How to Spend Free Time?: Using Activity Schedules to Promote Leisure Activities. |
| Area: DDA; Domain: Applied Research |
| HIROYUKI MATSUSHITA (University of Tsukuba, Japan), Shigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: It is said that most of children with disabilities have little time in their free time to play something positive with others, and they play alone or with their mother at home. And this makes their leisure activities monotony or occasional. Considering the concepts of Person-Centered Planning, Positive Behavior Support or Preference-Based Teaching, which have been discussed these days, the support of leisure activity for children with disabilities should be based on their own preference or needs.
McClannahan & Krantz(1999) suggested that it was efficient for the children with autism, who frequently failed to display their skills unless someone gave prompts although they had a lot of skills to perform each activities correctly, to perform activities and tasks independently
In this study, we evaluated the effect of using activity schedules to play much kind of leisure activities based on preference for a child with Pervasive Developmental Disabilities (PDD), who had poor leisure activities. As a result, the number of activities he played at home increased, and the results maintained for a long period. |
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| 66. Evaluation of Two Methods for Restricting Access to Items when Using Functional Communication Cards. |
| Area: DDA; Domain: Service Delivery |
| HEATHER JENNETT (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Training individuals to mand for reinforcers using picture cards is a commonly used treatment for reducing problem behavior maintained by positive social reinforcement. When conducting initial functional communication training, the individual typically receives reinforcement on a continuous schedule. However, this schedule of reinforcement is not usually supported by the natural environment where particular reinforcers may be unavailable during certain times of the day. In this study, two methods of restricting access to items were evaluated to determine what method was most effective for maintaining low rates of problem behavior when a particular item is unavailable. The first method used stimulus control such that the picture card for the unavailable item was present and placed on a different color board than the available items. In the second method, the picture card for the unavailable item was not present. Two children, one with autism and one with mental retardation, participated in this study. Results indicate that for one participant problem behavior remained low with both methods, but for the second participant problem behavior only remained low when the card was not present. These results indicate that it is important to individualize the method used when reinforcers will be unavailable. |
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| 67. The Covariation of Compliance and Problem Behavior in the Treatment of Problem Behavior During Academic Instruction. |
| Area: DDA; Domain: Applied Research |
| DAWN E. RESAU (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Covariation among behaviors is common, whether the variation occurs in the same or opposite direction. This relation is often observed within functional response classes. For example, Richman et al. (1999) found that more severe topographies of behavior were only observed when less severe behaviors were no longer reinforced. In 1992 Koegel and colleagues observed concomitant reductions in disruptive behaviors when treatment targeted increasing appropriate social skills. In the current study, the compliance of a nine-year-old male diagnosed with moderate mental retardation and Disruptive Behavior Disorder was increased during academic instructions within an intervention targeting only the reduction of problem behavior. Initial analyses suggested that the participant would engage in aggressive behavior to access adult attention in multiple situations including academics. A differential reinforcement of other behavior (DRO) procedure successfully decreased the participant’s aggressive behavior within the demand context, and the schedule was subsequently thinned. Though not directly targeted, compliance increased by close to 100% with the introduction of the DRO, suggesting an inverse relation between problem behavior and compliance. Reliability data were collected during 33% of all sessions and averaged above 90%. |
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| 68. Antecedent Interventions Based on Functional Behavior Assessment to Reduce Challenging Behavior for People with Severe Disabilities. |
| Area: DDA; Domain: Applied Research |
| HAYOUNG CHOI (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: Since the mid-1980s, there has been growing interest in using antecedent interventions to reduce challenging behavior. This paper reviews antecedent interventions based on Functional Behavior Assessment (FBA) to reduce challenging behaviors for people with severe to profound developmental disabilities. Antecedent intervention is defined as a procedure that alters antecedent events occurring prior to a challenging behavior, including discriminative stimuli (SDs) or motivating operations (MOs). Studies included in this review were identified using an electronic search of ERIC, MEDLINE, and PsycINFO databases for articles published between 1986 and 2005. The search yielded sixteen studies, which were then sorted into six intervention categories: (a) high-probability requests, (b) choice, (c) music, (d) presession, (e) schedule/routine change, and (f) stimulus fading/neutralizing routine. The main finding was that the various intervention strategies led to a decrease in challenging behavior in people with severe to profound developmental disabilities. Using tables, an overview of studies, the effectiveness of antecedent interventions and assessment methodologies used to prescribe interventions will be discussed. Additionally, this paper points out relevant issues for future research. |
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| 69. Increasing Independent Work Through Differential Reinforcement of Alternative Behaviors. |
| Area: DDA; Domain: Applied Research |
| KATHARINE GUTSHALL (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), David P. Jarmolowicz (Kennedy Krieger Institute), Atasha Jackson (Kennedy Krieger Institute) |
| Abstract: Accurate responding to academic work is necessary for the acquisition of new skills. However, increasing the percentage of accurate responding can be challenging as not to set goals too high or too low. Past research on increasing independent work accuracy has suggested that self-instructional training can lead to a generalizable increase in accuracy (Bryant & Budd, 1982). Academic productivity was increased by the contingent delivery of free-time when a specified percentage of items were correct. Direct feedback on an individual’s performance can also be given in order to increase accuracy (Van Houten, Hill, & Parsons, 1975). In the current investigation, a changing criterion design was utilized to increase correct performance on worksheet answers of a 7-year-old boy. Accurate responding was differentially reinforced, leading to an increase of that behavior. However, direct feedback was necessary for accuracy to increase to over an 80% level. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| #381 International Poster Session - DEV |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 70. Identifying Preferred Social Events of Typically Developing Infants. |
| Area: DEV; Domain: Applied Research |
| TANYA BAYNHAM (University of Kansas), Rachel H. Thompson (University of Kansas), Nicole M. Rodriguez (University of Kansas) |
| Abstract: There have been frequent calls for increased infant participation in behavior analytic research. However, many established methods of identifying preferences and reinforcers (a requisite to conducting operant research) are not appropriate to infants with limited skill sets. The purpose of this study was to develop an assessment to identify a preference hierarchy of social events for typically developing infants. Twelve social stimuli were presented singly, and the occurrence of infant responses was recorded. Positive responses were (1) approach, (2) smiling, (3) laughing, and (4) requesting that the event continue using signs or words. Negative responses were (1) withdrawing, (2) frowning or grimacing, (3) crying or whining, and (4) requesting that the event stop using signs or words. Positive and negative responses were summed separately to create positive and negative indices, allowing for the identification of social events that were associated with the most positive child responses and no negative responses. Interobserver agreement was assessed during 33% of sessions with a mean agreement of above 85% for all participants. Preference hierarchies among social events were identified for 4 infants. |
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| 71. Mother-Child Interactions in Cognitive Development. |
| Area: DEV; Domain: Basic Research |
| CARMEN QUINTANA (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico) |
| Abstract: Observation of mother child-interactions is a central issue in the analysis of language acquisition. We present data on the observation of linguistic mother-child interactions. A girl and his mother were video-taped while they were playing across several ages (29, 33, 40-month old). A sample of each situation was analyzed using the Observer Video-Pro 5.0 package with a categorical system developed to observe linguistic interaction patterns and their relation with social and cognitive skills. We discuss the usefulness of the system in identifying linguistic interaction patterns specific for each situation and the relationship of those patterns with the acquisition of cognitive and social skills. |
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| 72. Effects of Pre- versus Post-Selection of Rewards Following Different Durations of Task Engagement. |
| Area: DEV; Domain: Applied Research |
| NORM DAHL (Melmark), Alison G. Lawley (Melmark), Stephen C. Luce (Melmark) |
| Abstract: Establishing operations influence the effectiveness of consequences to serve as reinforcers. Presumably, providing students an opportunity to select rewards contingent on completing X number of tasks, or for staying on-task for X number of minutes, will increase the probability that the rewards they select will be reinforcing. However, the interaction of (a) the latency to accessing reward, and (b) when students get to choose their rewards (i.e., before or after task completion) is not well understood. ABAB' designs, replicated across 6 students with developmental disabilities, will be used to assess the effects of (a) allowing students to pre-select rewards, and (b) allowing them to select rewards after reaching criterion. Data will be collected on challenging behaviors, on-task behaviors, and rewards selected. Results will be discussed in terms of the two experimental conditions (pre-selecting vs. post-selecting rewards) and the potential influence that latency between initial task engagement and access to the terminal reward may have on on-task behavior. The variability of rewards selected by students across conditions will also be evaluated and discussed. The information gathered in this study may help teachers and therapists develop more effective reinforcement plans for students with disabilities who would benefit from improving on-task behaviors. |
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| 73. Attachment from a Behavior Analytic Perspective: Development of an Observation Code. |
| Area: DEV; Domain: Applied Research |
| JUDITH R. MATHEWS (Munroe-Meyer Institute, University of Nebraska Medical Center), Therese L. Mathews (Munroe-Meyer Institute, University of Nebraska Medical Center), Rachael Bates (Munroe-Meyer Institute, University of Nebraska Medical Center), Blake M. Lancaster (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Attachment is a term used predominantly in the child development literature and rarely addressed by applied behavior analysts. As part of a new International Adoption Clinic, the first author participated in assessment of parent-child interactions in newly adopted children within 1 month of their arrival in this country and in follow-up 6 months later. Attachment, defined here as reciprocal reinforcing interactions between parent and child, was assessed in 15-second intervals using modifications of codes developed by Ainsworth, Zeanah, Eyberg, and Forehand & McMahon. Preliminary data will be presented on interobserver reliability and clinical observations of its ability to capture our definition of attachment. Attachment from a behavior analytic perspective will be discussed. |
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| 74. Effects of the Eden Model on Engagement and Affect of Elders with Dementia. |
| Area: DEV; Domain: Applied Research |
| ALLISON A. JAY (Western Michigan University), Linda A. LeBlanc (Western Michigan University), R. Mark Mathews (University of Sydney), Jonathan C. Baker (Western Michigan University) |
| Abstract: The Eden Model of care has become a widely adopted approach to designing special care units for elders with dementia, in spite of relatively little empirical support for the specific effects of the model. The model involves incorporation of homelike environments, pets, and specialized staff training into the structural and organizational design of long-term care settings. Data are presented from three years of direct observation behavior mapping that focuses on resident engagement and affect, and staff-resident interactions in an Eden model special care unit. Engagement and affect are examined in relation to proximity and use of Eden model features. Data are also presented on staff and family satisfaction related to aspects of the Eden model. Directions for future research on the Eden model are discussed. |
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| 76. Applications of Preference Assessment Procedures in Depression and Agitation Management in Elders with Dementia. |
| Area: DEV; Domain: Applied Research |
| LEILANI FELICIANO (University of California, San Francisco), Alexandra Elite Mrcandonatou (University of California, San Francisco), Maura McLane (University of California, San Francisco) |
| Abstract: Low levels of engagement with leisure activities are commonly seen in older adults with dementia and may lead to boredom, decreased social contact, and depressed affect. Often, depression presents with behavioral symptoms such as anxiety and agitation, and can exacerbate cognitive impairment.
Preference assessments have been used to identify effective reinforcers for individuals with developmental disabilities and older adults with dementia.
This study examined the utility of using stimuli identified from paired stimulus preference assessments in behavioral management protocols with elders with dementia. In Phase 1, 12 older adults with dementia and their caregivers were administered standardized instruments to monitor dementia symptoms, provide examiners with a list of preferred/nonpreferred items, and obtain baseline assessment of behavioral symptoms. In Phase 2, examiners administered the preference to 8 of 12 participants. In Phase 3, nursing assistants were educated in applying preferred items in behavioral management protocols. A weekly Katz ADL and a post-intervention MMSE were administered to monitor the participants’ dementia symptoms. Behavioral outcomes were evaluated at baseline and throughout the intervention.
Results indicated positive improvement in behavioral symptoms in 6 of 8 participants. The applied utility of using preferred items in behavioral management protocols for behavioral symptoms of dementia is discussed. |
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| #382 Poster Session - EAB |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
|
| 77. Delay Discounting as a Predictor of Pre-Ratio Pauses Following Rich-to-Lean Transitions. |
| Area: EAB; Domain: Basic Research |
| ADAM T. BREWER (University of Kansas), Patrick S. Johnson (University of Kansas), Megan McCusker (University of Kansas), Adam D. Pyszczynski (University of Kansas), Gregory J. Madden (University of Kansas), Dean C. Williams (University of Kansas) |
| Abstract: Impulsivity was assessed in 24 Wistar rats (Perry et al., 2005). Rats chose between one pellet immediately and three pellets after a series of delays (15 s, 10 s, 5 s, 0 s). Each delay condition consisted of 15 sessions on both levers (left and right). We used an area-under-the-curve analysis (Myerson et al., 2001) to select high and low impulsive rats (top and bottom 25th percentiles). Of interest is whether delay discounting rate is predictive of the pre-ratio pause duration during a discriminable shift in conditions from a rich to a lean schedule (the rich-to-lean transition). |
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| 78. Effects of Extinction on a Heterogeneous Two-Response Behavior Chain. |
| Area: EAB; Domain: Basic Research |
| ALYCE A. KEYL (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston, Clear Lake) |
| Abstract: Behavior chains are a fundamental aspect of everyday behavior in humans and non-humans alike. Basic studies have focused primarily on homogeneous response chains and there is limited research about factors that affect the establishment or disruption of a behavior chain. The purpose of the present study was to examine the effects of extinction on the individual components of a two-response behavior chain. Six rats (separated into two groups) were trained using backward chaining procedures to perform one of two heterogeneous two-response behavior chains. The behavior chains were then exposed to extinction by removing the terminal reinforcer. Based on previous findings with homogeneous chains, it was predicted that the first response in both chains would be less resistant to extinction than the terminal response. However, results suggested that the topography of the response played a role in the differential effects of extinction on the individual responses in the chain. These findings have important implications for the acquisition, maintenance, and reduction of behavior chains in applied settings. |
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| 79. Choices between Different Temporal Reinforcer Sequences in Humans and Pigeons. |
| Area: EAB; Domain: Basic Research |
| LEONARDO F. ANDRADE (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Few studies are found in the literature investigating choices between sequences of reinforcers. The results reported show contrasting performance across humans and non-humans. More specifically, when the sequence involves the delivery of reinforcers with different delays with the same overall density, animals tend to show preference for the alternative that gets worse, while humans tend to prefer sequences that improve over time. The differences in performance might be attributed to methodological differences since food is used as reinforcers for non-humans and hypothetical reinforcers are used for humans. The present research sought to investigate the pattern of choices of humans and pigeons between sequences of token reinforcers that provided the same overall rate delivered at different temporal patterning. Two independent variables were manipulated: The delay to each conditioned reinforcer in the sequence, and the moment at which the conditioned reinforcers were exchanged by the backup reinforcers: mixed grains and video clips for the pigeons and humans, respectively. Both pigeons and humans preferred sequences with the shortest delay to the initial reinforcer in the series. The results are consistent with prior data on temporal discounting with non-humans but differ from prior data with hypothetical reinforcers with humans. |
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| 80. Effects of Response-Contingent Delayed Food-Paired and Non-Paired Stimulus Presentations on Lever-Press Acquisition in Rats. |
| Area: EAB; Domain: Basic Research |
| NATALIE ROSE BRUNER (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Sprague-Dawley rats (n = 16) were divided into two groups of eight for four sessions of variable-time 60-s food presentations (60 pellets total). For one group, two 0.5-s flashes of the houselight immediately preceded delivery of the food pellet. For the other group, food pellets were delivered in the absence of any stimulus change. Both groups were then exposed to an eight-hour acquisition session in which a lever press on the operative lever was followed by either the houselight flash that had been paired with food (a putative conditioned reinforcer) or a novel flash of the lever lights, both delayed 10 s from the time of the lever press. Half the rats in each group were exposed to a 10-s resetting delay following responses on the inoperative lever while the other half experienced a non-resetting delay. All rats acquired lever pressing as evidenced by the cumulative-response records and there were no statistically significant differences between the groups. Thus, it was shown that a delayed response-contingent novel stimulus change was equally efficacious as a delayed putative conditioned reinforcer in establishing a new operant response. |
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| 81. The Effects of Non-Serial Training and Test Transfer on Human Behavioral Variability and Stereotypy. |
| Area: EAB; Domain: Basic Research |
| HECTOR MARTINEZ SANCHEZ (Universidad de Guadalajara, Mexico), Juan Moises De la Serna Tuya (University of Seville, Spain) |
| Abstract: Eighty adults were exposed to a non-serial sequence of two or four sessions of variability- and stereotypy- based contingencies with matching-to-sample tasks. After each phase of training (stereotypy or variability) a transfer session was presented in agreement with the previous phase of training. When a sequence of training and tests was completed a final test with stereotypy and variability trials was presented. The participants could select a comparison stimulus that was identical to, partially identical to, or different from the sample stimulus. Stereotyped choices (pressing the same key or selecting the same sample-comparison relation i.e. identity, partial identity, or difference) were reinforced in one phase and variable choices (pressing a different key or selecting a different sample-comparison relation, or both) were reinforced in another phase. Participants were assigned to one of eight groups to counterbalance exposure to the conditions. After each training phase, four groups of participants were tested with used stimuli during the previous training and other four groups were tested with stimuli different to the employed during the training. In the final test, half of the participants were tested with stimuli used in the previous phases. The other half was tested with stimuli different to those of the previous phases. None received feedback on transfer test. Reinforcing variability or stereotypy in the first phase followed by a transfer test had differential effects on the acquisition and transfer test of stereotyped behavior or variable. These results demonstrate that non-serial sequences of training and transfer tests affect the acquisition and transfer of variable and stereotyped performances in conditional discrimination tasks. |
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| 82. Social Transmission of Food Preferences in Domestic Dogs. |
| Area: EAB; Domain: Basic Research |
| GWEN LUPFER-JOHNSON (University of Alaska, Anchorage) |
| Abstract: Many species, ranging from blackbirds to rats to humans, acquire food preferences socially. In rodents, the social transmission of a food preference can occur when one animal (the observer) smells the mouth of another animal (the demonstrator) that has recently eaten. The current experiment extended these findings to domestic dogs; dogs were allowed to interact with a conspecific that had recently been fed a flavored food. Each subject was then given a choice between two flavored foods, one of which was the flavor consumed by its demonstrator. Dogs exhibited a statistically significant preference for their demonstrators’ flavors. This result is consistent with the view that domestic dogs evolved from “village dogs” (Coppinger & Coppinger, 2001); the ability to learn from another dog’s breath what foods are safe and/or available would have been beneficial to canines relying on human refuse for food. |
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| 83. Assessing Hens' Demand and Preference for Two Food Types at Varying Prices. |
| Area: EAB; Domain: Basic Research |
| THERESE MARY FOSTER (University of Waikato, New Zealand), Julie-Anne Bruce (University of Waikato), William Temple (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), Nicola Starkey (University of Waikato, New Zealand) |
| Abstract: Six hens’ demand for wheat and puffed wheat were examined using increasing fixed- schedules. The aim was to see if these own-price demand functions could be used to predict preference at different prices. Preference at different prices was measured using concurrent chain schedules with fixed-ratio terminal link schedules (FR1, FR8 and FR32). Mixed elasticity demand functions were generated from the fixed-ratio schedules for both foods. The Pmax values were higher for all subjects for wheat, but the initial (log L) levels of demand were higher for puffed wheat. Under the concurrent chain schedules preference was for puffed wheat with terminal links of FR1. There was preference for wheat for five subjects with FR8 and this preference increased to with the change to FR32. |
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| 84. Spatiotemporal Swimming Patterns of Siamese Fighting Fish (Betta splendens) during a Habituation Procedure. |
| Area: EAB; Domain: Basic Research |
| GABRIEL SCHNERCH (University of Manitoba & St. Amant Research Centre), Jason Lee (St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Wayne S. Chan (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Male Siamese fighting fish (Betta splendens) will engage in an unconditioned aggressive display in the presence of another male Betta, terminating in attack. The same behaviour sequence can also be elicited by their own mirror image. As noted by Thompson (1963), “Stimuli which evoke unlearned aggressive behaviour can act as positive reinforcers for instrumental responses”. Thus, the aggressive display that is elicited by the male Betta when given visual access to a mirror image can be used as a reinforcer. Utilizing a 3-dimensional tracking system, the current study examined the spatiotemporal swimming patterns of 4 male Betta splendens during two 8 hr sessions in which subjects were exposed to a mirror stimulus non-contingently for 10 min, every 10 min (i.e., a fixed-time 10 min schedule). By eliciting the aggressive threat display of subjects with repeated mirror presentations, it was hypothesized that a spatiotemporal analysis of swimming behavior would reveal patterns indicative of habituation of the aggressive display to the mirror. Results revealed changes in behaviour suggestive of response habituation, such as a waning in tendency to remain in close proximity of the mirror over repeated presentations; however, such patterns were not consistent across all subjects or over time. |
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| 85. Tests of Resistance to Change Using Within-Subject, Within-Session Yoked VR/VI Schedules. |
| Area: EAB; Domain: Basic Research |
| MATTHEW E. ANDRZEJEWSKI (University of Wisconsin, Madison) |
| Abstract: Using a novel multiple schedule procedure, in which individual rats are yoked to their own performance within a session, several disruptors were introduced to assess potential differences in resistance to change of VR- or VI- maintained behavior. Pre-session feeding, extinction, within-component RT food delivery, and reinforcement delays were used as disruptors. Preliminary analyses indicate little difference in VR or VI maintained behavior during the disruptor tests, even though rates of reinforcement, in one comparison, and mean inter-reinforcement ratio, in the other, were equal (due to the nature of the yoking). Because performance was well established prior to the disruptors, a discrimination type explanation is precluded. Other theories of resistance to change are discussed. |
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| 86. Operant Generalization in Quail Neonates: Distinguishing Positive and Negative Reinforcement. |
| Area: EAB; Domain: Basic Research |
| SUSAN M. SCHNEIDER (Florida International University), Robert Lickliter (Florida International University) |
| Abstract: To investigate the form of the generalization gradient very early in development, we studied operant generalization in the quail neonate. For their first three to five days, northern bobwhite chicks pecked a touchscreen for brief heat presentations while hearing a high-pitched sound repeated at a constant rate. Tempo generalization was then assessed in extinction. After nondifferential training in Experiment 1, higher-rate responding during the generalization test resulted in excitatory gradients; low-rate responding, in inhibitory gradients. After intradimensional training in Experiment 2, excitatory bimodal gradients were produced after a threshold number of training sessions; below that threshold, gradients were inhibitory. In both experiments, the chicks appear to have been reporting their hedonic states in terms of perceived positive or negative reinforcement. In other respects, the gradients were consistent with those produced at older ages. |
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| 87. Task Related Drug Self-Administration. |
| Area: EAB; Domain: Basic Research |
| JOHN R. SMETHELLS (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: In humans, preference for a drug (e.g. caffeine, amphetamine or triazolam) has been shown to be determined by the performance requirement of a future task (Silverman, Kirby & Griffiths, 1994; Silverman, Mumford & Griffiths, 1994). The present research was conducted to create an analog of this ‘task related drug self-administration effect’ in rats. Specifically, we wanted to know whether drug preference in rats can be shown to be conditional upon cues correlated with upcoming schedule requirements. To answer this question, four rats were trained to lever press under a multiple schedule with differential reinforcement of high (DRH) and low (DRL) rate components. After training, rats will be given access to a 10% ethanol, 10% sucrose solution during a fifteen-minute pre-session intervals. The study is still in the early stages of training. Response rates and the distribution of inter-response times are consistent with DRH and DRL schedule control, however, analysis of behavior in the beginning of the DRL sessions indicates a lack of exteroceptive (LEDs) stimulus control. We are currently addressing this issue. |
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| 88. Applying Matching Theory to Extra-Point Decisions in American Football. |
| Area: EAB; Domain: Applied Research |
| MARCIA LYNN CARON (Emory University), John Peder Berg (Emory University), Saule Kulubekova (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. Behavior during sport competitions readily provides an opportunity to evaluate the theory outside the laboratory. In this study, modern matching theory was used to analyze extra-point decisions from the 2005 National Football League season. The relative ratio of one-point field goal to two-point conversion decisions was analyzed as a function of extra-point success, the relative ratio of reinforcement. Correlations between team and player statistics and the obtained parameter and effect size estimates were also explored. |
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| 89. Discrimination between Baseline and Probe Trials in Tests for Emergent Stimulus Relations. |
| Area: EAB; Domain: Basic Research |
| CHATA A. DICKSON (West Virginia University), Philip N. Chase (West Virginia University), Harold E. Lobo (West Virginia University) |
| Abstract: Ten undergraduate students completed a linear-series baseline training procedure with three potential equivalence classes from among 15 Chinese characters. All participants demonstrated high accuracy in baseline training sessions. Discrimination tests sessions consisted of 48 baseline trials and 48 probe trials (symmetry, transitivity, or equivalence). Participants were asked on each trial to select either “trained” or “untrained” on the basis of on whether they had previously received feedback on this type of trial. Participants generally responded with high accuracy on discrimination tests. Consistent differences were noted in the speed with which participants sorted the various probe types. Participants responded relatively more quickly to equivalence and transitivity probes, as compared to symmetry probes. Speed on equivalence and transitivity probes was an increasing function of nodal distance. Because participants responded with high accuracy on discrimination tests, it is feasible to offer more reinforcement for probe trials than for baseline trials, as an experimental manipulation that may affect performance on tests for emergent stimulus relations. |
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| 90. Conditional Cooperation in Public Goods Experiments: Sequential and Transitional Effects. |
| Area: EAB; Domain: Basic Research |
| LUIS FERNANDO GONZÁLEZ-BELTRÁN (Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: The aim of this research is to explore the past findings that in a public goods game, a third of the individuals can be classified as free riders, whereas 50% are conditional cooperators. Such outcomes represent consistent deviations from egoistic models predictions. In a simulated public goods dilemmas, framed as “saving” and “invest” games, undergraduate students were instructed to play themselves, but they were really interacting with a computer. Each subject participated in four games of 15 independent trials. On each trial the subjects receives an endowment of 5 points and then decides whether to contribute it or not for the provision of a public good. In order to examine the effects of group decision to determine how much subjects contribute, they received false feedback indicating that their group was more or less cooperative, in four experimental conditions (80, 60, 40 and 20%). A significant effect of group decision was found, with subjects in the 20% condition emitting more cooperative responses. The findings suggest that the effect depend on the particular sequence of experimental phases. The results lend some support to the conditional cooperation explanation. Reasons for the observed differences and implications for research on social dilemmas are discussed. |
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| 91. Preference for Concurrent Slot Machines based on Long Run Mathematical Expectation. |
| Area: EAB; Domain: Basic Research |
| JAMES W. JACKSON (Southern Illinois University, Carbondale), Mollie J. Horner-King (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Recent research with poker players has shown the long run mathematical expectation of wagers may account for decisions made during poker play. The current analysis is intended to extend these results to anther popular form of gambling, namely slot machines. In the current analysis participants were exposed to concurrently available slot machines that differed along lines of payout magnitude (i.e. amount paid per win) and payout rate (i.e frequency of wins). The relative rates of responding allocated to each machine were accessed when: the mathematical expectations of both machines were the same, when the mathematical expectation of the higher payout magnitude machine was higher, and when the mathematical expectation of the lower payout magnitude machine was higher. Results and implications are discussed. |
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| 92. An Analysis of Methods for Teaching Preschoolers Self-Controlled Responding. |
| Area: EAB; Domain: Applied Research |
| KASEY STEPHENSON (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: The self-controlled responding of a sample of preschool children was assessed by presenting a choice between a small amount of a food item (e.g., 1 cracker) available immediately or a large amount of a food item (e.g., 2 crackers) available after a 1-min delay. The effects of three independent variables including a video model of a peer practicing self-controlled responding, a mediating response, “When I wait quietly, I get what I want”, and delay fading were evaluated. Preliminary results show that the video model effectively increased self-controlled responding for one participant, the functional mediating response did not increase self-controlled responding for any participants, and delay fading effectively increased self-controlled responding for some participants, although for some participants, self-controlled responding did not increase with the delay fading. Interobserver agreement was collected on 70% of all trials and averaged 98%. Results are discussed in terms of implementing discrete and brief methods by which to teach preschoolers to tolerate delays for preferred rewards. |
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| 93. Group Composition, Enclosure Distribution and the Expression and Distribution of Behavioral Patterns in Captive Vervet Monkeys (Cercopithecus aethiops pygerythrus). |
| Area: EAB; Domain: Basic Research |
| GERARDO ORTIZ (Universidad de Guadalajara, Mexico) |
| Abstract: The group composition might be meaningful stimuli for the expression of behavioral patterns and differential use of enclosure space in captive vervet monkeys (Cercopithecus aethiops pygerythrus). In order to assess this hypothesis, five vervet monkeys were videotaped 60 minutes per day, during a four day period one year and a nine day period of a different year, in which the enclosure elements and distribution as well as group composition varied. These observations were made at the zoo of Guadalajara (Mexico). The behavioral patterns and locations of adult monkeys inside their enclosure were continuously registered. The results show differential patterns of behavior and use of space as a function of the aforementioned variables (i.e. enclosure elements and distribution and group composition). |
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| 94. Extinction of Concurrent VI Performances, with and without Interposed CRF. |
| Area: EAB; Domain: Basic Research |
| PAMELA M. KIMBLE (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University), Damaris Garcia -Thompson (Northern Michigan University), Larissa Haliw (Northern Michigan University) |
| Abstract: Introductory psychology textbooks continue to state that when behavior is maintained under intermittent schedules, it is more resistant to extinction than if maintained by continuous reinforcement. This is often accompanied by admonitions that, in applied settings, intermittently reinforced behavior may be highly resistant to extinction, may take longer to decelerate than continuously reinforced behavior, and may actually escalate and be inadvertently reinforced before extinction has had its targeted effects. Several laboratory investigations have examined the effects of extinction on intermittently reinforced behavior brought under control of CRF again before extinction is applied, but these studies have been inconclusive as to whether such behavior is less resistant to extinction than behavior simply maintained under intermittent reinforcement without restoration of CRF before the final EXT component. The present poster describes experiments in which pigeons were first trained to peck two white keys under control of one pair of concurrent intermittent reinforcement schedules (left key¬ VI-30s: right key VI-60s), alternating with two red keys under control of the opposite pairing of schedules (left key¬ VI-60s: right key VI-30s), yielding a MULT Conc(VI-30s:VI-60s)/Conc(VI-60s:VI-30s) schedule. The white- and red-key conditions, along with their respective concurrent schedules, alternated at ten minute intervals within each session. Next, the VI-60s component of the concurrent schedules on the white keys was changed to CRF [Conc(VI-30s:CRF)], while the VI-60s component of the concurrent schedules on the red keys was placed on extinction [Conc(EXT:VI-30s)]. Finally, all four VI components, two under each condition, were placed under extinction. The numbers of responses made under extinction, rates of keypecking, celeration changes, and numbers of trials to extinction, were related to the number of response units reinforced prior to extinction. The investigators discuss some possible implications of these findings for the effective use of extinction in applied settings. |
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| 95. Modeling Response Pattern Under Variable-Ratio and Variable-Interval Schedules of Reinforcement. |
| Area: EAB; Domain: Basic Research |
| TAKAYUKI TANNO (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: The purpose of this study was to model pattern of response under variable-ratio (VR) and variable interval (VI) schedules of reinforcement. Eight rats were trained to press a lever for food pellets under VR 30 and inter-reinforcement intervals yoked VI schedules. Consistent with previous studies, all rats responded faster under VR than VI. Fourty-five statistical models were fitted to resulting data of interresponse time distributions. Six models assume the following types of a single distribution [Exponential (E), Weibull (W), Normal (N), Log-Normal, Gamma, and Invers-Gaussian]. Other fifteen models assume any combinations of those single distributions (e.g. E-W). Remaining twenty-four models assume the nest of the same single distributions, in which number of nest was ranged from two to five (e.g. E-E-E-E-E). Only the E-E, N-N-N-N, and N-N-N-N-N models showed good fitting in log survivor plot. Parameters of those three models revealed that rat’s response pattern can be interpreted as bout-pause alternation pattern. Within-bout-response rates were higher under VR than VI, while there was no difference in bout-pause-alternation rates. These results suggest that the differences of response rate between VR and VI reflect the differences of within-bout-response rate in the two schedules. |
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| 96. Food at a Distance: Separating Food Sources During Concomitant Schedules of Reinforcement. |
| Area: EAB; Domain: Basic Research |
| RAQUEL ALO (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: In Experiment 1, pigeons were exposed to a VI 300s schedule (Baseline). Next, an FT 100-s schedule was superimposed to the baseline schedule. The next condition was identical to the previous one, except that the sources of food were located 10 ft away from each other. Next, the second condition was replicated. During the following three conditions, the sources of food were again located 10 ft away from each other, and the schedule delivering response-independent food was a VT, an FT, and a VT schedule, respectively. Experiment 2 replicated Experiment 1, except that a DRL schedule replaced the VI schedule. The addition of the free-food in both experiments disrupted responding according to the schedule in effect: when this schedule was an FT, a negatively accelerated pattern of responding developed, and this pattern was a direct function of the distance between the sources of food. Linear patterns of responding were obtained when a VT was programmed. Furthermore, DRL responding (Experiment 1) was more easily disrupted by the free food than VI responding. These results suggest that disruption of responding depend on both the schedule maintaining responding and the schedule delivering response-independent food. |
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| 97. Preference for Concurrently Available Slot Machines Based on Loss Type. |
| Area: EAB; Domain: Basic Research |
| BECKY L. NASTALLY (Southern Illinois University), James W. Jackson (Southern Illinois University, Carbondale), Jill A. Greising-Murschel (University of Wisconsin, Eau Claire), Adam D. Hahs (University of Mississippi), Mark R. Dixon (Southern Illinois University) |
| Abstract: In the current study the ability to alter gamblers’ preference for slot machines which display near wins (2 out of 3 symbols on the payout line) over slot machines which do not was assessed using a concurrent slot machine preparation. Participants were initially asked to play two identical concurrently available slot machines with identical payout rates, and in which all losses displayed were total losses. Based on participant preference defined as allotting 7 out of 10 plays to one machine over 3 consecutive 10 block trials, the percentage of losses displayed as near wins was increased by steps of 10% on the non-preferred slot machine. In cases of an absence of preference during baseline being displayed, the percentage of near wins was increased on one of the machines chosen at random. The percentage of losses displayed as near wins at which a preference shit was achieved was assessed. The implications of affecting gambler choice through types of losses are discussed. |
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| 98. Induction of Verbal Exchange and Involvement in Social Contingencies. |
| Area: EAB; Domain: Basic Research |
| NORA RANGEL (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Elizabeth Ramírez (University of Guadalajara, Mexico), Carlos Jimenez (University of Guadalajara, Mexico), Celeste Romero (University of Guadalajara, Mexico) |
| Abstract: In a situation of partial altruism, twelve dyads solved a visual puzzle on two synchronized computers screens. All dyads involved a confederate. Participants and confederates could track the performance of his/her peer, and place pieces in either puzzle. Dyads were assigned to three groups. All dyads were exposed to two baseline sessions and to four experimental phases involving sequences of two experimental conditions, which consisted in how the confederate behaved: 1) by being indifferent to the peer’s responding, and 2) by reciprocity of responding. In Groups 1 & 2 the confederate induced verbal exchange and involvement in social contingencies. Group 3 was exposed to similar experimental conditions but without contact between participants and confederate. Results are discussed in terms of the effects of verbal induction and confederate’s behavior in social partial-altruism contingencies. |
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| 99. Effects of Joint Control Training on the Acquisition of Action Tacts in Children with Autism. |
| Area: EAB; Domain: Applied Research |
| MONICA A. FYFE (Graduate Student) |
| Abstract: Language and social skills are two notable deficits in children with autism. Intervention programs often address these deficits in separate training programs. Finding ways to facilitate combined-training programs that address both deficits at the same time would aid in the generalization of new behaviors. The present study used an alternating-treatment design to compare subject accuracy of tacting ongoing action video-clips in tact-only vs. tact-echoic conditions. Tact-echoic skills closely represent the notion of joint control. Also, this study examined differences in responses for more exaggerated, targets such as “twisting” to more subtle targets such as “greetings.” The data indicated higher correct responding in the tact-echoic condition vs. the tact-only condition. Further research using larger numbers of subjects is recommended for additional validation of the data. |
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|
| #383 Poster Session - EDC |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 100. Striving for Full-Inclusion into Mainstream Education for Children Diagnosed with Autism. |
| Area: EDC; Domain: Applied Research |
| JENNA MUNSEL (Behavior Solutions International, Inc.), Rick Radliff (Behavior Solutions International, Inc.), Emily Branscum (Behavior Solutions International, Inc.) |
| Abstract: This case study provides an example of behavior interventions that have been used to facilitate the inclusion of an autistic child into mainstream education settings. The subject of this study, Adam, is a 7-year old boy diagnosed with Autism. Adam is now fully participating in a regular education classes after many years of partial inclusion with special education pull-out services. The data demonstrates successful and unsuccessful behavior interventions that have been employed to facilitate the inclusion of the client into a mainstream classroom. In conjunction with behavior interventions, curriculum and classroom environment accommodations are identified as important factors in the successful transition of an autistic child from special education settings to regular education settings. Future research should evaluate the role and type of environmental factors, such as curriculum and classroom environment, that influence the successful transition of children with special needs including Autism as well as other developmental delays, to mainstream education settings. |
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| 101. Teaching Auditory-Visual Discriminations to Young Learners with Autism. |
| Area: EDC; Domain: Applied Research |
| KORINNE WEIMA (Brock University), Shauna McCambridge (Brock University), Tricia Corinne Vause (Brock University) |
| Abstract: Using an alternating treatments design, we are comparing a combined within and extra-stimulus prompting training package to the standard extra-stimulus prompting procedures often used in IBI programs for participants with autism and developmental delay.
The combined package consists of response preclusion procedures, within-stimulus size-fading procedures, direct response reinforcement, multiple auditory prompts, and the extra-stimulus presentation of a puppet. The standard training package consists of response preclusion procedures, error-correction and follow-up trial implementation, and extra-stimulus multiple auditory prompts with delayed point-prompt fading steps. If one of two packages is successful, this could be beneficial for incorporating into existing programs for teaching receptive language skills.
Currently, data collection for one participant is ongoing. Thus far, results are showing that the additional antecedent and consequential manipulations are needed to successfully teach auditory-visual discriminations. Data collection is ongoing and will be gathered for 3 additional participants. |
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| 102. Small Group Instruction for Students with Autism: General Case Training and Observational Learning. |
| Area: EDC; Domain: Applied Research |
| ELIF TEKIN-IFTAR (Anadolu University), Bunyamin Birkan (Tohum Vakfi, Istanbul) |
| Abstract: A multiple probe design across response chains and replicated across students was used to evaluate the effects of progressive time delay, combined with general case training and observational learning, delivered in the group teaching arrangement on teaching food and drink preparation skills at acquisition and maintenance level. Three children with autism participated in the study. The data suggested that all three students with autism acquired and maintained the targeted food and drink preparation skills through progressive time delay combined with general case training and observational learning at criterion level. In addition, students were able to acquire response chains through observation of the student in the group and generalized the acquired skills to similar response chains. Implications and future research needs are discussed based on the evaluation of the findings. |
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| 103. Investigating Video-Modeling as a Stand-Alone Treatment vs. a Component of a Treatment Package for Teaching Activity Schedules to Adolescents with Autism. |
| Area: EDC; Domain: Applied Research |
| MARY MEEHAN TAYLOR (The Institute for Effective Education), Jennifer L. Walk (The Institute for Effective Education), Matthew Bencal (The Institute for Effective Education), Kenneth Traupmann (The Institute for Effective Education) |
| Abstract: This study applied video-modeling technology to teach activity schedules to adolescents with autism. Participants in this study included two male students, ages 19 and 20, and one 11 year-old female student. Individual schedules were designed for each student, consisting of 3 discrete tasks, pre-tested as mastered, and one activity known to be reinforcing. Using a delayed multiple-baseline across subjects design, an attempt was then made to systematically replicate video-modeling methodology as a stand-alone treatment for teaching the individualized schedules to each student. Baseline was 14%, 54% and 7% of the 22-steps required for each schedule for participants 1, 2, and 3 respectively. Exposure to the video-model alone resulted in no measurable change for participants 1 & 3 and a decrease in participant 2’s behavior. Prompting and reinforcement of individual components were required in addition to the video-model in order for all participants to master their individual schedules. |
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| 104. Teaching Preschool Children Poison Prevention Skills. |
| Area: EDC; Domain: Applied Research |
| KELLY A. DANCHO (University of Kansas), Rachel H. Thompson (University of Kansas), Melissa M. Rhoades (University of Kansas), Stacy A. Layer (University of Kansas) |
| Abstract: Despite legislation and educational interventions to decrease poisonings, unintentional poisoning remains one of the leading causes of fatal and nonfatal injury in children under the age of six (National Center for Injury Prevention and Control, 2003). In addition, parent-based behavioral interventions have failed to eliminate poison hazards in the home (Tertinger, Greene, & Lutzker, 1984). Therefore, there is a need to equip children with the necessary poison prevention skills to further reduce the rate of unintentional poisoning. We evaluated the effectiveness of behavioral skills training (BST) for teaching preschool aged children poison prevention safety skills. Fifteen children were covertly observed in a baited assessment condition in which ambiguous, but edible, substances were present, and three children ingested the substances in baseline. Group BST was shown to be ineffective; however, in situ feedback and praise decreased ingestion to zero for all three children. Interobserver agreement was assessed during a minimum of 30% of all sessions, and agreement ranged between 80 and 100% for all participants. |
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| 105. Relational Learning of Children with Autistic Disorder through a Respondent-Type Procedure. |
| Area: EDC; Domain: Applied Research |
| KOSUKE TAKAHASHI (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: The present study examined the effectiveness of respondent-type procedure (Leader, Barnes, & Smeets, 1996) for teaching 6 persons’ names to an 11-year 7-month-old boy with autistic disorder. In respondent-type procedure condition, he successively observed (pointing and naming) three pairs of stimuli (a picture showing a person’s face and a printed word of the person’s name) for eight times each. After the observation, matching-to-sample test (matching picture to printed name) was conducted immediately. In baseline condition, only matching-to-sample test was conducted. A multiple baseline design across stimulus set was introduced. Although he showed low level of test score in baseline condition, he could match all pictures to printed name in respondent-type procedure condition. The results demonstrated that the respondent-type procedure could effective method to teach arbitrary stimulus relations for person with developmental disability. |
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| 106. Teaching Monetary Skills to Children with Autism Spectrum Disorder Using Stimulus Equivalence. |
| Area: EDC; Domain: Service Delivery |
| DANIELLE SAVONA (Brock University), Tricia Corinne Vause (Brock University), Vicki Pederson (Brock University), James C. K. Porter (Brock University), Maurice Feldman (Brock University) |
| Abstract: There is a paucity of research focusing on teaching life skills to children with Autism Spectrum Disorder (ASD). The purpose of the present study is to evaluate whether monetary skills can be taught, using stimulus equivalence, to school-aged children with ASD. We are using a within-subject multiple baseline design across relations with 3 children with ASD. Data collection involves training students to match printed prices to pictures of coins and pictures of coins to pictures of coin combinations. When the participants have mastered these relations, we will evaluate whether participants can demonstrate emergent relations. Finally we will test whether trained and emergent relations can be generalized to a naturalistic setting. The present research may provide preliminary evidence towards the benefits of using this teaching technology in EIBI and educational programs for children with ASD. |
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| 107. Teaching Equivalence Relations between Written Spanish Words, English Words and Pictures across Care Providers and Settings. |
| Area: EDC; Domain: Service Delivery |
| KRISTINE J. OLSON (Northern Arizona University, Dept. of Psychology), Nicole M. Roscoe (Baltimore County Public Schools, Pikesville High School), Andrew W. Gardner (Northern Arizona University, Dept. of Psychology) |
| Abstract: Stimulus equivalence procedures often utilize a match-to-sample (MTS) procedure to train relations between a sample stimulus and two alternative or comparison stimuli. Joyce et al. (1993) were able to teach English and Spanish words to two children with traumatic brain injury using pictures, bilingual verbal cues, and bilingual written words.
The present study used MTS to teach relations between English and Spanish language stimuli to an 8-year-old Hispanic boy diagnosed with autism. Care providers reported difficulties at school due to a monolingual (Spanish) home and attending a monolingual (English) school. Procedures across 3 stimulus classes were conducted by a therapist, mother and teacher, across settings.
Baseline emergent relations were probed, then MTS training for reflexive and symmetrical relations between Spanish written words and pictures as well as between pictures and English written words were conducted. Subsequently the child’s mother (home) and teacher (school) were trained to provide MTS training trials. Emergent relations were again probed after training. The results of this initial study demonstrated that a monolingual (Spanish) child with autism was successful in identifying English and Spanish written words (transitivity) across settings and care providers with an inter-observer agreement for 30% of total sessions. |
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| 108. The Effects of an Auditory Match-to-Sample Repertoire on Point to Point Correspondence of Mands and Tacts. |
| Area: EDC; Domain: Applied Research |
| VICTORIA STERKIN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Jennifer Longano (Columbia University Teachers College) |
| Abstract: This study used an auditory match-to-sample procedure (Chavez-Brown, 2005) to increase the exact echoics under both the mand and tact conditions. Three students in a self-contained CABAS? special education classroom in a public elementary school were chosen as participants for the study. The students were five to seven years of age, were diagnosed with developmental disabilities, and were chosen for the study due to their low levels of exact echoic behavior during pre-experimental probes. The dependent measure was echoics under mand and tact conditions while the independent measure was the auditory match-to-sample procedure. Upon Student’s A, B and C meeting criterion on phases one and two of the auditory match-to-sample procedure, the number of exact echoics increased under the mand condition for Student A and under both the mand and tact conditions for Student B, and decreased under both conditions for Student C. During the post-experimental probes, after meeting criterion on phases three and four, the number of exact echoics decreased under the mand conditions and increased significantly under the tact conditions for Student B. There was also an increase in one of the mand conditions and one of the tact conditions for Student C. Student A had not yet met criterion on the fourth phase of the procedure. |
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| 109. The Effects of Multiple Exemplar Instruction on the Transformation of Stimulus Function across Listener and Speaker Responses of Naming for Two Dimensional and Three Dimensional Objects. |
| Area: EDC; Domain: Applied Research |
| AMANDA J. RICH (Columbia University Teachers College), Ananya Goswami (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: Two studies were conducted to test the effects of multiple exemplar instruction on the emergence of the listener to speaker component of naming of two pre-school aged children for three-dimensional and two-dimensional objects. Experiment one tested the effects of multiple exemplar instruction on transformation of stimulus function for novel pictures across both the listener responses (i.e., pointing and matching) and the speaker responses (i.e. pure tacts and impure tacts). Experiment two tested the effects of multiple exemplar instruction on the transformation of stimulus function for novel items across listener response and speaker responses for three-dimensional objects. Two four-year-old males participated. Both lacked the listener to speaker component of naming in their repertoire. Three sets of five novel stimuli were used. Correct responses to probe trials for the untaught listener response (“point to _” and the untaught speaker responses (pure and impure tacts”) for the first and third sets of stimuli were the dependent measures of this study. The results of Experiment 1 and 2 demonstrated the transfer of stimulus function for the untaught speaker responses for two and three-dimensional objects. Neither participant demonstrated transformation of stimulus function for three-dimensional objects following MEI for two-dimensional objects. |
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| 110. Documenting the Progress of Pre-Service Teachers. |
| Area: EDC; Domain: Applied Research |
| KATIE E. HILDEBRAND (Pennsylvania State University), David L. Lee (Pennsylvania State University) |
| Abstract: Progress monitoring, through the use of curriculum-based measurements, is one type of informal assessment that utilizes weekly probes to examine student progress over time. There is much research on using this assessment to monitor the progress of school-age students in order to make instructional decisions. However, using curriculum-based measurements in a university setting with college students has not yet been investigated. Based on the strong evidence of this approach with elementary and high school students, the purpose of this research is to determine if administering a weekly probe to college students and monitoring their progress over time can help predict overall achievement in the course (i.e., the students' grade). Vocabulary probes, based on content covered throughout a course, were administered weekly to two university college classes. Preliminary results suggest that vocabulary curriculum-based measurements are a good predictor of final grades (i.e., average of exam scores). This information may be useful to both teacher trainers and behavior analysts because it allows for documentation of student progress over time. Furthermore, this could potentially allow teacher trainers and behavior analysts to make instructional decisions and intervene with students accordingly. |
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| 111. An Application of Stimulus Equivalence to Teach College Students Concepts of Inferential Statistics. |
| Area: EDC; Domain: Applied Research |
| DANIEL MARK FIENUP (Illinois State University), Daniel P. Covey (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: Instruction based on stimulus equivalence has been used to great effect with individuals with developmental disablities. Applications using stimulus equivalence with higher-functioning individuals are rarer. In this research project, college students in a Psychology Research Methods course learned concepts related to inferential statistics in a computerized module based on arbitrary matching to sample. In an attempt to maximize the efficiency of the instruction, trials were organized to promote the emergence of several untaught relations from two stimulus classes. One of the stimulus classes incorporated contextual relations. All students improved from the pre-test to the post-test. A micro-analysis of performance on the individual relations will be presented along with implications of this research and directions for future research. |
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| 112. A Pilot Study Using Guided Notes and Response Cards at the Postsecondary Level. |
| Area: EDC; Domain: Service Delivery |
| KARIN S. SCHUMACHER DYKE (University of Cincinnati), Shobana Musti-Rao (University of Cincinnati), Stephen Kroeger (University of Cincinnati) |
| Abstract: Instruction at the postsecondary level is predominantly lecture style. However, there is a body of evidence to show the positive relationship between students’ active engagement with academic tasks and achievement. This pilot study examined the effects of guided notes and response cards on students’ performance on weekly quiz scores and in-class participation. Using an ABCBC withdrawal design, guided notes and response cards used together were found to increase students’ quiz scores. Frequency of active student response was higher with use of response cards in comparison to when students were asked to raise their hands to answer teacher-posed questions. Results of consumer satisfaction surveys revealed that most students preferred guided notes and response cards to traditional style lectures in their college classrooms. The implications highlight the importance of the use of multiple and flexible modes of presentation in increasingly diverse classrooms filled with learners with multiple interests, ability levels, and learning styles. |
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| 113. A Comparison of Interteaching- and Lecture-Based Instruction: Contingencies Matter. |
| Area: EDC; Domain: Applied Research |
| HEATHER R. MOSIER (University of North Carolina, Wilmington), Lee D. Thomas (University of North Carolina, Wilmington), Rebecca Veenstra (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington) |
| Abstract: The effectiveness of interteaching and lecture formats was evaluated when class requirements were matched. Students in 2 sections of a research-methods undergraduate course participated. Before specific classes, students were instructed to answer questions on a study guide, for which they received 2 points toward their final grade. The 2 sections were quasi-randomly assigned to lecture or interteaching for each study guide. In the lecture condition, the instructor lectured on the material in the study guide. In the interteaching condition, students were paired and discussed the topics on the study guide. A short lecture was given after the interteaching session based on questions from the students. During the next class, a quiz, consisting of questions based on the study guide, was given to each section. In addition, 3 exams were given, each consisting of questions from the study guides from that unit and other questions that were not specifically on the study guides. Quiz and exam grades generally were not dependent on teaching condition. These data suggest that the contingency of completing the study guides before class may be responsible for the differences in grades across interteaching and lecture formats reported in previous research. |
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| 114. Do Interactive Response Systems Improve Students’ In-Class Performance? |
| Area: EDC; Domain: Applied Research |
| SAMANTHA SWINDELL (Washington State University), Thomas A. Brigham (Washington State University), Raymond O. Sacchi (Washington State University) |
| Abstract: A number of interactive response systems currently on the market enable presenters to ask questions and immediately display audience feedback during PowerPoint presentations. This study examined the effects of one such system on students’ in-class performance in an upper level psychology course. During the baseline phase, students attended PowerPoint lectures and completed an in-class exam. During the first treatment phase, students used hand-held remotes to respond to multiple-choice questions presented at the end of each lecture. Individual responses were recorded by a radio frequency receiver and the results were displayed on a PowerPoint slide immediately following each question. Students received extra credit points for each correct response. In the next phase, students continued to respond to questions and receive feedback, but did not receive extra credit points. During the final treatment phase, the extra credit contingency was reintroduced. It was predicted that the opportunity to respond using the interactive system would be associated with higher exam scores and better performance on the multiple-choice questions, and this effect would be greatest when correct responses resulted in extra credit points. The results of this study are discussed in terms of their implications for the use of technology in the classroom. |
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| 115. The Effects of a Classwide Peer Tutoring Program to Increase Learning Efficiency in a Psychology 101 Discussion Group. |
| Area: EDC; Domain: Service Delivery |
| KATHLEEN THERESE LAMBERT (Pacific Lutheran University), Michael C. Lambert (Western Washington University) |
| Abstract: This program was designed to increase the efficiency of discussion group meetings for a psychology 101 course for a small private university in the Northwest. An ABAB design was used to measure the effects of a traditional discussion session run by a teaching assistant (lecture and question and answer) versus classwide peer tutoring. Increases in student achievement on both discussion session quizzes as well as on course test scores were observed on content covered during the CWPT intervention phases. Consumer satisfaction scores for the CWPT intervention both by the teaching assistant as well as the 101 students were also higher than scores for the traditional discussion group session. |
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| 116. Listening Skills and Its Training. |
| Area: EDC; Domain: Basic Research |
| SUCEL MORAN (Universidad de Guadalajara, Mexico), Julio Varela (Universidad de Guadalajara, Mexico) |
| Abstract: Thirty college students were exposed to three kinds of training in order to promote listening skills according to a counterbalanced design: a) repetition of literal words; b) repetition of manifest causes; and c) repetition of arguments. The percentage of correct responses in blocks of similar non-reinforced trials before and after each kind of training served as the dependent variable. Each kind of training produced an increase in the percentage of correct responses from pretest to posttest blocks of trials, especially repetition of literal words. The best performance in all three kinds of tasks was observed when subjects began their training with repetition of arguments. Results are discussed in relation to similar experiments, highlighting the effects of the training sequences. |
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| 117. Developing Reading and Comprehension Skills in Psychology Students. |
| Area: EDC; Domain: Applied Research |
| ANTONIA RENTERIA (Universidad Nacional Autónoma de México), Jorge Luis Salinas Rdríguez (Universidad Nacional Autónoma de México) |
| Abstract: If we define learning as a complex adquisition process consisting in getting skills as tools of knowledge instead of memorizing contents, we must assume reading and comprehension as a large complex process of different tasks: to identify meaningfull information, to analize, to resume, to integrate and assess behavior modification text information. The main aim of this study was to develop different reading and comprehension skills in psychology students to increase active and creative participation in daily classes. An AB design was implemented and results show how students increased day by day work in class.
Data was analyzed according different learning theories and new information and communication technologies. |
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| 118. Strategy to Analyze Scientific Text in University Student. |
| Area: EDC; Domain: Applied Research |
| MARIA LUISA CEPEDA ISLAS (FES. Iztacala Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: The present work evaluated a reading comprehension strategy usage by Santoyo (1992-2001) which projects and develop competitions that goes farer than repetition abilities and knowledge expression letting formulate a meticulous analysis that integrates information and knowledge seen meaningfully that gives new otions and alternatives about formulation as theorical as methodological of an article functionally of comprehension and analysis. That strategy focus on considerate categories such as justification investigation objective analysis unit supuest basic, author strategy, interior and exterior consistence even the author conclusion own conclusion and alternative action courses to get new investigation that allows identification and deduction of scientific texts even value judging integration. A student’s group was invited to participate on a strategies reading workshop of scientific texts. Workshop was divided on two parts which consist on giving Knowledge to students about compression of the strategy, examines were handing simultaneity will and students questions were solved. Later postest was applied. Outcomes were analyzed on a descriptive way using as mean measure certain answers to certain question by model categories and comparation Postest were made which shows an increase on strategy handling. The student can have on effective way of performance during other situations that require the text analysis on a proposal and critical way. |
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| 119. Analysis of the Training Strategies used by an “Expert” Researcher while Training His Apprentice. |
| Area: EDC; Domain: Basic Research |
| MARIA ANTONIA PADILLA VARGAS (University of Guadalajara, Mexico), Jessica Liliana Buenrostro Daz (University of Guadalajara, Mexico) |
| Abstract: The objective of this study was to analyze the training strategies and feedback used by an “expert” researcher while training his apprentice. As part of his academic formation, the apprentice was incorporated to a research in progress. The objective of that research was to analyze how children solve problems. Eleven researchers participated in this project: the responsible, five associates, two posgraduate students and three students holding scholarships. During two years, the work meetings were recorded, transcribed and analyzed. The data analysis was centered in the identification of the strategies of training and feedback used by the expert researcher while training one of the scholarship holders of the group. Results showed that the main training strategy used by the expert was discussing with his apprentice the theoretical-conceptual aspects of the project, as well as the methodological-procedural ones. In each work session the expert showed the student the novel aspects of the project, and made demonstrations regarding punctual aspects about it. Besides, researcher corrected the apprentice every time he made a mistake. Further implications related to science teaching will be discussed. |
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| 120. How to Reduce Chatting in College Courses: Negative Punishment by Elimination of Attendance Score. |
| Area: EDC; Domain: Basic Research |
| SHIZUKA THUKADA (Teikyo University, Japan), Masaya Sato (Teikyo University, Japan) |
| Abstract: We reduced students' chatting in a classroom by negative punishement.
In our intervention, we took thier attendance cards when they were chatting and they lost attendance score. During the intervention, the chatting decreased remarkably and the loudness level of the classroom was decreased. I decreased a whisper by letting the attendance card confiscation attendant a whisper on a journey in this study and performed class environment improvement. |
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| 121. Effects of Sibling Support Programs on the Sibling Relationship of the Children with Developmental Delays. |
| Area: EDC; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea), Hyun-Mi Mun (Daegu University, South Korea), Jung Yeon Cho (Daegu University, South Korea), Gyeong Hee Seo (Daegu University, South Korea), Yunhee Shin (Daegu University, South Korea) |
| Abstract: The study examined the effects of sibling support programs on the attitude, family members' roles, and sibling and peer relationship of the children with developmental delays. Twelve siblings with age 10-12 participated in the study. Using a questionnaire, data was collected and the result showed that the siblings' positive attitude, family members' positive roles, and the sblings' peer relationships were distinctively improved. |
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| 122. The Effects of a Yoked Peer Contingency Game Board on Responding to Observational Learn Units. |
| Area: EDC; Domain: Applied Research |
| SHERI KINGSDORF (Columbia University Teachers College), Jennifer Longano (Columbia University Teachers College) |
| Abstract: An experiment was conducted to replicate the procedure used by Stolfi (2005) and Davies-Lackey (2005) to improve observational learning. The study was conducted with two participants to test the effects of using a yoked peer contingency game as an establishing operation to increase correct responding to observational learn units. The study took place in a CABAS® elementary school classroom, grades K-2. Participant A was a 7 year old male diagnosed with attention deficit hyperactivity disorder. Participant B, who functioned as a peer confederate, was a 7 year old girl diagnosed with an autism spectrum disorder. The study was conducted using an ABA reversal design. The dependent variable was the number of correct responses to direct and observational learn units of textually responding to three sets of state names. The independent variable was the use of the yoked peer contingency game. The results showed a significant increase in the number of correct responses emitted to observational learn units by Participant A, as a function of the yoked peer contingency game board as an establishing operation. |
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| #384 Poster Session - TPC |
| Monday, May 28, 2007 |
| 12:00 PM–1:30 PM |
| Manchester |
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| 123. Distinguishing Positive and Negative Reinforcement: Is Anybody Listening? |
| Area: TPC; Domain: Theory |
| ALICIA N. MACALEESE (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Long ago, Skinner (1938) drew a distinction between positive and negative reinforcement, this on the basis of whether a response produced (positive) or removed (negative) a stimulus. The examples he gave for positive reinforcement centered on responses that produced stimuli such as food and water, while examples of negative reinforcement centered on responses that removed stimuli such as shock and other aversive stimulation.
These distinctions survive to this day, and yet there is reason to believe that this distinction is unnecessary, and thus should be abandoned as Jack Michael argued in 1975. The purpose of this poster is to trace the development of this distinction and evaluate the impact Jack Michael's 1975 paper has had over the past 30+ years. |
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| 124. Some Neglected Topics in the Interval Timing Research and its Relationship with the Chronobiologie. |
| Area: TPC; Domain: Theory |
| DAVID LUNA (Centro de Estudios e Investigaciones en Comportamiento - University of Guadalajara) |
| Abstract: The estimation of the time is a fundamental ability for the survival of the organisms. For that reason, is not stranger that the study about possible underlying mechanisms to this ability has emerged substantially at least from last the three decades of century XX. The present knowledge on possible mechanisms implied in the temporary regulation of the behavior has been obtained through studies in chronobiologie and interval timing with both humans and animals. In each area a different kind of internal clock model has been proposed (i.e., biological and mental, respectively), and in some cases the possible relationship between each one of them has been evaluated. Nowadays there are results that discourage the existence of a direct relationship between both of them. In this poster some topics that have been neglected when studying the relations between both kinds of clocks are mentioned, recovering data of interest for the planning of future researches. Also is considered not solved questions in the study of the interval timing. |
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| 125. Single-Subject Statistical Analysis in an Applied Setting: A Comparative Investigation of Statistical Process Control and Conservative Dual Criteria Procedures. |
| Area: TPC; Domain: Theory |
| JASON MATTHEW KELLER (Spalding University) |
| Abstract: The statistical process control (SPC) and the conservative dual criteria (CDC) procedures are two statistical approaches which have been developed as an alternative to visual analysis of single-subject data. Few behavior analysts utilize these procedures in an applied setting where there is continuous data collection and higher levels of variability. The study compared the two statistical approaches using 29 data sets from nine participants with developmental disabilities who were receiving behavioral interventions in the community. The data is in the process of being analyzed and the results will report the agreement between the two procedures. The implications that the results may have on future clinical practice will be discussed. |
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| 126. A Critical Review of the Literature Comparing the Use of Functional, Arbitrary, and Preferred Stimulus Reinforcers in Response Suppression Contingencies. |
| Area: TPC; Domain: Applied Research |
| TAMARA L. PAWICH (Eastern Michigan University), Zina A. Eluri (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Functional analysis methodology is logically founded in the principles of operant conditioning and frequently results in effective functionally-derived contingencies; however, empirical demonstrations of its treatment utility are lacking in the current literature. There are studies using extinction, differential reinforcement, and noncontingent reinforcement that demonstrate the superiority of functional versus arbitrary reinforcers. However, preliminary research indicates that when incorporating arbitrary stimuli that are also preferred, differential and noncontingent reinforcement schedules are equally or more effective in response reduction than when functional reinforcers are used within these same contingencies. In extinction procedures, the role of preferred stimuli is less potent. However, when using interpolated schedules to provide continuous reinforcement with preferred stimuli followed by extinction with those same stimuli, at least some response-rate reduction occurs. These findings would imply that conducting a functional analysis in order to implement a functionally-derived contingency intervention may have more limited treatment utility than is assumed. This poster will present a literature review of the studies relevant to this theoretical issue. |
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| 127. Respondent and Operant Relations in Emotional Phenomena. |
| Area: TPC; Domain: Theory |
| EMMANUEL Z. TOURINHO (Universidade Federal do Para), Rosangela Darwich (Universidade da Amazonia) |
| Abstract: Emotional phenomena may include operant and respondent relations. In the present study, possible interrelations among operant and respondent relations in emotional phenomena are examined, in the light of a selectionist causal mode. It is argued that events in an operant relation may acquire new functions that explain conditioned emotional phenomena. An event B, which originally shows reinforcing functions to a response R1 may also acquire an eliciting function for a response r2. Event A which originally shows discriminative functions for R1 may also acquire a conditioned eliciting function to r2, as a result of being presented right before B. The response r2 may itself acquire discriminative functions for R1. These and other interrelated operant (including self-descriptions) and respondent relations may be interpreted as a product of ontogenesis. The respondent relations involved may be interpreted as collateral products of operant contingencies, as argued by Skinner. Thus, an explanation of the emotional phenomena that include operant and respondent relations may simply resort to the causal mode of selection by consequences. Also, changes in the emotional phenomenon may be produced by changes in the operant contingency. Such interpretation may be useful to the accomplishment of functional analysis in practical settings. |
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| 128. Social Validity Assessments: Understanding the Social Importance of Goals, Procedures, and Outcomes in Early Childhood Special Education. |
| Area: TPC; Domain: Theory |
| YASEMIN TURAN (San Diego State University), Hedda Meadan (Illinois State University) |
| Abstract: Family members and educational team members frequently participate in the decision-making process in program planning, implementing, and evaluating for young children with disabilities. The decisions typically are made in three areas: (a) choosing appropriate goals to be targeted, (b) identifying appropriate intervention procedures and strategies to be used, and (c) determining appropriate child outcomes to be achieved. Even though these areas are often clear for all parties, defining what are "appropriate" goals, procedures, or outcomes is a challenge. Kazdin (1977) and Wolf (1978) were the first to introduce the concept of "social validity" to determine socially appropriate goals, procedures and outcomes. It is evolved as "a resolution of the conflict between objective behavior measures of outcome and more subjective measures of value, social importance and utility" (Winett, Moore, & Anderson, 1991) and is required to collect evaluative information to assist in program planning and evaluation (Schwartz & Baer, 1991). Although the concept of social validity is widely known, it continues to be a challenge when developing intervention programs for young children with disabilities. The purpose of this poster is to describe social validity and its methods and discuss its implications in the context of early childhood special education. |
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| 129. Pre-Service Early Childhood Teachers' Attitudes for Inclusion of Children with Special Needs. |
| Area: TPC; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea), Gyeong Hee Seo (Daegu University, South Korea), Du Hee Kim (Daegu University, South Korea), Hye Sook Moon (Daegu University, South Korea), Jeong Bae Kang (Daegu University, South Korea), Weon Ok Koo (Daegu University, South Korea) |
| Abstract: The present study investigated differences in attitudes for inclusion of pre-service early childhood majoring teachers campare with pre-service early childhood teachers, double majoring early childhood special education. |
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| 130. The Relationship between Psychiatric Disorders and Challenging Behavior. |
| Area: TPC; Domain: Theory |
| BØRGE HOLDEN (Habilitation Services Hedmark, Norway) |
| Abstract: Behavior analysis is the most evidence-based approach to treating challenging behavior. Challenging behavior can, however, be hard to treat. One reason is that functional analyses might fail. In recent years, challenging behavior has increasingly been explained by way of psychiatric disorders. Although it has been demonstrated that alleviation of psychiatric symptoms has concurrently alleviated challenging behavior, 20 years of research has not provided us with a clear understanding of the relationship between psychiatric disorders and challenging behavior. I will argue that, by and large, psychiatric disorders do not explain challenging behavior. Rather, the basis for diagnosing psychiatric disorders is (1) deviant and/or operant behvior, (2) deviant sensitivity to environmental events, as in depression, mania and anxiety disorders, and (3) rule governance, like imperative hallucinations. Challenging behavior may occur when (1) operant behavior is blocked, (2) when sensitivity is combined with more immediate conditions like demands and lack of reinforcers, or (3) as a direct result of rule governance. Treatment implications are discussed. |
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| 131. Implications for Assessment and Treatment of Cyclically Occurring Problem Behavior. |
| Area: TPC; Domain: Applied Research |
| JENNIFER RUSAK (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Dorcille Jernigan (Kennedy Krieger Institute) |
| Abstract: Problem behavior that occurs in a cyclical pattern poses a challenge for assessment and treatment. Cyclical behavior does not always occur in an orderly fashion where the up and down cycles are easily predicted. If cyclical patterns of behavior are not identified and controlled for prior to assessment and treatment false conclusions may be drawn regarding function and the cause of behavior change during treatment. In addition, experimental design techniques such as a reversal design may not be appropriate in these cases. In the current study, the problem behavior of a 15-year-old male admitted to an inpatient facility for the treatment of severe hand to head self-injurious behavior (SIB) occurred at very different rates across time. Results from two functional analyses separated by eight days revealed drastically different levels of problem behavior. Dependent measures conducted daily confirmed the presence of a cyclical pattern. These measures were then used to aide in decision-making during treatment evaluations. For example, baseline and treatment sessions within a treatment evaluation were conducted during periods of time when the dependent measure indicated that problem behavior was likely to occur. Results have implications for how cyclical patterns of behavior can affect the assessment and evaluation of interventions. |
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| 132. Connecting and Disconnecting: Reinforcement and Extinction in Social Networks. |
| Area: TPC; Domain: Theory |
| BRITT ANDERSEN (Akershus University College), Ingunn Sandaker (Akershus University College) |
| Abstract: The continuum from robustness to vulnerability may be described in terms of resistance to extinction. On a systems level, the cessation of interaction between agents means that the system as a definable unit ceases to exist. Agents may form new relations with familiar agents, or new agents may appear. The concept of critical mass may be useful when we observe that behavior or interaction between agents that constitute the system changes in such a way that the defining characteristics of the system (defining characteristics considered as properties at system level) no longer are apparent. The unit of analysis is defined by the properties of the system that distinguish it from other systems on the same level of reduction (or scale of magnitude / complexity), and by how the system is distinguished from other levels of reduction. |
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| 133. A Survey of Reliability and Procedural Integrity Measures in JABA from 1980 to 2005. |
| Area: TPC; Domain: Theory |
| DOUGLAS E. KOSTEWICZ (Pennsylvania State University), Shawn M. Datchuk (Pennsylvania State University), Sean D. Casey (Pennsylvania State University) |
| Abstract: The importance of reliability measures on dependent and independent variables has been well-established as a hallmark of applied behavior analysis research (Baer, Wolf, Risley 1968; Kazdin 1972, Johnson & Pennypacker 1989). How often do articles report these measures in the preeminent journal in ABA? We sampled the reliability measures found within JABA between 1980 and 2005 for each experimental article. The type of agreement formula, the assessment of reliability on all measures, the training of observers, and procedural integrity measures, were measured and reported across years. This study extends the previous literature examining reliability measures in JABA (Kelly 1972; Kelly 1976; Peterson 1982; & Gresham 1992) by including brief reports for analysis. |
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| 134. Alternative Methods for Calculating Reliability in Studies with Large Sample Sizes. |
| Area: TPC; Domain: Basic Research |
| MIMI L. MCDONNELL (University of Minnesota), Erin M. Holton (University of Minnesota), LeAnne Denise Johnson (University of Minnesota), Jennifer J. McComas (University of Minnesota), Stacy E. Danov (University of Minnesota), Joseph H. Wehby (Vanderbilt University, Behavior Research Center) |
| Abstract: Traditional interobserver agreement (IOA), calculated by dividing agreements by the sum of agreements and disagreements and then multiplying by 100%, is often used as an index of reliability of direct observational research in single case designs. However, when large data sets are analyzed, other indices of reliability may be more appropriate to account for error and to accommodate for non-occurrence. Generalizability theory (G-theory) offers an alternative to traditional interobserver agreement, which allows the researcher to account for error based on specified facets, such as participants and observers (Suen & Ary, 1989). The current study collected direct observation real time data on a random sample of 16 elementary aged participants which are part of a larger study to explore the utility of using G-Theory as an alternative measure of reliability. A direct comparison between the results of g and d analyses and traditional percent agreement will be presented and discussion of findings will include the reliability of live verses video taped observations. |
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| 135. Behavioral Interpretations of Popular Judeo-Christian Biblically-Inspired Moralistic Sayings. |
| Area: TPC; Domain: Theory |
| STEPHEN RAY FLORA (Youngstown State University), Michael Guy Augustine (Youngstown State University), Brittany Danielle Dick (Youngstown State University), Anna Helen Grzebieniak (Youngstown State University), Jenifer Ann Moorhead (Youngstown State University) |
| Abstract: Moralistic sayings can serve as ethical guidelines, functioning as instructions for rule governed ethical behavior. Martin and Pear argue: “This is one way that people learn to emit behavior that is ethical and refrain from behavior that is unethical” (2007, p. 403). Martin and Pear further argue that ethical behavior promotes the survival of the culture. If moralistic sayings function as instructions for rule governed behavior, they should direct how one should behave. Thus moralistic sayings should be amenable to interpretation with standard behavioral terms. As a method of analyzing recommendations for ethical behavior in society, several popular Judeo-Christian biblically inspired moralistic sayings are presented with corresponding behavioral interpretations. This exercise can be used to teach behavior principles to people who are not familiar with behavioral terms or may be resistant to using behavioral interventions. Furthermore, the behavioral recommendations can be used to teach ethical behaviors to those who are resistant to using biblical recommendations. |
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| 136. Expanding the Limits of Behavioral Research through Simulation Technology. |
| Area: TPC; Domain: Applied Research |
| ERICK K. A. MARMOLEJO (Western Michigan University), Jim Shurbutt (Western Michigan University), Michelle J. VanWagner (Western Michigan University), Brian J. Crowley-Koch (Western Michigan University), Ron Van Houten (Western Michigan University) |
| Abstract: Simulation research is an effective way to study a variety of behavioral safety problems in a risk free environment using behavior analysis research methodology. Aviation has employed this technology to provide recurrent training in crew resource management and emergency skills with great success. The Behavior Analysis Applied Science Lab, one of Western Michigan University’s newest applied behavior analysis research labs, has developed a driving and flight simulation lab in order to conduct research in the areas of traffic and aviation safety. Once set up, simulation laboratory research is inexpensive and highly efficient to run. This poster will describe how this simulation research can be used to examine: 1. Problems that are difficult to study in the normal flying or driving environment because of inherent risk. 2. Safety problems that have significant consequences that only occur at a low frequency under normal conditions. 3. Problems that involve training individuals with physical disabilities to resume driving and flying in a safe environment. This paper will explore how this technology can be used to address each of these issues. |
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| #445 Poster Session - AUT |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
|
| 1. Intellectual Functioning in Children with Autism: Circumventing Common Assessment Problems. |
| Area: AUT; Domain: Service Delivery |
| JASON C. VLADESCU (Central Michigan University) |
| Abstract: The intelligence level of many children diagnosed with Autism may be underestimated because of assessment procedures that are ineffective considering the characteristics associated with this disorder. This poster presentation will describe a study designed to circumvent these assessment problems for 3-year-old children with Autism. The difficulties that can present when assessing these children will be described and procedures that can address these concerns will be discussed. The effectiveness of these procedures on results from two norm-referenced intelligence measures will be presented (data to be collected). The results will be compared with the current literature. The accuracy of the reported percentages of children with Autism functioning in the cognitively impaired range, and the severity of impairment for these children will be explored. Participants will learn of the effectiveness of using these strategies (e.g., pacing of item presentation, response momentum) for enhancing the accuracy of assessment results for young children with Autism. |
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| 2. Interventions for Infants at Risk for Autistic Spectrum Disorders. |
| Area: AUT; Domain: Service Delivery |
| MAURICE FELDMAN (Brock University), Kaleigh D. Regehr (Brock University) |
| Abstract: The purpose of this study was to identify evidence-based and non-supported services used by parents when symptoms of ASD are detected in their infants who have older siblings with ASD. The 23 infants ranged from 7-39 months old; male:female ratio was 19:4.The parents (who were participating in a prospective study of infants at biological risk for ASD and reported developmental and behavioral problems in their infants) were interviewed over the phone. They completed a service questionnaire that listed popular services and interventions for young children with ASD. Likert-type rating scales were used to measure parent involvement in service, perceived need, satisfaction, effectiveness, parental stress and self-efficacy. The Service Questionnaire was completed for the at-risk infant and the affected sibling. Results showed that the most common services for at-risk infants was Speech-Language Therapy, day care, vitamin therapy, sensory integration and prescription medication. Parents reported being generally involved and satisfied with the services they receive for their at-risk infant. They did not report significant reductions in stress or increases in self-efficacy related to the services. These results extend previous findings (e.g., Smith & Antolovich, 2000) concerning parents’ reported use of nonvalidated treatments for their children with ASD to infant siblings. |
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| 3. Preliminary Outcome Data for a Verbal Behavior Group ABA Early Intensive Intervention Program. |
| Area: AUT; Domain: Service Delivery |
| SUZANNE S. JACOBSEN (ABA Learning Centre), Richard A. Stock (ABA Learning Centre) |
| Abstract: Across Canada, provinces provide varying levels of financial support for early intensive behavioral intervention programs for children diagnosed with autism. A common feature of these programs is that services are delivered in home-based settings. However, this model of service delivery is not feasible for many families (i.e. both parents work outside of the home) and currently there is little in the way of alternative service models. This poster will present preliminary outcome data from a group applied behavior analysis (GABA) early intervention program that provides 25 hours per week of intensive behavioral intervention in a classroom of 8 children. The GABA program employs one-on-one, two-on-one, and small group instruction in a preschool-type setting. Intervention is delivered by five early childhood educators who are taught to implement a wide range of interventions based on the principles of ABA and verbal behavior (VB). Clinical supervision is provided weekly by a Board Certified Behavior Analyst. Outcome instruments include measures of language comprehension and expression, cognitive abilities, and adaptive behavior, as well as parent satisfaction. The group ABA model has the potential to produce significant outcomes within a cost effective service model that also provides a choice to families seeking behavioral intervention for autism. |
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| 4. Early Intervention and Treatment of Autism Spectrum Disorder: Evidence-Based Behavioral Practices Versus Actual Practices. |
| Area: AUT; Domain: Service Delivery |
| ROBYN CONLEY DOWNS (Central Washington University), Andrew M. Downs (Central Washington University) |
| Abstract: To guide the development of an evidence-based early intervention autism spectrum disorder program in an underserved community in Washington State, the research literature regarding recommended practices was reviewed and synthesized. Additionally, surveys were sent to 27 publicly funded autism-specific programs in Oregon and Washington. The surveys were designed to obtain information related to practices and program development issues. Descriptive data are reported regarding eligibility, wait time, intensity of services, theoretical approaches, instructional methods, access to typically developing peers, positive behavioral support, personnel, family involvement, transition issues, outcome measurement, and funding. Results indicated a wide variation in practices and the existence of practices not recommended in the literature. The results provide an excellent picture of practices currently utilized by early intervention programs in the Northwest. For example, of the 18 programs surveyed, four reported using applied behavior analytic approaches exclusively, 13 reported using a blend of approaches that included applied behavior analysis, and one program reported not using applied behavior analytic techniques. Survey and literature review results are synthesized and discussed in the context of developing a comprehensive early intervention program for children with autism spectrum disorder. |
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| 5. A Comparison of IQ, Language, and Adaptive Functioning for Children Who Received Intensive Behavioral Treatment and Children Placed on a Waiting List Control Group, Results after Approximately 1 Year. |
| Area: AUT; Domain: Applied Research |
| TAMLYNN DIANNE GRAUPNER (Wisconsin Early Autism Project), Glen O. Sallows (Wisconsin Early Autism Project) |
| Abstract: Twenty three children who were accepted in order of application, received intensive behavioral treatment. Another group of 12 children began treatment after implementation of a state imposed waiver and were placed on a waiting list for 8 to 14 months. The treatment group was tested just prior to treatment and one year after onset of treatment. The control group was tested when first screened, and again just prior to the start of treatment, approximately one year later. Measures for both groups included IQ, language and adaptive behavior. Results for the treatment group showed an increase in IQ of 26 points after 1 year. By contrast, the waiting list control group showed a loss of 5 IQ points over the year they awaited treatment. The loss in IQ points was double for children under 3 1/2 at screening. Results indicate that children with autism who do not receive treatment lose skills. We intend to follow-up with these children after they begin treatment to determine whether these early losses can be remediated. |
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| 6. Follow-Up at Age Ten of Children with Autism Who Received EIBI from Age Three to Seven. |
| Area: AUT; Domain: Applied Research |
| TAMLYNN DIANNE GRAUPNER (Wisconsin Early Autism Project), Glen O. Sallows (Wisconsin Early Autism Project) |
| Abstract: Thirty-five preschool age children with autism were randomly assigned to one of two treatment groups. One group received treatment and supervision as described by Lovaas. The other received one-fourth of the supervision and were allowed to select the number of weekly hours of treatment. Anual measures included IQ, language, and adaptive skills. Post-treatment only measures included the Personality Inventory for Children, the Teacher and Parent Child Behavior Checklist, the Teacher Vineland, and the Woodcock-Johnson Tests of Achievement. Following four to five years of treatment, results showed no difference between the two treatment models. In both groups, about half of the children showed dramatic improvement (termed Rapid Learners), reaching average levels of IQ, language, social and academic skills. Residual symptoms in terms of some social difficulty remained for about 1/3 of the Rapid Learners.
The Rapid Learners have now been re-evaluated at age ten, three years after treatment stopped. Results show that IQ and language skills were maintained, but three children showed continued social difficulty and one of these was placed in a special education class. |
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| 7. Functional Analysis and Treatment of Stereotypical Behavior for Two Children with Autism. |
| Area: AUT; Domain: Applied Research |
| YI-CHIEH CHUNG (The Ohio State University), Wern-Ing Niew (National Kaohsiung Normal University) |
| Abstract: In this investigation, researchers experimentally assessed functions of stereotypical behaviors and evaluated effects of function-based interventions to decrease problem behaviors for two children with autism (a 6-year-old boy and a 5-year-old girl). A functional analysis (phase 1) identified that stereotypical behavior was maintained by multiple reinforcement (attention and automatic reinforcement) for the boy and by automatic reinforcement for the girl. Stimulus preferences and reinforcers assessment were used to determine the reinforcers of each child in phase 2. In the treatment phase (phase 3), researchers combined functional communication training (FCT) and noncontingent reinforcement (NCR) to intervene stereotypical behavior for two children with autism. Results of two participants showed that function-based interventions could be successfully taught to decrease two children’s stereotypical behaviors. |
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| 8. Systematic and Long-Term Evaluation of Behavioral Intervention in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JUN'ICHI YAMAMOTO (Keio University, Japan), Nozomi Naoi (Keio University, Japan) |
| Abstract: We constructed a comprehensive intervention program in Japanese young children with autistic disorders for establishing functional verbal behavior, and evaluated the effect of the program using various kinds of measures. Thirteen children with autistic disorders and their parents participated in the present study. First, we evaluated severity of autistic disorders, developmental level, and adaptive level. The teaching intervention was conducted once a week at the university for each child for one-hour session. The parents looked at all of the teaching session through one-way-mirror, and the supervisor conducted behavioral consultation for the parents. The parents implemented home-based teaching and recorded the performance and related verbal behavior of the child. The following teaching curriculum was applied through discrete-trial teaching and incidental teaching; positive social interactions, functional and symbolic play skills, joint attention, motor imitation and vocal imitation, listener skills, speaker skills, literacy skills. Ten children acquired functional verbal behavior with two and more utterance, expanded naming-vocabulary, developed mand and tact. Since three children did not acquire clear spoken expression, we taught them visual communication. The results suggest that the teaching curriculum should be systematically constructed for fitting individual characteristics and environmental conditions of the children with autistic disorder. |
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| 9. Is the Behavioral Progress Made at JRC Sustainable and Generalizeable? A Follow-Up Study of Former JRC Students. |
| Area: AUT; Domain: Applied Research |
| ROSEMARY SILVA (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Peter E. Jaberg (Judge Rotenberg Educational Center), Andre Vlok (Judge Rotenberg Educational Center), Joseph Assalone (Judge Rotenberg Educational Center) |
| Abstract: This study examines the post-treatment outcomes of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming. The students were evaluated after leaving JRC (ranging from 6 months up to a number of years since discharge), using both a subjective General Life Adjustment rating (obtained from guardians, former students, and JRC staff) and an objective count of certain Quality of Life Indicators. The group of students as a whole showed marked improvement over their status prior to enrolling in JRC on both of the measures employed. |
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| 10. Intensive Supervision for Teachers Conducting Behavioral Treatment for Children with Autism in Indonesia. |
| Area: AUT; Domain: Service Delivery |
| KOJI TAKEUCHI (Japan Agency of Science and Technology), Jun'ichi Yamamoto (Keio University, Japan), Mizuho Hisatomi (Keio University, Japan) |
| Abstract: The purpose of the present study was to clarify the type of intensive supervision needed by teachers who were applying behavioral treatment for children with autism in the absence of constant supervision. Five children (3-9 years) and their teachers living in Indonesia participated. The results of observation prior to the supervision indicated that although the teachers had learned basic behavioral techniques from manuals and textbooks, the children’s correct response rates were relatively low. During the supervising sessions, teachers received instruction and modeling on the following points: 1) selecting appropriate programs, 2) using strategies to minimize errors, and 3) presenting a variety of rewards. The results showed that after this supervision, the children’s correct response rates increased, and the teachers presented a greater variety of rewards. The results were discussed in terms of 1) teaching techniques that teachers could learn from manuals and textbooks, 2) necessary supervision, and 3) the general effects of intensive supervision for teachers conducting behavioral treatment in areas having few professionals. |
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| 11. A Preliminary Outcome Analysis of Behavioral Intervention for Four Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| SCOTT BRAUD (Center for Autism and Related Disorders, Inc.), J. Helen Yoo (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: The number of outcomes studies demonstrating the effectiveness of behavioral intervention for children with autism continues to grow (most recently Cohen, Amerine-Dickens, & Smith, 2006; Howard et al., 2005; and Sallows & Graupner, 2005). As more outcome data become available, it is necessary to develop ways of examining data to reflect progress and actual changes in child behavior. The current poster presents data for four children with autism following 1 year of behavioral intervention services. Two children (age 3) received 30-40 hours per week of behavioral intervention, while the remaining two (ages 3 and 6) received 10-20 hours per week. Data include cumulative skills mastered and scores from standardized measures, with additional data to be collected. Child outcomes and the relationship between the measure of mastered skills and standardized measures will be discussed. |
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| 12. Teaching Adults with Autism: A Data-Based Literature Review of Various ABA Treatment Options. |
| Area: AUT; Domain: Applied Research |
| REBECCA ALLEN (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: The effectiveness of teaching techniques, based on the theories of applied behavior analysis, for individuals with autism has been well documented over the past several decades. Among others, some techniques that are frequently mentioned in the literature include video modeling, language scripts, social stories, discrete trial instruction, independent activity schedules and audio prompts. When reviewing the literature, over 160 peer reviewed articles specifically investigated the effectiveness of these teaching procedures with individuals with autism. Not surprisingly, the overwhelming majority of these studies focused on younger children with autism. Given the fact that the students who received intense ABA intervention in the early 1990’s are now reaching adulthood, the need to review research for adult populations is highly important. The current poster investigates the literature behind various ABA teaching strategies for adults with autism. Articles were collected through an extensive PsychInfo search and restricted to peer- reviewed journals. Data will be presented on effectiveness, best practice procedures, experimental design, target population and dependent variables. Discussion issues will be listed and future directions outlined. |
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| 13. Outcomes of a Combined Provision of Centre-Based Behavioural Treatment and Placement in Mainstream School for Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| ALISON SHARLAND (Highfield Centre), Sigmund Eldevik (Highfield Centre), J. Carl Hughes (University of Wales) |
| Abstract: A new model of provision for autistic children is being tested. Children are integrated part time in mainstream pre-school or school (depending on their age) while receiving more systematic behavioural intervention in a centre based environment. The centre trains and certifies all staff that is involved in treatment. The children are typically followed a total of ca 40 hours a week and it is individually determined how much time that should be spent on working with targets in school, and how much time that should be spent working on targets at the centre each week. Outcome data after one year of treatment are presented. |
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| 14. Project ASSESS: A Team-Based Model for Supporting Students with Asperger's Syndrome and High-Functioning Autism in School Settings. |
| Area: AUT; Domain: Service Delivery |
| JESSE W. JOHNSON (Northern Illinois University), Martha Coutinho (East Tennessee State University), Donald Oswald (Virginia Commonwealth University) |
| Abstract: Children with AS/HFA are difficult to identify and teach effectively and often underachieve in core subject areas. Students with AS/HFA interact poorly with peers, have narrow interests, and maintain nonfunctional routines. Although generally average or above average in intelligence, they often have trouble learning abstract concepts, understanding and interpreting social information, and problem solving. Identification of AS/HFA is increasing dramatically, and AS/HFA would represent the 5th largest category of students under IDEA if a separate category.
The purpose of the Project ASSESS is to support a professional development for educators of students with AS/HFA. The intervention facilitates a process by which school-based teams, including parents, teachers, and other professionals, can effectively collaborate to support appropriate, individualized, high quality instruction, appropriate accommodations, and positive behavior support in the least restrictive environment.
The authors will present some initial data on the implementation of Project ASSESS in public school settings in Tennessee, Virginia and Illinois. The project will be described through a series of case studies and examples in a team-based collaboration and problem solving process. This process is designed to assist teams through a) identifying appropriate goals for intervention, b) gathering and analyzing relevant information, c) developing individualized intervention plans for the classroom, and d) evaluating the effectiveness of the plan. The initial data suggests that Project ASSESS is providing school-based teams with an effective and practical model for meeting the needs of this challenging group of students. |
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| 15. Assessing the Efficacy of Transitioning a Student from a Most to Least Restrictive School Environment Regarding Appropriate Environment, Training, and the Analysis of Follow-Up Data Post Placement. |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER A. TULLIS (The Marcus Institute), Garrett M. Purnell (The Marcus Institute), Catherine Trapani (The Marcus Institute) |
| Abstract: Transition planning from restrictive to community-based school placements is a critical issue for students with autism and moderate to severe levels of mental retardation. Instruments typically used to measure achievement and ability to move to a more advanced educational level may not be appropriate for individuals with severe disabilities. Other supplemental assessments such as curriculum assessments, interviews and environmental assessments have been used with special needs populations but may be subjective with more severe populations (Clark, G.M., 1998, p37). The current investigation demonstrates a method for assessing the efficacy of a transition from a most to a least restrictive school setting including the variables to be considered when selecting an appropriate environment, staff training, and analysis of follow-up data after placement. |
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| 16. Asperger's Syndrome: Implementing Best Practices in Public School Settings and Pinpointing Barriers to Success. |
| Area: AUT; 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. Breakdown on which best practices appear more difficult to implement will be noted with hypotheses on reasons for poor implementation in critical best practice areas. 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 barriers to implementation and success at each grade level, 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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| 17. Reducing Self-Injury with Systematically Faded Differential Reinforcement. |
| Area: AUT; Domain: Applied Research |
| ALLISON L. DOUGLAS (The May Institute), Shannon Kay (The May Institute) |
| Abstract: A 10 year old girl with autism displayed unusual self-injurious behavior which involved putting saliva in her nose, then removing tissue from her tongue, upper lip or nostril. A 15 minute differential reinforcement of other behavior plan significantly reduced the behavior, but the behavior returned when the plan was removed. The plan was re-introduced with criteria for gradually fading the differential reinforcement. Additionally, rather than receiving immediate reinforcement, pieces of a picture representing the reinforcer were delivered to the child, and she received the reinforcer once the picture was complete. The behavior was significantly reduced and treatment gains were maintained. |
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| 18. Comparing Data Taking Methods to Improve the Accuracy and Effectiveness of Tutors in Schools. |
| Area: AUT; Domain: Applied Research |
| BECKY CUTLER (Child Life Education) |
| Abstract: Recording data can be a challenge for tutors in a school and home based setting, specifically when the student exhibits maladaptive or complex behaviors. Tutors often do not see the long-term results or purpose of taking data and find it time consuming. The goal of this study was to identify the most effective, efficient and realistic recording method to be used in a school setting. Six tutors were selected to participate in this study. They were paired with students on the autism spectrum varying in ages from 8-12 years of age. Various recording methods were targeted including, paper and pencil, and technology devices (i.e.: palm pilot). An alternating treatment design was conducted in an effort to identify the most effective strategies to use when teaching staff to record data with children in a therapeutic intervention program. A tutor feedback form was used to record inter-observer reliability. |
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| 19. Decreasing Problem Behaviors through the Use of PECS Training. |
| Area: AUT; Domain: Applied Research |
| STEPHANIE NOSTIN (The Speech Therapy Group), Kristofer Van Herp (Greater Lawrence Educational Collaborative) |
| Abstract: Children with autism exhibit decreased receptive and expressive linguistic skills, when compared to their typically developing peers. Decreased linguistic skills directly affect the ability to obtain reinforcement for functional communication, when a need is present. Problematic behaviors develop in order to communicate to the listener that a need is not being met. With communication training, the reinforcement contingency for problem behavior can be eliminated. Therefore, the maintaining reinforcer can be used to teach alternative responses (Kelley, Lerman & Van Camp, 2002). The purpose of this study was to define the affect an increase in functional communication would have on problem behaviors. It was hypothesized that an increase in functional communication, using Picture Exchange Communication (PECS), would decrease problem behaviors. Three adolescents, diagnosed on the autism spectrum, were selected and trained in the PECS program based upon functional assessment of their problem behaviors. Through the use of a multiple-baseline design, stages one and two of PECS were trained with each individual. Results of the study demonstrated a decrease in problem behaviors and an increase in independent instances of functional communication. These findings support the position that an increase in the use of functional communication using PECS can decrease problem behavior. |
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| 20. Functional Communication Training and Aggression in Two Boys with Autism. |
| Area: AUT; Domain: Applied Research |
| JANE I. CARLSON (The May Institute), Laura Butler (The May Institute), Nicholas J. Golden (The May Institute) |
| Abstract: Functional Communication Training was used to treat severe aggression motivated by escape from task demands in two boys with autism. Functional assessment data identified escape as the primary motivating variable for severe aggression (biting, head-butting, and scratching). Antecedents included task demands, multiple demands, and correction during instruction. A multiple-baseline design across subjects was used. A "break' response was established on a FR1 schedule which was then thinned to an FR3 schedule for both participants. Aggression, which was frequent and resulted in staff injury during baseline, was reduced to near zero rates during FCT training and maintained at a low rate during schedule thinning (IOA = 99% and 95% for each participant). |
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| 21. Parent Training Program Using Internet for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MASAHIKO INOUE (Hyogo University of Teacher Education) |
| Abstract: Twenty families and their children with autism participated in parent training program using internet.During Basic training course, parents were taught principles and techniques about behavior modification.And then they learned to design programs for their children in advanced training course.After training, their knowledge about ABA were increased and their stress decreased.Many effective programs were developed by parents and their children acquired many skills. |
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| 22. A Comparison of Two Methods for Teaching Auditory-Visual Discriminations to Young Children with PDD. |
| Area: AUT; Domain: Applied Research |
| KIM KLEMEK (BEACON Services), Carol Depedro (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Auditory-visual matching to sample is a common approach for teaching stimulus relations between spoken words and pictures or symbols in special education settings (Dube & McIlvane, 1999). There are several procedures commonly used by educators to establish this repertoire. The present study compared the overall acquisition rates for three young boys with Pervasive Developmental Disorder when introducing three novel stimuli using two methods: a) training one stimulus until mastery, then successively training additional stimuli, and b) simultaneously training three stimuli. Receptive identification of letters and numbers was examined for two participants, while receptively identifying the objects based on function was examined for a third participant. Results indicated that for all participants, training three stimuli simultaneously was equally effective and more efficient than introducing one stimulus at a time when establishing auditory-visual discriminations. These findings may assist educators in more efficiently training a variety of pre-academic skills to young children with PDD and other disabilities. |
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| 23. Decreasing Escape Maintained Behavior by Reinforcing Task Completion with Escape and Increasing Response Effort for Avoidant Behavior. |
| Area: AUT; Domain: Applied Research |
| JEFFREY F. FOSSA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism and limited expressive communication skills learn to use inappropriate behavior to avoid non- preferred tasks. Some of these inappropriate behaviors (e.g., throwing or destroying items) reliably result in either escape or avoidance of these non-preferred tasks. As a result interventions that focus on reinforcement alone may not be able to overcome the continued effects of engaging in problem behavior (direct reinforcement). This study presents the results of an intervention utilizing a combination of providing escape contingent upon task completion and increasing the required steps (greater response effort) of the task as a consequence to throwing work items. The participant in this study was a 2 year 9 month old child with a diagnosis of autism with a recent history of throwing work materials when prompted to begin tasks. A descriptive analysis of the data suggested that the behavior was maintained by escape from demands. The data demonstrate a rapid increase in task completion along with a decrease in targeted avoidant behavior. |
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| 24. A Comparison of Different Reinforcement Contingencies on the Seatwork Completion of a Child with Autism. |
| Area: AUT; Domain: Service Delivery |
| COURTNEY MICHELLE MOODY (Behaviour Institute), Joel P. Hundert (Behaviour Institute) |
| Abstract: One of the areas for intervention for children with autism is to improve their completion of seatwork assignments in subjects such as mathematics, reading comprehension and spelling. Reinforcement has been used to increase the amount of work completed, the accuracy of work completed and child on-task behavior while working. However, there have been no studies directly comparing the effect of different reinforcement contingencies on seatwork completion of children with autism. The purpose of this study was to compare four types of reinforcement contingencies (accuracy, speed of work completion, on-task behavior, work fluency) on the work performance of an eight year old boy with autism. A combined multiple baseline across types of work assignments and alternating treatment design was used to evaluated the effects of the reinforcement contingencies on the child’s work accuracy, amount of work completed and on-task behavior. As expected, each type of reinforcement contingency increased the corresponding behavior of the child (e.g., the accuracy contingency increased accuracy). However, only reinforcement of work fluency resulted in an increase in all measures of seatwork assignment completion. Implications of the results for task completion in different settings were discussed. |
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| 25. The Assessment and Treatment of Straightening Behavior in an Adolescent Diagnosed with Multiple Disabilities. |
| Area: AUT; Domain: Applied Research |
| ERIN SNODGRASS (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Nicole M. Sweeney (Kennedy Krieger Institute), Powell Cucchiella (Kennedy Krieger Institute) |
| Abstract: Behaviors, such as excessive straightening and organizing are often characterized as compulsive and/or ritualistic, and are commonly observed among individuals diagnosed with autism. These behaviors may be less disruptive when limited to an individual’s personal belongings. However, when these behaviors are directed towards the belongings of others, this can pose significant problems, especially when attempts to prevent these behaviors increase the likelihood of problem behavior (Murphy, Macdonald, Hall, & Oliver, 2000). The present study was designed to assess and treat the overt and covert inappropriate straightening behavior of a 16-year old male diagnosed with autism and moderate mental retardation. Results of a functional analysis of his aggressive behavior indicated that he would engage in aggressive behavior to gain access to straightening. An intervention incorporating functional communication for straightening, stimulus control, and extinction for problem behavior was demonstrated to be effective for treating overt inappropriate straightening. A differential reinforcement of incompatible (DRI) behavior procedure was demonstrated to be effective in decreasing the covert inappropriate straightening behavior. Treatment effects were demonstrated using reversal designs, and reliability data were collected during 50% of all assessment and treatment sessions and averaged above 85%. |
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| 26. Correlation of SIB and Changes in “Mood:" Development of an Affect Rating Scale. |
| Area: AUT; Domain: Applied Research |
| HANNAH HOCH (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Kristin Calman (Alpine Learning Group) |
| Abstract: Anecdotal information suggested that the SIB of a youngster with autism was correlated with changes in affect and his general disposition. A subsequent psychiatric evaluation indicated that the youngster may have a secondary diagnosis of a mood disorder (e.g., bipolar disorder). An affect rating scale was developed to assess the presence of a correlation between “mood” and levels of SIB. Variables measured included facial expression, activity level, social initiations, and responsiveness to social initiations. The rating scale was used to measure the youngster’s “mood” across the day and over time. IOA data were also collected. Results of the mood ratings were compared to data on the frequency of SIB. The effects of psychotropic medications on the youngster’s mood and general disposition were also assessed. Results are discussed in terms of the use of affect rating scales to assess the effects of medication and identify a correlation between mood and problem behavior. |
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| 27. Improving the “Quality” of Social Initiations of a Child with Autism: Comparing Textual versus Audio-Taped Prompts. |
| Area: AUT; Domain: Applied Research |
| KATHRYN E. SUTTER (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Individuals with autism often do not make social initiations or comments. In addition, children with autism often require additional prompting to use appropriate inflection or intonation when speaking. The purpose of this study was to assess the effects of different prompting procedures on the “quality” of the social initiations (e.g., accurate intonation and inflection). The participant was an eight year old girl with autism, who had a history poor intonation when initiating comments or social interaction (e.g., her intonation was typically flat). A multi-element design was used to compare the effects of two prompts (i.e., textual and audio-taped prompts) on the rate of acquisition of initiations and the vocal quality of the initiations. Pre-tests and post-tests were videotaped and independent raters judged the quality (e.g., appropriate intonation) of each social initiation. IOA were also collected. Results are discussed in terms of identifying effective teaching procedures for improving social initiations in learners with autism. |
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| 28. A Novel Non-Intrusive Treatment for Rumination in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| DENISE M. RHINE (Center for Autism and Related Disorders, Inc.), Jennifer Purcell (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Rumination involves regurgitation into the mouth of previously ingested food, re-chewing the food, and re-swallowing it. Early research on the reduction of rumination in individuals with developmental disabilities often involved aversive procedures, such as contingent delivery of aversive tastes. Starch satiation, a procedure in which individuals are given unlimited access to starchy foods, has been demonstrated to be an effective treatment in several studies. In the current case study, a child with autism displayed chronic rumination, resulting in the decay and subsequent removal of several teeth. After several non-intrusive treatments failed, including liquid rescheduling and starch satiation, the participant was trained to chew gum and his rumination decreased significantly when gum was made available, suggesting that access to chewing gum may be an effective treatment for rumination in some individuals. |
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| 29. Decreasing Aggression in a Girl with PDD: A Longitudinal Study. |
| Area: AUT; Domain: Applied Research |
| LISA A. STUDER (Melmark New England), Frank L. Bird (Melmark New England) |
| Abstract: Researchers reviewed data over a six year period for a young woman who displayed severe aggression. Over this period, an extinction procedure was implemented in an attempt to decrease aggression. When this procedure was in place, the frequency of aggression remained high and variable. After conducting several descriptive analysis tools and a functional analysis, it was determined that the function of this girls’ aggression was to gain attention from staff, therefore, a non-exclusionary time out procedure was implemented. Upon implementation of this procedure, the frequency of aggressions decreased almost immediately and has remained at near zero rates for over two years. The data – displayed graphically – illustrates the significant decrease in the frequency of aggressive behavior over a six year period. |
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| 30. A Model for Parent Training: Reaching Families at the Point of Diagnosis. |
| Area: AUT; Domain: Service Delivery |
| ANGELA F. SMITH (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: With the rise in the incidence of autism, more and more families are faced with the challenge of accessing intervention programs for their toddlers with autism. Unfortunately, once a diagnosis is obtained, precious months are often wasted as families negotiate the maze of intervention alternatives. In addition, families are often confronted with bureaucratic stumbling blocks to obtain funding and qualified services providers. As soon as a diagnosis is made, families should be provided with accurate, up to date, science-based information about intervention options. In addition, parent training should be initiated at the point of diagnosis so that parents can begin the process of facilitating skills in their child with autism. This poster presents a parent training model designed to teach parents to use interventions based on applied behavior analysis so that they can increase skills in their youngster with autism. In addition, the program provides parents with skill training in making effective discriminations about appropriate interventions going forward. Case studies will be presented to illustrate the effects of the parent training program on child and parent behavior. |
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| 31. Use of Signaled Reinforcer Availability to Increase Response Rates in Twins with Autism. |
| Area: AUT; Domain: Applied Research |
| AMY MUEHLBERGER (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Identification of reinforcers that will produce high rates of responding in children with autism is often a challenging task. One procedure that may increase reinforcer effectiveness that has been identified is the signaled availability of the reinforcer prior to the onset of instruction. This study compares the use of signaled availability of reinforcement with un-signaled reinforcer delivery and a control condition. The goal of the use of this motivating operation was to increase active responding in two year old twins with a history of variable to low rates of responding to teacher directed activities. Specifically, access to a 3-5 second clip of a preferred video was provided contingent on response to teacher cues. The results showed an increase in the rate of responding to instructions across both students with the use of signaled video as a reinforcer compared to response rates when reinforcement was not signaled prior to instructional sessions. |
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| 32. Social Initiation and Choice Making Embedded within a Photographic Activity Schedule. |
| Area: AUT; Domain: Applied Research |
| SARAH KINGERY (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Photographic activity schedules have been an effective tool for teaching independent play, academics, and self-help skills. More recently, the use of photographic activity schedules in developing social skills with children with disabilities has been examined. The present study employed the use of photographic activity schedules to teach a 6 year-old boy with autism to initiate social interactions as well as to choose between activities and people with whom he could interact. Initially the student was taught to initiate social interactions with a specified activity and in turn a participant. Then the student was taught to choose both the activity to engage in and the person with whom to interact. Collateral effects in the student’s natural environment were assessed. The positive results suggest that photographic activity schedules can be an effective tool in establishing social initiations and choice making in children with autism. |
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| 33. Evaluating the Effectiveness of the “No Distracter” Training Phase to Teach a Simple Discrimination for Young Children with Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Research |
| HEATHER O'BRIEN (Nova Southeastern University), Melissa N. Hale (Mailman Segal Institute, Nova Southeastern University), Anibal Gutierrez Jr. (Nova Southeastern University) |
| Abstract: We compared the differential effects of two commonly used teaching procedures for teaching a simple discrimination (e.g., identifying common pictures) to young children with autism using discrete trials. Procedure A involved teaching a discrimination initially without distracters (picture card without distracter) and then introducing distracters (picture card with distracter). Procedure B involved teaching a discrimination initially using distracters (picture card with distracter). In other words, procedure A involved the use of additional training phase. The purpose of this study was to evaluate the usefulness of the additional training phase to teach a simple discrimination between 2 items. We aimed to evaluate if conducting training with an additional training phase would result in faster acquisition or improved maintenance of discrimination skills using picture cards. |
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| 34. Using Pictures to Compare Reinforcing Effects of Tangible and Social Stimuli with Children Diagnosed with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| SEAN ANGLIN (BEACON Services), Robert K. Ross (BEACON Services), Harry A. Mackay (Northeastern University, Shriver Center) |
| Abstract: This study demonstrates a method to manipulate reinforcing effects of social and tangible stimuli by increasing or decreasing the parameter of duration. Previously trained pictures were used to represent each stimulus. Initially, baseline was conducted to determine a rate of responding and latency of responding when there are no consequences for responding. Then, a control condition was conducted to determine a rate of responding and latency to first response for all pictures. All pictures representing tangible and social stimuli were then compared three times to determine which one from each category were the most reinforcing to the participants. In the final condition the parameter of duration was manipulated to change the rank for the two stimuli previously determine as being the most reinforcing from both categories. A reversal (ABACAD) design was implemented to compare the effects of reinforcement. |
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| 35. The Effects of a Weighted Vest on Inappropriate Classroom Behavior. |
| Area: AUT; Domain: Applied Research |
| SHEILA M. JODLOWSKI (Bronxville Schools), Ana C. Madeira (Hawthorne Country Day School) |
| Abstract: A multiple baseline design was used to examine the effects of a weighted vest on the inappropriate behavior of two students, ages five and six years old. Dependent variables were running, jumping, hard, unwanted hugging, rocking in chair, and shaking head vigorously. The independent variable was a two-pound weighted vest. Dependent variables were measured using partial interval recording for five minute intervals across 30 minute sessions. Sessions alternated between a "vest on" condition and a "vest off" condition. Baseline showed dependent variables were exhibited by each student in 41.6% and 54% of sessions. During treatment, dependent variables decreased to 8.3% and 11% of sessions. Further analysis showed that behaviors occurred in the "vest off" condition 62% of the time in one student and 30% of the time in the other student. These results show that a weighted vest may contribute to a decrease in inappropriate classroom behaviors. |
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| 36. An Effort Procedure to Reduce Problem Behaviors. |
| Area: AUT; Domain: Applied Research |
| SHANNON KAY (The May Institute), Vanessa Ferraro (The May Institute) |
| Abstract: A contingent effort procedure was used to reduce the number of times a three-year old child grabbed, dropped or swiped objects; subsequently, a similar procedure was used to reduce the number of times he removed his shoe or shoes. In the first intervention, he picked up the item(s) and 10 blocks, and in the second, he picked up his shoe 10 times. In the first intervention, simple restitution was not effective, initially; however, after the effort procedure reduced the behavior, the intervention was successfully faded to simple restitution. |
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| 37. Effects of Teaching all Target Skills vs. Interspersing with Easy Tasks on Skill Acquisition and Escape Motivated Behaviors in Students with Autism. |
| Area: AUT; Domain: Applied Research |
| AMIRIS DIPUGLIA (Pennsylvania Verbal Behavior Project), Cynthia L. Swank (C.A.I.U./Pennsylvania Verbal Behavior Project) |
| Abstract: For several years instructors have been using teaching procedures that result in increased response rate and reduce the value of escape as a reinforcer. This comparison study looks at the effects of interspersing easy tasks that are correlated with high density of reinforcement with difficult tasks VS presenting only target skills/hard tasks on the skill acquisition and responding behavior of students with autism. |
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| 38. Identification of Autism Specific Impairments during Brief Parent-Child Interactions: Implications for Community-Based Screening Projects. |
| Area: AUT; Domain: Service Delivery |
| NICOLETTE NEFDT (University of California/Autism Research $ Training Center), Robert L. Koegel (Koegel Autism Center, University of California), Lynn Kern Koegel (University of California, Santa Barbara), Sharon Elmensdorp (Koegel Autism Center, University of California, Santa Barbara) |
| Abstract: The purpose of this study was to identify behavioral characteristics of young children at risk for autism to determine if these characteristics can be used by pediatricians to initiate a referral for further evaluation for autism. As early identification of children with autism is crucial for the provision of early intervention and thereby improved outcomes, this has important implications for community-based practice. The parent-child interactions of 65 participants were coded for specific child behaviors including: looking at face (eye contact), directed affect, and the initiation of joint attention. Results showed that the use of social behaviors, specifically directed affect and joint attention, were significantly lower in children at risk for autism spectrum disorder. Most importantly though is the finding that this decreased use was evident in all of the children with autism spectrum disorders during only ten minutes of parent-child interaction, suggesting that social abnormalities can be detected by providers in a short period of time so that children can be referred for further evaluation. |
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| 39. Teaching a Child with Autism Generative Language in Order to Reduce the Occurrence of Scripted-Talk. |
| Area: AUT; Domain: Applied Research |
| ALEXIA STACK (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting) |
| Abstract: The use of generative language is a useful skill to teach children with autism. It’s benefits include: socially appropriate use of language in order to tact, mand, and mediate conversations with other speakers. The standard celeration chart was used to track the student’s progress. Data-based decisions were made on an ongoing basis to teach the student with autism how to use generative language. Prior to intervention, the student’s data showed a high frequency of stereotypic talk and a lower frequency of generative language. A multi-component intervention was designed to increase the student’s use of generative language. Both the introduction of a home journal program, and a program designed to target the student’s vocal rituals led to an overall increase in the frequency of generative language, and a decrease in scripted language. |
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| 40. Reducing Hands in Pants with Visual Prompt with Activity Time Out. |
| Area: AUT; Domain: Applied Research |
| ERIC RUDRUD (St. Cloud State University), Sheryl Cotton (Independent Practicioner), Jennifer Savage (Independent Practitioner) |
| Abstract: 15 yr old male with autism engaged in hands in pants self stimulatory behavior. Hands in pants occurred often while watching televsion but also occurred during instruction. A visual cue with a brief activity timeout procedure was implemented which resulted in a significant reduction of hands in pants. Additionally, stimulus control was demonstrated in other settings. |
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| 41. Teaching Gestures across Multiple Learning Channels to a Student with Autism. |
| Area: AUT; Domain: Applied Research |
| KRISTIN WILKINSON SMITH (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting) |
| Abstract: The responsiveness to gestures is an acknowledged area of difficultly for students with autism. Data presented on the Standard Celeration Chart will demonstrate how the use of multiple learning channels aided in the student’s acquisition of the skill, and will explain the instructional design used to teach various gestures to a young child with autism. |
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| #446 Poster Session - CBM |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 44. Social Acceptability and Clinical Effectiveness of Two Treatments to Decrease Severe Food Refusal. |
| Area: CBM; Domain: Applied Research |
| KAREN GRANT (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: An important variable when developing treatment packages for children with severe feeding disorders is determining parental acceptability of interventions. The acceptance or approval of treatments may impact whether or not caregivers will correctly and consistently implement the procedure outside the treatment setting. In this study, the effectiveness and social acceptability of a finger prompt procedure was compared with a jaw support procedure for three children with severe food refusal. Developed for children resistant to other behavior treatments (e.g., positive reinforcement, texture/bolus manipulations), the finger prompt (i.e., gently inserting a finger between the cheek and teeth of the child) has been used to increase food acceptance. This study will evaluate these techniques within a multielement design and assess their social acceptability by caregivers at various points throughout their child’s treatment. Preliminary data indicates that the use of the finger prompt significantly reduces latency to accept and meal duration, although it does not carry high social desirability for implementation in public by the caregiver. Additional data is currently being collected for the other participants. Interobserver agreement will be calculated for approximately one-third of all meal sessions. Implications of the impact of social acceptability on parent integrity will be discussed. |
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| 45. The Effects of Different Rates of Bite Presentation on Mealtime Behaviors. |
| Area: CBM; Domain: Applied Research |
| PING WANG (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: Emesis (vomiting) is a common problem exhibited by children with severe feeding disorders. The current study examines the effects of different rates of bite presentation on the frequency and volume of emesis for two children suspected of having gastroesophageal reflux. An alternating treatment design was used to evaluate the impact of interesponse times (IRT’s) of 15 and 30 seconds on the grams/frequency of emesis. In both conditions, the same feeding intervention was used and the same number of bites was presented to the patients. Data was also collected on percent of acceptance, rate of refusal behaviors, gagging/coughing, and negative vocalizations. Interobserver agreement was collected for at least one-third of all meal sessions. Results for one participant demonstrated that longer IRT’s between bites may help decrease the frequency of emesis, but may be associated with an increase in other problematic behaviors. |
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| 46. Mother-Child Interactional Patterns in Abuse and Control Groups: An Observational Study. |
| Area: CBM; Domain: Applied Research |
| ARIEL VITE SIERRA (National Autonomous University of Mexico), Olivia Palma (National Autonomous University of Mexico) |
| Abstract: The present study was designed with two purposes, first to describe the differential aspects in the behaviors of the abusive families versus nonabusive families, only taking into account an interactor and second to explore, from a micro-analytic point of view, the relative aspect of the interaction of the dyads mother-child and to consider the differences among the groups from this perspective.
The study was conducted with a group of 20 mother-child dyads with that presented episodes of physical abuse, and group control of 10 dyads that did not present child abuse. The dyads were observed at clinic by a group of trained observers using System of Capture of Observational Data SCOD-I (Vite, Garcia & Rosas, 2006).Three stepwise discriminant function analysis were carried out for the variables relative to maternal behavior, the child’s behavior and the measurement of the mother child sequence of interaction. The results indicate that aversive behaviors better classify the subjects into the groups to witch they belong, obtaining a better classification when the variables relative to interaction are used in the analysis. It can be concluded that is necessary to include in future analysis due do it it’s a great classificatory and predictive value. |
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| 47. Preventive Behavioral Parent Training: Immediate Impact on Reported and Observed Rates of Child Problem Behavior. |
| Area: CBM; Domain: Service Delivery |
| ANDREW ARMSTRONG (Utah State University), Jaclyn King (Utah State University), Gretchen Scheidel (Utah State University), Michell Vlahos (Utah State University), Rachel Duchoslav (Utah State University), Jenna Rigby (Utah State University) |
| Abstract: Children exhibiting conduct problems (CP) comprise the largest source of referrals to children's mental health services in this country. The treatment for CP that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Data indicate that CP often represents well-rehearsed extensions of disruptive behaviors of early childhood. This study focuses on identifying young children at-risk for developing CP and the implementation of a brief version of BPT that could prevent development of CP.
Presented are data evaluating the effectiveness of preventive behavioral parent training (PBPT). This presentation utilizes single-case methodology in displaying pre/post data for four families (treatment and control) describing the effectiveness of PBPT in 1) immediately altering reported rates of misbehavior in the home, and in 2) altering observed rates of misbehavior within a lab setting. Unique to this study is 1) the application of a brief version of BPT as a primary prevention strategy and 2) the strategic targeting of young children who are at risk for developing CP. The value of PBPT as a strategy for effecting immediate behavioral change and its potential as an approach in the primary prevention of CP is discussed. |
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| 48. The Impact of Parent-Child Interaction Ratios on the Misbehavior of Typically-Developing Children. |
| Area: CBM; Domain: Applied Research |
| REBECCA SCHARTON (Utah State University), Andrew Armstrong (Utah State University), Jessica Malmberg (Utah State University) |
| Abstract: Evidence has indicated that the ratio of positive to negative exchange within a relationship can impact relationship quality and associated behavior. Specifically, as positive interactions increase, relative to negative, dyadic relations tend to become increasingly stable and successful and disruptive behavior diminishes.
Data describing the impact of relative rates of positive and negative interaction hails from the marital interaction literature (e.g., Gottman 1994). This data suggests that interaction ratios that exceed a 5:1 positive to negative rate yield stable relationships where divorce is unlikely. In contrast, distressed couples average one positive for each negative interaction observed. Similar observations have been made of caregiver-child relations within the context of youth residential care (Friman et al., 1997; Field et al., 2004) and in educational settings.
This study extends the literature by examining the impact of interaction ratios on childhood misbehavior. Unique to this study is the application of ratio manipulations with mother-child dyads within the home environment. Specifically, parent-child interaction ratios were manipulated to determine if parental perception and observed rates of child misbehavior changed as a result. Results are reported for 4 parent-child dyads within a multiple-baseline experimental design. Potential implications for parents and the modification of childhood misbehavior are discussed. |
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| 49. Effectiveness of a Time-Out from Reinforcement Package on Escape-Maintained Behaviors. |
| Area: CBM; Domain: Service Delivery |
| CLINT FIELD (Utah State University), Nancy L. Foster (Munroe-Meyer Institute), Jody L. Lieske (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Time-out from reinforcement has been demonstrated to be effective for treating a variety of disruptive behaviors exhibited by heterogeneous groups in multiple settings. However, time-out has not been recommended for use with behaviors maintained by escape due to the possibility that time-out could reinforce, rather than punish, behaviors. Despite advice against using time-out for escape maintained behaviors, time-out is often included as one component of parent training models that are commonly used in outpatient clinics to treat behavioral concerns exhibited by young children. In clinical practice, behavioral function is often not assessed due to financial, resource, and other pragmatic constraints.
The present study examined the effectiveness of a time-out from reinforcement package on behaviors maintained by escape. Functional assessments were utilized to assess behavioral function because of the greater flexibility, ease of assessment, and brevity compared to using functional analyses to determine function. Preliminary results indicate that time-out, when used as one component of a parent training protocol, is an effective treatment for behaviors maintained by escape. This study differs from previous research by intentionally applying time-out to escape maintained behaviors. Discussion focuses on treatment considerations when time-out is used with behaviors maintained by escape. |
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| 50. A Preference Assessment of Attention Qualities across Familiar and Unfamiliar Therapists within a Functional Analysis. |
| Area: CBM; Domain: Applied Research |
| LINZI BRUCH CODY (Northern Arizona University), Andrew W. Gardner (Northern Arizona University, Dept. of Psychology), Patricia F. Kurtz (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute) |
| Abstract: Idiosyncratic qualities of attention have been shown to influence severe problem behavior within functional analyses (Fisher et. al, 1996; LeBlanc et. al, 2001). Given a choice, some individuals prefer specific qualities of attention (i.e. physical proximity) and exhibit different levels of problem behavior across care providers (Rapp 2005; Ringdahl & Sellers 2000). To date, a systematic method of assessing such preferences has not been developed. In this study, an assessment of quality of attention was conducted with an adolescent with Autism and aggressive behavior. Inconclusive functional analysis results and care provider reports suggested that different qualities of attention would influence rates of aggression with familiar vs. unfamiliar therapists. A preference assessment utilizing a concurrent operants paradigm was conducted to compare multiple dimensions or qualities of attention (e.g., close vs. far proximity, physical vs. verbal attention, etc). A second functional analysis with qualities of attention matched to familiar v. unfamiliar therapist was conducted, and a tangible function for aggression was identified, Treatment was developed based on the participant’s history with each therapist (familiar versus unfamiliar) and the relevant qualities of attention. Interobserver agreement was assessed for 30% of sessions. Results are discussed in terms of preference assessments and qualities of attention. |
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| 53. Reducing the Duration of Therapeutic Restraint. |
| Area: CBM; Domain: Applied Research |
| CINDY COCHRAN (Bergen County Special Services), Serra R. Langone (The May Institute), James K. Luiselli (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: Reducing therapeutic restraint is a desirable outcome for programs that serve individuals who exhibit challenging behaviors. The present study investigated the effects of fading the duration of a fixed-time release from therapeutic restraint on the subsequent frequency and duration of holds. Duration of therapeutic holds was gradually reduced from 41 seconds to 1 second in 5 equal steps. Therapeutic holds were applied contingent upon incidents of physical aggression. Results indicated that the frequency of holds did not increase as the duration was decreased and the total time the student was exposed to therapeutic holds was substantially reduced. These results suggest that when attempts to reduce frequency of restraints are unsuccessful, the use of fixed-time restraints (restraint is terminated when a predetermined duration elapses independent of the students behavior) and the fading of duration can result in a reduction in the total time individuals spend in restraints. |
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| 54. Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Initial Summary Results. |
| Area: CBM; Domain: Applied Research |
| JESSICA E. FRIEDER (Idaho State University), Stephanie M. Peterson (Idaho State University), Heath Ivers (Idaho State University), Pete S. Molino (Idaho State University), Shilo L. Smith Ruiz (Idaho State University), Shawn Patrick Quigley (Idaho State University) |
| Abstract: A summary of initial results from the first year of a 3-year Federal grant project funded by the Institute of Education Sciences, Serious Behavior Disorders-Special Education Research Grants Program will be presented. Project participants included students with variety of disabilities, all presenting severe escape-motivated problem behavior, ages 5 to 12 years, and grades K-6 in three school districts across the state of Idaho. Summary results of functional analyses and choice-making interventions that pitted break requests, compliance, and problem behavior against each other will be presented. Data will be presented on the participants’ problem behavior, number of break requests, and task completion. Also, data showing summarizing how these responses varied as a function of increasing task demands over time will be shown. Implications for treatment of problem behavior will be discussed. |
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| 55. Outcome Measures of Children in Kennedy Krieger Institute's Feeding Disorders Program from 2001-2006. |
| Area: CBM; Domain: Applied Research |
| RINITA LAUD ROBERTS LAUD (Louisiana State University/Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute/Johns Hopkins University), James H. Boscoe (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Institute's (KKI) Pediatric Feeding Disorders Program has offered inpatient, day treatment, and outpatient services for over 15 years. The etiology of mealtime behaviors of children admitted to this program have varied from behavioral mismanagement to children whose food refusal is associated with multiple physiological disorders. A typical child’s admission includes comprehensive evaluation and treatment by a team of specialists from various disciplines including a GI doctor, behavioral specialist, nutritionist, occupational/speech therapist, and a social worker. Admission goals for behavioral interventions have included (but are not limited to) increasing food consumption, decreasing food selectivity by texture or type, decreasing liquid dependence, decreasing inappropriate mealtime behaviors and training parents to maintain the gains made in the program. The purpose of this study is to describe the outcomes of a five-year sample (N=264) of children receiving intensive treatment for feeding disorders in KKI’s inpatient or day treatment program. Outcomes examined include (but are not limited to) goals met, weight and oral intake change, mealtime behavior change, and parent satisfaction ratings. Implications for the treatment of food refusal/selectivity from a multi-disciplinary standpoint are also discussed. |
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| 56. Use of High and Low Probability Request Sequences plus Token Economy on Noncompliance. |
| Area: CBM; Domain: Applied Research |
| DIANA L. MORENO (Universidad Nacional Autónoma de México-FESI), Roberto Flores Oampo (Universidad Nacional Autónoma de México-FESI), Mariana Quezada Grmán (Universidad Nacional Autónoma de México-FESI), Ana Laura Rodríguez Mlpica (Universidad Nacional Autónoma de México-FESI), Jessica Ortega Ramirez (Universidad Nacional Autónoma de México-FESI) |
| Abstract: The refusal to iniate or complete a request activity within a specified period of time is a commonly reported charactheristic from parents. One strategy that has been used for treating the noncompliace is the high probability request sequence. The purpose of study was to evaluate the effectiveness of a high-low probability request sequences on performance of requests to initiate the activities solicitated by mother. The participants were two children who exhibited noncompliance in home. A design A B C was used, in the base line the mothers collected the data of diverses requests, wich were classified as of high or low probability, in intervention phase the mothers were instructed to give a high probability request folowed of low probability request, if a low probability request was carry out the mother rewarded to child with a token wich were changed by objects, activities etc. Throughout of the sessions the latency was manipulated for to give the tokens. The following phase was carry out to evaluate the maintenance of compliance. The procedure reduced the latency to compliance mother´s requests, on the other hand a increase in the compliance was observed. The mothers reported that the relationship with children were much better. These findings are consistent with previous applications of high probability request to treat noncompliance. |
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| 57. Standardized Treatment: Incompatibility with Behavior-Analytic Therapy? |
| Area: CBM; Domain: Theory |
| SIMONE NENO (Universidade Federal do Para) |
| Abstract: Standardization of treatments has been a main topic in psychotherapy outcome research. The present study discusses the development and use of standardized treatments from the standpoint of its (in)compatibility with principles that guide the delivery of behavior-analytic therapy. In the general psychotherapy establishment, the use of manuals has been related to different social factors, which include (a) the dissemination of randomized clinical trials as methodological solution in psychotherapy outcome research, (b) the role of the managed care system in regulating the delivery of psychotherapy services, (c) research funding policy, medically oriented in the interpretation of psychological problems, and (d) the movement towards the adoption of evidence-based practices. In the light of several features that standardization acquires under such types of constraints, it is pointed that the use of manuals in behavior-analytic therapy cannot be indiscriminately supported; on the other hand, it may be consistent within an approach that goes beyond the standardization-individualization dichotomy. An approach is presented which summarizes the adherence to scientifically established knowledge about several factors that are relevant to psychotherapy outcome, and the sensibility to components that are particular in each clinical case. |
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| 58. Sources of Treatment Individualization in Clinical Interventions: A Behavior-Analytic Discussion. |
| Area: CBM; Domain: Theory |
| SIMONE NENO (Universidade Federal do Para) |
| Abstract: In psychotherapy outcome research, treatment individualization means the variation of intervention procedures along the delivery of therapy for different clients. It may be seen as compatible with any behavior-analytic clinical intervention, whether mainly verbal, or guided to direct manipulation of contingencies of reinforcement. Sources of individualization in clinical interventions may be of at least three types. A first source of individualization derives from the idiossincratic character of the behavioral relations that define the individual’s problems that brought him/her to therapy. A second source is related to the therapist’s repertoire, particularly that part of his/her professional repertoire that is contingency shaped in clinical practice. This second source means that a competent performance in therapy demands a type of knowledge not described in rules, but acquired when one is exposed to certain contingencies found in clinical settings. A third type of individualization is related to how much a therapist behaves under the control of a scientific knowledge concerning effective procedures and techniques for clinical intervention. In this study, it is argued that behavior-analytic therapy is always individualized, but: a) behavior-analytic (verbal) therapy lacks a sound scientific knowledge concerning the differential efficacy of techniques, and procedures; and b) individualization that results from that third source is not compatible with a scientifically oriented intervention, as behavior-analytic therapy is supposed to be. |
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| 59. Identifying and Assessing Potential Procedural Components and Environmental Variables Affecting the Accuracy of Descriptive Data Collection. |
| Area: CBM; Domain: Applied Research |
| TIFFANEY M. ESPOSITO (Melmark New England/Northeastern University) |
| Abstract: Descriptive assessment is a form of behavioral assessment used frequently in settings serving individuals with developmental delays. However, there is a lack of research identifying procedural components and environmental variables necessary to promote accurate data collection. In this study direct-care staff received training on how to collect descriptive assessment data using a predetermined tool. Following the training each participant was instructed to observe the target student for a specified period of time and complete the descriptive assessment tool. Each participant was required to collect the data under two conditions: (a) when they were responsible providing direct instruction to the student and (b) when they were an independent observer not interacting with the student. Each session was video-recorded and viewed by the experimenter to determine the accuracy of the information recorded by each participant. The goal of the study was to assess and compare the accuracy of the descriptive data collected by direct-care staff under the two conditions. The results will be discussed in regards to the potential guidelines necessary to ensure descriptive data is collected efficiently and with accuracy in the applied setting. |
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| 60. A Comparison of the Outcomes of Naturalistic Functional Assessments to Traditional Functional Analyses. |
| Area: CBM; Domain: Applied Research |
| SHANITA L. ALLEN (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Carrie Reali (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Considerable research has examined the efficacy of functional analyses for identifying the functions of problem behavior, yet it has been reported that few clinicians actually use experimental analyses in applied settings. For example, Desrochers, Hile, and Williams-Mosley (1997) surveyed clinicians use of functional assessment procedures in applied settings and found clear preferences for the use of interviews (95%) and direct observation using ABC analysis (78%). Repp, Felce, and Barton (1988) reported a method for assessing behavioral functions in the natural environment rather than in analog environments and showed the “naturalistic functional assessment” (NFA) effective for identifying the functions of aberrant classroom behavior. The purpose of this study was to compare the outcomes of traditional functional analyses (Iwata et al., 1982/1994) to the results of an NFA. Direct care staff recorded the occurrence of problem behavior using a narrative Antecedent-Behavior-Consequence method. The behavior analyst reviewed these recordings and summarized the data by categories of behavioral function. Inter-rater reliability was obtained for 35% of the recorded incidents. Results showed comparable results between the two methods for all 4 participants and suggest that the NFA may be a valid and efficient method for identifying behavioral functions in clinical settings. |
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| 61. Increasing Quality of Measurement in a Behaviorally-Based Community Intervention Trial. |
| Area: CBM; Domain: Applied Research |
| KIMBERLY R. WEINGART (San Diego State University), Dennis R. Wahlgren (San Diego State University), Jennifer A. Jones (San Diego State University School of Public Health), Jason Daniel (San Diego State University), Melbourne F. Hovell (San Diego State University School of Public Health) |
| Abstract: Behavior analytic studies rely on observational measures, and involve assessments of measurement quality. We implemented an observational quality assurance (QA) system in a randomized community trial (group design), that tests counseling to reduce preteens’ passive smoke exposure. Interview measures are completed at baseline (BL) and follow-up (FU: 5, 9, 12 months). Interviews are audio recorded. Within 48 hr, every interview is reviewed visually, or visually and auditorily. Subjective performance ratings and a list of items requiring correction are returned to the interviewer, to be corrected within 48 hr. Since implementation of the QA program, 141 BL and 192 FU interviews have been completed; 127 (90%) and 141 (73%), respectively, have been reviewed. Few errors were made (0.63% of BL items, 0.46% of FU items). Most (90% BL, 99.83% FU) errors were corrected, resulting in 99.96% correct at BL, 99.9% at FU. Although this QA process was not designed to be a measured intervention, data suggest a substantial decrease in error rate over time. This contingency feedback system may influence interviewer behavior to reduce future errors. Our experience in conducting similar trials without these procedures are that such errors would likely go undetected, reducing internal and external validity of the study. |
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| #447 Poster Session - DDA |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
|
| 62. Increasing Staff Compliance with Behavior Intervention Plan Training. |
| Area: DDA; Domain: Service Delivery |
| FRANCES A. PERRIN (Bancroft NeuroHealth), James J. Dunleavy (Bancroft NeuroHealth) |
| Abstract: The purpose of the present study was to increase staff compliance with behavior intervention plan training. The staff participating worked direct care in a neurobehavioral stabilization unit with an average census of 16 individuals. Behavior intervention plans were in place for each individual and were updated frequently as modifications were made to treatment. Staff were required to be trained to and signed off on each behavior intervention plan change. Baseline data was collected by comparing the staff name on the daily data sheet to the staff training sign off sheet of the current behavior intervention plan. The initial intervention consisted of in-service training in weekly staff meetings to remind staff of their responsibility to be trained. A second intervention included visual prompts both in the staff office and in the binder holding the individual’s daily data sheets. Finally, the third intervention was performance feedback. Results indicated that in service training and visual prompts were not effective in substantially decreasing the number of incidences of staff not being trained. Performance feedback, however, did result in a substantial decrease from baseline rates. Reliability data were collected on over 25% of audits and averaged over 90%. |
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| 63. Behavior Intervention for Children with Enuresis. |
| Area: DDA; Domain: Applied Research |
| KYONG-MEE CHUNG (Yonsei University), Yang Youjin (Yonsei University), Han Sang-won (Yonsei University Medical School), Kim Ah-young (Yonsei University Medical School) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a behavior management program for children with enuresis in Korea. Two children of age 8 and 10 were referred for daytime incontinence and noncompliance for the treatment regimens. They were reported to have the problem of bladder malfunction. Treatment was conducted at home by their mother and consisted of self-management, scheduled toileting and extinction. After treatment, both children no longer showed incontinence. Their adherence to treatment regimens increased. At the end, importance of self-management, family-based treatment along with practical concerns were discussed. |
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| 64. Behavior Therapy on Children with Feeding Disorders in Korea. |
| Area: DDA; Domain: Applied Research |
| KYONG-MEE CHUNG (Yonsei University, Korea), Hye-Jin Kim (Yonsei University, Korea), Soh-Jeong Yang (Yonsei University, Korea) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a treatment program based on applied behavior analysis (ABA) for pediatric feeding disorder in Korea. Two children with failure-to-thrive and severe food refusal were treated intensively by a behavioral therapy team at the beginning. After discharge, caregivers served as therapists to continue treatment at home. Progresses of children were evaluated through direct observation and daily food record.
The treatment consisted of non-removal of spoon (NRS) and positive reinforcement for acceptance and extinction. Dependent variables were acceptance (number of bites for child 1 and amount of food for child 2), and frequency of problem behaviors. For both children, the number of bites and amount of food were gradually increased over time upon their progress.
At the end, clinical and research implications are discussed; they include issues such as how to help parents function as therapists for children with severe feeding problems at home, the cost of behavioral treatment service in Korea, and other practical matters. |
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| 65. Effects of Interspersal Procedure in Skill Acquisition for Children with Pervasive Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| KOHJI TAKAHAMA (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: The purpose of the present study was to evaluate the effects of interspersal procedure for skill acquisition in children with pervasive developmental disabilities. The first, we examined effects of the interspersal procedure by whether children had response repertory in target problems or not. Results showed that only when children had the response repertory in the target problems, the occurrence of correct responses in the target problems was facilitated. The second, we examined effects of interspersal procedure with by whether the response topography of the maintenance problems identified with one of the target problems or not. Results showed that only when the response topography of the maintenance problems identified with one of the target problems, skill acquisition was facilitated. Discussion focuses on functional characteristic between target and maintenance in interspersal procedure. |
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| 66. Training Fluency of Word Processing Skills in Japanese Writing. |
| Area: DDA; Domain: Applied Research |
| HIROSHI SUGASAWARA (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Two students with developmental disabilities often showed some difficulties for acquiring Kanji characters writing skills. Kanji characters have more 1 thousand patterns, complex forms and some pronunciation. In a writing situation such as composition, the students with developmental disabilities used a few kanji character in the sentences. We measured whether they could use Kanji characters to write sentences by hand writing and typing situation after the training of typing fluency in their home. The results showed that the students acquired appropriate Kanji writing response in typing situation but in handwriting situation. These results were discussed in terms of the effect of fluency training for writing skills and applicability to the computer-based home teaching. |
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| 67. Comparison of Methods for Varying Item Presentation during Noncontingent Reinforcement. |
| Area: DDA; Domain: Applied Research |
| ROCIO ROSALES (Southern Illinois University), April S. Worsdell (Southern Illinois University) |
| Abstract: The purpose of this investigation was to evaluate the relative effectiveness of three item presentation methods during noncontingent reinforcement (NCR). Three individuals with developmental disabilities participated, and all exhibited problem behavior that was maintained by automatic reinforcement. Single-item stimulus preference assessments were conducted to identify a variety of preferred items that were associated with low levels of problem behavior. During the treatment analysis, a multielement design embedded within a reversal design was utilized, and the following NCR conditions were compared: (a) presenting preferred items one at a time, (b) presenting multiple items simultaneously, and (c) rotating single items after a predetermined time period. Preliminary results indicated that all three of the NCR presentations methods were equally effective in decreasing problem behavior. Implications for the selection of items during NCR will be discussed. |
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| 68. Can the Assessment of Basic Learning Abilities Tests Predict Compliance with Young Children? |
| 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-visual discriminations. In this study, we assessed some young children 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 frequency of instruction-following was determined. Data indicate that ABLA test results predict compliance to instructions versus instructions plus gestures and modeling. The results have implications for making recommendations to caregivers on how best to present instructions to their young children. |
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| 69. Where Do Relative Position Discriminations Fall in the Assessment of Basic Learning Abilities Hierarchy? |
| Area: DDA; Domain: Applied Research |
| COLLEEN MARGARET ANNE MURPHY (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Garry L. Martin (University of Manitoba), Aynsley K. Verbeke (University of Manitoba) |
| Abstract: The Assessment of Basic Learning Abilities (ABLA) test assesses an individual’s ability to learn auditory and visual discrimination tasks that relate to everyday behaviors. ABLA Level 2 is a two-choice discrimination based on three redundant cues: visual and absolute and relative position cues. This study examined a two-choice discrimination task based only on a relative position cue using either identical containers or visually-distinct containers. 20 participants with mental retardation, assessed at ABLA Levels 2-6, participated. Results showed that the Relative Position Discrimination fell below ABLA Level 6 and the visually-distinct and visually-identical variations were approximately of equal difficulty. Future research with a larger sample size is needed to confirm the tasks exact placement in the ABLA hierarchy. |
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| 70. The Long Term Successful Treatment of the Very Severe Behaviors of a Preadolescent with Autism. |
| Area: DDA; Domain: Applied Research |
| JEFFREY S. GARITO (Penn ABA), Richard M. Foxx (Pennsylvania State University) |
| Abstract: A program was developed for reducing the severe behavior (aggression, self-injury, dangerous behavior, disruptive behavior, induced vomiting and inappropriate toileting) of a 12-year-old boy with autism. The boy was a Romanian orphan who was adopted by American parents at age 2. All previous interventions had been ineffective including prolonged hospitalization. The program included a high density of positive reinforcement, tokens, choice making, contingent exercise, and overcorrection. Treatment occurred across three sites, home, a community based site, and a self-contained classroom in a public school. All of the boy’s severe behaviors were reduced to at or near zero levels and these effects have been maintained for 2 years. He has made excellent progress in a number of academic areas and his social skills have increased dramatically. |
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| 71. How do Persons with Developmental Disabilities Learn to Prefer Choice? |
| Area: DDA; Domain: Applied Research |
| BREANNE JUNE BYIERS (University of Manitoba & St. Amant Research Centre), Kerri L. Walters (University of Manitoba), Taryn Nepon (University of Manitoba), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre) |
| Abstract: Some people actively choose situations in which choice is available; others do not. How is this preference acquired? We provided a history of positive choice experiences to participants who initially showed no preference for choice (over no choice) of food items. None of the participants learned to prefer the choice situation. |
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| 72. Functional Analysis Survey: An Examination of Procedures Used in Functional Analyses. |
| Area: DDA; Domain: Applied Research |
| ALYSON N. HOVANETZ (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston, Clear Lake) |
| Abstract: The functional analysis methodology proposed by Iwata et al. (1982/1994) enables clinicians and researchers to develop effective treatment plans that specifically address the consequences that maintain an individual’s behavior. However, the extent to which modifications from the original method are being used by clinicians and researchers is unclear. In the current study, a functional analysis survey was developed to determine the extent to which suggested best practices and variations of the functional analysis method are used. A list of 114 possible participants was generated from the Association for Behavior Analysis Annual Convention book for 2005 by looking at the lists of symposia and posters presented at the national convention under the Applied Behavior Analysis category. Seventeen respondents from universities and four respondents from clinics submitted a completed survey, for a total of 21 respondents. The findings indicate that a range of procedural variations are being used by researchers and practitioners, including some of the suggested best practices described by Hanley, Iwata, and McCord (2003). However, a number of procedural variations reported in the survey could result in unclear or incorrect functions of behavior. |
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| 73. The Behavioral Moment: A Technique to Enhance Learning of Behavioral and Related Principles for Direct Care Staff. |
| Area: DDA; Domain: Service Delivery |
| JAMES KUHAGEN (Northern Virginia Training Center) |
| Abstract: A corps of well-trained direct care staff is critical to carrying out the habilitative functions of residential agencies that serve individuals with intellectual disability. Formal training to instill basic concepts of behavior and other essential multi-disciplinary content is typically provided through a combination of classroom and experiential components. This presentation illustrates how an informal process may be utilized to supplement planned training activities. Perusal of publications in the popular press can yield a rich variety of humorous cartoons and strips that aptly illustrate behavioral and closely related principles. These materials serve as a stimulus for the “Behavioral Moment.” The behavioral moment consists of the humorous material with a brief paragraph explaining the principle involved and/or relating its relevance to the agency’s clients with intellectual disability. A differently themed “behavioral moment” is placed in the unit log weekly. The behavioral moment provides for incidental learning in a humorous context that enhances more traditional approaches. The unique content and format may result in high retention rates of concepts presented. The material can also provoke discussion that provides behavior analysts with additional opportunities for staff training. |
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| 74. An Applied Example of an Transitive Conditioned Establishing Operation. |
| Area: DDA; Domain: Applied Research |
| RICHARD K. MCCRANIE (The Marcus Institute), Nathan Call (The Marcus Institute), Joanna Lomas (The Marcus Institute) |
| Abstract: Since Michael, (1982) first introduced the concept of the establishing operation (EO) a wealth of applied research has focused on EOs and their effect on both adaptive and problem behavior. However, less research has focused on specific types of EOs. For example, to date there have not been any published applied examples of transitive conditioned establishing operations (CEOs). Transitive CEO’s are previously neutral stimuli whose occurrence causes some stimulus change other than its own removal or reduction to function as conditioned reinforcement (Michael, 2004). This investigation demonstrated the presence of a transitive CEO with one participant within the context of a functional analysis (Iwata, 1982/1994). Caregiver reports indicated that problem behavior occurred more often when the participant suffered from dry skin due to eczema. Using a reversal design the participant was exposed to two conditions within the conditions of the functional analysis. In one, lotion was applied prior to conducting sessions. In the other lotion was not applied. Results indicated the problem behavior was more likely to occur only in the demand condition when lotion had not been applied, indicating the dry skin may have acted as a transitive CEO by increasing the value of aversive properties of the dry. |
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| 75. Systematically Withdrawing an Autistic Child’s Access to Preferred Items. |
| Area: DDA; Domain: Applied Research |
| MICHELE LAMPSON PERSEGHIN (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Visual aids have been used as an antecedent manipulation to reduce rates of maladaptive behavior (Krantz, MacDuff, & McClanahan, 1993). A choice board is a visual aid (display) of the options available. Previous choice boards have included picture icons that are immediately available to the participant, as well as picture icons that are available following a wait interval (delay to reinforcement). The current study provides additional evidence for the effectiveness of choice boards and extends previous research by incorporating a not available portion of the board.
A 13-year-old female diagnosed with Autism participated in the study. Functional analysis results indicated that her maladaptive behavior was maintained by access to preferred items. Functional communication training was completed and a choice board was introduced. Items remained on the immediately available portion of the board, then a wait interval was systemically introduced, the duration of the wait time was gradually increased, and a not available portion of the board was then introduced. Following the introduction of the not available portion of the board, preferred items could be removed for an extended amount of time without occasioning problem behavior. An independent observer collected reliability data during 56% of the sessions, averaging 99% across behaviors. |
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| 76. Consultation Services for Students with Challenging Behaviors. |
| Area: DDA; Domain: Applied Research |
| KELLY M. VINQUIST (University of Iowa), Sheri Milligan Smith (University of Iowa), David P. Wacker (University of Iowa), Todd G. Kopelman (University of Iowa), James C. K. Porter (University of Iowa), Linda J. Cooper-Brown (University of Iowa), James Knott (University of Iowa) |
| Abstract: Consultation services can be offered as a cost-effective service for students with challenging behaviors in the school system. The current study describes a program, The Challenging Behavior Service, which provides consultation services to school teams throughout the state of Iowa. Consultation is provided through a combination of videoconferencing, on-site evaluations at the Center for Disabilities and Development in Iowa City, and on-site consultation to the school. The focus of the consultation is on the assessment and treatment of challenging behaviors displayed by students within the school setting. This poster describes referral and evaluation procedures, a brief summary of the services provided through this program over the past three years and case descriptions of assessments conducted with students who displayed a range of challenging behaviors. |
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| 77. Teaching Money Skills to Persons with Intellectual Disabilities: An Illustration of Research Translation. |
| Area: DDA; Domain: Applied Research |
| JOANNE B. KLEDARAS (Praxis Inc.), Dana Hurlbut (Praxis, Inc.), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: This project is developing and evaluating state-of-the-art computer software for teaching coin equivalences and related skills to persons with autism, mental retardation, and other intellectual disabilities. It is translating decades of basic behavior analytic research for widespread use in the classroom and other educational environments. That research documented exceptional potential of stimulus equivalence and related stimulus control shaping techniques for teaching persons who would not ordinarily master money skills. The research dimension of the project is three-fold: First, it is defining and evaluating an enhanced version of the money skills program that replaces human decision-making with algorithmic specification of necessary teaching steps and sequences. Second, it is evaluating algorithms for proscriptive programming, especially in regard to trial-based programming and error-handling. Third, the project is evaluating the human interface that supports teachers in the effective use of the program. Via these three aspects, the project is also re-evaluating the promise of the early translational research on which the present program is based. One unexpected finding – the focus of data presentation in this poster – has been unusually rapid learning under pretest conditions, which may point to stimulus control variables that can be manipulated to improve learning outcomes. |
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| 78. Teaching Applied Behavior Analysis to In-Service School Personnel: Field-Based Approaches for Behavioral Problems. |
| Area: DDA; Domain: Applied Research |
| KENICHI OHKUBO (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: The general failure of school personnel to apply principles of ABA in the practices of instruction and behavior management despite its proven effectiveness is well documented and lamented. Such situation is the same in Japan. In this study, we tried to develop a learning structure to promote problem solving, decision making, and a field-based behavior management project to encourage the successful application of ABA strategies in typical preschool settings. And, we examined improvement of knowledge and skills of teachers, outcomes of projects, and social validity. |
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| 79. A Student-Determined Point System to Decrease Challenging Behaviors of Children with Emotional Behavior Disorders. |
| Area: DDA; Domain: Applied Research |
| RICK SHAW (Behavior Issues) |
| Abstract: A point system was utilized to decrease challenging behaviors of young males with emotional behavior disorders in a self-contained classroom. The teacher and the students (7 fourth and fifth grade elementary students) met as a group to determine how many points should be awarded for appropriate behaviors and what the rewards should be. The point system was effective in decreasing challenging behaviors, across all individuals, such as; fighting, using profanity, insulting, taunting, disruptive behaviors, off-task, noncompliance, and time-outs. As an additional component of this study an overcorrection procedure was also successfully implemented to decrease high frequencies of inappropriate language. |
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| 80. Generalization of Problem Behavior to the Natural Environment as a Result of Conducting a Functional Analysis. |
| Area: DDA; Domain: Applied Research |
| AMANDA ZANGRILLO (The Marcus Institute), Nathan Call (The Marcus Institute), Joanna Lomas (The Marcus Institute), Robert-Ryan S. Pabico (The Marcus Institute) |
| Abstract: Functional analysis methodology (Iwata, Dorsey, Slifer, Bauman & Richman, 1982) has been criticized because problem behavior is typically reinforced on a continuous schedule of reinforcement (Carr, 1977). Such criticisms suggest that levels of problem behavior in the natural environment may increase during functional analyses as a result of being reinforced in the context of the assessment. However, few investigations have evaluated the effects of reinforcing problem behavior during functional analyses on problem behavior in the natural environment. In this investigation, data were collected on problem behavior in the natural environment during five daily 10-minute observations selected to represent a variety of activities. Rates of problem behavior in the natural environment prior to and during the functional analysis were compared within a multiple baseline across participants design. Interobserver agreement data were collected for at least 20% of observations, and always met or exceeded 80% agreement. Results show that, for most participants there was little or no difference in levels of problem behavior between baseline and during functional analyses. In fact, in contrast to the criticisms of functional analysis methodology, several participants displayed decreases in the level of problem behavior when functional analyses began. |
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| 81. An Evaluation of Video-Modeling to Teach Activity Specific Social Skills to Adults with Intellectual Disabilities. |
| Area: DDA; Domain: Applied Research |
| CHATURI EDRISINHA (St. Cloud State University), Mark O'Reilly (University of Texas, Austin), Jeffrey Michael Chan (University of Texas, Austin), Hayoung Choi (University of Texas, Austin) |
| Abstract: We evaluated the use of video-modeling to teach activity specific social skills to four adults with intellectual disabilities. Targeted social skills included cooperative social behaviors, conversation skills and nonverbal social skills. A multiple baseline design across participants was used to evaluate the effects of the video-modeling. The video-modeling consisted of participants watching a short film of two adults demonstrating the appropriate social skills immediately prior to the specific leisure activity. The success of the intervention differed across the participants, but all four participants experienced varying increases in the targeted social behaviors. The findings suggest that video-modeling appears to be an effective way to teach context specific social skills to adults with intellectual disabilities. |
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| 82. The Effects of a “Prompt Vacation” on the Dressing Skills of a Child with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| VALERIE R. ROGERS (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Sierra Gross (University of Nevada, Reno), Sandy Kennedy (University of Nevada, Reno), Leanna Johnson (University of Nevada, Reno) |
| Abstract: The participant is a boy diagnosed with developmental disabilities and a seizure disorder. It was reported that while working on dressing skills, he would not respond until a partial physical or a full physical prompt was provided. There were data demonstrating that he was able to complete the chain of responses independently. The combination of the anecdotal reports and the data collected suggested that although the participant could complete the chain of responses in the dressing programs independently, he would wait for the prompt which would require the least amount of response effort. Due to this suggestion, an intervention was created which involves presenting the initial instruction and no longer providing prompts. If the next response in the chain of responses was not emitted within ten minutes of the previous response, a verbal prompt would be used for that response. The dependent measures include time to completion and number of steps that required prompts. This case study utilized a multiple baseline design across dressing programs. The results suggest that the participant is able to complete the chain of responses independently. In addition, the time to completion decreases as the intervention persists and rarely was a verbal prompt required. |
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| 83. Early Intervention in Children with Down’s Syndrome. |
| Area: DDA; Domain: Applied Research |
| MILAGROS DAMIÁN-DÍAZ (Autonomous University of Mexico Campus Iztacala) |
| Abstract: One characteristic of children with Down’s Syndrome is the lack of muscular tone or hypotonic, which avoids locomotor movements for head control, rolling, sitting, crawling and further walking abilities as running, jumping, climbing stairs, etc.
This work describes the psychological treatment with two Down’s Syndrome children. The goal of this study is to show the data of fine motor and gross motor development before and after the treatment. Participants were two boys, one the 28 months, at the beginning of treatment and another boy, 10 months age and low socioeconomic status. Material used was appropriate for motor skills.
Treatment: a) First Evaluation Phase b) Intervention Phase, consisted in training motor skills by games and activities with physical, verbal, sensorial, and tactile aids, based on imitation and performing tasks from easy to difficult complexity, and c) Second Evaluation. Data showed important quantitative and qualitative advances in the motor area in both children, after the intervention. |
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| 84. The Effectiveness of Discrete Trial Teaching with Preschool Students with Developmental Disabilities. |
| Area: DDA; Domain: Service Delivery |
| ANDREW DOWNS (Central Washington University), Robyn Conley Downs (Central Washington University) |
| Abstract: This study evaluated the practicality and effectiveness of providing Discrete Trial Teaching (DTT) to children with a wide range of developmental disabilities within an existing public preschool program. At baseline all participants demonstrated significant developmental delay in one or more areas of functioning (communication, motor skills, social/adaptive behavior, and/or cognition) and were randomly assigned to receive DTT or individual attention and incidental teaching in a control condition. Each participant in the DTT group received between 30 and 42 hours of DTT over the course of the academic year at an average of 1.30 to 1.58 hours of DTT per week. Results from baseline and post-intervention assessments indicated that participants in the DTT group made significant gains in communication, daily living skills, social skills, and adaptive behavior, while participants in the control group made no such gains. Results were less consistent regarding effects on cognitive and language development, but suggested that even relatively non-intensive DTT may lead to significant gains in those domains for some children. Overall, the results indicated that DTT has the potential to be used practically and effectively within existing public preschool programs to positively impact the development of young children with developmental disabilities. |
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| #448 Poster Session - EAB |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 85. Maladaptive Behaviors Following Rich-to-Lean Transitions on Multiple Schedules. |
| Area: EAB; Domain: Basic Research |
| ADAM T. BREWER (University of Kansas), Kathryn Saunders (University of Kansas), Gregory J. Madden (University of Kansas), Dean C. Williams (University of Kansas) |
| Abstract: The current research focused on bridging the gap between basic and applied research. In the basic literature, Perone (2003) demonstrated that pigeons escape during a discriminable shift in conditions from a rich to a lean component of a multiple schedule (the rich-to-lean transition). Applied research reviewed by Iwata et al. (1994) has suggested that aberrant behaviors serve an escape function in people with developmental disabilities. Three human participants diagnosed with mental retardation were exposed to a free-operant multiple FR-FR schedule. In one component, completion of a small response requirement ended with a large reinforcer (rich component). In the other component a large response requirement ended with a small reinforcer (lean component). Self-injurious and aggressive behaviors were more likely to occur following a rich-to-lean transition. |
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| 86. Altering Preference of Children's Gambling Choices Using a Conditional Discrimination Procedure. |
| Area: EAB; Domain: Basic Research |
| BECKY L. NASTALLY (Southern Illinois University), Taylor Johnson (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The present study investigated the potential of a conditional discrimination procedure to alter children's preference during game play through the transformation of stimulus functions. Children were exposed to a simulated board game with concurrently available dice. Following initial exposure to the game, the children were trained via a conditional discrimination matching to sample procedure to discriminate between two contextual cues representing the relational frames of more-than and less-than. Following the training procedure, the children were re-exposed to the simulated board game task. Results and implications are discussed. |
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| 87. Order, Place, and Response: What Each Contributes to the Appearance of Positive Induction. |
| Area: EAB; Domain: Basic Research |
| AMBER HULS (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Our laboratory has demonstrated numerous times that rats' rate of operant responding for a low-valued reinforcer in the first half of an experimental session will increase if a high-valued reinforcer will be available in the second half. This positive induction effect is exactly the opposite of a contrast effect. Its appearance appears to be controlled by multiple factors. Data will be presented that demonstrate that those factors are the order in which the different reinforcers are delivered, where the reinforcers are delivered, and what response is required to earn the reinforcer(s). By identifying these factors, it becomes possible to relate positive induction to its opposing effect. Although these factors may promote induction and inhibit the appearance of contrast, additional mechanisms are needed to understand the appearance of contrast effects. |
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| 88. The Effects of the Serial Training of Human Behavioral Variability and Stereotypy on Transfer. |
| Area: EAB; Domain: Basic Research |
| HECTOR MARTINEZ SANCHEZ (Universidad de Guadalajara, Mexico), Juan Moises De la Serna Tuya (University of Seville, Spain) |
| Abstract: Eighty adults were exposed to a particular sequence of two or four sessions of variability- and stereotypy- based contingencies with matching-to-sample tasks. The participants could select a comparison stimulus that was identical to, partially identical to, or different from the sample stimulus. Stereotyped choices (pressing the same key or selecting the same sample-comparison relation i.e. identity, partial identity, or difference) were reinforced in one phase and variable choices (pressing a different key or selecting a different sample-comparison relation, or both) were reinforced in another phase. Participants were assigned to one of eight groups to counterbalance exposure to the conditions. After training sessions two transfer tests were added. Four groups of participants were tested with used stimuli during the training and other four groups were tested with stimuli different to the used ones during the training and none received feedback. Reinforcing variability or stereotypy in the first phase had differential effects on the acquisition in the second phase of training, but there were not effects on the transfer of stereotyped behavior or variable. These results confirm that the sequences of training and tests play a role in the acquisition and the transfer of behavioral variability and stereotypy on matching-to-sample tasks. |
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| 89. Experimental Analysis of Blocking in Human Operant Behavior. |
| Area: EAB; Domain: Basic Research |
| ANNA E. BERGEN (University of Manitoba), Stephen W. Holborn (University of Manitoba) |
| Abstract: The blocking effect is the failure of conditioning to a novel stimulus when it is compounded with a preconditioned stimulus during conditioning trials. Blocking of stimulus control has been shown repeatedly in non-human animal research, but only with difficulty in humans, raising questions about the generality of learning principles across species. A series of experiments are conducted with introductory psychology students as participants. Participants press keys on a computer keyboard for points and in response to instructions and stimuli of different colors presented on the computer screen. The dependent measure is the response rate during presentation of test stimuli at the conclusion of the experiment. Variables suggested by previous research to influence blocking are manipulated to determine their effects in this computer procedure. |
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| 90. Hens' Preference and Demand for Differing Food Durations. |
| Area: EAB; Domain: Basic Research |
| THERESE MARY FOSTER (University of Waikato, New Zealand), Amber Grant (University of Waikato, New Zealand), Aimee R. Harris (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand) |
| Abstract: Six hens' preferences between differing durations of access to wheat were measured using a concurrent schedules procedure. The reinforcer durations were: 3s versus 3s; 2s versus 8s; and 2s versus 12 seconds. It was found that the 12s reinforcer access period was preferred to the 8s reinforcer, which was then preferred to the 2s reinforcer. Increasing fixed-ratio schedules were then used to generate demand functions for the same durations of access to wheat (2s, 8s, and 12s). When the FR schedules were small the hens responded fastest for the smallest reinforcer duration and slowest for the largest. This relation reversed at higher FR values. Hence initial levels of demand were found to be higher for the smaller and less preferred reinforcer, but this reversed at higher ratio values meaning that demand for the larger and more preferred reinforcer was, overall less elastic. |
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| 91. Delay Discounting of Appetitive and Aversive Stimuli: Area under the Curve Analysis. |
| Area: EAB; Domain: Basic Research |
| FABIO LEYSER GONCALVES (Universidade Presbiteriana Mackenzie), Maria Teresa Araujo Silva (University of Sao Paulo) |
| Abstract: Choices between immediate and delayed consequences have been studied trough the delay discounting procedure. Several studies have investigated this phenomenon with delayed and immediate appetitive stimuli. Few have studied the situation involving delayed and immediate aversive stimuli, although it has been suggested that the models that describe the appetitive scenario would well also describe the aversive scenario. The aim of this research was to compare choices made when the appetitive and aversive scenarios are presented. Participants were 36 volunteers, undergraduate students, aged 18 to 28, both sexes. Informed consent was given. A titration procedure was used in which participants choose between a fixed delayed value of R$1,000.00 (1 week to 25 years) and a variable immediate value that could range from R$1.00 to R$1,000.00 in either a gain situation (appetitive-APT) or a payment situation (aversive-AVS). For each delay and in each situation an indifference point representing the immediate value of the delayed value was calculated. The analysis of the area under the curve formed by the indifference points indicates a greater discount rate for APT than for AVS. No correlation between the areas in the APT and AVS situations has been found (r = 0.306; ns). |
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| 92. Temporal Tracking and Choice in Concurrent Cyclic-Sinusoidal-Interval and Random-Interval Schedules. |
| Area: EAB; Domain: Basic Research |
| TAKU ISHII (Tokuyama University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: To examine choice behavior in a rapidly changing environment, we trained pigeons' key-pecking with concurrent cyclic-sinusoidal-interval (CSI) and random-interval (RI) schedules of food reinforcers. The interreinforcer interval of the CSI schedule changed from reinforcer to reinforcer in accordance with a cyclic-sinusoidal sequence raging from 30 to 90 s, whereas those of the RI schedule changed unpredictably. The results showed that the latencies of the first response to the CSI schedule after reinforcement from this schedule correlated positively with the duration of just-preceding interreinforcement interval in only three out of six pigeons. On the other hand, relative rates of responses to the CSI schedule correlated more strongly with the just-preceding interval in all the pigeons. These results indicate that choice responses rapidly adjust to the change of interreinforcement intervals, and this adjustment is not entirely explained by the adjustment of latencies of responding to the CSI schedule. |
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| 93. Examining the Effect of Various Task Descriptions on College Students’ Performance on a Probability Matching Task. |
| Area: EAB; Domain: Basic Research |
| AMY DURGIN (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The present study examines the notion that probability matching is the result of self-generated rules resulting from the specific task description combined with an extensive history with similar problem-solving tasks. Students are instructed to predict which alternative is correct for each of a series of trials in a standard repeated binary choice task in which choice of one alternative is reinforced on 75% of the trials and choice of the other is reinforced on the remaining 25% of the trials. In four separate conditions, one of four specific task descriptions is presented: (a) “Obtaining 75% of the available points is considered a perfect score,” (b) “The red circle will be correct 75% of the time and the blue circle will be correct the remaining 25% of the time,” (c) “Points will be available on only 75% of the trials,” and (d) no instructions. At the end of the task, the students are asked if they developed and followed any rules in order to perform their best. The extent to which self-generated rules develop as a function of the instructions as well as the relations between those rules and response allocation on this task are discussed. |
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| 94. Are Wine Goblets Enough? Assessing Housing for Siamese Fighting Fish (Betta splendens). |
| Area: EAB; Domain: Basic Research |
| THOMAS P. BYRNE (Massachusetts College of Liberal Arts), Eric Denette (Massachusetts College of Liberal Arts) |
| Abstract: Four male Siamese Fighting Fish (Betta splendens) were housed in a container
partitioned into four areas of different volumes. The fish were observed to spend time in each area, regardless of the orientation of the aquarium or light source. The fish were most often observed in the largest sections. In a final phase, fish were placed in a small container and suspended above a larger aquarium. Three out of four fish made consecutive escapes from the small container into the larger aquarium. The data suggest that small housing containers for Betta splendens, as often offered in the pet trade, may be inadequate for the organism’s welfare. |
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| 95. Assessing the Value of Stimuli Signaling Rich-Lean Transitions Using a Concurrent-Chains Schedule. |
| Area: EAB; Domain: Basic Research |
| JESSICA B. LONG (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Behavior is disrupted when there is a discriminable shift from rich to lean schedules of reinforcement. This experiment asked whether the stimulus signaling the rich-lean transition has aversive functions. Pigeons were trained on a concurrent-chains schedule. Responses in the variable-interval initial links produced a terminal link with a fixed-ratio 100 schedule leading to 6- or 7-s access to mixed grain (rich component) or 1- or 2-s access (lean component). If the initial link was completed on one key, the color of the terminal-link key occasionally signaled the rich and lean components. If the initial link was completed on the other key, the color of the terminal-link key occasionally signaled the rich component but never the lean component. The functions of the two initial-link keys were reversed across conditions. The availability of the lean stimulus had only minor effects on initial-link choice proportions: There was some evidence that the lean stimulus reduced responding on the key that led to this stimulus. Additional research is needed to assess the contribution of the terminal-link parameters to the value of the colors signaling the lean (and rich) components. |
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| 96. Evaluating the Effects of Alternative Antidepressant Interventions on Anhedonia using the Chronic Mild Stress (CMS) Procedure. |
| Area: EAB; Domain: Basic Research |
| DANIEL J. HOFFMAN (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: A growing body of research suggests that exercise and new generation antidepressants produce similar neurochemical effects. This has led some to argue for the use of exercise as an alternative to pharmacotherapeutic interventions for depression. To assess exercise’s treatment potential, the current study evaluates the behavioral effects of voluntary wheel running exercise in the context of the Chronic Mild Stress (CMS) procedure with rats. CMS is an animal model of depression that has been used to assess treatment potential of antidepressants. In CMS, rats are chronically exposed to a battery of mild stressors; saccharin consumption and preference are assessed once per week during a 1-h probe test following 23hours of water deprivation. Under normal conditions, rats typically show increased levels of saccharin consumption relative to water and preference for saccharin relative to water when both are available. The CMS procedure has been shown to reduce saccharin consumption and saccharin preference, a decrease in reinforcer efficacy that has been characterized as anhedonia. To the extent that wheel running reverses these effects, our data support the suggestion that exercise be considered an alternative to pharmacotherapeutic interventions for depression that warrants further investigation. |
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| 97. Travel Distance and Stimulus Duration on Observing Responses by Rats. |
| Area: EAB; Domain: Basic Research |
| ROGELIO ESCOBAR (National Autonomous University of Mexico), Carlos A. Bruner (National Autonomous University of Mexico) |
| Abstract: Observing-response procedures have differed qualitatively regarding the spatial distribution of the food and the observing operanda within the experimental chamber. Furthermore, stimuli duration has been controlled either by the subject or the experimenter. The present study related parametrically the previous procedures by varying two continuous variables: travel distance and stimuli duration. A chamber containing two levers was used and presses by rats on one lever were reinforced on a mixed random-interval 30 s extinction schedule with 60 s components alternating randomly. Each press on the second lever produced component-correlated stimuli. Using a factorial design, combinations of three travel distances 3, 9, or 18 cm between the levers with stimuli durations of 0.5 and 5 s were tested. As travel distance was lengthened and stimuli duration shortened, observing-response rate decreased. These results replicated previous findings and documented unexplored effects of travel distance and brief stimuli duration on observing responses. Similar to other concurrent schedules of food reinforcement, as travel distance increased changeover rate decreased and the duration of stays on each lever increased. It was concluded that travel distance effects should be taken into consideration when interpreting the results of observing procedures and when the results of different studies on observing responses are compared. |
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| 98. Effects of Delay of Reinforcement on Temporal Control. |
| Area: EAB; Domain: Basic Research |
| MIRARI ELCORO (West Virginia University), Amy Dawn Blackshire (West Virginia University), Karen Calvert (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Four pigeons were trained on fixed-interval (FI) schedules of reinforcement. Two types of delays of reinforcement were tested. One delay was programmed as a fixed-time schedule and the other as a differential-reinforcement-of-other-behavior (DRO) schedule. Three delay durations: 1, 3 and 10 s were examined. Effects of these delays on temporally-controlled responding were evaluated by measuring response rates and quarter-life values. Response rates decreased dramatically with delays programmed according to DRO schedules. General patterns of responding remained unchanged. Similar findings previously have been reported when electric shocks and stimulus changes have been used to test the resistance to change of temporally-controlled responding. |
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| 99. The Effects of Naming and Stimulus Discrimination on Acquisition of Conditional Discriminations in Young Children. |
| Area: EAB; Domain: Basic Research |
| ANNE K. STULL (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Jessica Nimocks (University of North Carolina, Wilmington), Amanda Reilly (University of North Carolina, Wilmington) |
| Abstract: This experiment investigates whether the facilitative effect of naming on the acquisition of conditional discriminations in young children is due to enhancing discrimination of the sample and comparison stimuli or if naming serves additional functions. Six typically developing children, ages 4 to 6, are presented with a three-choice arbitrary MTS AB conditional discrimination on a desktop Macintosh computer. The participants were randomly selected to be in one of two sequences of conditions, in which they were initially trained to either name the sample stimuli or mark the sample stimuli on the tally sheet. Participants progress through the sequence until they have demonstrated acquisition of the conditional discrimination. The conditions utilized in this experiment were Tacting Condition 1 (naming sample stimuli); Tacting Condition 2 (naming sample and comparison stimuli); Tally Sheet Condition 1 (marking the sample stimuli); and Tally Sheet Condition 2 and 3 (marking the sample and comparison stimuli). Results, at this point, indicate that Tacting Condition 1 and Tally Sheet Condition 1 did not facilitate acquisition of the conditional discrimination. Discriminations between the comparison stimuli will be required next to test for facilitative effects. |
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| 100. Oscillations During Extinction: What is the Cause? |
| Area: EAB; Domain: Basic Research |
| MARIA JOSÉ MATOS DE SOUZA SUZA (University of Minho), Armando Machado (University of Minho) |
| Abstract: We studied acquisition and extinction in a temporal discrimination task. Firstly, pigeons were assigned randomly to one of four groups: FI 16 s, FI 48 s VI 16 s or VI 48 s. In this phase, we found the usual temporal pattern, characterized by oscillations (cycles of pause and peck).
In a second phase, the pigeons received extinction sessions whose number and duration varied as follows. Some pigeons received eighty sessions of long extinction and others received fifteen sessions of short extinction. It is worth noticing that in this procedure there was no kind of temporal cue.
We analysed the pause-peck cycles in extinction using different criteria to determine the pause periods and response periods. Using pause-peck cycle duration as the dependent variable, we examined the effects on extinction of two variables, reinforcement schedule and duration of extinction session.
We found that the regularity of the reinforcement and the reconditioning are necessary for the oscillations in the extinction, but not sufficient. The implications of these findings to current models of timing will be discussed. |
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| 101. The Effects of Idiosyncratic Demands on a Functional Analysis Outcome. |
| Area: EAB; Domain: Applied Research |
| ABBEY CARREAU (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Frederick W. Hoots (Kennedy Krieger Institute) |
| Abstract: Previous research suggests that idiosyncratic variables may influence responding during functional analyses potentially altering outcomes (e.g., Carr, Yarbrough, & Langdon, 1997; Van Camp, Lerman, Kelley, Roane, Contrucci, & Vorndran, 2000). In some cases, if the stimulus conditions are not arranged appropriately false negatives may be obtained. In the current study, the initial functional analysis results did not support an escape from demands function for a 14-year-old male with autistic disorder and adjustment disorder NOS, with problem behavior. However, reports from the child’s school and family as well as anecdotal observations on the living unit suggested a relation between problem behavior and the presentation of demands. In order to identify tasks that were associated with higher levels of problem behavior a brief demand assessment including four different categories of demands: fine motor, gross motor, discrimination, and fast prompts was conducted. Results of the demand assessment indicated that fine motor tasks were associated with the lowest levels of compliance and highest levels of problem behavior. These tasks were used during a subsequent pairwise functional analysis (demand vs. toy play). Results of this analysis confirmed an escape function for problem behavior. These findings demonstrate the importance of incorporating representative tasks in the demand condition and suggest a methodology for assessing which tasks to include during functional analysis procedures. |
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| 102. Response Rate Partitioned Using a Log Survivor Analysis in BALB/c and C57BL/6 Mice. |
| Area: EAB; Domain: Basic Research |
| JOSHUA JOHNSON (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: A recent mathematical model has been suggested to partition response rate into two independent components that are estimated through a log survivor analysis of inter-response times. One component is thought to tap motivational and the other motor components of behavior. The robustness of this phenomenon was tested in a new species, with a novel approach to maintaining high rate behavior, and different approaches to manipulated motivational and motor components. BALB/c and C57BL/6 mice were used due to their differences in behavioral measures. A percentile schedule was used to reinforce a high rate of behavior. Two look-back windows (10, 40) and two criteria (.5, .75) were employed. The two operant measures investigated were wheel running and nose poking. It was hypothesized that nose poking would require higher rates of reinforcement than wheel running. A second experiment introduced wheel running as an alternate reinforcer after the nose poke response had stabilized and bout parameters were estimated. Since operant behavior is sensitive to alternate reinforcement and wheel running is reinforcing it was hypothesized that the intervention would increase the inter-bout interval and not affect within-bout response rate. |
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| 103. The Evaluation of Negative Contrast across Academic Tasks of High and Low Preference. |
| Area: EAB; Domain: Basic Research |
| MICHAEL A. LIND (University of Iowa), Chasity T. Brimeyer (University of Iowa), Yaniz C. Padilla Dalmau (University of Iowa), David P. Wacker (University of Iowa), John A. Northup (University of Iowa) |
| Abstract: Negative contrast may explain abrupt decreases in responding following shifts in the quality and quantity of reinforcement. However, a paucity of research has investigated this phenomenon among human participants. The present study will evaluate the conditions under which negative contrast effects can be observed in the performances of six elementary school students ranging in age and ability level. Students’ rates of task completion for both high- and low-preferred tasks will be assessed across two academic content areas, and under conditions in which high-preferred stimuli are or are not provided contingent on responding. Data to be collected will demonstrate how the interaction of task and stimulus preference may influence responding following changes between reinforcement and non-reinforcement conditions, and following manipulations of recent reinforcement history as measured by the number of successive trials of these conditions. Results will add to the lacking literature investigating the conditions under which negative contrast is observed in human participants, and similarly, to the understanding of conditions occasioning “over justification” effects in the classroom. |
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| 104. Social Behavior by Pigeons: III. Dependent Social Contingencies and Systematic Interactions. |
| Area: EAB; Domain: Basic Research |
| PAUL THOMAS ANDRONIS (Northern Michigan University), Jennifer A. Budreau (Northern Michigan University), Larissa Haliw (Northern Michigan University), Damaris Garcia -Thompson (Northern Michigan University) |
| Abstract: Pigeons were trained individually to peck a single food key under a three-ply multiple schedule of reinforcement – MULT(FR10, red houselight: FR100, white houselight: FR200, green houselight). The birds were then taught to control which food schedule (and corresponding houselight) was in effect, by pecking two “switching keys” located on a side wall: the FR100 for food (and its associated white houselight) simply recycled after each food delivery, but a bird could raise or lower that requirement at any time by pecking its switching keys. Finally, the birds were placed concurrently in adjacent chambers, separated by a transparent Plexiglas partition, and each could raise or lower the other’s requirements but not its own, by pecking the switching keys. The birds interacted systematically, under powerful control by the contingencies programmed on their own food keys, but also by the dependent social contingencies arising from interactions with their partners. |
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| 105. The Effects of Frequency and Magnitude of Reinforcement in Response Rates and Resistance to Change under Multiple Schedules. |
| Area: EAB; Domain: Basic Research |
| RAQUEL ALO (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: To investigate the effects of frequency and magnitude of reinforcement, In Experiment 1 pigeons were exposed to a multiple VI 120s schedule with 6-s access to food per reinforcer, VI 40s schedule with 2-s access to food per reinforcer. Thus, each component programmed a combination of reinforcement frequency and magnitude that delivered 180-s access to food per hour. Next, resistance to change tests were conducted, in which the subjects were fed 30 min before the sessions. In the following condition, the colors correlated with each schedule were reversed and, after responding became stable, an additional resistance to change test was conducted. The following condition was a replication of the first one, followed by a resistance to change test. Experiment 2 was identical to Experiment 1, except that the schedule in effect was a multiple VI 140s VI 20s with 7-s and 1-s access to food per reinforcer, respectively. Rates and proportion of responses tended to be greater in the component associated with the highest reinforcement frequency, and this result was more marked in Experiment 2. In both experiments, responding was more resistant in the component delivering reinforcers more frequently. |
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| 106. Assessing the Dynamic Developmental Theory (DDT) of Attention Deficit/Hyperactivity Disorder (ADHD) Using the Spontaneously Hypertensive Rat (SHR): Resistance to Change Following Variable-Interval Rei |
| Area: EAB; Domain: Basic Research |
| REUEL A. SHELDON (James Madison University), Mark Aaron Young (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The recently described Dynamic Developmental Theory (DDT) of Attention Deficit/Hyperactivity Disorder (ADHD) suggests that the behaviors that comprise this disorder are a function of altered reinforcement and extinction processes resulting from a hypofunctioning dopamine system. The current project is designed to investigate various predictions that follow from this theory using a putative animal model of AD/HD, the Spontaneously Hypertensive RAT (SHR). SHR and control (WKY) rats were trained to lever-press on various VI schedules of food reinforcement across different conditions. In each condition, following at least 15 training sessions, half of the rats from each strain were exposed to extinction sessions (EXT) with no food deliveries and the remaining rats from each strain were exposed to a VT schedule of food delivery – a procedure often referred to as noncontingent reinforcement (NCR). The data are discussed in terms of the extent to which resistance to change differs for SHR and WKY following different VI schedules and across the two procedures (EXT & NCR). These data provide evidence to address questions concerning the viability of SHR as animal model of ADHD and for the for the DDT view of ADHD. |
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| 107. A Quantitative Analysis of Habituation and Recovery of the Head-Shake Response in Rats. |
| Area: EAB; Domain: Basic Research |
| KELBY L. MURPHY (University of Alaska, Anchorage), Eric S. Murphy (University of Alaska, Anchorage), Joseph W. Harding (Washington State University), John W. Wright (Washington State University) |
| Abstract: Habituation is a decrease in responsiveness to a repeatedly presented stimulus. A useful laboratory model of mammalian habituation is the reflexive head-shake response (HSR) in rats. The HSR consists of a rapid twisting of the head about the front-to-rear axis elicited by a stream of air to the ear. The present study aimed to develop a mathematical model of habituation and spontaneous recovery of the HSR using 25 rats during 24 trial sessions. The experiment was a 5 (Stimulus Rate: 15 s, 30 s, 60 s, 120 s, & 240 s) X 5 (Intersession Interval: 5 min, 1 hr, 2 hr, 6 hr, & 24 hr) mixed-design, with intersession interval being the within-subjects factor. Several common equations were fit to the within-session habituation data for each stimulus rate, and to proportion of recovery as a function of intersession interval. A hyperbolic function accounted for the most variance (96.6%) in the within-session habituation data. A power function accounted for the most variance (83.3%) in spontaneous recovery. These models might aid behavior analysts and behavioral neuroscientists in relating changes in habituation and recovery to environmental and biological events (e.g., Murphy, Harding, Muhunthan, Holtfreter, & Wright, 2005). |
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| 108. Discriminative Control of Variable Behavior: Effects of Successive Stimulus Reversals. |
| Area: EAB; Domain: Basic Research |
| ADAM KYNASTON (Utah State University), Ericka Bailey (Utah State University), Ryan D. Ward (Utah State University), Amy Odum (Utah State University) |
| Abstract: This experiment examined the effect of discriminative stimulus reversals on variable behavior in pigeons. Four pigeons responded during a multiple schedule of Vary and Yoke components. In the Vary component, signaled by red keylights, four-response sequences that differed from the previous ten sequences produced food. In the Yoke component, signaled by green keylights, the probability of reinforcement was determined by the probability of reinforcement in the preceding Vary component; reinforcement was independent of the variability of the response sequences emitted during the Yoke component. Across successive conditions, the keylights signaling the schedule in effect were reversed. The first reversal consisted of 15 sessions and was followed by a return to baseline for 15 sessions. The second reversal consisted of 20 sessions and was followed by a return to baseline for 20 sessions. During baseline, variability during the Vary component was high relative to variability during the Yoke component. Across reversals, the difference in the level of variability between the Vary and Yoke components decreased. In addition, in contrast to the results from other experiments involving discriminative stimulus reversals, the decrease in variability in the yoke component proceeded more slowly across successive reversals. |
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| #449 Poster Session - EDC |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 109. Effects of Immediate versus Delayed Reinforcement and Signaled versus Non-Signaled Delayed Reinforcement on Response Rates in a Concurrent Free Operant Procedure. |
| Area: EDC; Domain: Applied Research |
| JESSICA L. CHERNE (University of Minnesota), Ellie C. Hartman (University of Minnesota), Jennifer J. McComas (University of Minnesota), Worzalla Samantha (University of Minnesota), Roxana Rodriguez (University of Minnesota), Mimi L. McDonnell (University of Minnesota), Melissa Chaffin (University of Minnesota), Josh Goldberg (University of Minnesota) |
| Abstract: Previous research has shown that immediate reinforcement options are typically chosen over delayed reinforcement options (Horner & Day 1991). Choosing immediate reinforcement can be problematic in situations where reinforcement cannot be delivered immediately. Researchers have demonstrated that the addition of signals and quantity of reinforcement can increase preference for delayed (Vollmer, Borrero, and Daniel, 1999). The purpose of the current study was (1) to determine if signals alone are sufficient for choosing delayed reinforcement when a competing response resulted in immediate reinforcement, and (2) to determine if use of signals is necessary to maintain delayed responding. Five typically developing children enrolled in an academic summer program, participated in two free choice operant conditions. Condition 1 consisted of concurrent schedules with one response followed by immediate reinforcement and the other followed by signaled delayed. Condition 2 consisted of concurrent schedules with one response followed by signaled delayed reinforcement and the other followed by unsignaled delayed. Responses consisted of reading the word on colored cards. Results demonstrated that participants responded more for immediate reinforcement than for signaled delayed reinforcement and did not show a preference between signaled and unsignaled delayed reinforcement. The influence of signals for delayed reinforcement on responding is discussed. |
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| 110. The Effect of Different Reinforcement Densities on Task Completion in Students with and without Learning Disabilities. |
| Area: EDC; Domain: Applied Research |
| CHRISTOPHER L. SCHWILK (Shippensburg University) |
| Abstract: Experimental research has established that behavior of both animals and humans differs relative to varying densities of reinforcement. This study examined whether establishing different densities of reinforcement effects the ability of students with and without disabilities to increase time on an academic task. Conditions in the study were varied relative to access to electronic media including the Internet, MP3 players, cell phones, and video games. In condition one students had free access to electronic media while completing the task, while in condition two and three reinforcement was delivered following different specified times. This poster addresses the outcomes in terms of Behavioral Economic theory. Research questions are posed that tie together the experimental research on Behavioral Economics with research in applied academic settings. |
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| 111. The Role of Behavioral Momentum in Resilience: A Preliminary Investigation. |
| Area: EDC; Domain: Basic Research |
| DAVID L. LEE (Pennsylvania State University), Beth Spicer (Pennsylvania State University) |
| Abstract: Research in the area of resilience seeks to determine factors that are related to success under difficult circumstances. However, much of the literature on resilience is correlational in nature. That is, we know that there are risk factors (e.g., poverty, dysfunctional home), but we are unsure why many of these risk factors cause poor outcomes. The purpose of this study was to investigate the utility of the theory of behavioral momentum as a model to explain resilience. The theory of behavioral momentum, much like its counterpart in physics, suggests that behavior with a high level of momentum is likely to persist during changes in the environment. Behavior with a high-level of momentum is often associated with conditions rich in positive reinforcement, whereas behaviors that do not persist are often associated with low levels of reinforcement. In Phase One of this study we observed and documented both positive and negative teacher behavior. In Phase Two students completed math problems when the teacher was both in (baseline) and out (resilience test) of the classroom. Results show that student persistence was greater when teachers left the room, for those teachers who delivered fewer negative consequences compared with teachers who delivered more positive consequences. |
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| 112. Effect of Variable Behavior on Human Problem Solving. |
| Area: EDC; Domain: Basic Research |
| LAUREN M. COOK (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: Experimenters have shown that cumulative practice (review) helps students solve problems. One question that has not been is addressed is what component(s) of cumulative review are responsible for producing problem solving. One explanation is behavioral variability: cumulative review involves teaching students to vary their behavior in the presence of problems. Given basic research that shows that variable behavior can be trained, this study has attempted to isolate whether training variability is a critical element of the success of cumulative review. The study consists of two conditions, one variable condition in which subjects are asked to review newly acquired skills cumulatively; and one non-variable condition in which subjects are asked to review or practice each skill separately. Primary dependant measures are subjects’ scores on problem-solving tests involving novel combinations of the exponent rules, as well as retention tests on each of the separate rules. It is expected that the process of requiring variable responding within cumulative review will lead to better performance on the problem solving tests than the simple review once all of the component skills have been taught. The research is discussed in terms of developing better and more effective training procedures for problem solving skills. |
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| 114. Enhancing the Discriminability of Learning Trials Using Novel Stimuli. |
| Area: EDC; Domain: Basic Research |
| TONYA S. WATSON (Miami University), T. Steuart Watson (Miami University) |
| Abstract: One of the keys for increasing the rate in which students learn new information is to enhance the discriminability of the learning trial. Most typically, discriminability is increased via manipulation of visual or auditory stimuli. Although these two categories of stimuli are easily manipulated and are the ones most typically used in educational settings, they are not always effective and there are other categories of stimuli that may enhance discriminability more sufficiently than these. One such category or class of stimuli are olfactory stimuli. In a series of two experiments, we have demonstrated that certain olfactory stimuli resulted in approximately a 40% greater recall rate than other olfactory stimuli or no stimuli. Possible explanations for these findings are presented. We also present the possible application of systematically introducing olfactory stimuli in specific educational settings with diverse learners where low cost, non-intrusive interventions are desired. |
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| 115. The Value Ratio and Reading of Text in a Museum Simulation. |
| Area: EDC; Domain: Applied Research |
| STEPHEN C. BITGOOD (Jacksonville State University), Krista White (Jacksonville State University), Brandalyn New (Jacksonville State University), Stephanie Dukes (Jacksonville State University) |
| Abstract: The value ratio (Bitgood, 2006) is calculated by dividing benefits (reinforcer magnitude) by costs (time, effort, etc.). This ratio appears to have wide application to human choice behavior. Temporal discounting and optimal foraging theories are special cases of this princple. In the last two years we have applied this ratio to film selection (New & Bitgood, 2006), choice of jokes (Dukes, et al, 2006), pedestrian movement in art museums and shopping malls (Bitgood, 2006; Bitgood & Dukes, 2006), and reading of text passages (Bitgood, et al, 2006).
It is well-documented that museum visitors do very little reading. However, reading increases when number of words are decreased. Visitors apparently choose not to read exhibit labels that require higher costs (time and effort). While this finding is consistent with the value ratio principle, it does not offer direct support that reading is influenced by a benefit/cost decision making principle.
The current study is a systematic replication of a study by Bitgood, Dukes, & Abby (2006) in which ratings of interest in an art print were used as a measure of benefits or reinforcer magnitude and the number of words in a passage was used a measure of costs. In contast to the original study, new art prints and text passages were used and additional measures were added (e.g., recall of text material). As in the original study, the value ratio was the most powerful predictor of how much text was read. The number of words (costs) was also a significant factor in predicting reading, but interest rating by itself was not. |
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| 116. Conditioning Adult Approvals through Indirect Contact with Peer Reinforcement Contingencies. |
| Area: EDC; Domain: Applied Research |
| KAVINDA ANTHONY SENEVIRATNA (Columbia University Teachers College), Jessica Singer-Dudek (St. John's University), JoAnn Pereira Delgado (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The present experiment (a replication of Greer & Singer-Dudek, submitted) reports the use of conditioning approvals procedure, whereby a target student observes the social approval reinforcement of a peer while receiving no reinforcement themselves for appropriate behaviour during this procedure. This procedure may teach conditioned reinforcement for approvals indirectly. There were two participants, a 4-year-old boy at the speaker/ early reader/ writer level of verbal behaviour, and a 3-year old female, functioning at a speaker/ early listener level of verbal behaviour. Baseline testing using approval reinforcement only, showed that neither student had conditioned reinforcement for social approvals. After taking baseline in performance tasks comparing approval and edible conditions, and acquisition tasks with only approval reinforcement, the conditioning approvals procedure was implemented. Across all measures, students performance increased - showing the conditioning of approval reinforcement through indirect contact with the reinforcement contingencies of others, in an establishing operation of deprivation. |
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| 117. Conditioning Procedure and Manipulation or Observation of Books, Puzzles, and Play Dough. |
| Area: EDC; Domain: Applied Research |
| ERICA WYNER (Columbia University Teachers College), Hye-Suk Lee Park (Columbia University Teachers College), Fang-Lin Jasmine Lai (Columbia University Teachers College) |
| Abstract: The present study tested an effect of a conditioning procedure on increasing appropriate engagement in manipulation or observation of materials such as books and puzzles in a free play setting. The study was conducted in a 1:1 classroom of a special education preschool in Metropolitan area of New York. The participant of Experiment I was a three-year old boy with developmental disabilities. Data were collected in a delayed multiple base line design across behaviors with multiple probes. Target behaviors to increase were manipulation or observation of puzzles and manipulation of play dough during instruction sessions and probe sessions. The results of the study demonstrated a functional relationship between the conditioning procedure and increase of target behaviors. In Experiment II, the effect of the conditioning procedure on looking at books in a free play setting was tested across the participants. The participants were a three-year old boy with developmental disabilities and a four-year old girl with developmental disabilities. Data were collected in a delayed multiple base line design across participants with multiple probes. The results of the study showed a functional relationship between the conditioning procedure and increase of target behavior, looking at books during probe sessions. |
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| 118. The Effects of Peer Tutoring on the Acquisition of Tacts by Tutor and Tutee. |
| Area: EDC; Domain: Applied Research |
| JESSICA R. DELIA (Columbia University Teachers College), Brooke DeMarco (Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School), Denise O'Sullivan (Teachers College, Rockland BOCES) |
| Abstract: The purpose of this study was to test the effects of peer tutoring for both the tutor and the tutee. The participants in the study were two middle school students classified as emotionally disturbed. The study was conducted in a self-contained classroom with a 7:1:2 student to teacher to teaching assistant ratio. Symbols from the Periodic Table of the Elements, were selected as stimuli because they were relevant to the New York State learning standards for 8th grade science and were novel to both participants. None of the tacts were in the students’ repertoires prior to the study. The student selected to be the tutor received training in the correct presentation of learn units, through which he taught the tutee to tact the stimuli. Instruction continued until the tutee achieved mastery criterion. A probe was then conducted to see if the tutor had acquired the tacts that he had taught the tutee. Results showed that the tutor acquired the tacts through peer tutoring. |
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| 119. The Effects of a Peer Tutoring Procedure on the Acquisition of Social Studies Tacts by the Tutor. |
| Area: EDC; Domain: Applied Research |
| HOLLI HELEN HENNINGSEN JERDES (Columbia University), Brooke DeMarco (Columbia University) |
| Abstract: Experimenters tested the effects of peer tutoring on the acquisition of social studies tacts by tutors. The study used a delayed multiple probe counter balance design across two sets of students form a self contained middle school for children with behavioral disorders and emotional disturbance. For each pair of participants, students rotated between being the tutor and the tutee roles for separate sets of stimuli. The data showed that both participants in each pair acquired new tacts through the tutor role in peer tutoring via observational learning. A functional relationship was demonstrated between peer tutoring and the acquisition of social studies tacts for the tutor and tutee. |
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| 120. A Model for Brief Outpatient Evaluations of Problem Behaviors and Learning Difficulties. |
| Area: EDC; Domain: Applied Research |
| TODD G. KOPELMAN (University of Iowa Hospitals and Clinics), Kelly M. Vinquist (University of Iowa), Tracy Moran (University of Iowa Hospitals and Clinics), LaKaren Rickman (University of Iowa Hospitals and Clinics), David P. Wacker (University of Iowa) |
| Abstract: A subgroup of young children who display noncompliant behaviors also have co-occurring learning difficulties. For this group, interactions may occur between specific learning difficulties and problem behaviors to produce varying levels of noncompliance. If these interactions are not identified, this may make the children’s noncompliance difficult to evaluate and treat. The purpose of this poster is to provide a description of the procedures used in a new outpatient clinic at the University of Iowa Hospitals and clinics, the NeuroBehavioral Service. Data will be provided on: The characteristics of the children who have been referred to the clinics, the types of assessments that have been conducted, and follow-up services that are provided. |
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| 121. An Evaluation of the Effects of and Preference for a Magnetic Choice Board during Preschool Free-Play. |
| Area: EDC; Domain: Applied Research |
| NICOLE HEAL (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: High levels of child engagement are desirable in early childhood classrooms because children learn through their interactions with their environments. We examined the effects of a magnetic choice board during free-play times on child engagement and location using a momentary-time sampling (MTS) procedure. In addition, the social validity of the intervention was directly assessed with the children via a group-oriented concurrent chains arrangement and indirectly assessed with the teachers via a questionnaire. Interobserver agreement was assessed for a minimum of 26% of sessions with mean agreement above 87% for all measures. Implementation of the magnetic choice board during free-play times resulted in a slight increase in engagement and less activity switching. Results of the social validity assessments indicated child and teacher preference for the magnetic choice board arrangement. Effective and preferred environmental arrangements for free-play times are discussed. |
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| 122. The Effects of a Token Economy on the Rate of Learning of Children with Autism. |
| Area: EDC; Domain: Applied Research |
| KRISTEN LEIGH PELICK (Columbia University Teachers College), Samantha M. Solow (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The following study examined the effects of a token economy system on the rate of learning, measured as the number of learn units to criterion, for two 5-year-old children diagnosed with autism and pre-reader, pre-listener levels of verbal behavior. The participants were taught to use a simple token economy system in which they had to earn first one, then two, and finally three tokens to get an edible or toy reinforcer of their choice. Once the participants met the mastery criterion for each phase of the simple token economy (90% or 18/20 correct token exchanges across two consecutive sessions), the participants used a token menu which featured pictures of five reinforcers (different for each participant) which could be purchased for one, two, or three tokens apiece. The participants met the mastery criterion with the simple token economy and token menu procedures rapidly (training was completed after 1-3 sessions per phase). After implementation of the token economy, the number of learn units to criterion for both participants noticeably decreased. Implications for self-management and further research are discussed. |
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| 123. An Examination of the Efficacy of Social Praise as a Reinforcer. |
| Area: EDC; Domain: Applied Research |
| MARCIA WARD (ABACAS Drogheda, Ireland), Juliet M. Quinlan (ABACAS Drogheda, Ireland) |
| Abstract: This study investigates the relative effectiveness of social praise as a reinforcer to increase academic responding. Performance on acquisition tasks by both verbal and nonverbal students was measured while manipulating the level and quality of social praise as a reinforcer. The results are discussed with reference to current research in the area of Applied Behaviour Analysis and education |
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| 124. The Effects of Implementing a Self-Management Questionnaire and Goal Setting to Enhance Public Posting of Data on Student Productivity. |
| Area: EDC; Domain: Applied Research |
| SHERI KINGSDORF (Columbia University Teachers College), Grant Gautreaux (The Chicago School of Professional Psychology) |
| Abstract: An experiment was conducted to test the effects of self management on students' learn units. The experiment employed two phases of treatment regarding a self-management questionnaire with and without goal setting. The study was conducted with two participants, in a CABAS(r) middle school classroom. The participants were males between the ages of 14
and 15 years old, with reader, writer, emergent self editor levels of
verbal behavior. Both participants were diagnosed with emotional and behavioral disorders. A delayed multiple baseline design was employed. The dependent variable in the study was the number of learn units achieved daily as a measure of productivity. The independent variable in the study was the use of a self management questionnaire to enhance the graphical display of data. The results of the study demonstrated a substantial increase in the total number of daily learn units completed by both participants during the second treatment phase. |
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| 125. The Effects of a Self-Management Package on the Independent Academic Performance of Students with Autism. |
| Area: EDC; Domain: Applied Research |
| EDWARD D. PARKER (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Tracy L. Kettering (The Ohio State University) |
| Abstract: The current investigation evaluated the effects of a self-management package, which included self-evaluation and self-reinforcement procedures, on the completion and accuracy of independent academic seatwork. Three participants diagnosed with autism and other developmental disabilities were taught self-management skills using a least-to-most prompting procedure following baseline using a multiple-probe baseline across subjects design. Following acquisition of the self-management package, prompts were removed and generalization probes were conducted in untrained settings and with untrained tasks. Results suggested that the self-management skills of self-evaluation and self-reinforcement can be taught to students with developmental disabilities and that those skills can maintain and generalize to other independent seatwork tasks and untrained educational settings. Results are discussed in terms of collateral effects of the self-management package on completion and accuracy of academic and the generalizability of self-management skills. |
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| 126. Effects of Opportunities to Respond on Students Emitting Disruptive Behavior in General Education Classrooms. |
| Area: EDC; Domain: Service Delivery |
| TODD F. HAYDON (University of Florida) |
| Abstract: A function of disruptive behavior of many students with emotional behavior disorders is not to gain teacher attention, but rather to escape academic tasks. Escape motivated behavior is part of a negative reinforcement cycle (Gunter, Hummel, & Conroy, 1998). Giving student’s opportunities to respond (OTR) is one effective practice that has shown to decrease escape-motivated behavior and improve academic outcomes. (Sutherland & Oswald, 2005). This study extended the literature on the use of opportunities to respond by implementing an ABAB withdrawal design in a regular education classroom setting. An elementary aged student identified as at-risk for behavior disordered participated in the study. The effects of an increased rate of OTR on student’s correct responses, disruptive behaviors, and on-task behavior and academic outcomes were measured using direct observation and permanent products. Inter-observer agreement was calculated for 25% of the sessions across all four phases of the study. The results of the study demonstrated that when teachers used high rates of OTR there was (a) a decrease in the amount of disruptive incidents, (b) an increase in the number of correct responses, (c) an increase in student’s time on academic tasks. |
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| 127. Relationship between Behavior and Absence Rates in Elementary School Students. |
| Area: EDC; Domain: Basic Research |
| CLARA OLIVIA ROMERO RODRÍGUEZ (Universidad Cristobal Colon), Leticia Rivera (Universidad Cristobal Colon), Sebastian Figueroa Rodríguez (Universidad Veracruzana) |
| Abstract: The present is a correlational-descriptive study that establishes the relationship between undiscipline (reasons of it given by teachers), academic performance (grades) and students abscenses in an elementary privated school in Veracruz Mexico. Preliminary results showed that 14.99% of the students have at least one undisciplinary report, while a 51.18% had being abscent at least once a month, and with an 7.7 as their grades average. This initial findings showed that sixth graders present the highest undisciplinary and abscense rate while their grades (academic performance) showed the lowest average. |
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| 128. The Effects of Two Techniques on Student Participation with African American Boys with Emotional and Behavior 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 purpose of this study was to evaluate the effects of two active responding techniques (i.e., hand raising, response card) on student participation and on-task behavior in African American boys with emotional and behavioral disorders. Data were collected on six fourth grader's active responding, on-task and inappropriate behaviors during mathmatics instruction. An alternating treatment design was used to examine the effects of the independent variable. Results indicated that the response card technique was more efficient for all six students across all dependent measures. |
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| #450 International Poster Session - OBM |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 129. An Examination of the Relative Effects of Individual and Small Group Incentive Systems on Work Performance. |
| Area: OBM; Domain: Applied Research |
| SHEZEEN OAH (Chung Ang University), Kwangsu Moon (Department of Psychology, Chung-Ang University) |
| Abstract: This study examined the relative effects of individual incentive system, equally and differentially distributed group incentive system on performance when the opportunities for off-task behavior were available. An alternating treatment design was adopted and three experimental conditions were randomly alternated for each session. Four college students participated and completed 21 sessions (7 sessions per each condition). A simulated work task which consisted of three steps was used. The number of the correctly completed work tasks and the amount of idle time were the primary dependent variables. The results indicated that the performance under differentially distributed group incentive condition was higher than that under individual incentive and equally distributed group incentive condition. However, performance difference between the individual incentive system and equally distributed group incentive system was not statistically significant. Also, the amount of idle time under the differentially distributed group incentive condition was the lowest and that under the equally distributed group incentive condition was the highest. These results suggest that the differentially distributed group incentive system might be an effective pay plan to increase performance. Also the results suggest that more realistic simulation is necessary to examine the effects of different types of group incentive on work performance. |
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| 130. Relation of Pay Strategies on Group vs. Individual Productivity. |
| Area: OBM; Domain: Applied Research |
| JANET L. SYPHAN (West Chester University), Mary Katie Lettich (West Chester University), Lauren Zito (West Chester University), Christie Lawler (West Chester University), Phillip K. Duncan (West Chester University) |
| Abstract: A counter-balanced single subject design examined the relationship between pay strategies for individuals or work groups and worker performance. Undergraduate participants (n=6) were divided into 2 groups containing 3 members and asked to perform a heterogeneous task. When pay is linked to performance, productivity is much greater compared to when pay is given for simply attending. The data also show differential effects when Ps are paid for individual or for group productivity. When payment depends upon group performance only, the group performance increases. Conversely, when payment depends upon individual performance, individual performance increases. |
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| 131. The Effects of Reinforcement and Underestimated, Overestimated, and Accurate Feedback on Computer Safety Performance. |
| Area: OBM; Domain: Applied Research |
| KRISTEN STRUSS (Queens College and The Graduate Center, City University of New York), Alicia M. Alvero (Queens College, City University of New York) |
| Abstract: Observation and feedback play an important role in the Behavior-Based Safety process. Consultants deliver extensive training to ensure that employees are collecting accurate data and delivering accurate feedback. But when consultants are no longer present, it is not known whether employees are still reliably collecting data and delivering accurate feedback. The current study examined the effects of inaccurate feedback on safe typing performance. A multiple-baseline, within-subjects design was used to deliver overestimated, underestimated, and accurate feedback to participants regarding their safety performance. |
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| 132. Effects of Supervisor or Peer Verbal Feedback on the Speed and Accuracy of Typing Performance. |
| Area: OBM; Domain: Basic Research |
| KRISTEN ROST (Queens College and The Graduate Center, City University of New York), Danielle Tittelbach (Queens College and The Graduate Center, City University of New York) |
| Abstract: Performance feedback has become one of the most widely used tools in organizational and social settings. Research studies have been conducted to support the effectiveness of performance feedback in many different work settings. To date, little research has been conducted that focuses primarily on comparisons of the differential effects of the sources, frequency, or media used for feedback on both the quality (accuracy) and quantity (speed) of performance. This research separated the effects of different sources of feedback for performance (peer vs. supervisor) on quality and quantity (separate and combined) of typing performance. The source of feedback did not differentially influence performance. Feedback, compared to no feedback, increased the targeted typing performance significantly. Feedback for accuracy of performance yielded the largest overall results. |
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| 133. Improvement of Customer Safety in a Pharmacy: Task Clarification, Goal Setting, and Feedback. |
| Area: OBM; Domain: Applied Research |
| LAURA GRATTAN (Appalachian State University), Amber Hardesty (Appalachian State University), Brittney O'Neal (Appalachian State University), Timothy D. Ludwig (Appalachian State University) |
| Abstract: Behaviors of employees at two pharmacies were pinpointed based on their impact on customer safety. Behaviors included counseling customers on drug purchases and maintaining a high standard of sanitation. The performance diagnostic checklist revealed a lack of antecedents and weak contingencies in these two areas. A multiple-baseline ABAC design was implemented. It delivered an intervention package consisting of task clarification, goal setting and feedback. During baseline hand sanitizer was placed in locations where employees interacted with customers. An intervention meeting provided task clarification for proper patient safety behaviors linked to employee-set goals. Feedback toward these goals followed for 4 weeks. The packaged intervention, which included multiple instances of reinforcement, resulted in a higher percentage of customer safety behaviors. |
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| 134. The Observer Effect with Accuracy Training Plus an Assessment of the Relationship between Observer Ergonomic Safety Behavior and the Accuracy of Observations. |
| Area: OBM; Domain: Applied Research |
| MATTHEW A. TAYLOR (Queens College and The Graduate Center, City University of New York), Alicia M. Alvero (Queens College, City University of New York) |
| Abstract: This study expanded upon previous ergonomic safety behavior research by attempting to tease apart accuracy of observations with the act of observing. The study used a multiple-baseline design across two groups of responses. The phases included the following: a) baseline; b) observation training phase; and c) training plus observations. The results suggest that observer training alone will substantially improve safety performance. Furthermore, the results suggest that the act of conducting observations will further improve safety performance, however the accuracy of observations has minimal correlation with safety performance. |
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| 135. The Effects of a Still-Photo Computer Module without Feedback on Ergonomic Behaviors. |
| Area: OBM; Domain: Applied Research |
| RHIANNON M. FANTE (Western Michigan University), John Austin (Western Michigan University) |
| Abstract: The purpose of the current study was to evaluate the effects of an interactive and individualized still-photo computer-based training module on the percentage of safe observations of assembling and lifting ergonomic behaviors. The computer-based training module was analogous to conducting peer observations to determine if the “observer effect” (Alvero & Austin, 2004) could be produced using photos instead of video. This study also sought to begin to deconstruct the “observer effect” by examining the effects on safety behavior of an evaluation only phase (active participant scoring of safe and at-risk photos), and an evaluation plus feedback phase (active participant scoring of safe and at-risk photos plus feedback based on scoring responses). The current study also controlled for performance difficulties in performing the dependent variables by providing information and having the participants demonstrate the safe behaviors prior to baseline. Reactivity to observation was controlled for by using a hidden camera to measure treatment effects. Results of this study indicate that a still photo computer training module with or without response-based feedback is a viable solution for improving safe ergonomic postures during assembly and lifting tasks. |
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| 136. A Behavioral Systems Approach to Organizational Project Intake. |
| Area: OBM; Domain: Applied Research |
| ERICK K. A. MARMOLEJO (Western Michigan University), Brian J. Crowley-Koch (Western Michigan University), Thorhallur O. Flosason (Western Michigan University) |
| Abstract: Organizational units such as departments of Human Resources, Training and Development, often act as internal consultants. These units typically occupy their time by "fighting fires," maintaining regulatory compliance, and taking on projects to enhance organizational functioning. This process of ad hoc problem solving and project intake can often be a challenge when timely resolution is at odds with a comprehensive functional analysis.
The Progressive Organizational Intake Tree (POINT) addresses this organizational challenge by providing a structured project intake methodology. This procedure allows for the collection of relevant information on the presenting problem and a simultaneous function based assessment.
POINT allows a novice team to assess organizational problems though a structured interview process designed to glean relevant information on the problem and suggest possible areas for intervention. The result of the structured interview process results in an operationally pinpoint of the problem, a priority measure, a data collection plan, and a function based suggestion for intervention. These data are summarized on a single page POINT Report that serves as an executive summary of the overall organizational problem. This report is designed to help trained specialists develop more efficacious interventions. POINT offers an effective alternative to traditional project intake techniques. |
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| 137. The Effects of an Interactive Public Posting of Task Completion on the Task Completion of Staff in a Human Services Setting. |
| Area: OBM; Domain: Service Delivery |
| MOLLI LUKE (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: An interactive white board indicating training sessions to be completed by staff in a day centre for adults with developmental disabilities was introduced in a multiple baseline across client programs. Whereas the expectancy for training session completion remained the same from baseline conditions, the board required staff to update the board as sessions were completed. Results are discussed in terms of increases in quantity and quality as well as suggestions for further applications of this method. |
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| 138. The Effect of Supervisor Feedback and Public-Posting on Staff Program Implementation in a Group Home for Adults with Developmental Disabilities. |
| Area: OBM; Domain: Applied Research |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute), Saeed Ally (Behaviour Institute) |
| Abstract: It is critical for persons with developmental disabilities living in community support residences to receive quality activities and opportunities to acquire adaptive life skills. Unfortunately, previous studies have indicated that such arrangements do not always occur. This poster will examine the effect of supervisor feedback and public posting on the adherence of residential staff to the correct implementation of protocols on client and staff behaviour. Effects were evaluated using a multiple-baseline design across staff. There was an increase in staff program implementation and client active engagement associated with supervisor feedback and public posting. |
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| 139. The Effect of Public Posting of Child and Staff Behaviour on Quality of Programming for Children with Autism. |
| Area: OBM; Domain: Service Delivery |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nadine Trottier (McMaster University) |
| Abstract: In Early Intensive Behavioral Intervention (EIBI) for young children with autism, the children’s learning is determined by the frequency and quality of staff interactions. Staff interactions with children, in turn, is determined by what instructional targets are selected, the quality of program design, as well as the fidelity and consistency of program implementation (supervision). Typically, the supervisor reviews data on the child’s performance and makes program changes accordingly and/or provides direct implementation feedback to the frontline staff. This poster will present the results of a quality assurance study using a direct observational measurement system (ecobehavioral analysis) comparing three strategies for increasing active engagement in the child’s learning. Four children with autism in a centre-based program were identified to participate in this study. Each child received EIBI through a team of typically three therapists, supervised by a coordinator. Using a multiple-baseline design across children, the following conditions were compared on the percent time child is actively engaged in learning: a) baseline; b) public posting of child’s baseline active engagement with target; c) public posting of staff’s accuracy of implementation and d) training on coordinator feedback to staff. The results indicated that the frequency and quality of staff interactions with the child increased most significantly when public posting was combined with coordinator training (increased supervision) and these effects were spontaneously generalized to interactions out of the cubby. |
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| 140. Behavior Analysis in Inpatient Psychiatric Settings. |
| Area: OBM; Domain: Applied Research |
| JANICE L. MARLEY (Our Lady of Peace), Kimberly Dwyer-Moore (Our Lady of Peace), Katherine Miriam Johnson-Patagoc (Our Lady of Peace) |
| Abstract: The Neurobehavioral and Innovations programs at Our Lady of Peace Psychiatric Hospital provide psychiatric and behavioral services to children and adolescents with multiple diagnoses. As with all behavioral interventions the effectiveness of the services provided within this program are reliant on staff adherence to the prescribed behavioral plan. Previous research has demonstrated the effectiveness of competency-and-performance based staff training measures on improving direct care staff performance. Furthermore the present study examined the effectiveness of a competency based staff training package on improving the accuracy in which function based behavior support plans were implemented by direct care staff at Our Lady of Peace. |
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| 141. Is Extent of Engagement in Continuing Professional Development Activities within a Human Services Agency Correlated with Decreased Rates of Turnover? |
| Area: OBM; Domain: Service Delivery |
| SHARI L. SCHATZMAN (Eden II Programs), Daphna El-Roy (Eden II Programs), Eileen Hopkins (Eden II Programs) |
| Abstract: This research project is the first within a line of research on continuing education conducted at a not-for-profit agency serving individuals with autism. Data were analyzed from the first year during which an internally-imposed continuing-education requirement was initiated. The purpose of this study was to determine the degree to which a correlation exists between hours spent in continuing professional development/training activities and turnover rates. Although continuing education can be costly (both monetarily and staffing), it can result in gains such as potential skill competence relevant to a current position. Staff competence is a critical component to improve the quality of life for people with developmental disabilities (Jahr, 1998). Chan (2002, as cited by Johnson 2005) noted that areas of education have spread from strictly clinical to non-clinical content such as management, teaching and communications. Aside from preparation for a future possible position, continuing education can provide enrichment opportunities, and may have other professional implications as well. |
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| 142. Increasing Arrival Data Collection at an Adult Day Training Facility. |
| Area: OBM; Domain: Applied Research |
| CYNTHIA HARRISON BOYD (Florida State University, Panama City), H. Allen Murphy (Florida State University, Panama City), Kim Faustin (Pyramid Inc.) |
| Abstract: When a residential facility transports developmentally delayed individuals to an adult day training facility (ADT), it is important to note the condition of the individual upon arrival; this practice aids both facilities for treatment and liability purposes. The current study evaluated the effects of multiple treatment procedures including adding a task analysis, contingent social praise, training, and feedback for both staff and management to increase the accuracy and completion of the necessary arrival form. This study took place at an ADT in Northwest Florida. Baseline data revealed a zero rate of compliance with accuracy and completion of the arrival forms. Intervention increased compliance to 89%, and after feedback, follow-up at two weeks and one month revealed a 100% compliance with the task. |
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| 143. Evaluation of a Multiple Component Intervention Disseminating Behavior Technology to Group Home Paraprofessionals. |
| Area: OBM; Domain: Service Delivery |
| MARIANNE JENSEN (Community Residences, Inc.), Timothy J. H. Paisey (Community Residences, Inc.) |
| Abstract: In the current investigation, we examined the fidelity of paraprofessional staff implementation of behavioral intervention plans in four group homes for young persons with mental retardation. The intervention was developed to increase the service delivery skills of both paraprofessional staff and supervisors so as to promote appropriate and effective implementation of behavior intervention plans. Baseline data were collected using a comprehensive checklist of quality indicators conducted by the investigator. The treatment package contained three components: 1) workshop-format instruction to supervisors on implementation of behavior intervention plans, methods of providing performance based feedback, and the expected frequency and duration of staff observations 2) implementation of an observation checklist 3) graphing and posting of supervision data along with rate of implementation at regular supervision meetings for supervisors. The dependent variable was the consistency and accuracy of behavior intervention plan implementation by paraprofessional staff. Results will indicate the effects of each component of the treatment package as well as combined components. This research extends the literature on enhancing staff performance and improving the quality of service delivery. |
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| 144. Teaching Chinese Pronunciation: A Tutoring Package to Teach Pronunciation of Mandarin Chinese Characters. |
| Area: OBM; Domain: Applied Research |
| HANG WU (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: This study examined the effect of a tutoring package on the performance of two participants’ Mandarin Chinese pronunciation. The tutoring package included verbal modeling, hand prompts, praise, and Chinese conversations with the tutor. The effect of the tutoring package was analyzed with a multiple baseline design across two sets of 50 words across two participants. The tutoring package produced improvement of the participant’s correct pronunciation from 48% pre-tutoring to 90% post-tutoring. This study showed the tutoring package produced reasonable mastery of two non-native speakers’ Mandarin Chinese pronunciation. |
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| #451 Poster Session - VRB |
| Monday, May 28, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
|
| 145. Testing the Effects of Multiple Exemplar Instruction on the Transformation of Stimulus Functions Across Written and Vocal Spelling Responses. |
| Area: VBC; Domain: Applied Research |
| KRYSTL GIORDANO-PADILLA (Columbia University Teachers College), Dr. Shira A. Ackerman (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: This experiment investigated the use of multiple exemplar instruction on the emergence of joint stimulus control across written and vocal responses. The participants were four middle school students in a 6:1:1 classroom outside a major metropolitan area possessing listener/non-listener, speaker, reader, writer, and emergent self-editor repertoires. The students were classified as having emotional and behavioral disabilities. The investigator used a delayed counter balanced multiple probe design across participants and experimental probes to test the emergence of untaught responses following multiple exemplar instruction and the teaching of one repertoire. Multiple exemplar instruction was used to teach grade level spelling words in vocal and written format. The results demonstrated that the use of multiple exemplar instruction for spelling words was effective in teaching the students joint stimulus control across written and vocal responses. |
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| 146. Start Teaching and Reinforcing Today (START): Teaching Parents to Teach. |
| Area: VBC; Domain: Service Delivery |
| JULIA H. FIEBIG (Behavior Analysts, Inc.), Carrie S. W. Borrero (Behavior Analysts, Inc.), Pamela G. Osnes (Behavior Analysts, Inc.) |
| Abstract: Start Teaching and Reinforcing Today (START) is a service offered through the parent education division of Behavior Analysts, Inc. START provides parents with an overview of strategies used in applied behavior analysis and the training of verbal behavior with a curriculum specifically designed for parents and caregivers. Over the course of the 16-week training, data are collected on both the child’s behavior and the parent’s implementation of procedures. An illustrative case example will be presented for which baseline data have informed treatment implementation. |
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| 147. The Assessment of Basic Language and Learning Skills-Revised: A Preliminary Investigation of Interobserver Agreement (IOA). |
| Area: VBC; Domain: Applied Research |
| JOEL VIDOVIC (Behavior Analysts, Inc.), Carrie S. W. Borrero (Behavior Analysts, Inc.), Pamela G. Osnes (Behavior Analysts, Inc.), James W. Partington (Behavior Analysts, Inc.) |
| Abstract: The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is an assessment instrument frequently used to determine skill deficits and areas for improvement for children with language delays (Partington & Sundberg, 1998). Often, results of the ABLLS assist special education teachers in the development of goals for Individualized Education Plans. To date, no investigations have been conducted to determine the interobserver agreement (IOA) of multiple individuals completing an ABLLS. In this study, an ABLLS assessment was conducted with students with autism in a nonpublic school, the STARS School. Two independent observers collected IOA for the first ten task items in skills sets A-I as identified in the ABLLS-R. IOA was calculated using both occurrence and non-occurrence measures. Preliminary results reveal an occurrence agreement score of 76% and a non-occurrence agreement score of 90%. |
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| 148. Analyses of Appropriate Communication in Children with Selective Mutism and Children with Disruptive Behavior Disorder. |
| Area: VBC; Domain: Applied Research |
| BRENDA J. ENGEBRETSON (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa), Michael A. Lind (University of Iowa), Kelly M. Schieltz (University of Iowa), Maliha Zaman (University of Iowa) |
| Abstract: Analyses of appropriate communication were conducted within brief multi-element designs for two groups of typically developing children referred to a Behavioral Pediatrics Clinic: children with selective mutism and children with disruptive behavior disorder. The independent variable was level of demand (free play vs. parent-directed play), and the dependent variable was appropriate communication, defined as audible words spoken to another individual to initiate or expand conversation. Data were collected using 10-second partial-interval recording systems and inter-observer agreement data were collected during all evaluations. Data from 2 evaluations of children within each group will be presented. Children with selective mutism demonstrated a decreasing trend in appropriate communication across sessions of free play and parent-directed play, showing an evocative effect for demands that generalizes across context. Children with disruptive behavior disorder usually maintain a similar level of communication in free play conditions throughout the evaluation, and thus show problematic behavior only during the demand context. Implications for the use of experimental analyses for the assessment and treatment of children with selective mutism will be discussed. |
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| 149. The Effects of Implementing Verbal Behavior Teaching Strategies on the Acquisition of New Verbal Operants and Complex Language Use for Children Diagnosed with Autism. |
| Area: VBC; Domain: Applied Research |
| KATHERINE M. MATTHEWS (Virginia Commonwealth University), Anna M. Young Zaleska (Faison School for Autism), Adam S. Warman (Virginia Commonwealth University Autism Center) |
| Abstract: Verbal behavior teaching strategies have been used to develop beginning and advanced speaker repertoires. These strategies can include mand and tact instruction, speaker emmersion, peer tutoring, social skills, and self-management. At The Faison School for Autism, these strategies have been used to evoke beginning and advanced language skills in children with a range of abilities. This paper reports on the effects of these strategies based on learn unit analyses and assessments. The results of these procedures are discussed in relation to Skinner's Verbal Behavior and principles of behavior. |
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| 150. Using the Verbal Behavior Approach to Increase Language in a Child with Autism. |
| Area: VBC; Domain: Applied Research |
| TRACY L. KETTERING (The Ohio State University), Edward D. Parker (The Ohio State University), Amanda E. Guld (The Ohio State University), Ruth M. DeBar (The Ohio State University), Judah B. Axe (The Ohio State University), Helen Irene Malone (The Ohio State University) |
| Abstract: There is a fairly large research literature base evaluating the use of Skinner’s analysis of verbal behavior for teaching aspects of language to children with autism and language delays. However, although many practitioners are using the “verbal behavior approach” (Sundberg & Partington, 1998) to teach language to these children, no research was found evaluating the effects of the entire approach on language development in children with autism. The purpose of this case study was to employ the verbal behavior approach as presented by Sundberg and Partington (1998) with a young child with autism. A multiple baseline across verbal operants design was used to evaluate the acquisition of verbal behavior across the individually targeted elementary verbal operants. Additionally, The Assessment of Basic Language and Learning Skills, the Test of Language Development-P:2, and the Leiter-R were administered once every three months to monitor the student’s overall progress. The verbal behavior approach was effective at teaching the student new verbal behavior across the elementary verbal operants. Limitations and directions for future research are discussed. |
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| 151. Reducing Aggressive Behaviors in a Non-Verbal Individual Using Mand Training. |
| Area: VBC; Domain: Applied Research |
| KIMBERLY M. SMITH (Pinellas Association for Retarded Children), Timothy McGhee (Pinellas Association for Retarded Children) |
| Abstract: This intervention took place at a behavior focus group home setting. This intervention was used with a non-verbal twenty-year-old female individual. This individual exhibited aggression towards others (ATO) and aggression towards property (ATP). To reduce the frequency of these challenging behaviors, mand training was used to increase her ability to request items and identify her needs. Mand training was completed by teaching this individual to use signs to communicate. Data was collected on the frequency of aggressive behaviors, as well as the percentage of mands for highly preferred items given multiple opportunities during sessions that required different prompting levels (unprompted, verbal, model or physical guidance). All trials involved the highly preferred stimulus being visibly present. Approximately forty to fifty trials were run during each session. There appears to be a correlation between the decrease in aggressive behaviors and the increase of unprompted mands. |
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| 152. Reducing Aggressive Behaviors in a Verbal Individual Using Mand Training. |
| Area: VBC; Domain: Applied Research |
| TATE MCGHEE (Pinellas Association for Retarded Children), Kimberly M. Smith (Pinellas Association for Retarded Children) |
| Abstract: This intervention took place at a behavior focus group home setting. This intervention was used with a verbal twenty-year-old male individual diagnosed with autism. This individual exhibited aggression towards others (ATO), aggression towards property (ATP) and self-abusive behavior (SAB). To reduce the frequency of these challenging behaviors, mand training was used to increase his ability to request items and identify his needs. Mand training was completed by teaching this individual to use signs and verbalizations to communicate. Through mand training, this individual has acquired new mands to get his needs and wants met, as well as, generalized these mands to other settings and persons. Data was collected on the frequency of aggressive behaviors, as well as the percentage of independent mands for highly preferred items during sessions given multiple opportunities to mand for those items during these sessions. Some trials involved the stimulus being visually present while during other trials the highly preferred stimulus was hidden. In addition, he received training to wait for reinforcement when manding. There were approximately forty to fifty opportunities for manding per session. There appears to be a correlation between the decrease in aggressive behaviors and the increase of unprompted mands. |
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| 153. The Relationship between Verbal Description of Contingencies and Response Patterns in a Conditional Discrimination Task. |
| Area: VBC; Domain: Basic Research |
| ALVARO TORRES CHAVEZ (Universidad Nacional Autónoma de México), Florente Lopez (Universidad Nacional Autónoma de México) |
| Abstract: Our objective was to analyze the effects of verbal description of contingencies on the subject’s response pattern in a reinforcement schedule. With that purpose subjects were submitted to a conditional discrimination task of their own behavior: First, a fixed-ratio or a fixed-interval schedule of reinforcement was in effect and served as sample stimulus. Second, in the comparison trial, subjects decided which schedule was in effect in the sample trial. Forty volunteer university students were randomly assigned to groups with and without concurrent verbalization of contingencies. In the group with concurrent verbalizations, subjects were asked to describe their behavior and how was it related to the earning of points. In general, verbal descriptions agreed with scheduled contingencies, indicating that subjects created two general classes of self-descriptions: with numerical or counting content, and with temporal content; and these descriptions occurred along with a better adjustment of the response pattern to the ratio and interval contingencies than in the no-verbalization group. The data suggest that the kind and accuracy of the self-descriptions was associated to the corresponding response patterns. |
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| 154. The Effects of Receptive-Language Training on Functional Verbal Behavior and Brain Function. |
| Area: VBC; Domain: Applied Research |
| YUNO TAKEUCHI (Keio University, Japan), Koji Takeuchi (Japan Agency of Science and Technology), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The purpose of the present study was to investigate whether the training of receptive language facilitated the function of productive speech and changed brain function in children with autistic disorders. We evaluated the function of receptive and productive verbal behavior of the children with autism using “the Assessment of Basic Language and Learning Skills”(Partington & Sundberg, 1998). We also measured the change of the blood volume in the frontal cortex using non-invaded brain-imaging technique, such as near infrared spectrometry (NIRS). The intervention program was selected from Applied Verbal Behavior procedure developed by Sundberg and Partington (1998). As the intervention progressed, the performances of receptive language improved, the functional verbal behavior increased and echolalia decreased. And we found that the curved lines of blood volume activated as session progressed as neurological correlates. These results show that the training of receptive language is effective not only for the acquisition of functional verbal behavior but also for the activities of the frontal cortex. We discussed the relationship between behavior and brain function and enhancement of neural plasticity by applied verbal behavior technique. |
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| 155. Investigating the Level of Functional Independence between Mand and Tact Processes. |
| Area: VBC; Domain: Basic Research |
| SUZANNE M. NANGLE (Bryn Mawr College), Beth Mugno (Bryn Mawr College), Paul D. Neuman (Bryn Mawr College) |
| Abstract: The purpose of the proposed study is to examine the level of functional independence between mand and tact units of verbal behavior. Research in the field of applied behavior analysis is conflicted as to the interdependent nature of the relation between these two operant classes. In the current study, non-vocal, developmentally delayed participants with established generalized mand and tact repertoires will be evaluated for the level of independence exhibited between tacts and mands. Tact training of novel items will proceed opportunities for a mand response (without specific mand training). It is predicted that tact training will transfer to mand operations in this population of individuals with established mand repertoires, in some situations but not others. The results of this examination will contribute to the existing literature, in so far as an extension of the current debate regarding the level of functional independence between tact and mand verbal classes. Additionally, these results will contribute to further narrowing the factors that contribute to this transfer. |
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| 156. Acquisition and Translativity of a Matching to Sample Task under Different Language Modes and Modal Transfer. |
| Area: VBC; Domain: Applied Research |
| DANIEL GOMEZ-FUENTES (Universidad Veracruzana), Emilio Ribes Iñesta (Universidad de Guadalajara) |
| Abstract: Language is an articulated system of social conventions related principally to speech though it can occur in some other dimensions. Each one of these constitutes a mode of occurrence and a different way of behavior. The appropriate combination of the modes of occurrence and reactive systems in which behavior takes place, gives us six language modes, some of active nature and others of reactive nature. The following pairs can be identified: gesturing, pointing out-observing, writing-reading and speaking-listening. The present study is based on the general research line of Behavior Theory (Ribes & López, 1985; Ribes 1990, 1999) in which the main purpose is to analyze the initial acquisition, translativity, inter-modal and cross-modal transference of problem solving behaviors in first and second-order matching to sample tasks through direct and arbitrary matching. 108 experimentally unaware children participated in the experiment, aged 8 to 12, in the fourth grade from the elementary school in the city of Xalapa, Veracruz, Mexico. A pre-test/ post-test design was applied, five training sessions and three transference tests for each language mode. The results suggest that in these experiments, the speaking mode was easier to acquire and that the translativity was greater from the speaking mode in relation to the pointing out and writing modes and also that the intermodal and cross modal transference was greater in the pointing out mode when during the training the speaking and writing modes were used. |
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