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| #89 Poster Session - AUT |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 1. Effects of Amount of Choice on Appropriate and Inappropriate Behavior |
| Area: AUT; Domain: Applied Research |
| HELEN I. CANNELLA-MALONE (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jodie Seeto (University of Queensland, Australia) |
| Abstract: We evaluated the effects of amount of choice on appropriate and inappropriate behavior in two 4-year-old boys with autism. Sessions were conducted 2 times per week during 10-min academic sessions. During one condition, the teacher randomly chose which of four activities the child was to complete. During a second condition, the child was allowed to choose one of the four activities to work on for the entire 10-min session. In a third condition, the child was allowed to choose a new activity every 2.5 minutes (4 times per session). Conditions were alternated in a counterbalanced ABCACB design. Data on challenging behavior and appropriate participation were collected in 10-sec intervals from videotapes. Inter-observer agreement on the dependent measures ranged from 82-100%. The results showed generally higher levels of challenging behavior in the no-choice condition. The 4-choice condition appeared to be somewhat more effective in reducing challenging behavior and increasing participation than the 1-choice condition. Results are discussed in terms of preference and varied reinforcement. When given a single choice, the child may select the most preferred activity. When additional choices are provided, however, the child can access varied activities during a single session. |
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| 2. Effects of Experimenter Choice and Participant Choice Contingencies on Response Frequencies |
| Area: AUT; Domain: Applied Research |
| MATTHEW G. FURZLAND (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Guy S. Bruce (St. Cloud State University) |
| Abstract: Legal and ethical guidelines support the rights of individuals to make certain choices that affect their lives. Choice can be examined in several ways including making choices between rewards or reinforcers. This study examined the effects of experimenter versus participant choice of reinforcement on response frequencies. Two children aged 5 and 5½, diagnosed with Pervasive Developmental Disorder, Not Otherwise Specified, served as participants for this study. Daily preference assessments were conducted to identify possible reinforcers for use during choice conditions. Correct responses per 30-second timings were recorded, as well as the cumulative time spent practicing during experimenter and child choice conditions. Participants labeled pictures of insects and vegetables during alternating treatment conditions of experimenter and child choice conditions.
The results indicate that experimenter or participant choice of reinforcement had little differential effects on frequency of responding. Rates of responding were similar during both conditions across both sets of stimuli. Individual preference was observed when differences did appear between choice conditions. These findings were consistent throughout experimentation with stimuli I and stimuli II. Reliability for data collection procedures were 83% and 72% for participant 1 and 2, respectively. Total overall reliability was 78% for the entire study. |
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| 3. Use of Radio News Broadcasts within a Listener "Emersion" Strategy to Increase Listening Comprehension with Four Students with Autism |
| Area: AUT; Domain: Applied Research |
| SUSAN HEITKER (Hawthorne Country Day School) |
| Abstract: Students with autism frequently engage in irrelevant self-talk which distracts the learner from listening to content area instruction. In this study, use of a listener “emersion” strategy to increase listening comprehension and to measure the collateral effects on student self-talk utilized student responding to taped radio news broadcasts. Four students, ages 13-16, with a classification of autism, participated in a study, which employed a multiple baseline design across students. Students were required, in a 1:1 setting, to listen to two recorded one sentence segments (varying from 4 to 19 words per sentence) from radio news broadcasts. Data were taken on the number of repeated trials before students accurately responded to two open or close ended antecedent questions formulated from radio news broadcasts. A limit of 10 trials was imposed for accurate responding to each question. Intervention measured results of the use of tape recorded instructions directing students to perform maintenance level tasks. |
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| 4. Functional Communication for Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTIN A. WIER (The Early Intervention Center), Amy E. Hund (The Early Intervention Center), Jennifer Bullock (The Early Intervention Center), Shannon Hicks (The Early Intervention Center), Christopher N. Robakiewicz (The Early Intervention Center), Kathleen Schweizer (The Early Intervention Center) |
| Abstract: The Early Intervention Center is a clinic that utilizes the principles of applied behavior analysis in the treatment of children diagnosed with autism. This poster will describe a program that was developed for children with virtually no functional communication. The program consists of: matching 2d-3d, picture exchange, and verbal imitation. All participants have shown an increase in functional communication. Data will be shown to support our findings. |
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| 5. Developing a Therapeutic Summer Camp for Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| PAIGE E. KEETER (KidsPeace), Emily C. Leayman (KidsPeace), John D. McElwee (KidsPeace) |
| Abstract: It has been consistently recommended that intensity and comprehensiveness of service be a key component to the treatment of children with a diagnosis of ASD (National Research Council, 2001). A summer hiatus from school can present an obstacle to the maintenance of basic language and learning skills for ASD students. Parents have consistenly expressed concern over the break in service. KidsPeace National Centers, a private non-profit provider, undertook the establishment of a therapeutic summer camp program to fill this service gap. This poster will outline the process to establish the camp and highlight key elements that enabled the project to succeed. The results of a parent satisfaction survey will be presented that lend support to the value of a therapeutic summer camp. The poster will conclude with potential changes to improve future programs. |
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| 6. Evaluation of Stimulus Preference as a Function of Task Difficulty, Schedule Requirements, and Stimulus Similarity |
| Area: AUT; Domain: Applied Research |
| AMY KENZER (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Megan D. Nollet (University of Nevada, Reno), Kimberlee Romick (University of Nevada, Reno) |
| Abstract: Methods of identifying preferred stimuli that may function as reinforcers for individuals with developmental disabilities typically involve the use of simple operants and dense reinforcement schedules. This may not be the ideal method for identifying potential reinforcers as preference may emerge with increasing schedule requirements after no preference was observed during a concurrent fixed-ratio (FR) 1 schedule of reinforcement. Preference may also shift when the operant response is relatively difficult. Preference for categorically similar (food items) stimuli and categorically dissimilar (food and leisure items) stimuli was assessed under increasing schedule requirements and increased task difficulty. Results demonstrated differentiation between preference given the combination of these variables. |
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| 7. Implementation of a Visual Processing Strategy to Accurately Identify Emotions and Corresponding Adaptive Activities |
| Area: AUT; Domain: Applied Research |
| SILVA ORCHANIAN (Melmark New England), Mike Conard (Melmark New England) |
| Abstract: The difficulty with which children with autism identify emotions of happiness, frustration, anxiety and anger can often lead to confusion and potentially challenging behaviors. While the existing research is sparse in the area of emotions training with children with autism, there are numerous studies that have been conducted on communication training as a means to reduce challenging behaviors. The “communication hypothesis” is that challenging behavior often functions as a form of communication for individuals who do not have an adaptive means of communicating (Carr, 1985).
In this case study, efforts were made to combine emotion identification and functional communication training to reduce aggression with a young adolescent with a diagnosis of autism. The goal was to assist this student in identifying antecedent variables that set the occasion for him to be frustrated or angry, for him to correctly identify this emotional state and then for him to choose an adaptive strategy to reduce the frustration as opposed to engaging in aggression. Data will be shown illustrating the use of the adaptive strategy and subsequent deceleration of challenging behaviors. Interobserver reliability was conducted during 33% of the trials with a mean aggreement coefficient of 95%. |
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| 8. The Use of Visual Support Schedules to Facilitate Smooth Transitions for a Child with Autism |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources and Education), Rolando Ocanas (Schertz-Cibolo-Universal City ISD), Ceri Edwards (Schertz-Cibolo-Universal City ISD) |
| Abstract: The poster session will describe how a school team comprised of the parents, teaching staff, administration, and related service personnel developed and utilized visual support systems throughout the school day and within the home setting to facilitate and increase the smooth transitions of a young child with autism. The transitions included ending activities, changing activities, and starting activities as they occurred in the home, school, and community setting across the day. The ultimate outcome for this young student with Autism was an increase in his positive prosocial interactions with his family, students, and staff. |
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| 9. Functional Analysis of Non-Contextual Speech by Children with Autism |
| Area: AUT; Domain: Applied Research |
| CORINNE M. MURPHY (The Ohio State University), Michelle A. Anderson (The Ohio State University), Susan M. Silvestri (The Ohio State University), Charles L. Wood (The Ohio State University), Natalie J. Allen (The Ohio State University), William L. Heward (The Ohio State University), Jacqueline Wynn (Children's Hospital Autism Center) |
| Abstract: We used functional assessment (FA) to determine the maintaining contingencies for the non-contextual speech by children with autism. Non-contextual speech consisted of consistent phonemic patterns (e.g., “bidda bidda ooda bidda”) and words/phrases unrelated to current activities or conversations (e.g., asked his age, child says, “Stocks went up 10 points today.”). FA consisted of three parts: (1) interviews with parents and therapists providing in-home behavioral treatment, (2) direct observations and ABC recording, and (3) functional anlaysis of five analog conditions in randomly alternating 5-min sessions: contingent social attention, escape from demands, free-play with experimenter present, alone with play materials, and alone without play materials. Results suggested that non-contextual speech by all four participants was a function of positive reinforcement (social attention). The FA data also showed that non-contextual speech served a second function for two of the children: escape from demand for one participant, and automatic reinforcement (the alone condition) for another. This poster will present the FA results, the results of an FA-informed intervention for one child, recommendations and implications for using FA in evaluating and treating non-contextual speech, and suggestions for future research. |
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| 10. Using Functional Communication Training to Decrease High-Intensity, Low-Frequency Aggression |
| Area: AUT; Domain: Applied Research |
| JENNY B. EDES-PIEROTTI (The Jigsaw CABAS School), Emma L. Hawkins (The Jigsaw CABAS School) |
| Abstract: The purpose of this study was to investigate the functions of low-frequency, high-intensity aggressive behaviours of a child with an Autistic Spectrum Disorder using an analogue functional analysis of behavioural response classes. By targeting response classes, the experimenter was able to collect a quantifiable amount of data upon which to design an appropriate intervention without having to evoke aggressive behaviour repeatedly. Functional Communication Training was introduced to replace inappropriate escape behaviour with manding for a break. Results showed that aggression decreased rapidly with the implementation of the intervention. |
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| 11. Video Modeling and Changes in Social Reciprocity |
| Area: AUT; Domain: Applied Research |
| RENEE C. MANSFIELD (New England Center for Children), William H. Ahearn (New England Center for Children), Shelly Cota (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Madhuri Vengala (New England Center for Children) |
| Abstract: Children with autism often demonstrate deficits in social interaction. These include an inability to engage in back and forth actions with others such as gestures, play, and conversation. Video modeling has been shown to be an effective procedure to teach children with autism a variety of play and social skills. The purpose of this study was to use video modeling to increase social reciprocity in children with autism and typically developing peers. Two preschool-age children with autism and 2 typically developing children participated in this study. Data were collected on the occurrence of social interactions during a play activity. Children were exposed to toys during baseline and told to play together. During intervention, children were shown video models of two adults participating in a play script and then told to play together. Preliminary findings indicate video modeling resulted in changes in both cooperative play and social interaction. Cooperative play increased from a mean of 10% to more than 60% of measured intervals. Reciprocal social interactions increased from 0 during baseline to more than 6 within an initial play period across several play activities. Video modeling was shown to be an effective procedure for increasing social reciprocity in children with autism. |
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| 12. Using Video Modeling to Teach Play to a 5 Year Old w/ Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER TAIT (Beacon ABA Services), BethAnne Miles (Beacon ABA Services), David M. Corcoran (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services) |
| Abstract: Video modeling is a technique often used to teach children with autism. To date, video modeling has been used to teach of a variety social, play, academic and self-help skills. The present study attempted to use video modeling to increase play skills to include verbal scripts for a 5 year old boy with autism. Specifically, the student viewed videos of his older sister engaging in familiar routines while modeling appropriate verbal scripts. Prior to the intervention the student engaged in appropriate but non-verbal play. Results showed a rapid increase in appropriate verbal scripts. These results replicate previous research on teaching play and language skills. |
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| 13. Manipulating Establishing Operations to Promote Interactions Toward Peers in a Teenager with Autism |
| Area: AUT; Domain: Applied Research |
| BARBARA POTTER (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Bridget A. Taylor (Alpine Learning Group), Michelle M. Kalaigian (Alpine Learning Group) |
| Abstract: This study examined the effects of manipulating establishing operations (EOs) on social interactions of a teenager with autism toward peers with autism. This is an extension of a previous study (Taylor, Hoch, Potter, Rodriguez, Spinnato, and Kalaigian, 2003) in which EOs were manipulated to promote simple initiations toward peers. The participant was a male with autism, age 13, who used a voice output communication device. The initial phase used a reversal design to demonstrate that when an EO was weak, and both students had preferred edibles, no initiations toward peers were observed. When an EO was at strength, and only the peer had preferred edibles, simple initiations toward peers increased. Next, intervention was conducted with an adult to teach the participant to engage in an extended interaction. Once mastery was achieved with the adult, the initial conditions were repeated with the peer. The results indicated that when the EO was weak, no initiations toward the peer were observed. Following training with an adult, when the EO was at strength with the peer, the participant demonstrated increased interactions with the peer (i.e., short conversation and participation in a shared activity). IOA data were calculated for 30% of the sessions and averaged 95%. |
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| 14. Increasing Independent Social Interactions in a Child with Pervasive Developmental Disorder |
| Area: AUT; Domain: Applied Research |
| KRISTIE L. ARNOLD (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Arthur E. Wilke (Kennedy Krieger Institute), Louis P. Hagopian (Johns Hopkins University School of Medicine) |
| Abstract: Research on social behavior in children with developmental disabilities has generally focused on teaching social skills through role-play and peer modeling. In this study, positive reinforcement was used to increase existing social interactions in a 10-year-old child with Pervasive Developmental Disorder. Data were collected on the child’s physical proximity to an adult in the room, as well as, his independent social interactions. Reliability data were collected for 57% of the sessions. Throughout the treatment evaluation, self-initiated interactions resulted in 5-10 seconds of physical and verbal attention. Initially, near zero rates of self-initiated were observed, however, close physical proximity (within arms length of the therapist) was observed approximately 1.5 times per minute. Treatment consisted of providing brief physical and verbal attention for close physical proximity. No significant change in the occurrence of physical proximity was observed, however, the child’s self-initiated interactions increased to approximately 1 per minute. These treatment effects were replicated using an ABAB design. The results suggest that reinforcement of existing social behavior such as physical proximity can promote more adaptive social interactions. Furthermore, data collected on the child’s affect during the baseline and treatment conditions (5.6% and 23% of intervals, respectively) reflected a significant increase in positive affect with the treatment in place. |
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| 15. Decreasing Stereotypic Vocalizations in an Adolescent with Autism Using Non-Contingent Access to Matched Stimuli |
| Area: AUT; Domain: Applied Research |
| ANGELA RODRIGUEZ (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Elizabeth MacFadyen (Alpine Learning Group) |
| Abstract: A Reversal Design (B-A-B-A-B) was used to assess the effects of non-contingent access to auditory stimuli on the stereotypic vocalizations of an adolescent boy with Autism. Stereotypic vocalizations consisted of clicking his tongue, making vowel or consonant sounds and repeating noises heard in videos. A functional assessment indicated these responses occurred during all activities and when alone, suggesting these responses were maintained by the sensory consequence of auditory stimulation. It was hypothesized that non-contingent access to an auditory stimulus (music) would decrease the occurrences of stereotypic vocalizations. During the first condition, preferred music was made available via headphones played at a low volume and was terminated for five seconds contingent upon stereotypic vocalizations. In the reversal condition, access to the auditory stimulus (music) was not present. Results revealed that when music was available stereotypic vocalizations decreased, whereas when music was not available vocalizations increased. Once data indicated that the auditory stimulus (music) successfully reduced stereotypic vocalizations, the auditory stimulus (music) was made contingent upon the non-occurrence of stereotypic vocalizations. Interobserver agreement data was recorded during 30% of the school days and was 100%. |
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| 17. The Effects of Intervention to Precursor Behaviors of the Child with Autism Showing Behavior Disorders |
| Area: AUT; Domain: Applied Research |
| MAE KONDO (University of Tsukuba, Japan), Shigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: This research did intervention to precursor behaviors of the child with autism who showed severe behavior disorders. He was engaged in self-injurious behaviors when difficult subjects were demanded to him, he heard loud sound, and what he could not predict happened. It assumed that self-injurious behaviors were maintained by negative reinforcement according to the functional assessment. And, it was observed that precursor behaviors were happened before self-injurious behaviors occurred. His precursor behaviors were fast speaking and sudden halt. So, the following intervention was implemented. In the first, when precursor behaviors occurred, his teacher said to him, "It seems to get angry.” and let him choose either taking rest or continuing the subject. In the second, he was shown the record of his precursor behaviors on video, then the experimenter taught him about appropriate behaviors following precursor behaviors. As a result, his behavior disorders decreased and his appropriate behaviors increased when precursor behaviors happened. The intervention was implemented in his school and home, and the effect of the intervention on the precursor behaviors of the behavior disorders was examined. |
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| 18. Increasing Schematic Play Skills in Young Children with Autism through the Use of Task Analysis |
| Area: AUT; Domain: Applied Research |
| DALE L. FILA (HMEA), Nancy VanStone (HMEA) |
| Abstract: Children on the Autism Spectrum are frequently unable to engage in appropriate toy play when they have not been specifically taught how to use that particular toy. When left on their own to play, toys are frequently used for stereotypic purposes or ignored altogether. The purpose of this study was to monitor the use of a specific teaching procedure in conjunction with schematic play. Two children on the Autism Spectrum were taught to increase schematic play skills through the use of task analyses. Before being presented with the intervention both children engaged in low rates of appropriate play when given a schematic toy set. Post intervention data suggests that the children who received the intervention were able to use the given play set appropriately with increased independence. |
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| 19. The Use of Multiple Exemplars, Settings, and Instructors to Teach Generalized Counting Skills |
| Area: AUT; Domain: Applied Research |
| STEPHEN MASON (Beacon ABA Services), Brian J. Joergens (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services) |
| Abstract: This paper examined the acquisition and generalization of counting skills (i.e., one to one correspondence) for an 8 year old student with autism. Specifically, the student was taught to count 1-5 using one set of materials, instructor, and setting. Initial generalization probes indicated that student failed to demonstrate the skill under novel conditions. Next, the instructional procedures were expanded to include multiple exemplars, settings, and instructors. Results indicated that varying materials, settings, and teachers led to greater generalization of counting. This replicates previous research demonstrating the need to vary instructors, stimuli, and settings when teaching children with autism. |
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| 20. Increasing Appropriate Toy Play Skills in an Individual Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| ARTHUR E. WILKE (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Louis P. Hagopian (Johns Hopkins University School of Medicine), Brian Crawford (Kennedy Krieger Institute) |
| Abstract: Stereotypic behavior and inappropriate toy interaction are characteristic behaviors of individuals diagnosed with pervasive developmental disorders. These behaviors can interfere with the development of appropriate social behavior and other adaptive skills. In the current study, appropriate toy interaction and engagement was increased in a 10-year-old boy diagnosed with autism, using differential reinforcement procedures. The effects of the intervention were evaluated in a multiple-baseline design across four different toys. Initially, baseline levels of item interaction were collected for each toy, defined as touching the toy. Item interactions ranged from 0 to 12% of the session length. Intervention one consisted of reinforcing appropriate toy touching (not mouthing or destroying the toy) with a preferred edible. Following intervention one, item interactions ranged from 25 to 87% of the session length. Once high and stable levels of interaction were observed, intervention two was initiated, consisting of reinforcing appropriate toy engagement (i.e., using the toy in the way in which it was designed). Toy engagement increased from 0-16% to 55-73% of session length. Interobserver agreement data were collected during 43.65% of sessions. Results of this study suggest that differential reinforcement can be an effective strategy for increasing adaptive behavior such as toy skills in individuals with autism. |
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| 21. Are Teacher Interviews Sufficient for Determining Preferences in Children with Autism? Comparing Teacher Interview to Direct Observations |
| Area: AUT; Domain: Applied Research |
| GINA SIMONE (Eden II School for Autistic Children), Mary Alexander (Eden II School for Autistic Children), Frank R. Cicero (Eden II School for Autistic Children) |
| Abstract: In recent years, major advancements have been made in the development of strategies to systematically identify preferences for individuals with developmental disabilities (DeLeon & Iwata, 1996). Although these strategies have been shown to be useful for the identification of preferred activities, they can be time consuming and require staff training. The purpose of this study was to examine if teacher interviews can be sufficient for determining preferences in children with autism. In this study, preference assessments in the form of multiple item presentations were conducted with 19 subjects using items derived from teacher interviews. IOA data was collected in 58% of the trials, showing 100% reliability. During the interviews, teachers were asked to rank three highly preferred items, three moderately preferred items and three non-preferred items for each subject. Results of the preference assessments and interviews were then compared. Results of these comparisons indicated that overall, the participants spent significantly more time engaging with items ranked as highly preferred, suggesting that the teachers could accurately predict their students’ high preference items. However, there was no significant difference found between the amount of time the children spent engaging with those items rated as moderately and non-preferred. Results are discussed in terms of identification of effective and efficient preference assessment procedures. |
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| 22. An Evaluation of a Modeling Procedure with Visual Cues to Increase Inquiries |
| Area: AUT; Domain: Applied Research |
| AMANDA ZANGRILLO (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Meeta R. Patel (Clinic 4 Kidz), Robert LaRue (The May Institute), Vivian Piazza (The May Institute), Dana Trahant (The May Institute) |
| Abstract: Individuals diagnosed with Pervasive Developmental Disorder (PDD) often exhibit significant deficits in social skills (e.g., greeting others, making eye contact, engaging in conversation). The current investigation evaluated a modeling procedure with visual cues to increase question asking in a 7-year old girl diagnosed with autism. In baseline, the participant was instructed to ask questions about various items without any type of prompting. In treatment, a modeling procedure with visual cues was implemented. Treatment was implemented in the context of a multiple baseline across sets of visual stimuli (Group 1: weather, toys/games, and clothes; Group 2: animals, family, and food). In the first phase of the modeling procedure a therapist modeled the correct response and the participant was instructed to engage in the modeled response. If no response was provided, a picture of the subject of the inquiry was presented and the participant was instructed to ask a question. Following treatment, an 81 and 92 percent increase in question asking was observed in the first and second groups respectively. These results suggest a procedure utilizing modeling with a visual cue is effective in the acquisition of adaptive social behavior. |
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| 23. A Case Description of Feeding Intervention and Outcome for a Preschool Student with Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER MAENAKA (Cleveland Clinic Center for Autism), Aletta Sinoff (Cleveland Clinic Center for Autism), Kimberly D. Willis (Cleveland Clinic Center for Autism) |
| Abstract: Research has commonly shown that children with autism display secondary feeding disorder, often evidenced by selective and self-limiting eating behavior. The purpose of this case study is to describe feeding intervention for a three year old boy diagnosed with Autism Spectrum Disorder. This child attends an intensive center-based preschool for children with autism which provides a clinical/educational model using applied behavior analysis. This poster will describe evaluation, baseline, and protocol for intervention including reinforcement, shaping and fading design, data collection procedure, and results. |
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| 24. Increasing Compliance During Transitions Using a Behavioral Momentum Intervention Package |
| Area: AUT; Domain: Applied Research |
| SEAN P. MURPHY (Bancroft NeuroHealth), Amy Toner (Bancroft NeuroHealth), Michael Jordan (Bancroft NeuroHealth), Cynthia Taylor (Bancroft NeuroHealth), David McAdam (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth) |
| Abstract: An analog functional analysis of the aggression of a 13-year-old male diagnosed with Autism and a Bi-Polar disorder was conducted. The results of the functional analysis demonstrated that the participant’s aggression was maintained by negative reinforcement when the demands placed on him included situations in which he was required to stand up, move to another seat, put his feet on the ground, or transition. The effect of a behavior intervention package including behavioral momentum, differential reinforcement for compliance (verbal praise, tactile pressure, and edible reinforcer), planned ignoring, and a conditioned reinforcer were compared to a baseline intervention package including behavioral momentum, continuous reinforcement of problem behavior and differential reinforcement for compliance (verbal praise) using a reversal design. The results of this treatment analysis showed that when the behavioral momentum intervention package, that included several reinforcers for compliance, was implemented the participant did not display any aggression and his percent of compliance for both high-probability and low-probability demands was near 100%. Additionally when the behavioral momentum intervention package and a conditioned reinforcer were implemented for non-compliance with transitions, the participant’s percent of compliance to transitions increased to 100%. Interobserver agreement was collected for over 30% of sessions and averaged over 80% |
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| 25. Reduction of Severely Aggressive Behavior using Least Intrusive Measures in a Community Based Setting |
| Area: AUT; Domain: Applied Research |
| KARIN EARLE-WILLIAMS (Kinark Child and Family Services; Central East Preschool Autism Services), Nancy Defina (Kinark Child and Family Services; Central East Preschool Autism Services) |
| Abstract: In the current investigation, we used direct and indirect measures to assess and treat aggression in a four-year old boy with ASD. A comprehensive functional assessment, including the informant based interviews, direct observation data in the school and home environment and a functional analysis, revealed that the aggressive behavior was maintained primarily by escape from demands. The functional analysis was conducted using the methods described by Iwata, Dorsey, Slifer, Bauman, and Richman (1994). However, two separate conditions examined the escape from demand function. In the first demand condition instructions were given with no error correction whereas the second condition included an error correction. The data indicated that the intensity of the aggressive response increased when demands were paired with error correction. Finally, a treatment was developed on the basis of these analyses in consideration with the limitations of delivering intervention in a community based setting.
This intervention is currently in the early stages of implementation. Data will be presented on the outcome of treatment. |
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| 26. The Effect of Behavior Momentum Across Response Classes |
| Area: AUT; Domain: Applied Research |
| SOYOUNG YOON (Hawthorne Country Day School), Melissa Donato (Hawthorne Country Day School), Meghan McDermott (Hawthorne Country Day School) |
| Abstract: According to Mace, Hock, Lalli, West, Belfiore, Pinter, and Brown (1988), behavioral momentum refers to the tendency for behavior to persist following a change in environmental conditions. The greater the rate of reinforcement, the greater the behavioral momentum (Ducharme & Worling, 1994). Even though there have been many studies that investigated behavior momentum in compliance behaviors, little studies have investigated the effect of the procedure on other behaviors such as verbal behavior or imitative skills. Thus, the purpose of this study was to further investigate the effect of presenting a sequence of trial(s) that had high probability of reinforcement prior to presenting a target trial on the number of correct responses in the target trials.Two male participants with autism participated in this study. Among their programs, stating information for participate A and imitating gross motor movement for participant B were chosen for this study because participants had shown variable responses at mid to high level in those programs indicating the problems were based on reinforcement issues. Clapping hands and tapping knees were chosen to be presented prior to target trial presentation for participant A because he had mastered that skills and often reinforced by imitating and interacting with the experimenter. Stomping feet while rolling arms was chosen to be presented prior to target trial for participant B because he was also reinforced by the activity.Results from this study, using a multiple baseline across participants and behaviors with pre-behavioral momentum, behavioral momentum and post behavior momentum, demonstrated that sequencing low probability of target responses with high probability of responses was very effective on increasing target responses. Both participants quickly achieved criteria even after the sequencing procedure was withdrawn. Further investigation is necessary to examine other related variables such as schedule of reinforcement or matching law. |
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| 27. The Use of Functionally Equivalent Alternative Responses to Eliminate an Aberrant Behavior |
| Area: AUT; Domain: Applied Research |
| EDEL J. BLAKE (Sussex Consortium, Delaware Autism Program) |
| Abstract: Students with autism often times demonstrate aberrant behaviors that challenge or prevent their particpation in various community and school environments. The student in the following described study engaged in a behavior that hindered his progress and adaptation in various environments and compromised his own health and safety. More specifically, an AB design was used with a young man, aged 14 years with autism, who frequently destroyed objects in his immediate surroundings. His baseline rate ranged from 3.2 destructive acts per day, (September 2001), to 2 per day, (Spetember 2002). Treatment and maintenance procedures involved teaching the student to engage in activites that replaced his destructive acts with functionally equivalent alternatives. This intervention improved the student's level of functioning and showed an inverses relationship between the acquisition of an alternative response and an aberrant behavior. |
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| 28. Teaching Siblings of Children with Autism ABA techniques to Improve their Interactions |
| Area: AUT; Domain: Applied Research |
| LAURA KENNEALLY (Advance, Inc.), Lori A. Lorenzetti (Advance, Inc.), Justin A. DiDomenico (Advance, Inc.), Kathleen McCabe-Odri (Partners in Learning, Inc.) |
| Abstract: Research has shown that siblings of children with autism do not develop typical “peer” sibling relationships. Children with Autism often engage in bizarre behavior and yet do not have the ability to form emotional attachments. This can create an unbalanced and unhealthy relationship. Few studies have shown how siblings can learn basic ABA skills in order to improve their relationship. In this study, siblings were taught to identify problem behaviors and systematically shape their bother’s and sister’s behavior. Using minimal training, which included peer video modeling, siblings were able to teach their brother to engage in basic skills. A follow-up study indicates that the number of positive interactions have maintained for 5 of the 6 sibling pairs. Pre and Post Interviews with parents and siblings showed positive changes in the sibling relationship. The simple and successful training program could be used by parents or special educators with minimal support. |
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| 29. Sequential Use of Video Modeling and Audio Scripts to Teach pretend Play to Preschoolers with Autism |
| Area: AUT; Domain: Applied Research |
| KARA A. REAGON (Utah State University), Katie Endicott (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: There has been a growing body of literature in the field of applied behavior analysis in which researchers have effectively employed interventions to teach a variety of skills using video technology; specifically video modeling, video instruction, and video feedback with individuals with autism. Children with autism have responded positively to video modeling, partially due to the fact that some children with autism have a tendency to echo back the contents of videos. Because of this tendency and since many children with autism have deficits in the areas of play and language, researchers implementing video modeling technology have focused primarily on teaching appropriate play skills and conversational language. Another technique used to teach children to engage in conversation has been the use of script and script fading procedures with text in which textual prompts are used to help teach language and then are systematically faded back to front. The purpose of this study is to investigate the effectiveness of sequential use of video models and scripts to teach pretend play, first implementing a video model to teach appropriate play and then audio scripts to teach contextual language. |
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| 30. Empirically Deriving Sensory Alternatives to Self-Stimulatory Behavior Through Use of Preference Assessment |
| Area: AUT; Domain: Applied Research |
| KRISTALEA A. SNOWDON (Melmark), Grace E. Evans (Melmark), Jamie Pagliaro (Melmark) |
| Abstract: This study examined the effects of an empirically derived sensory item preference in decreasing self-stimulatory behavior. Specifically, a 12-year-old male diagnosed with pervasive developmental disorder, severe mental retardation and attention deficit hyperactivity disorder who engaged in high rates of self-stimulatory behavior was provided free access to a tactile sensory item. It was hypothesized that his self-stimulatory behavior (i.e., tapping shirt or head) was automatically maintained. Initially, the individual was exposed to twenty sensory items recommended by caregivers. His response to those items was observed and recorded (i.e., manipulating in excess of 15 seconds, looking away, resisting removal and engaging in self-stimulatory behavior). From that assessment, seven were chosen and ranked using a forced-choice preference assessment (Fisher, et al., 1992). Compared to baseline when no sensory items were available, momentary time sample data with inter-observer agreement indicated dramatic reductions in self-stimulatory behavior when the individual had free access to the top-ranked sensory item. The treatment was then generalized across the day and settings. Results suggest that careful analysis of sensory item preferences can be an important step in developing treatment packages for self-stimulatory behavior. |
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| 31. Functional Analysis and Treatment of Escape-maintained Noncompliant Behaviors in a Classroom Setting |
| Area: AUT; Domain: Applied Research |
| JANICE E. GABOURY (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Problem behaviors related to instructional demands in a classroom were first verified as to their function by means of a functional analysis conducted in the classroom setting. Interobserver agreement calculated for 25% of sessions was 82%. The behaviors were found to be escape-motivated. Three young children with autism participated. Two intervention procedures were compared and their effects evaluated using a multielement, multiple baseline across subjects design. Treatment 1 consisted of a differential reinforcement wherein social reinforcement and edible reinforcement were offered to the subject on an fixed ratio 1 schedule contingent on compliance, while problem behavior resulted in escape. Treatment 2 was a noncontingent reinforcement procedure wherein social reinforcement and potent edible reinforcement were offered on a fixed time schedule, independent of the student’s behavior; problem behavior resulted in escape. Results are discussed in terms of effectiveness of antecedent versus consequent interventions, and contingent versus noncontingent positive reinforcement. |
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| 32. A Student-Selected Schedule Procedure to Increase Participation in a Young Boy With Autism |
| Area: AUT; Domain: Applied Research |
| LEIGH-ANNE MALIO (New England Center for Children), Melissa Aubuchon (AWRSD Meeting House School), William L. Holcomb (New England Center for Children) |
| Abstract: A descriptive analysis for a seven-year-old boy with autism indicated that during teacher-selected activities sustained participation was minimal and was accompanied by high rates of aberrant behavior. Teacher-selected activities were then removed and an intervention developed in which the student’s activities were self-selected, and participation increased from baseline. The effects of the intervention were evaluated by alternating weeks in which the student selected the activities with weeks in which the teacher-selected activities were yoked to the student’s selection from the preceding week. Sessions were conducted across six-hour school days, five days a week for a total of 26 days. Independent observer agreement data were collected during 15 days and ranged between 99-100%. Participation was consistently and dramatically higher during the student selected week. The implications of the findings on future interventions to increase student participation in teacher-selected activities are discussed. |
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| 33. An Evaluation of the Relationship Between Certain Stereotypic Behaviors and the Number of Skills Mastered in a Curriculum Program Based on Applied Behavior Analysis |
| Area: AUT; Domain: Applied Research |
| ZBIGNIEW GOLONKA (The Institute of Professional Practice, Inc.), Erica Q. Smith (The Institute of Professional Practice, Inc.), Marianna Jensen (The Institute of Professional Practice, Inc.), Jody Mazaleski (The Institute of Professional Practice, Inc.) |
| Abstract: Previous research indicates that there is an inverse relationship between level of skills and reduction in stereotypy. However, our day-to-day clinical work suggests that this relationship is not always clear. First, we observe that, for certain individuals who engage in multiple topographies of stereotypic behaviors, often a decrease in one topography leads to an increase in another (i.e., on average, the rates of stereotypic behaviors remain the same). For another group of individuals, a new form of stereotypy is established. In order to better understand these relations, different program variables were evaluated in this study. The targeted children were children with autism, ages 3 years and older, who were enrolled in a program employing the principles of applied behavior analysis (ABA) in their local public schools. To evaluate the possible relationship between different types of stereotypic behaviors and different components of an ABA-based curriculum program, data were collected on different types of stereotypic behaviors, number of skills and items mastered, and number of hours of services received per month. Behavioral data were collected using the existing system of data collection. Baseline data were the average rate (duration) of the targeted behaviors during the last 20 school days of data collected, and each targeted behavior was coded separately. The different patterns of relations between the sterotypic behaviors and mastered items and skills were established. |
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| 34. Toilet Training in the Applied Setting: You’re In Control |
| Area: AUT; Domain: Applied Research |
| KARI DUNLAP (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Toilet training is often a skill that is difficult to teach children with severe delays and minimal awareness. However, the importance of this life skill overrides the practical difficulties of teaching this complex skill. The purpose of this project was to toilet train a 4 ½ year old child diagnosed with autism. His mother had been unsuccessful at training him at home, but had been attempting toilet training for over 1 ½ years. Teachers began by using a 5-minute dry pants inspection in conjunction with sitting on the toilet for 10 of every 30 minutes. We then moved to 15 minutes of sitting on the toilet and 15 minutes standing in or near (within 2 feet) of the bathroom in underwear only. If urination began, teachers immediately prompted the child to go into the bathroom for successful voiding on the toilet. The results have been that the child is increasing voiding in the toileting, decreasing the number of accidents in his clothes, and decreasing the reliance on teachers’ prompts. |
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| 35. Effects of Functional Communication Training on Decreasing Screaming Behaviors by an Elementary Student with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINE MONTALTO (Hawthorne Country Day School), Sayaka Endo (Hawthorne Country Day School) |
| Abstract: This study examined if a functional communication training could effectively decrease inappropriate screaming behaviors that a 10-year old elementary student with autism showed. The student, who participated in the study, communicated with gestures and a 16-picture communication devise. However, he sometimes exhibited inappropriate behaviors to express his wants and needs to others; he, on average, screamed in his classroom 30 times a day. In this study, a functional analysis was first conducted to find out the function of his screaming behaviors, finding out that he screamed in order to get attention. As an alternative behavior for screaming, pressing a “Look!” button of a communication devise was taught. After the functional communication training, the screaming decreased and the spontaneous use of a “Look!” button increased. |
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| 36. Factors Affecting the Success of School Inclusion for Children with Autistic Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| EMMA M. WADDINGTON (University of Swansea, Wales), Lisa A. Osborne (University of Swansea, Wales), Mark Corness (University of Swansea, Wales), Phil Reed (University of Swansea, Wales) |
| Abstract: The impact of mainstream school inclusion on children with autism compared to their special school peers will be assessed. The role of ABA home programmes and ABA schools will be evaluated as part of this project. A two-year longitudinal study of identified children in mainstream and special education will evaluate the relative merits of each across multiple dimensions. These dimensions will include: intellectual, educational, social, and family functioning. Factors promoting the success of inclusion of pupils with autistic problems will also be evaluated. Pupils falling into three age groups will be studied: 5-6, 9-10, and 13-14 years. The study will directly examine the impact inclusion on a variety of aspects of the pupils' abilities. Two sets of pupils, one included in mainstream and one in special education. The groups will be evaluated at identification, and then a further two times over the two years of the study. Thus, a two-group by three-age by three-evaluation design will be adopted. The initial results will be reported in this poster. |
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| 37. Acquisition of Social Skills to Solve the Problem Situation in a child with Autism |
| Area: AUT; Domain: Applied Research |
| SHINZO ISAWA (Hyogo University of Teacher Education, Japan), Hironubu Shimoda (Bunkyo University, Japan) |
| Abstract: This study was to teach social skills to solve the problem situation based on ecological inventory in a child with Autism, and to have used the model video and behavior rehearsal in order to do " control by rule " more effectively. Instructor was requested to subject by verbal instruction that "Please go to ~(the place’s name) and bring a ~(the object’s name), and subject was to have to obey it. It was set four task conditions of combinations of the unknown stimuli and the known stimuli. The three type’s social skills, type 1:mand for instruction (just after the instructions presentation), type 2:mand for instruction (on the way of instructions accomplishment), and type 3 :tact (for instructor after coming back) were decided as for the target behaviors, that is "Where is ~" to unknown stimuli. The teaching was consisted of (1) the presentation of "rule card" and explanation, (2) model video, (3) behavior rehearsal. As a result of teaching, subject was used target behaviors possible, and in particular there was much use of type 1. In addition, it was shown that target behaviors did occurrence in generalization’s episode in subject's school. |
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| #90 Poster Session – BPH |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 38. Behavioral Effects of OxyContin in the Rat: Acute and Short-Term Chronic Exposure |
| Area: BPH; Domain: Applied Research |
| RACHEL GREY (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained to lever-press under an FR5 schedule of water presentation. Dose-response determinations were made for OxyContin (0.3, 1.0, 1.7, and 3.0 mg/kg). The rats were then exposed to interperitonial injections (1.0 mg/kg) of OxyContin four times daily at evenly space intervals for four consecutive days. Data were recorded and analyzed. OxyContin produced dose-related decreases in responding under acute conditions. Responding initially decreased for the first and second days under the chronic treatment. On the final two days of chronic treatment, responding was nearly equal to prechronic control levels. Withdrawal from chronic exposure lasted five consecutive days and produced decreases in responding for the first three days. |
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| 39. Stereo Selective Behavioral Effects of NMDA and NMLA in the Rat |
| Area: BPH; Domain: Applied Research |
| SARAH ELIZABETH PACKOSKY (Allegneny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained under a VI 10 sec. schedule of water presentation. Dose response determinations for NMDA (1.0, 10.0, 17.0, and 30.0 mg/kg) and NMLA (1.0, 10.0, 17.0 and 30.0 mg/kg) were obtained. Response rates decreased in a dose-dependant manner for the NMDA treatment. However, for the NMLA there were only slight decreases across the doses studied. Selected doses of the non-competative NMDA receptor antagonists MK-801 and Ketamine were concurrently administered with doses of NMDA or NMLA. |
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| 40. The Effect of Chronic MDMA on Delayed Matching-to-Sample Performance in Rats |
| Area: BPH; Domain: Applied Research |
| DAVID N. HARPER (Victoria University of Wellington, New Zealand), Lincoln S. Hely (Victoria University of Wellington, New Zealand), Maree J. Hunt (Victoria University of Wellington, New Zealand), Susan Schenk (Victoria University of Wellington, New Zealand), Regan Wisnewski (Victoria University of Wellington, New Zealand) |
| Abstract: There is some debate as to whether MDMA ("ecstasy") produces lasting memory-task impairments in non-human animals. The present study examined the effects of chronic MDMA exposure (at a level that produces notable neurological & behavioral changes) on pre-trained delayed matching-to-sample performance in rats. MDMA produced no effect on delayed matching-to-sample performance compared to saline controls. However, further testing demonstrated that MDMA-treated rats were considerably slower at acquiring a novel untrained delayed nonmatching-to-sample task. Therefore, MDMA produced a deficit with respect to acquisition of a new conditional discrimination rule rather than an impairment with respect to ongoing performance in an existing conditional discrimination task. |
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| 41. Failure to Observe Contingent Tolerance to Effects of Cocaine in Pigeons |
| Area: BPH; Domain: Applied Research |
| JULIE A. MARUSICH (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: The purpose of the present experiment was to investigate the development of tolerance to effects of cocaine administered before or after the experimental session. Pigeons' keypecking was reinforced under fixed ratio 20 (FR 20) schedule. Acute effects of cocaine were assessed. Subjects were divided into two matched groups, based on each subject's initial dose-response curve, and a dose of cocaine that produced a moderate rate decreasing effect on responding was administered daily either before the experimental session (Presession Group) or immediately after (Postsession Group) the experimental session. Tolerance to the effects of cocaine was observed in all subjects in the Presession Group, and in two of three subjects in the Postsession Group. Subjects in both groups were then switched to the opposite drug regimen. Only one subject developed further tolerance after being changed from postsession to presession administration. Subjects on postsession administration showed a loss of tolerance compared to that displayed after presession administration. |
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| 42. Effects of Chronic Nicotine and its Removal on Impulsive Choice |
| Area: BPH; Domain: Applied Research |
| MATTHEW L. LOCEY (University of Florida), Bethany R. Raiff (University of Florida), Julie A. Marusich (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Recent research suggests that cigarette smokers are more impulsive than non-smokers. However, the extent to which nicotine affects impulsive choice remains unclear. The present study examined the effects of chronic nicotine on impulsive choice by using an adjusting delay procedure. Five rats chose between a delayed 3-pellet reinforcer and an immediate single pellet reinforcer. The delay to the 3-pellet reinforcer was adjusted until choice reflected indifference between the alternatives. After stable baseline responding, subjects were exposed to acute and then chronic nicotine administration. Dose-dependent increases in impulsivity under acute dosing were replaced by global, dose-independent, increases in impulsive choice following chronic administration. Nicotine administration was then terminated which resulted in an eventual return towards baseline levels of impulsivity. These findings suggest important implications for the effects of nicotine and its removal on impulsive choice. |
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| 43. Ethanol Effects on Experiential and Hypothetical Delay Discounting Procedures |
| Area: BPH; Domain: Applied Research |
| BRADY A. REYNOLDS (University of Chicago), Jerry B Richards (University of Buffalo, State University of New York), Harriet DeWitt (University of Chicago) |
| Abstract: The Experiential Discounting Task (EDT) is a newly developed procedure for assessing state changes in delay discounting behavior. Unlike typical question-based delay discounting procedures, which involve delays and reinforcers beyond the experimental context, the EDT requires participants to experience choice-relevant consequences (delays and monetary reinforcers) during the measurement procedure. This procedural difference is expected to make the EDT more sensitive to state changes in discounting. In a preliminary study, participants (N=11) completed the EDT as well as a question-based delay discounting procedure and a drug-effects questionnaire following placebo or ethanol consumption (0.4 and 0.8 g/kg). Based on non-human research and anecdotal accounts it was hypothesized that ethanol would increase discounting. Alcohol dose-dependently increased ratings of feeling high and feeling drug. The doses of alcohol increased discounting on the EDT but not on the question-based procedure. These findings suggest that the EDT may be more sensitive to state changes in discounting, such as those induced by ethanol. |
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| 44. Human Methadone Self-administration: The Generalized Matiching Law and the Response-strength Equation |
| Area: BPH; Domain: Applied Research |
| R. STOCKTON MAXWELL (Temple University), Ralph Spiga (Temple University), Richard A. Meisch (University of Texas), John Grabowski (University of Texas) |
| Abstract: Background: Herrnstein’s matching law, a quantitative model of choice, recently has been applied to drug self-administration in nonhumans. In humans the matching law has been applied only to choices for monetary but not drug reinforcers. In these studies estimates of important parameters of the Matching Law have not been robust. The present study examined whether in humans the generalized matching law describes the relation between relative responding and relative drug intake on concurrent variable interval variable interval schedules of drug reinforcement. Also examined was whether Herrnstein’s response-strength equation describes the relation between rate of response and rate of drug reinforcement.
Methods: Methadone-maintained patients stabilized on 80 mg per day of methadone were recruited and trained to button press for repeated deliveries of small volumes (10 ml) of 0.08 mg/ml methadone solution. In one phase deliveries of methadone or vehicle solution were arranged under concurrent variable interval variable interval (conc VIx VIx) schedules of reinforcement. The mean interval for the methadone and for the vehicle options was 60, 90, 120, 180, and 240s. During another phase responding on either of two buttons produced methadone solution. For the concurrently available standard option the mean interval was 60, 90, 120, 180 or 240s. For the concurrently available standard option the mean interval was a constant 120s.
Results: When methadone and vehicle were available methadone was preferred to vehicle. The response-strength equation described the relation between rate of response and rate of methadone delivery. When methadone was available at either option the generalized matching law described the relation between relative response allocation and methadone intake. The results extend the generality of the matching law to human drug self-administration. The study demonstrated the importance of reinforcement context as a determinant of human behavioral allocation. |
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| 45. Effects of THC on human free operant cooperative responding |
| Area: BPH; Domain: Applied Research |
| DEBORAH ANNE HAAS (Temple University), Ralph Spiga (Temple University) |
| Abstract: Background: Marijuana (Delta-9 THC) effects conversational and aggressive behavior. This study examined effects of Delta-9 THC on human free-operant responding in two groups of marijuana smokers: regular and occasional users.Methods: The effects of THC (4, 8, &12 puffs of a 2.64% content cigarette) on human cooperative behavior were examined. THC or placebo was administered 30 minutes before the second of five trials. The four trials occurred at 30, 60, 90, & 120 minutes after drug or placebo administration. During the first of two alternating schedule components, the Alone component, button presses were maintained by a random interval (RI) 60-s schedule of point additions to a counter marked “Your Earnings”. During the second, Choice, component a concurrent RI 60-s RI 60-s schedule maintained button presses on two manipulanda. Participants were instructed that they were paired with another person and could earn points working with or independently of this person. Working together, the cooperative response, simultaneously produced points on counters marked “Your Earnings” and “Other’s Earnings.” Working independently on the concurrently available alternatives added points to the counter marked “Your Earnings.” The other person was computer simulated Results: The data shows that regular users were more likely to have a history of childhood conduct disorder, respond less cooperatively during baseline, and have smaller dose related increases in heart rate. Peak behavior effects occurred 30 min. after Delta-9 THC administration.
This research was supported by NIDA Grant # DA-06633 |
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| 46. Developing a Behavioral Procedure for Measuring CFF in Rats Exposed to Methylmercury on a Low and High DHA Diet |
| Area: BPH; Domain: Applied Research |
| JOHN C. HEATH (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Methylmercury has a detrimental effect on vision while DHA, an omega-3 fatty acid, has an advantageous effect. Critical Fusion Frequency (CFF) is a standard method of testing for visual defects. Current methods of obtaining CFF in rats has been either a conditioned suppression technique, using startle response, surgical techniques to test specific areas of the visual cortex or methods to measure flash evoked potentials .A procedure was developed to measure CFF using positive reinforcement (food) and mild punishment (tone and blackout). This method enables developmental and age related testing without subjecting the rats to aversive stimuli that may have an effect on the results. Subjects, exposed to 0.0ppm, 0.5ppm, and 5.0ppm of methylmercury on either a high or low DHA diet, were tested on ascending and descending frequencies. Psychophysical curves were produced demonstrating the viability of this procedure. |
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| 47. Modulating Effects of Environmental Enrichment and Fatty Acids on Mercury-Induced Behavioral Alterations |
| Area: BPH; Domain: Applied Research |
| ASHLEY FURR (College of Charleston), Alyssa Millard (College of Charleston), Lorie Sturtevant (College of Charleston), Erin B. Rasmussen (College of Charleston) |
| Abstract: The modulating roles of fatty acid diets and enriched environments were examined in animals prenatally exposed to the toxicant methlymercury. Female rats were exposed prenatally to 0 or 5 ppm methylmercury and low or high fatty acid diets. When the offspring were born, they were placed in either enriched environments or impoverished environments. In the enriched environment, pups were pair-housed for four months in transparent cages and interactive “toys” were added to the environment. In the impoverished environment, pups were housed individually in opaque cages with no interactive “toys”. The behavior of the offspring was examined at four months of age and has continued as they have aged. No differences attributable to mercury, diet, or enrichment were found in growth or in performance of differential reinforcement of high rate (DRH) 9:4 schedule, in which pressing a lever 9 times within four seconds produced sweetened water, at six to nine months. At a year and half, a significant main effect of diet and environment exists, but no mercury effects have been demonstrated. |
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| 48. Preliminary Affects of Abilify on Severe Problem Behavior Exhibited by Individuals with Emotional Disorders |
| Area: BPH; Domain: Applied Research |
| CHRISTINE STRICKLAND (AdvoServ), Cori Morneau (AdvoServ), Tara Lieblein (AdvoServ), Cheryl L. Ecott (AdvoServ) |
| Abstract: Abilify is a relatively new anti-psychotic medication typically prescribed for the treatment of schizophrenia (Center for Drug Evaluation and Research, 2002). It has been prescribed occasionally for the treatment of severe problem behavior. At a private-residential school Abilify was prescribed for six individuals, four adolescents and two adults, who engaged in severe problem behaviors. An AB design was used to preliminarily identify the effects of Abilify on problem behavior. Severe problem behavior decreased for four of the six individuals. Overall, staff reported the use of more appropriate social skills for the individuals with whom the results suggested improved behavior.
Despite confounds in the current study because of other pharmacological and behavioral changes, an inability to utilize a reversal design due to the decrease in problem behavior for four individuals, potential ethical concerns, and limited research on the use of Abilify to treat severe problem behavior in adults and children (Center for Drug Evaluation and Research, 2002) the current study should prompt more research on the use of Abilify when treating individuals with emotional disorders. |
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| 49. Minimization of the Use of Psychotropic Medications in a Large Residential Facility |
| Area: BPH; Domain: Applied Research |
| ROBERT VON HEYN (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Timothy J. H. Paisey (Judge Rotenberg Educational Center), Patricia Rivera (Judge Rotenberg Educational Center), MaryEllen Kelley (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center, a residential treatment program, serves over 150 behaviorally disordered clients ranging in age from 7 to 45. Some residents had diagnoses of Mental Retardation or Autism and others had various DSM-IV-R diagnoses ranging from Conduct Disorder to Schizophrenia. The majority of the clients were admitted to the facility on one or more psychotropic medications. In nearly every case the clients were weaned off all of their psychotropic medications without any negative effect. On the contrary, most students exhibited positive effects such as a deceleration of their negative behaviors, weight loss and an increased ability to concentrate on academics. Treatment consisted of highly structured consistent behavioral programming across all settings, precision teaching, behavioral counseling and, in some cases, supplemented with court approved contingent skin shock. Frequency data were collected 24 hours a day on all behaviors targeted for deceleration. Data will be presented summarizing diagnoses, medications and the behavioral improvement seen across all clients. |
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| 50. Effects of Ritalin on the Disruptive Behavior of an Autistic Adolescent: A Structured Medication Evaluation |
| Area: BPH; Domain: Applied Research |
| LAURA L. GROW (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Joanna Lomas (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: Children with diagnoses such as Pervasive Developmental Disorder (PDD) frequently display problem behaviors such as aggression, self-stimulatory behavior and disruption. Stimulant medications, such as Ritalin, are often prescribed to children who exhibit these behaviors as part of a behavior management plan. However, systematic medication assessments involving direct observation of behavior, rather than anecdotal information or rating scales are typically not conducted. In the current investigation, we conducted a formal medication evaluation to determine the effects of Ritalin on a child’s inappropriate behavior. Functional analysis conditions were conducted on and off Ritalin in a multielement within a reversal design. Results indicated that higher levels of aggression were observed in the demand condition while the child was on medication. However, higher rates of disruptive and spitting behaviors were observed while the child was off medication. Results also showed that engagement with toys during the toy play condition was lower when the child was on medication. These data may suggest that Ritalin may have served as an establishing operation for escape in the demand condition. This study suggests that formal medication assessments may assist in determining whether or not medication is necessary in the treatment of maladaptive behavior. |
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| 51. Using Precision Teaching to Increase Medication Knowledge in Adults Diagnosed with a Mental Illness |
| Area: BPH; Domain: Applied Research |
| STACI L. SAYLORS (University of the Pacific), Xeres Delmendo (University of the Pacific), Tina Hopson (University of the Pacific) |
| Abstract: The participants for this study will include independent adults diagnosed with a mental illness, as well as students and staff from a four year university who are not diagnosed with a mental illness. Precision teaching will be used to increase fluency of medication knowledge. The average length of time for 5 diagnosed and 5 undiagnosed participants to answer all medication knowledge questions will be collected to set initial time intervals for training. Once a participant has reached fluency, time intervals will be reduced by 5 seconds, until the participant is no longer reducing the number of errors. Results from the two populations will be compared. |
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| #91 Poster Session – CBM |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 52. The Effectiveness of Parents in Treating Thumb and Finger-sucking using the Habit Reversal Treatment Combined with Basic Child Development and Behaviorally-oriented Parenting Information |
| Area: CBM; Domain: Applied Research |
| BLAKE NUNN (San Jose State University, Department of Psychology), R. Gregory Nunn (National University and San Diego City Schools) |
| Abstract: Thumb and fingersucking (thumbsucking hereafter) are probably the first habits identified by parents of young children. These problems have been shown to cause and aggravate dental and speech problems in addition to being aesthetically unappealing. Because approximately 4o% of children have these problems, a variety of interventions have been developed to treat them. The present study of 8 children evaluated the effectiveness of parents in treating their child’s thumbsucking, at home and school, using the Habit Reversal Treatment combined with basic child development and behaviorally-oriented parenting information. Using a multiple baseline, across subjects design, parents learned to record their child’s frequency of thumbsucking, to identify their beliefs regarding their child’s “need” for thumbsucking, and then learned how to independently treat their child's thumbsucking using the Habit Reversal Procedures. The Habit Reversal Treatment reduced thumbsucking by 80% and 90% at school and home, respectively, at the end of one week, 100% at school and home at one-month, and by 100% in both environments at the 8 and 12-month follow-up periods. Reliability of data recording between parents and teachers was assessed at pretreatment and at 1-week and one month after treatment began. In all cases, agreement was above 80% of the intervals observed. |
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| 53. Behavioral Healthcare Services in Primary Care: Increasing Medical Staff Knowledge of Common Behavioral Interventions |
| Area: CBM; Domain: Applied Research |
| RACHEL J. VALLELEY (University of Nebraska Medical Center), Jodi A. Polaha (University of Nebraska Medical Center), Joseph H. Evans (University of Nebraska Medical Center) |
| Abstract: Healthcare professionals have increasingly realized the benefits of integrating behavioral healthcare services into primary care settings where most parents first raise concerns regarding their child’s behavior. One primary benefit appears to be increased consultation and collaboration regarding patient care. This study explored a further advantage of having behavioral healthcare services provided in primary care settings. Specifically, a psychologist providing services within a rural primary care setting presented on common interventions (i.e., time out, job card grounding, intensive toilet training, and habit reversal) for managing childhood behavior problems to the primary care staff. The variable of interest was whether staff knowledge of these interventions could be increased through brief presentations during staff meetings. Pre and post quizzes were given for each topic area with correct responses increasing from on average 49% to 86%. Social validity data was also collected to determine whether staff felt the intervention information was helpful for performing their job duties. Implications for the importance of increasing staff knowledge, particularly in rural communities, will be discussed. Finally, a discussion of the next step for supporting this model of healthcare will be presented. |
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| 54. Expanding the Mission of Applied Behavior Analysis: Challenges and Opportunities within Medical Settings |
| Area: CBM; Domain: Applied Research |
| JONATHAN A. WORCESTER (University of South Florida) |
| Abstract: The medical setting and its expert-driven model of consultation has long been deemed incompatible with the more collaborative and ecological framework inherent to applied behavior analysis. Likewise, difficulties with third-party reimbursement have made it less practical to provide comprehensive behavioral support to children and families within most medical settings. However, some community-based programs, such as Florida’s Infants and Toddlers Early Intervention Program (EIP), offer the unique opportunity for behavior analysts to make several important contributions that would appear to coincide with the present mission of the Association of Applied Behavior Analysis to promote growth through excellence in research, education, and practice.
The purpose of this poster is to provide an illustration of the challenges and opportunities inherent to conducting applied behavior analysis (ABA) within a community-based medical setting. Specific opportunities will include providing introductions and training to medical professionals and parents in ABA (including dispelling misconceptions as parents select intervention approaches), using multiple measures to identify patterns of challenging behavior, and coaching parents in the use of specific procedures designed to extinguish challenging behavior and/or teach prosocial behavior. Practical limitations will also be addressed relative to conducting systematic behavioral observations and functional assessments, as well as generalization to naturalistic environments. |
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| 55. Using Behavior Analysis to Assist Pediatric Rehabilitation Staff in Assessment and Treatment for Pain Behavior |
| Area: CBM; Domain: Applied Research |
| ADRIANNA M. AMARI (Kennedy Krieger Institute), Kristin T. Avis (Kennedy Krieger Institute), Jessica Gibson (Kennedy Krieger Institute), Heather Tencer (Kennedy Krieger Institute), Rachel Piszczor (Kennedy Krieger Institute) |
| Abstract: Pediatric rehabilitation patients may exhibit high levels of discomfort associated with medical procedures, post-operative status, therapy demands, and positioning. Overt pain behavior may also be associated with enviromnental contingencies, such as escape from demands or increased social attention. Assessment of pmn behavior may be fwther complicated by a patient's mental health or cognitive status (e.g., is non-verbal, has profound mental retardation).
Behavior analysis methods can assist pediatric rehabilitation staff in operationally defining pain behavior and in differentiating between medically treatable pain behavior and pain behavior maintained by environmental ontingencies. In this study, data are presented on 3 patients diagnosed with cerebral palsy admitted to a rehabilitation hospital. Two of the patients were admitted post-orthopedic surgery, and two of the patients were diagnosed with profound mental retardation.
In one case, an ABAB multiple baseline across settings design was utilized to demonstrate that negative vocalizations were related to specific positioning and medication times. In the two other cases, systematic data collection and analysis across conditions (e.g., medication, no medication by time) assisted the medical team in making discrete medical decisions. In all three cases, subsequent changes in medical management resulted in decreased pain behavior and increased tolerance for rehabilitation demands. |
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| 56. Consistencies of Time Estimations and Productions of Children With and Without ADHD |
| Area: CBM; Domain: Applied Research |
| AMANDA G. PHILYAW (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Julie Meaux (University of Central Arkansas, Conway) |
| Abstract: Inconsistent behavior is thought to be one of the hallmark characteristics of children with ADHD. This research examined the consistency of performance on a time reproduction task between children with ADHD (n=31) and control children (n=29). Children viewed a stimulus light that was illuminated for one of four durations (3, 6, 12, or 24s), verbally estimated the length of time the light was on, and then depressed a response lever for the same duration. Each stimulus was presented 16 times and a nickel reinforcer was dispensed for correct hold durations. Results indicated that children with ADHD were more variable in their productions at most intervals, and more variable in their estimations only at the 24s interval. These findings demonstrate that children with ADHD exhibit more inconsistent behavior than control children, and that these inconsistencies are task dependant. |
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| 57. Using Functional Communication as an Antidepressant with Qatari Children with Special Needs |
| Area: CBM; Domain: Applied Research |
| HAKAM KAIR (Shafallah Center for Children with Special Needs), Samir Hamdash (Shafallah Center for Children with Special Needs), Eman El - Hajj (Shafallah Center for Children with Special Needs), Ida El Sherawi (Shafallah Center for Children with Special Needs) |
| Abstract: Some children with Special needs like others will suffer from emotional distress and in some instances depression as a result of their inability to express their needs and connect with their environment. Qatari kids have another element to add to this problem represented in none Arabic speaking house mades who are the primary care taker and their main outlet for communication into their environment.
This poster session will show the different aspects of this problem and will attempt to propose and evaluate some interventions to teach communication by Arabic speaking individuals and will show the depressing effects of the absence of functional communication skills. It will also show the improvement in the depressed mood status of these children marked with positive behavioral symptoms which are driven by successful learning and using functional communication. |
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| 58. Operant Control of Peripheral Blood Flow in Children |
| Area: CBM; Domain: Applied Research |
| KEITH D. ALLEN (Munroe-Meyer Institute) |
| Abstract: Thermal biofeedback is well established as an effective treatment of recurrent headaches in children. What is not well understood is the mechanism of change. One thought is that in biofeedback, the electronic amplification of peripheral blood flow permits an individual to gain operant control of that blood flow, resulting in vasomotor stability and reduction in pain.
While previous treatment studies have suggested that children can produce changes in peripheral blood flow across sessions, there has never been a well-controlled experimental demonstration of this effect. This study was designed to evaluate whether children can acquire differential control of peripheral blood flow using thermal biofeedback training. Children referred for thermal biofeedback training to assist with recurrent pain management were provided with thermal biofeedback training for hand warming. In an ABABAC reversal design, the children were exposed to baseline (A), thermal biofeedback (B), and no-feedback "self-control"(C) conditions. Results indicate that even within session, children can rapidly acquire differential control of peripheral blood flow with biofeedback. Discussion centers on the implications of children gaining clear voluntary control of responses mediated by the autonomic nervous system as well as implications regarding potential mechanisms of action in pain control. |
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| 59. Killing Two Birds with One Stone: Integrating Behavioral Interventions for Substance Abuse and Child Maltreatment |
| Area: CBM; Domain: Applied Research |
| TANYA CHRISTOFFEL (University of Pennsylvania School of Medicine), Mary Louise E. Kerwin (University of Pennsylvania School of Medicine), Lois A. Benishek (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Approximately 11 percent (8.3 million) of children in the United States live with at least one substance-abusing parent. Substance abuse is known to have both direct and indirect negative effects on parenting skills, and can therefore increase the potential risk for child maltreatment. Despite the association between substance abuse and child maltreatment, there is yet to be developed an empirically supported behavioral treatment that thoroughly addresses both substance abuse and parenting problems. This paper will present a review of empirically supported behavioral interventions for substance abuse, as well as the separate empirically supported behavioral interventions aimed at parenting skills. Based on the results of this review, the possible methods of integrating two empirically supported interventions to produce a single, potentially more effective method of treating substance abuse and parenting problems will be explored. Potential obstacles to this integration and future directions for research will also be discussed. |
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| 60. Resistance to Appropriate Toileting in a 5-year old Female |
| Area: CBM; Domain: Applied Research |
| SHERYL A. ROZEMA (Monroe-Meyer Institute), Jodi A. Polaha (Monroe-Meyer Institute) |
| Abstract: A 5-year old female, presenting to a Behavioral Health Clinic within her primary care physician’s practice, was reported to have a history of constipation, bowel movements outside the toilet 2-3 times per week and daily stool marks on her underwear. She was reported to demonstrate frequent holding behavior involving leg-crossing. In addition, previous attempts to conduct scheduled toilet sits had resulted in resistance involving crying and whining. A program involving data recording, pants checks and scheduled toilet sits was implemented using a star chart and access to preferred activities. In addition, planned ignoring was implemented in response to her demonstration of holding behavior. After 10 weeks, noncompliant sits and holding behavior were less frequent, stool marks on her underwear were less frequent, and bowel movements in the toilet were more frequent.
Data regarding number of daily toilet sits, compliance and independence with toilet sits, bowel movements in toilet or pants, and frequency of holding behavior were recorded primarily by the client’s mother who, in addition, provided anecdotal information suggesting significant improvement in the client’s toileting behavior and compliance |
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| 61. Project 12-Ways: An Overview of the Population, Services and Outcomes |
| Area: CBM; Domain: Applied Research |
| BRANDON F. GREENE (Project 12-Ways, Southern Illinois University), Rosalia M. Fulia (Project 12-Ways, Southern Illinois University), Iris Z. Siegel (Project 12-Ways, Southern Illinois University), Mohd Pisal (Project 12-Ways, Southern Illinois University) |
| Abstract: For 25 years, Project 12-Ways has provided in-home behavioral intervention to families with a history of child abuse and neglect. This and accompanying posters will describe: the Project’s mission, target population, strategies and tactics involved in assessment and intervention, and its clinical and long term outcomes. The latter include a measured reduction in child abuse/neglect among families served. The accompanying posters will describe the particulars of assessment and intervention involved in specific cases. They are illustrative of the range of families that are served and the variety of assessment and intervention tactics that are deployed. |
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| 62. Successful In-Home Treatment of Encopresis in a Girl with Developmental Delays |
| Area: CBM; Domain: Applied Research |
| SHERYL A. WALKER (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: This study describes the results of the in-home treatment of primary encopresis of an 8 year old girl with developmental delays. The child’s mother, who also cared for a younger son diagnosed with PDD, gathered data reflecting the frequency, time and amount of soiling accidents. Treatment was coordinated with a pediatric gastroenterologist and involved: a series of enemas initially and whenever the child went more than three days without a substantial bowel movement; suppositories for several weeks in the morning to stimulate defecation; dietary changes; frequent toilet sits, particularly at times when accidents were probable. During baseline the child never defecated in the toilet and typically had five soiling accidents each day at home and school. During the initial phases of treatment, the child required frequent prompts to sit on the toilet but began to have substantial bowel movements there with very few accidents. By the end of the study, which spanned over two years, the child was independently having substantial eliminations in the toilet approximately every three days and was accident free. |
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| 63. Establishing a Leisure Exercise Routine at Home with Two Children with Mental Retardation |
| Area: CBM; Domain: Applied Research |
| LEIGH KAROLE GRANNAN (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: Exercise has been used for purposes of leisure, reinforcement and punishment among persons with mental retardation in several settings. In this studyexercise was established as a leisure routine for two sisters (ages living at home with their mother. All family members were mentally retarded. The children, who had a history of child abuse and neglect, were particularly likely to engage in behavior problems during idle hours at home. Exercise invovled pedalling on a stationary bike. During baseline both girls were encouraged to pedal, but one pedaled at a variable rate often requiring more than a half hour to pedal two miles. During intervention a board was constructed that displayed two columns of twelve Christmas lights. Each light in one column represented a fractional proprotion of the distance that child was required to pedal; the other represented a fractional proportion of the time limit in which to pedal that distance. Small trinkets, prizes and activities were offered to both children contingent upon meeting the time and distance criteria. Using a changing criterion design the time limit for one girl was gradually lowered and, in a multiple baseline fashion, the distance criterion for both girls was gradually increased. |
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| 64. The Use of Virtual Self-Modeling to Train Self-Protection Skills Among Children and Adolescents at Risk for Exploitation |
| Area: CBM; Domain: Applied Research |
| BENJAMIN J. WEEKS (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: This study investigated the use of virtual self-modeling (VSM) to train self-protection skills to four children at risk for exploitation. VSM involves the creation of a digital video of an individual attempting to perform a skill that is not in his/her repertoire. Digital filming is undertaken over several sessions during which the individual is assisted with whatever degree of prompting is necessary to enable him to complete the skill. The film is subsequently edited (digitally “cut and spliced”) into one composite video so that it appears the individual is performing the skill independently. That composite video is then presented to the individual as a “self model” for training purposes. The present study targeted children who often were left unsupervised by adults. The skills involved in VSM included dealing with: strangers on the phone; strangers appearing at the child’s home; and lures by potential abductors. During baseline probes, these children were unskilled at managing such situations. By the technique of VSM, each child was able to observe him/herself manage these situations appropriately. On subsequent probes, the children were observed to be successful at managing these high-risk situations. |
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| 65. Effects of a Parenting Program on the Interaction between Parents and their Young Children with Behavior Problems |
| Area: CBM; Domain: Applied Research |
| PABLO COVARRUBIAS (Laboratory of Behavioral Sciences, Mexican Institute of Social Security), Pedro Solis-Camara (Laboratory of Behavioral Sciences, Mexican Institute of Social Security), Marysela Diaz (Laboratory of Behavioral Sciences, Mexican Institute of Social Security), Blanca Iris Rivera (Laboratory of Behavioral Sciences, Mexican Institute of Social Security) |
| Abstract: The purpose of this study was to evaluate whether a research-based standardized parenting program could successfully improve the reciprocal interaction between parents and their young children. The program was implemented and evaluated with a 2-group (experimental and control) repeated measures design. It included a pretest, a post-test, follow-up conditions, and a multi-measure assessment protocol. A cognitive-behavioral strategy focusing on child development and topics such as positive reinforcement, extinction and time out, was taught to the parents. Thirty mothers and ten fathers of children with behavior problems (ages = 3-5 years) participated in the parenting program. Results indicated a decrease of parental use of verbal and corporal punishment and an increase of positive nurturing strategies, reduce parental stress, and improve parent perceptions of their child’s behavior. The children’s global pattern of behaviors and their psychosocial adaptation as well as the observed parent-child interactions also improved. |
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| 66. Teaching Language-Promoting Strategies to Parents at Risk for Child Maltreatment |
| Area: CBM; Domain: Applied Research |
| KATHRYN M. BIGELOW (Juniper Gardens Children's Project, University of Kansas), Dale Walker (Juniper Gardens Children's Project, University of Kansas) |
| Abstract: Parents at risk for maltreatment and who experience risk factors such as poverty and limited education often fail to provide a language-rich environment for their young children. Children’s exposure to language is crucial in the development of communication skills, literacy, school achievement, and social interactions. The effectiveness of an intervention aimed at enhancing the communication promoting strategies of seven parents was evaluated. Identified risk factors among the participating mothers included poverty, limited education, single parenthood, limited social support, or developmental delay. Incidental teaching and milieu language teaching strategies were taught in the context of everyday activities with their toddlers. Target skills included following children’s lead, commenting and labeling, expanding on children’s communication, increasing responsivity, and environmental arrangement. Planned Activities Training, a method of engaging children and structuring daily routines, was also taught. Two multiple-baseline designs across parents demonstrated the effectiveness of the intervention in increasing language promoting strategies and use of Planned Activities Training. Parents also decreased their use of instructions, prohibitions, and negative comments. Further, growth in children’s communication was observed. Interobserver reliability was assessed for 25% of all observations. Reliability percentages were 83% for parent behaviors, 97% for environmental factors, and 85% for child communication. Overall reliability was 84% across all categories. |
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| #92 Poster Session – DDA |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 67. Enhancing the Quality of Vocational Services by Training Individuals with Developmental Disabilities to Become Peer-Mentors |
| Area: DDA; Domain: Applied Research |
| STEWART M. SHEAR (Devereux Foundation), Elizabeth DelPizzo-Cheng (Devereux Foundation) |
| Abstract: Individuals with developmental disabilities were taught a peer mentoring procedure for instructing other individuals with developmental disabilities at a vocational work site. Six individuals with developmental disabilities were trained on a staff-based teaching curriculum that included: descriptive praise, prompt hierarchy, error correction and task analysis. Successful demonstration of these skills qualified the individuals to become Peer-Mentors. The Peer-Mentors were then randomly assigned to instruct other individuals with disabilities on specific work tasks. Peer-Mentoring data were collected on the correct application of the instructional skills. For the recipients receiving mentoring, data were collected on active engaged time during pre-mentoring, mentoring, and post-mentoring sessions and also for the number of unprompted task responses. In addition, a consumer satisfaction survey was administered to the Peer-Mentors following the completion of the study. The results indicated that the Peer-Mentors could apply the instructional skills with a high degree of accuracy. The recipients increased their active engaged times when compared to baseline but demonstrated few independent steps on the vocational tasks. Reliability data ranged from 80 to 100%. Consumer satisfaction ratings ranged from satisfied to very satisfied. Implications for increasing the quality of current vocational services by using Peer-Mentoring will be discussed. |
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| 68. Use of Naturalistic Discriminative Stimuli to Facilitate Reinforcement Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| CARRIE ELLSWORTH (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Adel C. Najdowski (University of Nevada, Reno), Nathan Lund (University of Nevada, Reno), Alicia Grauvogel (University of Nevada, Reno) |
| Abstract: The utility of naturalistic discriminative stimuli during thinning of reinforcement for alternative behavior was evaluated. Two experiments were conducted with children who demonstrated aggression towards peers. Experiment 1 evaluated a functional analysis procedure in which a peer was present. Results demonstrated that one participant's aggression and the other participant's precursor behaviors to aggression were maintained by access to tangible items. During experiment 2, functional communication training (FCT) was implemented. Periods in which reinforcement was signaled by discriminative stimuli alternated with periods of extinction. Discriminative stimuli were a part of the natural environment. Results demonstrated that problem behavior decreased and FCT responses increased. Results further demonstrated that a procedure utilizing discriminative stimuli during reinforcement schedule thinning for alternative behavior can be effective in decreasing problem behavior and maintaining an alternative response. |
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| 69. Effectiveness of Care Provider Training in Residential Facilities |
| Area: DDA; Domain: Applied Research |
| ERICA JESS (Applied Behavior Consultants, Inc.), Cheri Lynn Beaubiah (Applied Behavior Consultants, Inc.), De'Nise Moseley (Applied Behavior Consultants, Inc.), Marisa Schwartz (Applied Behavior Consultants, Inc.), Caitlin Conklin (Applied Behavior Consultants, Inc.), Kristen Stedfeldt (Applied Behavior Consultants, Inc.), Tara Cummings (Applied Behavior Consultants, Inc.) |
| Abstract: The effectiveness of Care Provider Training methods was evaluated within residential facilities using a direct assessment of consumer skill level and the effect on consumer behavior, as well as an indirect assessment of care provider data collection methods. In addition, this study evaluated how knowledge correlated with observed skills and consumer behavior. Consumers were probed before and after the training protocol using a multiple baseline design. Differences between facilities and consumers will be discussed. |
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| 70. Using Within-Stimulus Prompt-Fading to Teach Auditory-Auditory Non-Identity Matching to Persons with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| RENE HIEBERT (University of Manitoba, St. Amant Research Centre), Garry L. Martin (University of Manitoba, St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba, St. Amant Research Centre), Sara M. Spevack (University of Manitoba, St. Amant Research Centre), Tricia Corinne Vause (University of Manitoba, St. Amant Research Centre), Duong Nguyen (University of Manitoba, St. Amant Research Centre), Jennifer R. Thorsteinsson (University of Manitoba, St. Amant Research Centre) |
| Abstract: Auditory discriminations are necessary for receptive language, but little research has been conducted to teach persons with developmental disabilities auditory-auditory non-identity matching that requires relating sounds that are different. This discrimination may be a bridging task for learning more complex language skills. We evaluated the effectiveness of a within-stimulus prompt-fading procedure to teach persons with developmental disabilities to match different spoken words that go together (e.g., "ice" to "rink" and "ball" to "field"). In a multiple baseline design across three participants, Participant 1 met learning criteria after 1023 training trials (35 sessions) and Participant 2 met learning criteria after 252 training trials (9 sessions). Training for Participant 3 is ongoing. Inter-observer and procedural agreement checks were conducted on 52% and 89% of training trials and averaged 100% and 98%, respectively. The within-stimulus prompt-fading procedure appears to be effective in teaching auditory-auditory non-identity matching. |
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| 71. Contingent and Background Attention for Child Compliance to Parent Instructions: A Descriptive Analysis |
| Area: DDA; Domain: Applied Research |
| LYSIANNE D. KOLT (University of Manitoba), Dickie C. T. Yu (University of Manitoba), Kerri L. Walters (University of Manitoba), Kirsten M. Wirth (University of Manitoba), Garry L. Martin (University of Manitoba), Kristin Campbell (University of Manitoba) |
| Abstract: We examined the rates of parental instructions, child compliance, parental attention contingent on compliance, and parental attention for any behaviors (background attention) with five 2-year old children with developmental delays. Each parent-child dyad was videotaped for 10 minutes at home during which the parent was asked to teach the child to play with age-appropriate toys. Data from the videotapes showed a high rate of instructions and requests (mean = 5.2/min) and a low mean rate of compliance per instruction/request (.35). Contrary to anticipated results, a higher mean percentage of compliance to requests (.44) than instructions (.31) was found. Contingent attention for compliance was provided for every instance of compliance, but parents also provided a high rate of attention (mean = .96) regardless of their children’s behavior. The use of descriptive analysis of background contingencies in treatment design will be discussed. Interobserver agreement on parental instructions, requests, compliance, and parental attention averaged .94, ranging from .79-1.00. |
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| 72. Activity Based Discrete Trial: A More Natural Approach |
| Area: DDA; Domain: Applied Research |
| JENNIFER A. BOGIN (James Levine & Associates) |
| Abstract: Discrete trial teaching is a method commonly used with young children with developmental delays and pervasive delays such as autism spectrum disorders. While DTT can be a highly effective method for teaching skills to children it is often difficult to generalize the skills taught in a discrete context. It is also difficult to constantly find rewards reinforcing enough for a child to stay at a worktable and attend to an adult chosen activity. This study looks at a method where children are presented with options of different play-based activities with discrete trials embedded in the tasks. The children are allowed to play with the toy or activity for a small amount of time before they are "interrupted" in their play and given a discriminative stimulus pertaining to the activity. The child's answer is then prompted or independently elicited and the child directed playtime continues on. This study demonstrates how an activity-based approach to discrete trial teaching can be an effective and helpful strategy for teaching young children. |
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| 73. The Use of a Treatment Package to Increase Food Acceptance and Eating Rate |
| Area: DDA; Domain: Applied Research |
| NICOLE L. BANK (University of North Texas), Duy Dang Le (The Child Study Center) |
| Abstract: This study investigated the effects of a treatment package, which included positive reinforcement, planned ignoring, escape extinction and the “Beat the Clock” game, on the food selectivity of a child diagnosed with Cerebral Palsy. Contingent Attention, delivered on a continuous schedule (FR1), temporarily increased percentage of food acceptance to higher than 90% for two consecutive sessions, but it decreased to approximately 50% during the last session of this condition. Percentage of food acceptance increased to near 100% when escape extinction was added to the FR1 Contingent Attention condition and the mean eating rate was approximately 1.4 bites/minute. A visual feedback system (checked boxes) was added as an attempt to facilitate the thinning of the reinforcement schedule. Both eating rate and percentage of acceptance increased slightly in this condition. The percentage of food acceptance remained at 100% during the Parent Training condition; however, eating rate decreased to under 1.0 bite per minute during the last two sessions of this condition. The implementation of the “Beat the Clock” game resulted in an increase of eating rate to higher than 1.2 bites per minute during the last three sessions of this condition. Moreover, percentage of food acceptance remained at 100% during the last five sessions of this condition. Implications for a need to develop strategies to specifically address eating rate are discussed. Finally, inter-observer agreement data were collected during 45% of sessions. |
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| 74. Free Play Analysis during Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| JOHN F. LEE (University of Iowa), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), Lisa C. Winborn-Kemmerer (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: A reported concern of functional analysis methodology is that repeated exposure to contingent reinforcement conditions may result in the “new learning” of problem behavior. The objectives of this study were to evaluate if previously reported topographies of problem behavior would occur under analogue experimental conditions, and generalize to a control condition during treatment. The participant was a 4-year-old boy diagnosed with mental retardation who engaged in severe problem behavior (aggression). All procedures were conducted in his home by his mother. Inter-observer agreement was assessed across 30% of all sessions and averaged 98%. An A-B-C assessment showed that aggression was associated with demands and access to tangibles. Results of a functional analysis conducted within a multielement design showed that aggression occurred consistently during demand and tangible conditions. We next compared a functional communication training (FCT) program for escape-maintained behavior with a control (free play) condition within a reversal design. Results showed that problem behavior (a) occurred only initially during the FCT treatment program, (b) did not generalize to the free play condition, and (c) eventually decreased to zero, or near zero levels. |
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| 75. Utilization of Computerized Activity Schedules to Decrease Aberrant Behavior and Increase Engagement in Leisure Activities Among Individuals with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| JAMES L. SOLDNER (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), John M. Guercio (Center for Comprehensive Services) |
| Abstract: Activity schedules have been utilized in a variety of habilitation settings to teach individuals with disabilities improved independent functioning, activities of daily living and leisure, as well as a reduction in aberrant behavior. While most studies have used traditional notebook activity schedules, the present study incorporated computerized activity schedules using Microsoft Power Point software. Subjects included four adults with traumatic brain injury who showed a history of aberrant behavior during idle time. All sessions took place in the subject’s living environment to increase on-task and on-schedule behavior while concurrently reducing aberrant behavior. A multiple-baseline across subjects design was used during baseline, training, maintenance, resequencing, and generalization. The training package consisted of a teacher delivering verbal contacts and gestural prompts necessary to maintain engagement. Sessions were 30-minutes in length and enabled subjects to perform a range of successive functional activities independently followed by a reinforcer being delivered for meeting performance criterion. Preliminary results indicate that the teaching techniques produce sustained schedule following with reduced supervision. Reductions in aberrant behavior are expected for all participants. |
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| 76. Choice Assessment to Evaluate Relative Preference between Parent Attention and Tangibles |
| Area: DDA; Domain: Applied Research |
| JAY W. HARDING (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Lisa C. Winborn-Kemmerer (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: We conducted a choice assessment to evaluate a child’s relative preference across a selection of tangible items (e.g., television, books) and parent attention. The participant was a 6-year old boy diagnosed with Down syndrome who engaged in aggression and self-injury. All procedures were conducted in the child’s home with his mother serving as therapist. Reversal and concurrent schedules designs were used to evaluate choice assessment results. Inter-observer agreement was assessed across 30% of sessions and averaged 93%. A functional analysis showed that severe problem behavior was maintained by escape from demands and access to tangible items. We next conducted a series of concurrent operant conditions in which the child could choose between items identified as highly preferred, moderately preferred, low preferred, with or without parent attention. Results indicated that the child consistently allocated his time to both highly preferred and moderately preferred items. Parent attention appeared to control the child’s allocation only when highly and moderately preferred items were not available. Results will be discussed with respect to the assessment and treatment of problem behavior. |
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| 77. Research Review of Toilet Training Literature from 1940 to the Present |
| Area: DDA; Domain: Applied Research |
| FRANK R. CICERO (Eden II Programs) |
| Abstract: Ellis (1963) published the first article describing a behavioral model of toilet training, an area of research dominated by psychoanalysis up until that point. In the 1970’s there was an abundance of research being conducted in the field of toilet training. Since then, toilet training research has been on a decline. Unfortunately, there continues to be a need for empirically validated toilet training procedures, especially in the field of developmental disabilities (Cicero & Pfadt, 2002).
The current literature review analyzed peer reviewed journal articles on toilet training from 1940 to the present. The articles were analyzed in a variety of ways in order to investigate publishing patterns over time. Analyses were conducted on a) publishing totals by year, b) differing theoretical perspectives with a focus on behavioral theory, c) patterns of behavioral research with regard to daytime enuresis, nighttime enuresis and encopresis, d) the influence of key studies such as Azrin and Foxx (1971) on subsequent research, and e) patterns over time with regard to reinforcement and punishment based procedures. Findings from several additional analyses will also be reported. Results will be presented through graphical displays of objective data. Discussion will focus on the interpretation and impact of the data. |
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| 78. Using Brief Functional Analysis Methodology as one Method of Monitoring Pica during Medication Manipulations |
| Area: DDA; Domain: Applied Research |
| REBECA GRINSTEAD (Kennedy Krieger Institute), Andrew W. Gardner (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Pica, or the ingestion of inedible objects, is a common problem with people who have an intellectual disability (Ali, 2001). Pica can lead to a variety of health complications that may require surgical interventions. While the etiology of pica remains unclear, hypotheses of nutrition, culture and pharmacology have been advanced (Feldman, 1986). There is little research on the assessment and treatment of medication induced pica with Risperdal. The present study provides an example of medication, pica, and aberrant behavior monitoring using brief functional analysis methodology, parent data collection, and the Conners’ Rating Form - Revised for a 13 year-old Hispanic female diagnosed with Autism. Risperdal had been originally prescribed for hyperactive and aggressive behaviors. In collaboration with her psychiatrist, the dosages of Risperdal were tapered down from .50 mg given twice a day to no medication while data were collected on pica, aggression, and appropriate play behaviors. Results are discussed in relation to linking pica behavior and medication levels. Reliability data were collected for 75% of the sessions averaging 81%. |
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| 79. Clarifying a Differentiated Functional Analysis when a Type II Error is Suspected |
| Area: DDA; Domain: Applied Research |
| KATHARINE GUTSHALL (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: The clarification of ambiguous or unclear functional analysis results is a growing area of interest among researchers. The current case study, however, represents a situation where differential responding was observed during a pairwise functional analysis (Iwata, Duncan, Zarcone, Lerman, & Shore, 1994) of destructive behavior, but the results were hypothesized to indicate a false positive. The participant was a 17-yr-old female diagnosed with mental retardation and autism. Results of her functional analysis indicated that destructive behavior appeared to be maintained by negative reinforcement in the form of escape. Destructive behaviors were observed at an average rate of 0.34 responses per minute during the demand condition and no target behaviors were observed during the control condition (toy play). Post-hoc analysis of the demand condition revealed that the participant consistently destroyed only certain demand materials. It was suspected that the presence of these materials occasioned destructive behavior, possibly maintained by automatic reinforcement. During a follow-up assessment, similar levels of the target behaviors were observed when those materials were either presented noncontingently (M=0.18) or within a demand context (M=0.21). Furthermore, following a preference assessment of destructible materials, the pairwise functional analysis was repeated using the new materials and a nonsocial function was evident. |
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| 80. Pairing Modified Signs With Verbal Stimuli to Teach Receptive Identification of Objects to a Young Girl with Rett Syndrome |
| Area: DDA; Domain: Applied Research |
| KIMBERLY S. HALTER (Bright Futures, Inc.), Laurance A. Raio (Bright Futures, Inc.) |
| Abstract: Individuals with Rett Syndrome often have difficulty acquiring receptive language. A case study is presented in which modified signs are paired with verbal instruction to teach receptive object identification. A process of intervention is outlined including sign and object selection, presentation of stimuli and instructional procedures. Improvement in the comprehension of spoken language was observed when visual supports were utilized. The researchers defined sign language as a visual support therefore prompt-fading is not recommended. Results are discussed along with the need for increased research on the use of sign language to teach receptive language to individuals with Rett Syndrome. |
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| 81. Evaluation of Computer-assisted Techniques for Measuring Injury Severity |
| Area: DDA; Domain: Applied Research |
| DAVID M. WILSON (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: We evaluated the utility of an inexpensive, efficient, and noninvasive technique for measuring the severity of tissue damage produced by self-injurious behavior (SIB). The technique used digital photographs of wounds and computer software to obtain surface- area measurements of wounds. In Study 1, the digital photograph/computer assisted technique was compared to a transparency-based technique in estimating the size of several models of wounds that varied in shape and size. In Study 2, the digital photograph/computer assisted technique was used to document changes over time in the SIB exhibited by a woman diagnosed with Prader-Willi Syndrome, as evidenced by changes in wound size. |
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| 82. The Effects of Treatment Integrity on Student Performance |
| Area: DDA; Domain: Applied Research |
| BRETT J. DINOVI (Devereux New Jersey Center for Autism), Amy Spence (Devereux New Jersey Center for Autism), Karen Woods (Devereux New Jersey Center for Autism), Sarah Sarita DeMarco (Devereux New Jersey Center for Autism) |
| Abstract: This study used a multiple baseline across participants to examine the effects of improved treatment integrity on the adaptive behaviors of students with developmental disabilities. A training method using feedback and participatory management strategies demonstrated improvement in the accuracy of treatment plan implementation, as well improvement of the vocal responses from teachers articulating the treatment procedures. Subsequently, this increased the adaptive behaviors of students. Increases in treatment integrity, however, did not result in changes in adaptive behavior for all students, suggesting inefficacious treatments for some. Inter-observer agreement data were gathered indicating reliable results. The implications of these findings for the maintenance of accurate treatment implementation in classrooms and residential settings are discussed. |
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| 83. Skills of Mentally Retarded Children in Determining and Drawing Emotional Facional Expression |
| Area: DDA; Domain: Applied Research |
| S. SUNAY YILDIRIM-DOGRU (Anadolu University, Turkey) |
| Abstract: In this study, the skills of Mentally Retarded Childeren in determinig and drawing Emotional Facial Expressions (happiness, sadness and anger) have been evaluated. Research’s study group was made up of 38 mentally retarded students, including 12 girls and 26 boys (7-14 age), who were educated at a special lower class, with entegrated education and who were attending a special training schools. This research was conducted according to the relational scanning model. The data of the research were gathered in three phases. As the first step, the scale of Determination of Facial Expressions was used in order to determine the children’s state of being happy, sad and angry. At the second step, the aim was to have information about their facial expressions by using story-cards, used to tell stories, and by showing them pictures, which may trigger these facial expressions. After representation of story cards, the children were asked to draw these emotional facial expressions in the form of mouth, eyes and eyebrows. As the third and last level of study, picture-word matching method was used. In this level, the children were required to match the appropriate adjective for the facial expressions presented in the story with pictorial facial expression cards represented to them before.
In conclusion, it was found that there was not significant difference between boys and girls in the skills of determining and drawing the emotional facial expressions P<0.05. It was also seen that the childeren in integrated education were more successful in determining and drawing the emotional facial expressions than the other two groups. It was determined that happiness and sadness were the two emotions that the children were most successful in drawing. |
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| 84. PICA Exchange Program to Decrease PICA Behavior |
| Area: DDA; Domain: Applied Research |
| MOHAMMAD I. AL-ATTRASH (Howe Center) |
| Abstract: PICA behavior may pose serious health risks and decreasing or eliminating this behavior is crucial for individuals who engage in this type of behaivor. The participant is a 60 year old male with mental retardation who lives in a state institution. After identifying PICA items and the competing reinforcers he was taught to exchange PICA with the competing reinforcers. As a result PICA was eliminated. |
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| 85. Analogue Functional Analysis of Movements Associated with Tardive Dyskinesia |
| Area: DDA; Domain: Applied Research |
| MARIA G. VALDOVINOS (Vanderbilt University), Ada Celeste Roberts (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: People with developmental disabilities have a history of psychotropic medication use, in particular antipsychotics. Included with other side effects, the most noted effect is tardive dyskinesia, a disorder characterized by uncontrollable movements of the face, trunk, and extremities. We studied whether movements associated with tardive dyskinesia (TD) served operant functions in two men with developmental disabilities. In Study 1, we found that TD-related movements occurred in the Alone and Attention conditions, but not Control or Demand conditions. In Study 2, we contrasted motor tasks with varying types of social reinforcement. Our findings suggest that the TD-related movements were a function of motor activation tasks associated with the conditions in the first study and did not serve an operant function. |
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| 86. A Reversal Design to Indicate the Effects of Physical Contact on the Problem Behavior of an Adult with Mental Retardation |
| Area: DDA; Domain: Applied Research |
| DIANA POLES (Vinfen Corporation), Sharon Prescott (Vinfen Corporation) |
| Abstract: AT is a 39-year-old male diagnosed with Mental Retardation, Mental Illness/Schizo-affective Disorder, Autism Spectrum Disorder with Impulse Control Disorder, perseverative and obsessive behavior problems secondary to the ASD diagnosis. AT engages in frequent tantrums with aggression and dangerous elopements/bolting requiring frequent physical intervention from staff. A variety of functional assessment tools and direct observation provided contradictory results and showed no reliable information from which to test a hypothesis. Subsequent to functional assessment, a medical consultation was conducted. The medical consultant suggested that AT might be exhibiting high rates of problem behavior, specifically tantrums and bolts, as a means to acquire and maintain physical restraint for the purposes of sexual stimulation. In order to test the hypothesis of sexual stimulation as a reinforcer for tantrums and bolts a simple reversal design was implemented using an approximation of restraint. A firm, brisk bear hug was applied and lifted throughout treatment. Analysis revealed an increase in target responses during treatment with a decrease during reversal and an overall trend toward reduction. |
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| 87. Using Video Modeling to Teach Domestic Skills with an Embedded Social Skill to Adults with Moderate and Severe Mental Retardation |
| Area: DDA; Domain: Applied Research |
| MELISSA A. BIDWELL (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: In this study we assessed whether individuals with moderate to severe mental retardation would acquire a domestic skill, making coffee, along with an embedded social skill, serving and communicating with a peer. Three adults were trained via video modeling. Training took place in a room held for faculty meetings at the individuals work facility. Concurrent generalization probes were taken in a kitchen that was also located at the individual’s work setting. A multiple baseline across subjects design was implemented. During intervention, on a laptop computer the participants viewed a peer making coffee and serving another peer. After viewing the video the participants then made coffee and received verbal praise for each correct step. Preliminary results show that individuals can acquire skills via video modeling. One participant took seven intervention trials to reach criterion. In addition, the skill generalized across settings, people, and stimuli. The other two participants are slowly improving their skills. |
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| 88. Functional Analysis of Problem Behavior: An Extended Review |
| Area: DDA; Domain: Applied Research |
| JESSIEANNA P. BIRRER (Gonzaga University), Katrina Fuher (Gonzaga University), Anne M. Robinson (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: Functional analysis has become a commonly used methodology for identifying environmental variables that maintain problem behavior. Given the mandate established by IDEA 1997), its application to more natural environments such as. Extending the review compiled by Hanley, Iwata, and McCord (2003), we completed a descriptive analysis of functional analysis articles published between 1995-2000 to identify differences across a) settings; b) diagnostic groups; c) age groups; d) developmental level. Results are discussed in relation to the generalizability of functional analysis procedures. |
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| 89. A Model for Conducting Brief Functional Analyses and Brief FCT Probes in Residence Home for Children with Disabilities |
| Area: DDA; Domain: Applied Research |
| DANA C. JEFFERY (May South), Michael M. Mueller (May South), James W. Moore (May South), Dana Trahant (May South) |
| Abstract: Behavior analysts working in residence homes with young children often are responsible for several children in multiple group homes at any one time. When referrals for behavior assessments are recived, time is often a factor. This poster submission details the use of a brief functional analysis and FCT probes into an assessment for 3 children. For all 3 children, this model was proven time efficient, easy to implement, and produced results that 1) identified the behaivoral function maintaining severe behavior for each child, and 2) demonstrated a functionally based treatment for the behavior that was assessed for each child. All Analyses used 5 minute conditions followed by 2 minute FCT probes. Data from each analysis will be presented. |
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| #93 Poster Session – EAB |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 90. Brief Delays of Reinforcement and an Established Operant Discrimination |
| Area: EAB; Domain: Applied Research |
| MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Madison), Elizabeth N. DiFrancisco (Temple University), Uyen Hoang (Temple University), Ifeoma Morrison (Temple University), Philip J. Bersh (Temple University) |
| Abstract: In previous research, we found that brief delays of reinforcement retarded the development of stimulus control, and a delay as brief as 3s reliably reduced the final level of stimulus control. The current research was designed to determine whether a delay of 5s would reliably reduce stimulus control after it had been established with immediate reinforcement. After preliminary training, rats were exposed to mult FR1 extinction, with alternating fixed 1m periods of Sd and Sdelta. After the discrimination ratio (DR) had reached its final level, the schedule was changed to a mult tandem FR1 DRO 5s extinction. This resulted in considerable loss of stimulus control for most rats. However, several rats maintained a DR well above .50. Two additional groups (n=4) were exposed to mult RI 15s extinction, with either 1m or 5m alternating fixed components for the same number of sessions as the FR1 group. A delay of 5s was subsequently added and stimulus control assessed. Preliminary data indicate that the discrimination is better maintained in the RI15s groups, presumably because they often responded without reinforcement previously. |
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| 91. The Effects of Different Instructions on Learning and Transfer with Verbal Analogy Problems |
| Area: EAB; Domain: Applied Research |
| KARI SASADA (Teachers College, Columbia University), Stephanie J. Stolarz-Fantino (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: Eighty fourth-grade students solved verbal analogy problems in two different phases: a practice phase with feedback, followed by a test phase. There were three conditions in the practice phase: the instructed-rule condition (students were given a rule by which to solve all of the problems), the discovery condition (students were given the same set of analogies as in the rule-instructed condition, without being instructed to the rule), and the control condition (students were given problems that did not have a single rule for solving all the analogies). All students were then given a set of analogies in which one novel rule solved all of the problems (test phase). Results showed that students in the discovery group performed significantly better than students in the other two groups during the test phase, demonstrating superior transfer by the discovery group. |
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| 92. Progressive-Ratio Performance in Baboons Maintained by Tang or Intravenous Drug Reinforcement |
| Area: EAB; Domain: Applied Research |
| BARBARA J. KAMINSKI (Johns Hopkins University School of Medicine), Nancy A. Ator (Johns Hopkins University School of Medicine) |
| Abstract: In the progressive-ratio (PR) schedule, the response requirement is systematically increased until the requirement is not completed within a specified period of time (the breaking-point criterion). The value of the ratio at which this criterion is met is called the “breaking point” (BP). Experiment 1 investigated the effects of PR value (e.g., step size) and length of breaking-point criterion on PR performance in 4 baboons. Under the baseline schedule, drinks of Tang® were available 24-h/day for lever responding according to a fixed-ratio 5 schedule. PR values of 5 to 40 responses were investigated with two breaking-point criteria (6-h and 20-h). Higher mean BPs occurred with larger PR values but, across all PR values, higher mean BPs and more drinks occurred with the 20-h criterion. In Experiment 2, two benzodiazepine-naïve baboons responded to produce intravenous injections of triazolam, flunitrazepam, or vehicle. BPs were determined under a PR 5 schedule with a 20-h breaking-point criterion. When responding produced triazolam or flunitrazepam, BPs tended to increase with successive determinations until, when stable, there was a clear differentiation in BPs between drug and vehicle. |
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| 93. The Spatial Distribution of Behavior Under Non-Contingent Random-Time Schedules |
| Area: EAB; Domain: Applied Research |
| CARLOS TORRES (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Laura Correa Patiño (University of Guadalajara, Mexico) |
| Abstract: One study was conducted to evaluate the effects of response-independent water deliveries on the spatial distribution of behavior in rats. Two random time schedules were used for delivery water in two dispensers located at opposite ends of the chamber. The schedules provided complementary frequencies of water deliveries while the overall number of deliveries stayed constant across the experiment. Results were analyzed in terms of time spent in different locations and the numbers of entries to water dispensers and their adjacent areas. Data show that all rats stayed more time in adjacent and neutral areas than in water dispensers, and showed a preference for the adjacent area where initially water was delivered. Results are discussed in terms of different behavior functions. |
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| 94. Effects of a Non-Verbal Model in Kindergarten Children Categorization |
| Area: EAB; Domain: Applied Research |
| MARIA ANTONIA PADILLA VARGAS (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Rubio Sandra Ontiveros (University of Guadalajara, Mexico), Ivette Rosa Vargas (University of Guadalajara, Mexico) |
| Abstract: Twenty-four 4 year-old children participated in a study designed to assess the effects of exposure to a human model performing in accordance with various criteria on a non-verbal object-categorization task. The children were randomly assigned to one of three groups: 1) observation of the model’s performance, 2) observation of the results of the model’s performance and 3) a control group where the participants did not have any contact with the model. The task consisted of making a non-verbal object categorization according to a criterion based on the material of which the objects were made (e.g. plastic, wood, metal, and mixed objects). The design comprised a pretest and two observation sessions; after each session a transfer test and a post-test were presented. The children performed well during training but failed in the post-test. The results suggest that category boundaries cannot be learned merely by observing the performance of a human model. |
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| 95. Timeouts Following Incorrect Responses Enhances Visual Discrimination in Children |
| Area: EAB; Domain: Applied Research |
| EUNICE G.S. GARDNER (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Amanda Beal (University of Arkansas, Little Rock), Bruce Moore (University of Arkansas, Little Rock) |
| Abstract: Timeouts following incorrect responses are often used to enhance task acquisition; however, their use in humans has yielded inconsistent results. This study examined how magnitude of timeout duration following incorrect responses affected the ability of children to learn simple visual discriminations. Children, eight to twelve years of age, were randomly assigned to one of three groups differing in timeout duration, 0 s (n=15), 10 s (n=16), or 20 s (n=16). Children performed a simple learning task that required them to determine and remember the correct response (pushing a left or right button) for eight different color-shape combinations (each presented 24 times). The results indicated that children in the 20 s group learned the discriminations more rapidly than either of the other groups. Children in the 10 s group also learned the discriminations, but later in the session. The results demonstrate that timeouts following incorrect responses enhance learning in children. |
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| 96. The Effects of Self-Verbalizations and Reinforcement History on the Generalization of Say-Do Correspondence |
| Area: EAB; Domain: Applied Research |
| JOSELE ABREU-RODRIGUES (University of Brazil), Edhen Laura Lima (University of Brazil) |
| Abstract: The present research investigated the effects of reinforcement history and self-verbalizations upon generalization of say-do correspondence. Twenty-nine 3 to 5 year-old children were divided into four groups. For the 100% group, reinforcers were delivered contingent on correspondence; for the 50% group, half the reinforcers was contingent on correspondence and the other half was contingent on non-correspondence. For the 0% group, reinforcers were contingent on non-correspondence. The control group was not exposed to correspondence training. Each group then was divided into two subgroups: between the “say” and the “do” responses, one subgroup was asked to repeat the “say” response and the other to repeat a sequence of “random numbers”. A third 100% subgroup was not required to emit self-verbalizations. After correspondence training with one behavior, two different behaviors were tested for generalization. For the 100% groups, only participants exposed to repetition of the “say” response showed generalization of correspondence. The participants of 0% groups did not demonstrate evidence of generalization, especially those exposed to repetition of random numbers. Data from the 50% groups were unsystematic. These findings suggest that (a) generalization of correspondence is affected by reinforcement history. and (b) self-verbalizations related to the task can facilitate the generalization of correspondence. |
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| 97. Within-Session Changes in Responding with Bounded Deprivation Weights and Variable Days Between Sessions |
| Area: EAB; Domain: Applied Research |
| BENJAMIN P. KOWAL (Washington State University), Frances K. McSweeney (Washington State University), Eric S. Murphy (University of Alaska Anchorage), Roberta S. Varao (Washington State University), Travis M. Williams (Washington State University) |
| Abstract: Previous investigators have suggested that within-session changes may only occur when sessions are run daily and weight deprivation is not held constant. The present study asks if animals that are run only on days in which they are within 5 g of their targeted 85% deprivation weights exhibit within-session changes in responding. This study also allows us to investigate the effects of having 1, 2-4, or more than 4 days between sessions. Four experimentally experienced pigeons responded on a simple variable interval (VI) 15-s schedule of reinforcement during 60 min sessions. Average response rates for the group were similar even when subjects had not been run for several days. For 3 of 4 pigeons, responding usually decreased after the first 10-15 min. For one bird (pigeon #40) responding usually began to decrease after a full 40 min of responding. Pigeon 40 also had the greatest number of days in which the weight deprivation criteria was not met. An ANOVA applied to rates of responding revealed a significant effect of time, F (11,33) =5.07, p <.01. The present results suggest that animals held to a strict weight deprivation criterion exhibit within-session changes in responding even if they are not run daily. |
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| 98. Reinforcer Accumulation in a Token Reinforcement Context |
| Area: EAB; Domain: Applied Research |
| RACHELLE L. YANKELEVITZ (University of Florida), Christopher E. Bullock (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Four pigeons were exposed to a token reinforcement procedure with stimulus lights serving as tokens. Tokens were produced according to a ratio schedule on one key (token production key), and exchanged for food during an exchange period. Exchange periods could be produced by satisfying a ratio requirement on another key (exchange production key). The exchange production key was available any time after one token had been produced, permitting up to 12 tokens to accumulate prior to exchange. Token accumulation was measured in terms of both magnitude and frequency. When the token production ratio was held constant, and the exchange production ratio was increased from 1 to 250 (although not all birds experienced maximum values), higher exchange production ratios resulted in more accumulation. When the exchange production ratio was held constant, and the token production ratio was varied across values of 1, 2, 5, 10, and 25, lower token production ratios resulted in more accumulation. The removal of tokens from the token production phase resulted in a marked decrease in accumulation compared to conditions with the same exchange schedule. These data show that token accumulation is an orderly function of exchange-schedule variables, and are consistent with previous studies of reinforcer accumulation. |
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| 99. Effects of Competition on Matching in an Open Foraging Paradigm |
| Area: EAB; Domain: Applied Research |
| VALERI FARMER-DOUGAN (Illinois State University), Erin Lynch (Illinois State University), Akilah Morris (Illinois State University), John M. Martin (Illinois State University) |
| Abstract: The matching law and ideal free distribution theories predict that the ratio of time spent at two patches will equal the ratio of food resources obtained at the two patches. Many studies using an open field foraging paradigm have shown overall group matching. Interestingly, individual members of the group do not necessarily match. Rather, some match, others overmatch and still others undermatch, suggesting competition affects individual matching. Few investigations, however, have directly assessed the role of competition on matching. One approach may be to compare matching when the animal forages alone and then with a competitor. It can be predicted that pairing an animal with a higher status competitor will result in undermatching. The animal should show more frequent and/or longer visits to the poorer patch. Alternatively, if the animal is paired with a lower status individual, matching should remain either unchanged or produce overmatching. The present experiment examined matching in pairs of rats foraging at two patches for food resources. Animals were initially exposed to solitary foraging conditions, and then were introduced to a competitor. Data suggest that individual rats matched, and that competition disrupted the initial matching values. The effects of competition on matching are then discussed. |
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| 100. Matching to Sample with Horses |
| Area: EAB; Domain: Applied Research |
| AMY J. ATTIVISSIMO (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University), Erin Dougan (Normal Community West High School), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Matching-to-sample has been well-investigated across a variety of species, including pigeons, primates and humans. However, little is known about the learning ability for larger animals such as horses. Further, little is known about how large hoofed animals such as horses see. There is little evidence that establishes whether these animals can discriminate between 2-dimensional and 3-dimensional stimuli. This is the focus of the present project. Five horses were exposed to matching-to-sample task using first three-dimensional and then 2-dimensional objects. The task was then combined, such that the animals were required to match a 2-dimensional object with a 3-dimensional object. The results are discussed in terms of the matching-to-sample literature and the depth-perception literature. |
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| 101. Variations in the Acoustic Startle Response as a Function of the Schedule of Reinforcement |
| Area: EAB; Domain: Applied Research |
| JOSEPH RICHARDSON (University of Wisconsin-Milwaukee), Alan Baron (University of Wisconsin-Milwaukee) |
| Abstract: The acoustic startle response has been used in the field of behavioral neuroscience to study what has been termed "fear-potentiated startle," that is, enhancement of the startle response in the presence of a pre-shock stimulus. The present experiment was a first step toward employing measures of startle to clarify emotional processes that may accompany operant conditioning. Following procedures described by Cassella and Davis (1986), we constructed an apparatus that measures the activity of rats through an accelerometer mounted below the floor of an operant chamber. This allowed measurement of the unique pattern of activity that is elicited by an intense auditory stimulus. Preliminary results have indicated that the startle response is enhanced when it is evoked prior to the opportunity to earn food. Ongoing research is examining the startle response with stimuli signifying non-reinforcement (i.e., timeout from food). Results thus far suggest that the startle response may be a sensitive indicant of emotional responses that accompany responses to reinforcement schedules. |
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| 102. The Role of Extended Observing and Choice-response Requirements in the Development of Generalized Identity Matching |
| Area: EAB; Domain: Applied Research |
| YUSUKE HAYASHI (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Wright (1997) suggested that programming extended sample observing-response requirements (e.g., FR20) in conditional discrimination trials led to performances that can be described as generalized identity matching. His procedure consisted of several unconventional features, however, including: horizontal display of stimuli and placement of pecking keys; and the presentation of food reinforcers on top of correct comparison stimuli which stayed on for 8 seconds. Under these conditions, Wright found that the pigeons’ accuracy on trials with novel stimuli was a direct, increasing function of observing response requirements. The current study was an attempt to systematically replicate Wright’s procedure and to isolate the variables responsible for the accurate performance observed. In Experiment 1, five pigeons learned three conditional relations in a standard Skinner box with an FR20 programmed on the sample key. Tests with novel stimuli showed chance levels of accuracy. A response-initiated FI 8-s schedule requirement was then added for selection of comparison stimuli. Under these conditions, three of the five birds showed much higher accuracy with novel stimuli. Experiment II replicated these procedures with four naïve birds. The data suggest that time spent in the presence of comparison stimuli may also be important in producing generalized identity matching performance. |
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| 103. Analysis of Behaviors During Instructional Situations with Different Modalities of Information Presentation |
| Area: EAB; Domain: Applied Research |
| MARY LUISA AVALOS LATORRE (University of Guadalajara, Mexico), Carlos Martinez Munquia (University of Guadalajara, Mexico), Sucel Moran (University of Guadalajara, Mexico), Maria Antonia Padilla Vargas (University of Guadalajara, Mexico), Julio Varela (University of Guadalajara, Mexico), Idania Zepeda (University of Guadalajara, Mexico) |
| Abstract: The use of tests, after an instructional period has been considered the best, and sometimes, the only form of evaluating learning results, leaving aside the analysis of the individual's activities during instruction. The present studies aim at analyzing students' activities during instruction. Two groups of forty students (from 9 to 11 years old, and from 18 to 21 years old) participated. Five experiments were designed, each with a pretest, a period of self-training and a post-test. Five subjects from each population were assigned to one of five experiments that varied the modality of information presentation. Each experiment implied one of the following linguistic modalities: reading; listening; observing; reading and observing; observing and listening. Three subject from each population (as control groups) were exposed to a different content in the self-training session. This session was videotaped and the subjects' behavior was analyzed in terms of the duration and frequency of necessary, incompatible, and complementary responses. The results are discussed in terms of the students' adjusting their behavior to the morphological and functional requirements of information presentation. |
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| 104. Do Shared S-minus Functions Among Stimuli Lead to Equivalence? |
| Area: EAB; Domain: Applied Research |
| SIVAN O. KASSIF-WEISS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The goal of this line of research was to shed light on the relation between functional and equivalent classes of stimuli. Specifically, we asked whether the sharing of stimulus functions in one context would produce equivalence-consistent responding in a conditional discrimination procedure without training. The subjects were 4 graduate and undergraduate students. In Phase 1, subjects learned six conditional relations: A1B1(X1), A1C1(Y1), A1D1(Z1), A2B2(X2), A2C2(Y2), and A2D2(Z2). The stimuli designated with B, C, and D served as positive- and the stimuli designated with X, Y, and Z served as negative- comparison stimuli, respectively. In Phase 2, the subjects were presented with probe trials that assessed whether the samples and positive comparison stimuli from Phase 1 (A1-B1-C1-D1, A2-B2-C2-D2) had become equivalent in the context of a conditional discrimination procedure. In Phase 3, the subjects were presented with probe trials that assessed whether the negative comparison stimuli from Phase 1 (X1-Y1-Z1 and X2-Y2-Z2) had become equivalent. The presentation of Phases 2 and 3 was counterbalanced across subjects. Two out of four subjects responded in ways that indicate equivalence class formation with the negative comparison stimuli. These data suggest that common stimulus functions may be sufficient to organize disparate stimuli into equivalence classes. |
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| 105. Effects of Vibration Intensity, Repetitions, and Force on Behavioral Persistence |
| Area: EAB; Domain: Applied Research |
| OLIVER WIRTH (CDC/NIOSH), Tammy Wade (CDC/NIOSH), Sherrilyn Robertson (CDC/NIOSH), Todd W. Knealing (CDC/NIOSH), William G. Lindsley (CDC/NIOSH) |
| Abstract: Effects of a vibration stimulus were studied on behavioral persistence using a schedule similar to progressive-ratio schedules. Four rats responded on a force-sensing, vibrating pull-bar assembly under a progressive-vibration schedule of reinforcement within sessions. Under this schedule, the intensity of vibration was increased by increments of 4.9 m/s2 after every reinforcer following the completion of a fixed-ratio until, eventually, responding ceased (i.e., breaking point) or the maximum intensity of vibration (147 m/s2) was reached. Different fixed-ratio values (10, 20, 40, and 80) and different peak-force requirements (0.1 N to 3.0 N) were studied on stable performances across conditions to assess their impact on patterns of responding both within and across sessions. Results show that breaking points were a function of ratio value and response force, but only at high ratio and peak-force requirements. Analyses of within-session patterns of run rates and postreinforcement pauses show that the rats were sensitive to the increasing intensity of vibration at high ratio and peak-force requirements. The present study extends the analysis of response persistence to conditions of gradually increasing vibration intensity and reveals some unique properties of vibrational stimuli. In addition, when adjustments in effort requirements are not desired, the present procedures may be an alternative to progressive-ratio schedules for assessing reinforcer efficacy. |
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| 106. Alcohol Consumption at University Parties: Who Needs a Designated Driver? |
| Area: EAB; Domain: Applied Research |
| KENDRA BROOKS (Virginia Polytechnic Institute & State University), Kristin Murphy (Virginia Polytechnic Institute & State University), Michele Burtner (Virginia Polytechnic Institute & State University), Elizabeth Jarrels (Virginia Polytechnic Institute & State University), Kristen Groves (Virginia Polytechnic Institute & State University) |
| Abstract: The college experience has been associated with increased alcohol experimentation and usage. Within this population, some students are more prone to at-risk drinking and are thus at higher risk for negative outcomes, such as driving under the influence (DUI). Identifying those students most at-risk for DUI would allow for targeted intervention efforts, such as implementation of a designated driver (DD) campaign. This study involved an epidemiological analysis of college student drinking behaviors and associated negative outcomes at four fraternity parties. Party behaviors were assessed through use of a questionnaire by research assistants during the parties. Before students left the parties their levels of intoxication were assessed with alcohol breathalyzers. Alcohol-related negative outcomes were assessed via questionnaire through an anonymous web-based survey. Analyses were conducted using descriptive statistics and ANOVAs. The following independent variables were examined: a) Gender, b) Year in school, c) Greek status, and d) Age status (under 21 vs. 21 and older). Dependent variables included: a) Exit BAC, b) Self-reported drinking behaviors, and c) Self-reported alcohol-related negative outcomes. Data will be presented with a focus on which segments of the student population are most at-risk for DUI, and thus in need of interventions promoting the use of DDs. |
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| 107. A Shaping Program for Halter Training Llamas |
| Area: EAB; Domain: Applied Research |
| DARLENE HOUDE BAYER (University of North Texas), Nicole R. Dorey (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The purpose of this study was to test the effectiveness of a shaping program for halter training. The participant was a two-year-old llama housed at the Frank Kent Zoo in Gainesville, Texas. The subject had undergone previous training by zoo personnel that consisted of enticing the subject with food, restraining her, then forcing a halter over her head. In contrast, the program used in this research was based on positive reinforcement, shaping, and fading. Carrots and sweet potatoes were used as reinforcers and were delivered after the sound of a clicker. The shaping program consisted of 17 steps. Ninety percent accuracy was required before moving on to the next level of training. The results show that the program was successful in haltering the llama with minimal errors at nearly all the steps. Also, it decreased head shaking when presented with the halter. The exception, along with shaping techniques and steps, will be discussed. |
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| 108. Intervention Across the Zoo Day: Environmental Enrichment in Malaysian Sun Bears |
| Area: EAB; Domain: Applied Research |
| ERIN E. MILLIGAN (Illinois Wesleyan University), Krystle Balhan (Illinois Wesleyan University), Anthony Franklin (Illinois Wesleyan University), Cassandra Twaddle (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: It has become increasingly important to provide enriched environments for captive wild animals. Research suggests that enriched environments may reduce unwanted behavior (i.e., repetitive pacing). The present experiment reports on an ongoing program of environmental enrichment for Malaysian Sun Bears. During baseline sessions, data were collected across the 8-hour “zoo day” using a set of twelve behavioral categories. Included in the twelve categories were several types of repetitive, stereotypical behavior identified in earlier studies. During intervention sessions, aset of “puzzle tubes” were hidden in the bears’ enclosure, each containing a variable amount of a food item. The task required the bears to locate and open the tubes before consuming the contents. Previous studies in our laboratory have shown the puzzle tubes to be an effective means of reducing inappropriate behavior. In the present study, tubes were introduced at various times of the day, allowing assessment of the optimal time for tube placement within the zoo day. The results have implications for the study of captive Sun Bears, as well as for zoo animals in general. |
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| 109. Effects of a Discrete-Trial Procedure on Probe Preference |
| Area: EAB; Domain: Applied Research |
| MARGARET A. MCDEVITT (McDaniel College), Matthew C. Bell (Santa Clara University) |
| Abstract: Pigeons were trained on a discrete-trial procedure that mimicked the contingencies provided by concurrent variable-interval variable-interval reinforcement schedules. Responding to either alternative resulted in the darkening of both key lights for 6 s. In one component, the probability of food was .05 for one alternative and .10 for the other. In the other component, the probability of food was .10 for one alternative and .20 for the other. Following 25 sessions of training, probe test trials involving the two .10 stimuli were interspersed among regular training trials. During training, pigeons preferred the alternatives that provided a higher probability of reinforcement. Pigeons showed no preference between the two .10 alternatives during probe tests. These results suggest that elimination of changeover responses during training may affect differential responding during probe trials involving stimuli correlated with identical schedules of reinforcement. |
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| 110. Variable Ratio, Interval, and Time Concurrent-chain Schedules and Constant-difference Invariance: Does Type Matter? |
| Area: EAB; Domain: Applied Research |
| SHAWN R. CHARLTON (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: When Savaston & Fantino (1996) first presented data supporting the constant-difference invariance prediction, they did so through a group of studies using concurrent-chain schedules with variable-interval initial- and terminal-links. However, when Mazur (2002) presented evidence against this prediction, he did so using oncurrent-chains with variable-interval initial-links and fixed- or variable-time schedules in the terminal-link. In order to explore the variables responsible for these different findings between these two studies, the current project uses the procedure from the second experiment of the original Savastano & Fantino paper. Three groups of four pigeons are used. Each group has the same schedule values and variable-interval initial-links, but for one group the terminal-links are variable-interval schedules, for the second they are variable-ratio schedules, and for the third they are variable-time schedules. This allows for a replication of the original Savastano & Fantino paper, the Mazur paper, and a novel test of the constant-difference invariance result using variable-ratio terminal- links. Additionally, each group is tested with both the arithmetic difference between the terminal-link schedules held constant and with the ratio between the terminal-link schedules held constant. |
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| 111. The Transfer of Equivalence Functions to Stimuli via Functional Classes |
| Area: EAB; Domain: Applied Research |
| AMANDA MCALLISTER (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The literature on stimulus equivalence and extension of function shows that a variety of stimulus functions (e.g., discriminative stimulus, reinforcement, and respondent elicitation functions) can extend to other stimuli related via equivalence without direct training. This experiment sought to investigate whether novel stimuli, placed into a functional class with stimuli already participating in an equivalence relation, would themselves become equivalent. Specifically, in Phase I, subjects were trained and tested for the formation of three, three-member equivalence classes (A-B-C). In Phase IIa, a stimulus from each equivalence class (C) and a completely novel stimulus (D) were made discriminative for a particular response. In Phases IIb and IIc, the discriminative functions of the C stimuli were changed via reinforcement while probe trials assessed whether the functions of the D stimuli changed accordingly without any direct training. Once the C and D stimuli were shown to be functionally equivalent, the D stimuli replaced the C stimuli in Phase III (which was otherwise identical to the testing part of Phase I). The results show that the novel D stimuli served as complete substitutes for the C stimuli. These data suggest that functional class organization may suffice to produce or extend stimulus equivalence classes. |
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| 112. Can Empirically Derived K-values Predict Preference Reversals in Typical Self-control Preparations? |
| Area: EAB; Domain: Applied Research |
| KIMBERLY SMITH (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The discounting of reinforcer value when a delay is added is a robust phenomenon and has been used to explain a variety of choice patterns in typical self-control tasks. For example, delay discounting provides an account for preferences for small immediate or large delayed reinforcers. It also helps account for the oft-observed reversal in preference as constant delays are added prior to the choice period. Although discount functions have been generated for rats and pigeons, there has been very little research looking at the rates of discounting in disabled populations. The purpose of this experiment was twofold: 1) to generate delay-discounting functions for adults with developmental disabilities using an adjusting-amount procedure; and 2) to use the empirically-derived k-values to predict preference reversals in a typical, discrete-trials, self-control task. Adults with developmental delays chose repeatedly between a standard choice delivering 15 ml of preferred liquid after a fixed delay (0, 2, 4, 8, 16, and 32 seconds) or an adjusting choice delivering varying amounts of the preferred liquid immediately following the choice. Results suggest that discount functions can be generated with this population once care has been taken to ensure reinforcer effectiveness. The next phase of the study will use the empirically-derived k-values to make predictions about preference reversals. |
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| 113. Designing Intervention Based the Replication of Functional Analysis Outcomes in the Clinical Setting to the Natural Environment |
| Area: EAB; Domain: Applied Research |
| AMY BRIGGS (Spectrum Center), Shawn E. Kenyon (Spectrum Center), Ronnie Detrich (Spectrum Center) |
| Abstract: Based on information gathered in clinical meetings and observations, it was hypothesized that the behavior of glass breaking was automatically reinforcing to a student. We created a video of, glass breaking in an effort to replicate the reinforcing properties of the in-vivo behavior in order to determine function. A functional analysis was completed using student access to the video of glass breaking. Data recorded shows the number of times the student initiated watching the video of the glass breaking. The outcome of the analysis provided information to determine function replicated in the clinical context, which guided treatment decisions that we hoped to carry over to the natural environment. |
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| 114. Shaping Two Response Sequences with a Vertical Lever in Rats |
| Area: EAB; Domain: Applied Research |
| LIVIA SANCHEZ CARRASCO (National Autonomous University of Mexico), Javier Nieto Gutierrez (National Autonomous University of Mexico), Alfonso Eduardo Benitez Martinez (National Autonomous University of Mexico) |
| Abstract: The present experiment assessed if subjects’ performance in subsequent conditions is a function of the shaping procedure used. During the first condition each of three groups was trained to emit either of two responses with a different shaping procedure. Subjects in first group were required to push or pull a vertical lever in either left (or right) direction . A second group, was shaped to alternate their response between left and right direction. A third group, was first trained to move the lever in a single direction while the alternate lever direction was blocked, then they were trained to move the lever in the opposite ditection.. In the two subsequent conditions all groups were trained to emit a two-direction response sequence. During the second condition, both response directions were reinforcerd, and reinforcement was available following every two response sequence. In the third condition, reinforcement was delivered following the completion of two lever responses distributed on two lever directions. Results showed that shaping has an effect on the number of sessions necessary to train two response sequences. |
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| 115. The Impact of Class-Specific Reinforcement on the Acquisition and Modification of Conditional Discrimination Performance |
| Area: EAB; Domain: Applied Research |
| NATALIE B. JACOME (University of North Carolina at Wilmington), Carol Pilgrim (University of North Carolina at Wilmington), Mark Galizio (University of North Carolina at Wilmington), Maureen Theresa Aro (University of North Carolina at Wilmington) |
| Abstract: Previous studies have demonstrated that class-specific reinforcement procedures facilitate acquisition of conditional discriminations and equivalence relations in both humans and animals. The present study was designed to provide additional support for such findings and to examine the effects of reversing stimulus-reinforcer relations on previously established conditional discriminations and subsequent equivalence performances in children. Using a three-choice match-to-sample procedure, children ages 3-6 years were taught two arbitrary conditional discriminations (AB and AC). Children trained with class-specific reinforcers (e.g., selecting comparison B1 given sample A1 produces Reinforcer 1, while selecting comparison B2 given sample A2 produces Reinforcer 2) readily acquired baseline conditional discriminations. In contrast, children trained with a single reinforcer showed no signs of acquisition. Data will also be reported from subsequent conditions in which stimulus-reinforcer relations were reversed such that conditional discriminations were reinforced incongruently (e.g., selecting B1, B2, or B3 given sample A1, A2, or A3 produced R2, R3, or R1, respectively, while selecting C1, C2, or C3 given sample A1, A2, or A3 produced R3, R1, or R2). |
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| 116. Observing Behavior and Eye Movements |
| Area: EAB; Domain: Applied Research |
| ATLI F. MAGNUSSON (New England Center for Children), Nicolau Kucartz Pergher (University of Sao Paulo, Brazil), Gerson Yukio Tomanari (University of Sao Paulo, Brazil), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Experimental analysis of observing behavior often use a procedure in which an instrumental response convert a mixed schedule (no discriminative stimuli visible) to a multiple schedule (stimuli visible; Wyckoff, 1969). Because the instrumental response makes discriminative stimuli available to be observed, it is termed an “experimental observing response.” This experiment reports a within-subject comparison of experimental observing responses and eye movements recorded with an eye-tracking apparatus. An adult human pressed a key to earn points under a multiple to mixed (stimuli not visible). By pressing a button, the subject could display the current stimulus for the duration of the button press, a Wyckoff-type experimental observing response. Experimental observing response results showed equal production of the positive (VI 5) and negative (extinction) stimuli. Eye-movement results showed a preference for the positive stimulus. The data are relevant to current questions about the roles of positive and negative discriminative stimulus functions in the maintenance of observing behavior (e.g., Case, Fantino, & Wixted, 1985). Inter-observer agreement data on eye movements will be taken for at least 10% of sessions. |
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| #94 Poster Session – EDC |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 117. Using Stimulus Equivalence Procedures to Teach Geographic Relations |
| Area: EDC; Domain: Applied Research |
| GLEN L. MCCULLER (Stephen F. Austin State University), Carol Harrison (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Christen Creel (Stephen F. Austin State University) |
| Abstract: While much of the research on stimulus equivalence procedures focuses on relating arbitrary stimuli, these procedures are proving effective in establishing functional relations. Examples of established functional relations include coin equivalences (McDonagh, McIlvane, & Stoddard, 1984), fraction-decimal relations (Lynch & Cuvo, 1995), English-Spanish word equivalences (Joyce & Joyce, 1993) and picture orientation skills (McCuller, Lignugaris/Kraft, & Exum, 1989). The effectiveness and efficiency of stimulus equivalence procedures have implications for curriculum development and classroom use in many areas. This poster presents data on the use of stimulus equivalence procedures to teach geographic relations to five preschool children. In response to state names, children were taught to select cutouts of states (A->B), and in response to cutouts, children were taught to select the correct printed state name (B->C). Subsequently, children were assessed for the symmetrical (B->A, C->B) and transitive (A->C, C->A) relations. Additionally, an assessment was conducted on the child's generalization of learning states in isolation to state identification from a map including all states. Discussion will focus on the implications of this and other stimulus equivalence research on educational methodology and curriculum development. |
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| 118. Practicing School Consultants can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design |
| Area: EDC; Domain: Applied Research |
| JANET BETH WINN (University of Tennessee, Knoxville), Jessica D. Allin (University of Tennessee, Knoxville), James Hawkins (University of Tennessee, Knoxville), Christopher Skinner (University of Tennessee, Knoxville) |
| Abstract: Behavioral consultants are working in schools to assist with the development and implementation of interventions designed to prevent and remedy problems. These consultants collect baseline and intervention phase data, which limits a practitioner’s ability to control for threats to internal validity. The current paper describes and demonstrates how behavioral consultants use the non-concurrent multiple-baseline design to synthesize their BC data and control for internal validity threats. Three teachers, from different elementary schools, each referred a student for behavioral consultation. In each case, the target problem was insufficient journal writing and the teacher and consultant developed interventions consisting of goal setting, self-monitoring, self-graphing, and reinforcement. Data from the three behavioral consultation cases were combined to form a non-concurrent multiple baseline design. Inter-rater reliability averaged 92%. Results showed immediate and sustained increases in each student’s journal writing after the intervention was implemented. Discussion focuses on the strengths and limitations associated with practicing school consultants’ use of non-concurrent multiple baseline designs to empirically validate interventions. |
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| 119. Effects of a Hand-Held Computer Response System on Student Responding and Achievement in a Sixth-Grade Science Class |
| Area: EDC; Domain: Applied Research |
| GREGORY F. HARPER (State University of New York at Fredonia), Barbara Mallette (State University of New York at Fredonia), Michael Jabot (State University of New York at Fredonia), Lawrence J. Maheady (State University of New York at Fredonia) |
| Abstract: Students achieve better when they are actively involved during teacher-led instruction, but posing questions to the entire class and calling on student volunteers is ineffective; only 8-12% of children respond, and higher-performing students respond most often.
An alternative to traditional methods is a computer-based response system. This study compares the effects of such a system to traditional whole-group question and answer methods on: a) students’ performance on a pre- and post-test measure of science knowledge; b) the students’ scores on daily science quizzes; c) the number and accuracy of students' responses to teacher questions. Treatment conditions are alternated randomly. Subjects are 25 sixth graders, are from diverse cultural backgrounds, and include students with disabilities.
The Computer Response System contains individual remote response pads. All students will respond to teacher questions simultaneously. The teacher can identify students who respond correctly or incorrectly and provide correction and/or re-teaching. The System automatically summarizes class and individual responses. During whole group question and answer periods, an observer will record the number of students responding to each question, and the correctness of each response. Inter-rater reliability will be assessed using a second observer.
Data and results from this ongoing study will be presented. |
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| 120. Using Establishing Operations to Increase Math Work Completion |
| Area: EDC; Domain: Applied Research |
| SCOTT P. ARDOIN (University of South Carolina), Brian K. Martens (Syracuse University), Michael McCall (University of South Carolina), Robin Codding (Syracuse University) |
| Abstract: Research has shown that reinforcement of appropriate behavior in children with severe disabilities is more effective when the reinforcers are unavailable preceding a target activity. This study examined whether similar evocative effects of establishing operations would occur with nondisabled children. The answer to this question could help inform teachers about how best to sequence work and fun activities in the classroom and when to allow students a choice of rewards. During baseline, students were allowed to complete math problems in the absence of reinforcement. In the second condition, peer/adult attention, time alone, and tangibles were evaluated as reinforcers for problem completion using a multielement design. During the final condition, those students who preferred peer/adult attention were either satiated or deprived of attention before being given the opportunity to earn tokens for completing math problems. In half of these sessions, students exchanged tokens for peer/adult attention. In the other half of these sessions, students had the choice of exchanging tokens for either peer/adult attention or tangibles. |
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| 121. Increasing Division Fact Fluency Using the Taped-Problems Intervention |
| Area: EDC; Domain: Applied Research |
| ELIZABETH MCCALLUM (University of Tennessee), Christopher Skinner (University of Tennessee), Holly M. Hutchins (University of Tennessee) |
| Abstract: A multiple-probe across-tasks design was used to determine if the taped-problems intervention, a variation of the taped-words interventions (Freeman & McLaughlin, 1984), could be used to enhance division fact fluency in a fourth-grade student. During the taped-problems intervention, the student was given a list of problems on a sheet of paper and instructed to attempt to complete each problem before the answer was provided by an audiotape player. On the tapes, problems were read followed by their answers. Progressive time delay procedures were used as intervals between the problem and answer were adjusted. Initially, the interval between the problem being read and the answer was 1 second. During each session, this interval was gradually increased and then reduced. Results showed clear increases in division fact fluency after the intervention was implemented. This enhanced performance appeared to be maintained. Discussion focuses on future research related to the taped-problems intervention. |
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| 122. Does Learning to Answer Basic Math Facts Through the See/Type Channel Generalize to the See/Write Channel |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Erin Holland (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center (www.judgerc.org) operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior, and chart-sharing.
This study will investigate whether computer-based learning generalizes to paper-based learning and if high rates of fluency on a computer program, using the See/Type channel, have an effect on the See/Write level of fluency. This will be examined using JRC’s proprietary computer program MathFacts. This program is designed to teach basic addition, subtraction, multiplication and division facts. It utilizes the principles of both Precision Teaching and Direct Instruction.
Students will be pre-tested on the final chapters of all four operations, using the computer program and worksheets that include the same information. They will then work through the curriculum on the computer. When they have mastered all operations at a rate of 60 problems per minute, they will complete post-testing. We hope to determine whether or not learning information using the See/Type channel generalizes to the See/Write channel. |
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| 123. Increasing Fluency in Basic Skills: Materials, Programs, and Approaches |
| Area: EDC; Domain: Applied Research |
| JANE MANGUM (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
| Abstract: With increased pressure to insure that No Child is Left Behind, research is validating the importance of building fluency in basic language arts and math skills. Most educators have limited knowledge regarding how to measure fluency, what level of performance should be considered fluent, or how to help students develop fluency. The poster will display rate data for specific skills from precision teaching literature and for general outcomes measures from curriculum-based monitoring literature. In addition, the chart will also contain a display of instructional procedures, software programs, and commercial manuals and materials that are useful in increasing and monitoring fluency. All information presented on the poster will be reproduced and an annotated bibliography describing each procedure/program/ material will be given to participants. The bibliography will also provide web addresses for each listed item. |
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| 124. Application, Generalization, and Experimental Control: Evaluating the Cover Copy Compare Intervention Using the Non-Concurrent Multiple Baseline Design |
| Area: EDC; Domain: Applied Research |
| JESSICA D. ALLIN (University of Tennessee), Renee Oliver (University of Tennessee), Andrea D. Hale (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: The non-concurrent multiple-baseline across-subjects (Non-Con M-B A-S) design may allow practicing behavioral consultants to contribute to intervention science. Three students from different classrooms were referred for behavioral consultation for their low academic performance. In two of the cases, the target problem was insufficient spelling and in the third case, the target problem was insufficient completion of math assignments. In each case, the teacher and consultant developed an intervention utilizing Cover Copy Compare (CCC). For one of the spelling cases and the math case, CCC was implemented individually. With the second spelling case, CCC was implemented class-wide. CCC procedures consisted of three basic steps: 1) the student looked at the academic stimulus, 2) the student covered the stimulus and made a response from memory, and 3) the student uncovered the original stimulus and checked to see if his or her response was accurate. Data from the three behavioral consultation cases were combined to form a Non-Con M-B A-S design. Results showed improvement in academic performance after the CCC procedures were implemented. Discussion focuses on generalizability of the CCC procedure, as well as applied and experimental strengths and limitations associated with practicing school consultants’ use of the Non-Con M-B A-S. |
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| 125. The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children |
| Area: EDC; Domain: Applied Research |
| M. KATHLEEN STRICKLAND-COHEN (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study evaluated the effects of a training package consisting of self-evaluation and response restriction on letter reversal errors. Participants were three typically developing boys, between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model, the improvements maintained during subsequent follow-up sessions, and fading was effective in correcting reversals that persisted after implementation of overlay training procedures. Interobserver agreement was assessed by having a second observer independently score the percentage of correctly oriented letters or numbers written in 50% of all baseline, overlay training, fading and follow-up sessions. |
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| 126. The Effects on Phonological Awareness and Reading Ability of Children with Reading Disability through Phonological Awareness Training |
| Area: EDC; Domain: Applied Research |
| WON R. LEE (Daegu University, South Korea), Chun Hee Kim (Daegu University, South Korea), Jungbae Kang (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea) |
| Abstract: The study examined the effects of phonological awareness training for children with reading disabilities. Three boys with reading disabilities participated in the study. Child A is in the third grade with IQ 84. Child B is in the first grade with IQ 88. Child C is in the first grade with IQ 95. The study used a multiple probe design across subjects. Each phonological awareness test is performed every three interventions and data were analyzed by visual analysis. Phonological awareness training consists of 3 components, constructed according to the intrinsic property of Korean structure.
he results showed as follows: First, each child showed different phenomenon in baseline. Second, all the children showed less improvement on phoneme substitution than addition and deletion. Third, all the children showed improvement on phoneme blending and distinction.. Fourth, performance level of reading letters was improved much more than performance level of reading words and non-words. |
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| 127. The Read-A-Buck After School Reading Program: Generalization Outcomes from a Fluency-based Reading Intervention |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Lauren Arbolino (Syracuse University), Staci Montarello (Syracuse University), Brian K. Martens (Syracuse University), Tanya L. Eckert (Syracuse University), Lawrence Lewandowsi (Syracuse University), Barbara Fiese (Syracuse University) |
| Abstract: Approximately one third of America’s students cannot read at a basic level by the fourth grade. Although there are several important components involved in learning to read (e.g., phonemic awareness, comprehension strategies), creating structured opportunities for students to build reading fluency is an equally important element.
As part of the Psychology of Children at Home and School (PCHS) after-school reading intervention (i.e., the Read-A-Buck program), second and third grade students from an urban school district in central New York were exposed to an individualized and group-based reading intervention that allowed students to: (a) earn rewards for reading improvements (e.g., reading more than 100 words correct per minute); (b) chart, observe, and receive feedback about their reading progress over time; (c) be exposed to a treatment package of empirically-based reading fluency interventions (e.g., repeated reading, listening passage preview); and (d) progressively move through sequenced reading material arranged by difficulty level. Although there were numerous findings from this study, the primary purpose of the proposed poster will be to highlight (in time-series display) the reading gains participants made across time and difficulty level of material, as well as how these gains generalized over time. |
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| 128. Read-a-Buck: Endurance Effects of a Fluency-Based After School Reading Program |
| Area: EDC; Domain: Applied Research |
| STACI MONTARELLO (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Lauren Arbolino (Syracuse University), John C. Begeny (Syracuse University), Brian K. Martens (Syracuse University), Tanya L. Eckert (Syracuse University), Lawrence Lewandowsi (Syracuse University), Barbara Fiese (Syracuse University) |
| Abstract: Listening passage preview, repeated readings and phrase-drill error correction were examined as a treatment package aimed at increasing reading fluency for elementary students in an urban school in Central New York. The package also included reinforcement for reading improvement, performance feedback and training at the students’ instructional level. This poster reports the effects of the intervention package on reading endurance (sustained rate over time) for third grade students.
Upon initial assessment, participants showed a marked decline in reading fluency and accuracy from the first to second minute of a three-minute probe. From the second to third minute, mean fluency increased by 17 words correct per minute (WCPM), however accuracy did not show the same increase. Although the students read at a faster rate, they committed more errors. Following six weeks of training, assessment results revealed that mean fluency from minute one to minute two increased by 19 WCPM, and stabilized from minute two to minute three. Mean accuracy remained approximately 93% across the three-minute probe. Examination of level and trend of individually graphed performance lends further support to the effectiveness of the intervention on reading endurance. |
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| 129. Using Direct Instruction Reading Programs with Students who are Visually Impaired |
| Area: EDC; Domain: Applied Research |
| LAURA D. FREDRICK (Georgia State University), JoAnn Dankel (Northside Middle School) |
| Abstract: Direct Instruction (DI) reading programs have a long history of effectiveness for students in both general and special education. To date, however, there are no studies of the effectiveness of DI reading programs for students who are visually impaired. In this poster we will report the effects of DI reading programs on students’ gains in independent reading levels and instructional reading levels as measured by the Basic Literacy Test that was already in place in this school. Students with two years of DI reading made average gains of 4 years, 6 months in their independent reading levels and 4 years, 8 months in their instructional reading levels. Students with one year of DI reading made average gains of 1 year, 5 months in their independent reading levels and 2 years, 3 months in their instructional reading levels. These preliminary findings of the effectiveness of DI reading programs for students who are visually impaired warrant further research. |
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| 130. What Do Repeated Readings Add to Fluency When Using Reading Mastery? |
| Area: EDC; Domain: Applied Research |
| ALICE NANDA (Georgia State University), Laura D. Fredrick (Georgia State University), Leah Cauley (Georgia State University) |
| Abstract: Oral reading fluency in grades one and two predicts fifth grade reading accuracy and comprehension (Breznitz, 1997), yet oral reading fluency training is often missing from reading programs (Allington, 1983). An exception occurs in the Direct Instruction Reading Mastery programs that include fluency as a criterion for reading success (Engelmann & Bruner, 1985). Frankhauser, Tso, and Martella (2001) added repeated reading to the Reading Mastery I and II programs and found repeated reading did not boost student fluency on reading checkouts. They concluded that Reading Mastery was sufficient for teaching oral reading fluency. The present study is a systematic replication of Frankhauser et al. using six students in a multiple baseline design across participants. In addition, we used three repeated readings rather than one as was used by Frankhauser et al. Despite the increased repeated reading requirement, repeated readings did not improve oral reading fluency beyond that attained during Reading Mastery instruction. Word by word IOR was calculated for 20% of data points across each phase with reliability sessions randomly distributed across stories and students. Average IOR for all sessions was 99.03% ranging from 91.38% to 100%. |
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| 131. Short Pauses Are Better I - Effects of Two Inter-trial Interval Durations During DI Reading Lessons with Urban First-graders: A Systematic Replication |
| Area: EDC; Domain: Applied Research |
| TERRI HESSLER (The Ohio State University), Charles L. Wood (The Ohio State University), Michelle A. Anderson (The Ohio State University), Natalie Allen-Williams (The Ohio State University), Shobana Musti-Rao (The Ohio State University), Summer Ferreri (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We investigated the effects of two inter-trial interval (ITI) durations on response opportunities, student, participation, and off-task behavior during Reading Mastery lessons with group of 6-8 first-grade students attending a summer school program. ITI is the elapsed time between the completion of teacher feedback/error correction for student response(s) to one question and when the teacher begins presenting the next question. The first author used either a short-ITI (mean = less than 1 sec) or long-ITI (mean = 5-sec) when teaching each of several 5-min “chunks” of a Reading Mastery lesson. The sequence of ITI conditions within each lesson was determined by a coin flip. Results of this recently completed experiment show that teaching with the short-ITI produced more response opportunities and higher rates of student participation than did the long-ITI. Data on off-task behavior of two target students will be obtained from videotaped records and reported as part of the poster. IOA on measures on the dependent variables will be calculated for at least one-third of the study’s sessions, and treatment integrity data were collected for one-half of all sessions. |
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| 132. Short Pauses Are Better, II: A Systematic Replication of the Effects of Two Inter-trial Interval Durations During DI Language Lessons with Urban K-1 Students |
| Area: EDC; Domain: Applied Research |
| SHOBANA MUSTI-RAO (The Ohio State University), Summer Ferreri (The Ohio State University), Charles L. Wood (The Ohio State University), Michelle A. Anderson (The Ohio State University), Terri Hessler (The Ohio State University), Natalie Allen-Williams (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We investigated the effects of two inter-trial interval (ITI) durations on response opportunities and student participation during DI language lessons with a group of 8-10 kindergarten and first-grade students attending a summer school program. ITI is the elapsed time between the completion of teacher feedback/error correction for student response(s) to one question and when the teacher begins presenting the next question. The first author used either a short-ITI (mean = less than 1 sec) or long-ITI (mean = 5-sec) when teaching three consecutive 5-min sessions within each of the study’s 17 daily lessons. The sequence of short- and long-ITI sessions within each lesson was determined by a flipping a coin. Results show that two target students responded more often and with greater accuracy when instruction was presented with the short-ITI. Both students maintained high rates of academic responding and accuracy during a final “best treatment” phase in which short-ITI was used throughout each lesson. IOA on student participation and accuracy were obtained for 30% of the sessions, and treatment integrity data were collected for 50% of the sessions. Based on data from this study and others, implications for practice and suggestions for additional research on teacher pacing will be presented. |
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| 133. The Effects of Oral Repeated Readings on Fluency and Comprehension |
| Area: EDC; Domain: Applied Research |
| AMANDA L. YURICK (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, who read below grade level, and were recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during practice. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (180 words per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students’ oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed. |
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| 134. The Effects of Multisensory Instruction on the Reading Acquisition of Treatment Resisters |
| Area: EDC; Domain: Applied Research |
| MONICA MILLER (University of North Carolina at Charlotte), Nancy L. Cooke (University of North Carolina at Charlotte), Shawnna Shalvis Helf (University of North Carolina at Charlotte), Susan Gibbs (University of North Carolina at Charlotte) |
| Abstract: Although some students receive intense, systematic, explicit instruction in phonemic awareness and decoding skills, 2%-6% remain poor readers and fail to acquire word reading skills within the "normal" range. Torgesen (2000) has identified this population as "treatment resisters." The purpose of this study was to determine the effects of adding multisensory components to a 10-min supplemental reading intervention on the acquisition of reading skills of second-grade students identified as "treatment resisters." Multisensory elements included tapping, forming letters on a textured surface, and manipulating words with magnetic letters. A multiple-baseline-across-participants design was used to analyze the effects of the multisensory reading intervention on the number of correct nonsense words read per min. Additional data were collected in the form of scores on a standardized, norm-referenced test and on the Dynamic Indicators of Basic Early Literacy Skills. Procedural reliability was collected to ensure high integrity of implementation across all phases. Independent scoring of audiotapes was used to establish reliability of the dependent variable. Results will be reported and implications for future research will be discussed. |
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| 135. An Investigation of the Effects of Oral Versus Silent Reading on Reading Rate of Comprehension |
| Area: EDC; Domain: Applied Research |
| JENNIFER T. FREELAND (Indiana State University), Mark D. Shriver (Munroe-Meyer Institute), Richard Anthony Doggett (Munroe-Meyer Institute) |
| Abstract: If reading fluency and reading comprehension are increased, students may read quicker and answer more comprehension questions with less effort and time thereby reinforcing their functional reading skills. An alternating treatment design was used to examine the effects of silent and oral reading on reading rate of comprehension of four students who had been referred by their classroom teacher for reading problems. Each student was instructed to read a 400 word reading passage and to answer ten comprehension questions. Students were timed while reading and were graded on the accuracy of their responses to the comprehension questions. During the silent reading condition students read silently to themselves and then indicated to the experimenter when they were finished. During the oral reading condition, students read aloud to the experimenter as they were timed. Rate of reading comprehension was measured by multipling the number of questions answered accurately by 60 s and then dividing this number by the number of s necessary to complete the reading passage. This number yielded a rate of words correct per minute. Treatment integrity and interobserver agreement on timing and comprehension questions were above 90%. The results demonstrate that silent reading yeilded a higher reading rate of comprehension than oral reading. Discussion focuses on the applicability and treatment utility of reading rate of comprehension. |
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| 136. The Effects of Fluency Training of Letter Components on the Alphabet Letter Composite |
| Area: EDC; Domain: Applied Research |
| TAMMY LYNN CLINE (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study will assess the effects of training six letter components to fluency on the speed and accuracy of writing the composite letters (upper and lowercase) of the alphabet. Subjects are students enrolled in an after school program and range in age from 5-11. Twelve students will participate and will be divided into 3 groups of 4 subjects. A multiple baseline design will be used to train letter components to fluency. Two components will be trained simultaneously, resulting in 3 groups of components. The components will be counterbalanced across the 3 groups of subjects to control for order effects. Baseline will consist of administering letter assessments (upper and lowercase) and an assessment of the letter components. Fluency training will begin and will require the student to complete 4 minutes of timings per day (2 minutes of timings per component). Fluency criteria is 90-100 responses per minute for straight and diagonal lines and 80-90 per minute for curved lines. Once accuracy is consistent and a fluent rate per minute is reached for this set of components, a letter assessment and component assessment will be readministered. The student will then move to fluency training for the next set of components and continue through each set until fluency is achieved on all components. Results are discussed in terms of the relationship between the letter components and the composite as well as in terms of efficient teaching procedures. |
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| 137. Comparison of Teaching Methods to Improve Reading Fluency and Comprehension in Children with Reading Difficulties |
| Area: EDC; Domain: Applied Research |
| AUBRIE E. SWAN (State University of New York at Binghamton), Sara White (State University of New York at Binghamton), Nicole Parisi (State University of New York at Binghamton), Raymond G. Romanczyk (State University of New York at Binghamton) |
| Abstract: Within the field of reading instruction there is debate over the appropriate criteria for mastery of sight vocabulary words. The present study focused on the differential efficacy of the accuracy versus fluency training criteria in improving speed and accuracy of reading as well as comprehension. The first component of the study involved developing an accurate and objective measure of reading comprehension. Pools of comprehension items of varying levels of were created and tested with typically developing children. The second component of the study involved instructing children with reading difficulties using the two different mastery criteria (i.e., accuracy and fluency), and measuring the effects of these methods of instruction on reading comprehension scores. Preliminary data on both phases will be presented. |
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| 138. Teaching Fluent Letter Sound Discriminations with Errorless and Errorfull learning |
| Area: EDC; Domain: Applied Research |
| KATHRYNE BALCH (University of North Texas), Vanessa Lucero (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study assesses the effects of an errorless hear/point procedure versus an errorfull hear/see/say teaching procedure on the rate of correct responding, generalization and retention of letter-sound discriminations. Subjects are kindergarten and pre-kindergarten students who attend an after-school program. A multi-element design is used to compare the effects of errorless versus errorfull teaching procedures. 6 letter-sounds discriminations are taught using an errorless teaching procedure and 6 letter-sounds discriminations are taught using an errorfull teaching procedure. During baseline all the 12 target letters are tested in the see-say task using one-minute timings, and in the hear-point task without one-minute timings. After, baseline, the errorfull teaching procedure will continue until the fluency criterion is met and the errorless teaching procedure will be continue until 100% accuracy is achieved for three consecutive sessions. After training is completed, all the 12 stimuli will be tested under baseline conditions to evaluate the generalization across tasks. A month later, the baseline test will be repeated to test for the retention of letter-sound discriminations. Data are in progress. |
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| 139. Teaching Children to Read over the Internet Using Headsprout Reading Basics™ in Preschool Classrooms |
| Area: EDC; Domain: Applied Research |
| PAMELA M. KIMBLE (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: This study examined the effectiveness of Headsprout Reading Basics™ (HRB), an Internet-based beginning reading program, when delivered to young children in typical preschool classrooms. Children enrolled in two preschools in a small rural community served. The children were assigned to two groups at each site, and administered criterion-referenced pretests to assess entering reading skills. Children in one group at each site, called the Headsprout First groups, then completed all forty lessons over the Internet. The other groups, called Control First, simply participated in routine reading-readiness activities until all children in the Headsprout First groups were done with the program. A posttest was then administered to both groups, for comparison of improvement in the children’s reading skills with and without HRB instruction. The Control First children were then treated to HRB, and their skills assessed afterward with third form of the criterion-referenced test. The results were examined for improvement in the targeted reading skills after HRB and compared to participation only in existing reading readiness activities. Consumer-satisfaction questionnaires completed by teachers and parents assessed whether the HRB program had beneficial effects on the children’s skills and attitudes toward reading, and whether its implementation posed logistical problems that might compromise its usefulness. |
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| #95 Poster Session – TPC |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 140. Enhancing Accuracy on Moderately Challenging Tasks by Interspersing Additional Easier Tasks |
| Area: TPC; Domain: Applied Research |
| HOLLY M. HUTCHINS (University of Tennessee, Knoxville), Sara J. McCane (University of Tennessee, Knoxville), Elizabeth McCallum (University of Tennessee, Knoxville), Christopher Skinner (University of Tennessee, Knoxville), Steve McCallum (University of Tennessee, Knoxville) |
| Abstract: When engaged in activities comprised of multiple discrete tasks, some researchers found that interspersing additional brief, easy tasks enhanced accuracy on the more difficult tasks, while others found no difference. Robinson and Skinner (2002) found evidence suggesting that the interspersal procedure may enhance performance on tasks that require higher levels of attention. We used a within-subjects design to extend research on the interspersal procedure. Students were read numerals and repeated then backwards (higher attention tasks) and forwards (moderate attention tasks). Results showed no change in accuracy on numbers backward when the interspersal procedure was implemented. On the numbers forward assignment, 52% did better on the interspersal condition, 33% did better on the control, and 15% showed no difference. Interactions were not significant. These results failed to support the hypothesis that the interspersal procedure would enhance performance on tasks requiring more attention. These results, coupled with previous research suggest the interspersal procedure may enhance accuracy on moderately challenging tasks, as opposed to easy or difficult tasks. Because this finding has implication for educators who often assign students moderately difficult tasks, future research is needed to identify conditions when the interspersal procedure enhances performance and when it has no effect. |
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| 141. Are Applied Behavior Analysis and Organizational Behavior Analysis adhering to their roots? A reference analysis of JABA and JOBM |
| Area: TPC; Domain: Applied Research |
| BECKY A. JOHNSON (University of Nevada, Reno), Horacio Ricardo Roman (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: As an adaptive science, the experimental analysis of behavior (TEAB) has continuously evolved over the years. Along the way, applications of the principles derived from TEAB to address “real” life problems appeared in the literature and became lone-standing sub-disciplines, namely applied behavior analysis and organizational behavior analysis. The Journal of Applied Behavior Analysis (JABA) is the flagship journal for applied behavior analysis and the Journal of Organizational Behavior Management (JOBM) is the flagship journal for Organizational Behavior Analysis (also referred to as Organizational Behavior Management, Performance Management, and Behavioral Systems Analysis). Arguably, the most salient and important feature that characterizes these sub-disciplines is their scientific roots in TEAB. Accordingly, one would expect some adherence to these roots over time. To examine the extent to which these journals adhere to the experimental analysis of behavior a reference analysis of a random sample of articles published in JABA and JOBM since their inception year was conducted. Results and interpretations of these analyses are provided. |
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| 142. Trends in Presentations at the Annual Conventions of the Association for Behavior Analysis |
| Area: TPC; Domain: Applied Research |
| BRIAN D. KANGAS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The annual convention of the Association for Behavior Analysis has grown at a tremendous rate. This study sought to examine presentation trends at the annual conventions. Existing convention programs and major descriptors were used to count and categorize the programmed events (defined as paper sessions, symposia, and panel discussions). A widely distributed sample of 10 years shows that 1) the overall number of presentations has almost doubled; and 2) that the proportion of basic, applied and theoretical talks has remained constant. These data argue against observations that the conventions have become more and more applied in focus. The study also attempts to track more content specific changes in presentation trends (OBM, EAB, Autism, Education, etc.). The implications of using these kinds of analyses to gauge how the field has developed will be discussed. |
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| 143. A Survey of Treatment Integrity in the Journal of Applied Behavior Analysis 1991-2003 |
| Area: TPC; Domain: Applied Research |
| JEREMY M. HOF (Jacksonville State University), Michael C. Clayton (Jacksonville State University) |
| Abstract: Establishing a functional relationship between the independent and the dependent variable is the primary focus of applied behavior analysis. Accurate and reliable description and observation of both the independent and dependent variables are necessary to achieve this goal. Considerable attention has focused on ensuring the integrity of the dependent variable in the behavior analytic literature but similar effort has not be directed at ensuring the integrity of the independent variable. Incomplete descriptions of the application of the independent variable may threaten the reliability and validity of operant research data. A survey of articles in the Journal of Applied Behavior Analysis between 1991 and 2003 demonstrated that the majority of articles published do not use any assessment of the actual occurrence of the independent variable and a significant number do not provide operational definitions of the independent variable. The importance of ensuring the integrity of the independent variable is described. |
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