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| #333 International Poster Session - AUT |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 1. Treatment Integrity in Behavioral Intervention Studies with Individuals with Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER A. BENNE (Southern Illinois University), April S. Worsdell (Southern Illinois University) |
| Abstract: Treatment integrity can be defined as the extent to which an independent variable (IV) is implemented as planned. Previous reviews have revealed that behavioral studies largely ignore the measurement of the IV (Gresham & Gansle, 1993). However, measuring the accuracy of IV implementation is necessary to determine the extent to which behavior change can be attributed to the prescribed intervention. Four journals, recognized to publish behavioral research in the area of autism, were reviewed from 2000 through 2004. A total of 66 experimental articles were identified that included at least one participant diagnosed with autism. Each article was evaluated to determine whether: (a) the integrity of the IV was measured, (b) the operational definition of the IV was precise enough to be replicated, and (c) the therapist who administered the intervention was trained. Results indicated that 30% of the reviewed studies reported treatment integrity, 30% contained an operational definition of an IV, and 24% of the studies reported that the therapist was trained. A second observer independently coded 21% of the articles. Reliability ranged from 86% to 100%.Reference: Gresham, F. A., & Gansle, K. A. (1993). Treatment integrity of school-based behavioral intervention studies: 1980-1990. School Psychology Review, 22, 254-272. |
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| 2. Helping Answer Needs by Developing Specialists (HANDS) in Autism: Program Development |
| Area: AUT; Domain: Applied Research |
| NAOMI SWIEZY (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Megan N. Grothe (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Melissa L. Maynard (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Patricia Korzekwa (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Pamela Anderson (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Kara Hume (Indiana University), Joy Fairbanks (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Gary Miller (Riley Hospital for Children) |
| Abstract: The mission of HANDS in Autism is an extension of the philosophy guiding general clinical work in the area specific to caregiver education and training. The goal is to provide practical and applicable information to a variety of caregivers from an ABA-based framework and to provide an option for training that promotes practical learning opportunities through an innovative and intensive hands-on and coaching experience. The primary goals and objectives of the model are to provide: a focus on individual strengths of each student; a focus on comprehensive training (i.e., assessment to goal development); hands on learning with children of various levels of functioning and challenge; training in a model of didactics combined with modeling, practice, and feedback in a supportive coaching environment; training to multiple caregivers working hands on with individuals with autism in various environments; provision of training based on a “best practices” approach to assessment and intervention; development of curriculum and behavioral planning based on data driven decision making. Methods and procedures used in developing and the program will be presented. |
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| 3. Helping Answer Needs by Developing Specialists (HANDS) in Autism: Program Evaluation |
| Area: AUT; Domain: Applied Research |
| MEGAN N. GROTHE (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Naomi Swiezy (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Melissa L. Maynard (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Patricia Korzekwa (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Joy Fairbanks (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Pamela Anderson (Christian Sarkine Autism Treatment Center at Riley Hospital for Children), Kara Hume (Indiana University), Gary Miller (Riley Hospital for Children) |
| Abstract: The mission of HANDS in Autism is an extension of the philosophy guiding general clinical work in the area specific to caregiver education and training. The goal is to provide practical and applicable information to a variety of caregivers from an ABA-based framework and to provide an option for training that promotes practical learning opportunities through an innovative and intensive hands-on and coaching experience. The primary goals and objectives of the model are to provide: a focus on individual strengths of each student; a focus on comprehensive training (i.e., assessment to goal development); hands on learning with children of various levels of functioning and challenge; training in a model of didactics combined with modeling, practice, and feedback in a supportive coaching environment; training to multiple caregivers working hands on with individuals with autism in various environments; provision of training based on a “best practices” approach to assessment and intervention; development of curriculum and behavioral planning based on data driven decision making. Following an initial training, participants were asked to provide feedback on several aspects of the training, including rating the thoroughness of information presented, the materials provided, and the hands-on experiences. Both strengths and weaknesses were analyzed with emphasis on program adaptation for future trainings. Results of the evaluations as well as future adaptations to the program will be presented. |
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| 4. Early Intensive Behavioral Intervention for Children with Autism: An Updated and Comprehensive Empirical Literature Review |
| Area: AUT; Domain: Applied Research |
| KIMBERLY ANN KROEGER (Cincinnati Children's Hospital Medical Center, Kelly O'Leary Center for Autism Spectrum Disorders) |
| Abstract: Early intensive behavioral intervention (EIBI) for children with autism was introduced and piloted by O. Ivar Lovaas in the 1960s. Since its inception, EIBI has become one of the predominant treatment intervention options for children with autism and remains the only evidenced based. Since its early beginnings, multiple models of EIBI have been developed, implemented and evaluated. This literature review compiles the published, data driven EIBI models and categorizes them according to structure, nature and identified goal areas. Additionally, long term follow-up data (when available) are included and critically reviewed. |
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| 5. Early Intensive Behavioral Intervention: A Research Synthesis |
| Area: AUT; Domain: Service Delivery |
| AMANDA TYRELL (Community Living Opportunities, Inc.) |
| Abstract: The incidence of autism spectrum disorders has increased to between 1 in 500 and 1 in 166 (CDC, 2005). Although various treatment options exist for families, there is a push to identify interventions in early childhood that are evidence-based (Carta & Greenwood, 1997). The presenter will share the results of a research synthesis on Early Intensive Behavioral Intervention (EIBI)/Applied Behavior Analysis (ABA) programs for children with autism. Sixteen published articles from a variety of researchers in this area will be included (eg. Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Lovaas, Koegel, Simmons, & Stevens Long, 1973). Research has shown that children with autism increased their IQ scores (eg. Fenske, Zalenski, Krantz, & McClannahan, 1995; Lovaas, 1987; Lovaas, Koegel, Simmons, & Stevens Long, 1973; Sheinkopf & Siegel, 1998; Smith, Groen, & Wynn, 2000). In addition, Lovaas (1987) and Weiss (1999) reported that 47% and 35% of the participants receiving more than 40 hours per week for at least 2 years of intervention, respectively, were placed in general education settings. The participants, methodology, and outcomes of each study will be discussed. Future research needs will be addressed. |
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| 6. Autism Prevalence Discrepancies Between International Epidemiology Data and the United States Department of Education Data |
| Area: AUT; Domain: Theory |
| JONATHAN L. SEMETKO (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Data from the United States Department of Education have been used to track Autism prevalence. This may be problematic as several discrepancies exist between the education data and the international epidemiology data. This analysis looks at discrepancies in prevalence rate, racial equivalence, and age cohort increase. Implications of using the education data are then discussed. |
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| 7. Increasing Vocalizations of a Child with Rett Syndrome through a Behavioral Intervention Package |
| Area: AUT; Domain: Applied Research |
| JULIE M. MARCKEL (Columbus Children's Hospital Autism Center), Tim M. Barrett (The Ohio State University), Christine Averill (Columbus Children's Hospital) |
| Abstract: Research has suggested that behavioral interventions are ineffective with teaching girls with Rett Syndrome. Loss of language is a common characteristic of girls with Rett Syndrome that necessitates intervention. Therefore, the purpose of this investigation was to assess the effects of a behavioral intervention package on the vocalization of a girl with Rett Syndrome. Specifically, the independent variable comprised a behavioral intervention package that included establishing operations, shaping, and differential reinforcement. The functional effects of the intervention were assessed through a changing criterion design. The dependent variable consisted of the topography and duration of vocalization. Each criterion increased the specificity of the topography and the duration of the vocalization. Results showed a functional relationship between the behavioral package and an increase in specificity and duration of vocalizations. In addition, generalization occurred across therapists and settings. While a functional relationship was demonstrated, there are inconsistencies in the literature, thus, future research should focus on isolating the functional variables related to the effectiveness of increasing vocalizations of girls with Rett Syndrome. |
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| 8. Need fails to predict service allocation...What's going on? |
| Area: AUT; Domain: Applied Research |
| LAUREL MAUCH (FirstSteps for Kids, Inc.), Jennifer L. Harris (FirstSteps for Kids, Inc.) |
| Abstract: Treatment outcomes vary among children receiving intensive ABA intervention. Intensity of intervention has consistently been associated with positive outcome. Although numerous studies suggest that high intensity (25+ hours per week) is crucial to outcome, many children diagnosed are receiving far less intensive services. This archival study of 79 ASD children receiving ABA intervention examined the potential correlates to service hour allocation with the hypothesis that intensity of intervention would be based upon the severity of presenting symptoms at intake. Specifically, an inverse relationship between child pathology and intensity of treatment was predicted. Contrary to our hypothesis, results indicate that no correlation was found between entry functioning and hours of treatment received. This finding suggests that funding (inferred from intensity) was not systematically allocated based on need and therefore implies that funding is provided based upon factors unrelated to the child. Future research is warranted. |
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| 9. Effects of Response Blocking during Discrete Trial Instruction |
| Area: AUT; Domain: Applied Research |
| ANNETTE MCCLAVE (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Catherine Trapani (Marcus Autism Center), Tiffany Kodak (Louisiana State University) |
| Abstract: The provision of response blocking following problem behavior has been well investigated in previous literature (Lalli, Livezey, & Kates, 1996; Lerman, Kelley, Vorndran, & Van Camp, 2003). However, evaluations of response blocking as a procedure implemented following incorrect responding during instructional tasks has not been well evaluated. When a novel educational task is presented, children may engage responses that were recently acquired that have a history of reinforcement. Engaging in these previously reinforced response may interfere with acquiring new response. Blocking incorrect responses may prevent children from repeatedly engaging in previously mastered responses. Thus, children may acquire new responses more rapidly because blocking prevents the necessity for implementing repeated error-correction trials. In the present investigation, response blocking was implemented during four instructional programs with two participants diagnosed with autism. Results suggested that the blocking resulted in acquisition of skills that were not acquired under other treatment procedures. |
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| 10. Publicly Funded Home-Based ABA Program for Preschool Children with Autism: Outcomes of Two of Three Years of Intervention |
| Area: AUT; Domain: Applied Research |
| ANGELA CORNICK (St. Amant Research Centre), Daniela Fazzio (St. Amant Research Centre) |
| Abstract: The St. Amant ABA Program is a home-based preschool program funded by the Provincial Government of Manitoba. Thirty three children have completed their second of three years in the program. Their progress was measured by criterion and standardized measures administered at intake and at six months (ABLLS) and one year of participation in the program. The following criterion measures have been used: ? Skills according to the Assessment of Basic Language and Learning Skills - ABLLS ? Discrimination abilities as measures by the Assessment of Basic Learning Skills – ABLA Test. The following standardized measures have been used: ? Cognitive skills: Wechsler Preschool and Primary Scales of Intelligence – WPPSI-III ? Development: Battelle Developmental Inventory – BDI ? Speech and Language: Preschool Language Scale – PLS-4 ? Autism characteristics: Childhood Autism Rating Scale – CARS
Analyses of outcomes using the above-mentioned measures indicate that all 33 participants gained skills during their first two years in the program. Age-equivalents were the most significantly affected measures. Results are presented in graphs depicting outcomes of the group in all cited measures, including developmental rates per year. |
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| 11. The Effects of General versus Specific Training for Parents |
| Area: AUT; Domain: Applied Research |
| BROOKE M. HOLLAND (University of Nevada, Reno), Ginger R. Wilson (Nyansa Learning Corporation), Kristina Landerman (University of Nevada, Reno), Molly Day (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: An increasing trend towards the use of parents as active change agents for their children is evidenced by the growing literature on parent training. This trend that began in the early 1970’s was necessitated by the shortages of personnel within the mental health field and revised service delivery approaches (Bernal & North, 1978). This move was imposed by the need to train social agents, especially parents, in the child’s natural social environment in order to bring about durable, generalized, and long-term changes in children’s behavior. This increase in parent training has spurred many research studies targeting the cost benefit ratio, the long-term efficacy, most appropriate methods of instruction, and questions of necessary content for those conducting parent training. Previous research suggests the use of modeling and feedback and specific over general training (O’Dell, 1985). This poster will present data on a parent training study that examined the effects of general and specific training, while examining the effects of instructions and feedback. In addition, this paper will highlight areas and/or topics in need of improvement and suggest future research for parent trainers in light of the current literature. |
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| 12. Some Lessons Learned in Training Parents |
| Area: AUT; Domain: Applied Research |
| JENNIFER A. CASTELLANOS (University of Nevada, Reno), Ginger R. Wilson (Nyansa Learning Corporation), Christy Cauffman (University of Nevada, Reno), Molly Halligan (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Parent training has long been recognized an as effective intervention for child behavior problems (e.g., Berkowitz & Graziano, 1972; Kazdin, 1993; Forehand & Kotchick, 1996). Despite the many proposed advantages of training parents as change agents for their child, the parent training literature suffers from many limitations and the research appears to be waning in recent years (Todreas & Bunston, 1993). The observed decrease in parent training studies may be the result of a multitude of factors related to parent training, including high attrition, variability in recruitment procedures, and the requirements for the parents. This poster will highlight some of these factors in light of the data of a recently conducted research study in the area of parent training. Data will be presented to speak to the high attrition rates that are found in the area of parent training and suggestions for future research in light of these findings will be presented. |
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| 13. An Examination of Parent Knowledge |
| Area: AUT; Domain: Applied Research |
| BROOKE M. HOLLAND (University of Nevada, Reno), Ginger R. Wilson (Nyansa Learning Corporation), Kristina Landerman (University of Nevada, Reno), Daniel H. Sutich (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: One area of increasing interest in the area of parent training is the necessary content of a parent training program. Training parents to manage their child’s behavior is a case in point: Is it necessary to simply teach parents about certain behavioral principles, expecting that they will then know how to use them properly and productively? Or is it necessary to simply teach parents how to use the principles, expecting that they will then know about them? The typical measure used in the area of parent training to assess parent knowledge is not a test of the principles themselves but how to implement the principles. How can a parent trainer determine that the parents know the principles? If one says that the parents know the principles when they can use them, then knowing the principles is reduced to implementing the principles, which would then eliminate the need to train the parents on the principles themselves. This poster will present a methodology for delineating between knowing about and knowing how to implement operant principles. In addition, tests that were designed to determine the effects of the two approaches will also be presented. |
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| 14. Four-Year Outcome for 35 Children with Autism Receiving Intensive Behavioral Treatment |
| Area: AUT; Domain: Applied Research |
| TAMLYNN DIANNE GRAUPNER (Wisconsin Early Autism Project) |
| Abstract: This is a report of the third group of children to receive four years of intensive behavioral treatment. Children were randomly assigned to a Clinic Directed group, replicating the parameters of the UCLA intensive behavioral treatment or to a Parent Directed group, receiving much less supervision. The total number of children treated including all three groups is 35 and 17 (49%), referred to as Rapid Learners, showed increases in IQ, language, social skills, academic skills and Vineland scores to the average range. There were no significant differences between the two groups. Measures reflecting behavior at home and at school were used to assess residual symptoms among Rapid Learners, and some were found. About 1/3 of the Rapid Learners showed some difficulties in social areas but few were significant. Regression analysis was used to describe combinations of variables that best predicted outcome in cognitive, language and social areas. Logistic regression was used to develop a model for predicting which children would become Rapid versus Moderate Learners. The model was 91% accurate. Results are discussed in comparison to those obtained by the UCLA group. Neither hours of treatment within the range provided, nor special education or biomedical interventions were related to outcome. |
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| 15. A Model for Problem Solving in Discrete Trial Training for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SUZANNAH J. FERRAIOLI (University of Rochester), Carrie E. Hughes Hennessy (Quest Autism Foundation), Tristram Smith (University of Rochester Medical Center), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Discrete trial training (DTT) is a well-established intervention for teaching skills to children with autism; however, few published guidelines are available for determining whether a child’s rate of learning a particular skill is satisfactory and, if not, what to do. We assert that progress within 8-10 teaching sessions usually is evidence of satisfactory skill acquisition, whereas absence of progress within this time frame indicates a need to consider modifying or stopping instruction of that skill. Absence of progress may involve (a) consistently low rates of correct responding, (b) variable performance across sessions, (c) increases in problem behavior (often in conjunction with low or variable rates of correct responding), or (d) limited generalization of the skill outside intervention. Likely reasons for each of these patterns are described, and decision flowcharts for identifying possible solutions are outlined. When implemented with supervision from a qualified professional, these flowcharts may facilitate systematic problem solving. Case studies will be included to illustrate the effectiveness of the problem solving model with children and young adults with autism. |
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| 16. An Analysis of the Effects of Four Mastery Criteria on Rate of Target Mastery |
| Area: AUT; Domain: Service Delivery |
| CARA M. CAPPALLI (Area Cooperative Educational Services), Coral E. Lee (Area Cooperative Educational Services), James A. Hoko (Area Cooperative Educational Services) |
| Abstract: The present study examines the effects of four mastery criteria conditions on the rate of target acquisition for children diagnosed on the autism spectrum. Data from discrete trial instruction sessions were analyzed across all criteria conditions to determine the date on which an item would have been mastered had that criteria condition been in place. Fifteen children between the ages of 3 and 10 years, enrolled in a public school Early Intensive Behavioral Intervention program participated. The mastery criteria examined involved combinations of accuracy requirements during daily probes, mass trials and expansion trials. The analysis revealed differences in mastery dates of some targets, and the range of the discrepancy between mastery dates also varied. Implications for target acquisition and decision making efficiency are discussed. |
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| 17. The Reliability and Validity of a Pilot Version of the York Measure of Quality of Intensive Behavioral Intervention |
| Area: AUT; Domain: Applied Research |
| E. ALICE PRICHARD (York University), Helen E. Penn (York University), Adrienne M. Perry (York University) |
| Abstract: Professional consensus panels have strongly recommended Intensive Behavioural Intervention (IBI) as the treatment of choice for young children with autism. Researchers have linked treatment quantity to better results; however, few attempts have been made to link treatment quality to outcome. Our research team has developed an observational scale, the York Measure of Quality of IBI (YMQI), which captures information about nine characteristics of IBI that experts believe are important to treatment success. Each characteristic is measured using both a ratings-recording and an interval-recording approach. This poster will report on the results of two studies recently completed which evaluated the reliability and validity of a pilot version of the YMQI using a sample of 28 videotaped IBI sessions. Six coders were trained to use the YMQI so that we could evaluate reliability and construct validity. In addition, four psychologists and/or behavior analysts provided expert ratings of overall quality to allow for an assessment of criterion-related validity. Results indicated that the ratings-recording approach was more psychometrically sound than the interval-recording approach. For ratings recordings, internal consistency was excellent, inter-rater reliability was fair to good, and criterion-related and construct validity were adequate for most characteristics of quality. Currently, the YMQI is being refined to allow for its use in future research about treatment effectiveness. |
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| 18. Parent Involvement in IBI |
| Area: AUT; Domain: Service Delivery |
| ABBIE SOLISH (York University), Adrienne M. Perry (York University) |
| Abstract: This study focuses on parents’ involvement in Intensive Behavioural Intervention (IBI) for their children with autism currently receiving IBI services. Although clinicians acknowledge that family involvement is fundamental to enhancing IBI outcomes, little if any research has empirically examined parents’ roles in intervention. This research operationalized parental involvement in IBI from two perspectives: parents and therapists. The parent self-report questionnaire, designed for this study, measures the following constructs: parent self-efficacy/confidence in delivering therapy, perception of child progress, belief in IBI, stress levels, and knowledge about autism/IBI. This study explores the predictive value of each of these five constructs as they contribute to parents’ involvement in IBI (e.g., attending agency meetings about their child, attempting to act consistently with the IBI program, and attending parent information/IBI training sessions). The child’s senior therapist is reporting on the same constructs, so as to provide an additional perspective on the family’s involvement in IBI. Data collection will be complete by March 2006 (expected n = 50).Research in this area is a necessary contribution to the literature about potential factors predictive of IBI outcome. A meaningful relationship between child progress and parent involvement has many implications for the provision of parent training programs and IBI programs in general. |
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| 19. Long-Term Outcome of Five Children with Autism Who Received an Early Intensive Behavioral Intervention in Japan |
| Area: AUT; Domain: Applied Research |
| TAKAHIRO YAMAMOTO (Sophia University), Yoshiaki Nakano (Sophia University), Maiko Miyazaki (Nakayoshi Kids Station), Yuki Ito (Nakayoshi Kids Station), Akiko Kato (Nakayoshi Kids Station), Mari Sasaki (Nakayoshi Kids Station) |
| Abstract: We investigated the long-term outcome of children with autism who received our clinic-based early intensive behavioral intervention provided by well trained staff of Sophia Young Autism Project (SYAP). Five young children diagnosed as autism spectrum disorder participated in the two to four years treatment individually. Three children had up to 25 treatment hours per week; the rest of them had up to 40 treatment hours per week. SYAP hired the MA level therapists who were systematically trained how to do EIBI and provided all treatment programs. The intervention consisted of initial one-on-one structured teaching and then assistance of gradual inclusion into regular kindergarten settings. Measures on IQ, SQ, VQ, and DQ were taken for all participants during baseline period and every once a year. The long-term outcomes were analyzed in terms of cognitive, language, and adaptive functioning. We also collected social validity measures from those parents using the Parent Stress Index (PSI) and the Family Satisfaction Questionnaire (FSQ) by Smith (2000). These results were discussed with special reference to outcomes of other EIBI studies including Smith, Groen, and Wynn (2000) and Sallows and Graupner (2005). |
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| 20. Use of a Photographic Activity Schedule to Increase Appropriate Play in a 2 year-old with Autism |
| Area: AUT; Domain: Applied Research |
| KELLY KELM (Northeastern University & BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Photographic activity schedules have been used to increase on-task behavior of children with autism. We taught a two-year old child with autism to follow a photographic activity schedule. Results indicated that the photographic activity schedule led to an increase in on-task behavior. Additionally, the schedule following repertoire enabled this child to engage in appropriate play and independently change activities without prompts from adults. |
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| 21. Using Errorless Teaching Procedures to Facilitate Generalized Responding of a Child with Autism to His Mother |
| Area: AUT; Domain: Applied Research |
| AMBER CURRAN (BEACON Services), Robert K. Ross (BEACON Services), Harry A. Mackay (Northeastern University, Shriver Center) |
| Abstract: Skills taught to children with autism by ABA teachers in 1:1 teaching sessions often fail to generalize to other situations (e.g., with parents as teachers). In part this may occur because many parents do not have formal training in ABA, particularly procedures to facilitate generalization. In the present study, an ABA teacher first taught a child with autism via prompt fading to label several actions of a model (see Figure 1 sessions 20-22 for criterion performance). In the next phase, the aim was to transfer stimulus control of responding to instructional cues provided by the child’s parent. The ABA teacher provided a model and daily feedback to teach the parent to use the same cues and procedures used earlier by the teacher. The child’s performance remained above 80% correct in the terminal phase where the parent was conducting all trials. The control of responding established by an ABA teacher readily transferred to a parent after the parent learned to use the same cues and procedures as the teacher. The finding is consistent with the recommendations of Stokes & Baer (1977) for promoting generalization. |
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| 22. Inter-Observer Agreement of Behavior Reports by Parents of Children with Autism |
| Area: AUT; Domain: Applied Research |
| GERI MARIA HARRIS (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The Child Behavior Checklist (CBCL) is one of the most widely used measures of child behavior, yet little is known about its psychometric properties in relation to children with autism. This study examined the level of inter-parental agreement on the CBCL in the autistic population. Levels of inter-parental agreement in the autistic population were then compared with the levels of inter-parental agreement in other populations, such as typically developing children and children in high-risk families. Results show that parents of children with autism exhibit a similar level of inter-observer agreement (r = .58) to parents of typically developing children (r = .60), and a higher level of inter-observer agreement when compared with parents of children in high-risk families (r = .36). Implications of these findings for research and clinical work are discussed. |
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| 23. The Use of Intonation Prompts to Reduce Stimulus Overselectivity for a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY BERGEN (TIPSE/Eden II Programs) |
| Abstract: Individuals with autism often demonstrate stimulus overselectivity; responding to only one component of the complex stimulus to the exclusion of other stimulus components. As a result, important stimuli are missed as responses are made only to preferred stimuli early in development which may lead to increasing deficits as the child becomes older. This may affect later language and learning. This case study demonstrates the use of intonation prompts to reduce stimulus overselectivity for a two-year old child with autism. The prompts were effectively utilized during the teaching of motor imitation skills, after the child had previously failed to acquire this skill. |
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| 24. A Between-Group Comparison Examining the Effects of a Transitional Classroom for Pre-School Children with Autism |
| Area: AUT; Domain: Applied Research |
| KAREN WOODS (Elwyn Inc.), Megan F. Riley (Elwyn Inc.) |
| Abstract: This poster examines the effects of a transitional classroom in preparing children, ages 3 to 5, with autism for an inclusion setting. These children receive between 24.5 to 35 hours per week of ABA in the home until the child acquires a mand repertoire, basic conditional discrimination and direction following skills. At that time, the child may participate in the transitional classroom or a typical preschool setting. While the child is in either setting, ABA is still provided in the home. Experimental group 1 consists of three children who did not attend the transitional classroom, rather began attending preschool shortly after in-home ABA began. Experimental group 2 consists of 3 children who attended the transitional classroom and preschool concurrently. Interval data were collected on on-task/off-task behavior and follow through with teacher instructions. It is hypothesized that the children who attended the transitional classroom in conjunction with a preschool setting are able to remain on task and follow teacher instructions at a higher percentage than those children who did not attend the transitional classroom. |
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| 25. Beaumont Presents CARE: Hospital Based Treatment Program for Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| IVY M. CHONG CRANE (William Beaumont Hospital - CARE Program), Nicole M Carlisle (William Beaumont Hospital - CARE Program), Ruth M. Anan (William Beaumont Hospital - CARE Program) |
| Abstract: CARE is a center-based intensive treatment program offered by the Center for Human Development at William Beaumont Hospital. CARE provides behavioral treatment services for children diagnosed with autism (2-6 years) supervised by a board certified behavior analyst (BCBA registered). In CARE, training is offered in areas such as language development (based on Skinner’s Analysis of Verbal Behavior), play, social interaction, pre-academic or academic skills, and daily living skills (e.g., dressing). The CARE program also provides a unique practicum experience for college students at the undergraduate and graduate level interested in gaining hands on experience in behavior analysis. Data are presented on treatment outcomes for the first 12 children enrolled in the program. |
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| 26. Behavioral Parent Training for Parents of Preschool Children with Autism |
| Area: AUT; Domain: Service Delivery |
| ELIZABETH DELPIZZO-CHENG (Newport-Mesa Unified School District), Lori A. Williams (Newport-Mesa Unified School District) |
| Abstract: The purpose of this poster presentation is to examine the efficacy of a brief 6-session behavioral parent training model for parents of preschool children with autism. The model consists of a series of parenting sessions that include didactic training in behavioral strategies, role-plays of the strategies, and direct observation with informational feedback with the children in the natural setting. Data collected on parent implementation of behavior strategies, child behavior, parent and child affect, and social validity are presented. Baseline and reliability data are secured through videotape review. The participants of this poster presentation will:(a) acquire a better understanding of the Behavioral Parent Training model,(b)view empirical information on the efficacy of the model with regard to questions on parent choice of strategies, parent and child behavior change, parent integrity of implementation of strategies, parent and child affect, long-term parent-child interaction change, and (c) view consumer satisfaction information. |
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| 27. Development of Generalized Repertoires of Request Following by Children with Autism |
| Area: AUT; Domain: Applied Research |
| ALISHA LANNON (University of South Florida), Trevor F. Stokes (University of South Florida) |
| Abstract: Research has been conducted to examine the effects of both naturalistic and discrete trial methods to develop improved compliance with requests. This study assessed for compliance to requests in multiple settings (clinic and home) with multiple therapists using a naturalistic treatment incorporating the interactional techniques of Greenspan and Weider (1998), known as "floor time". Compliance was examined within a multiple baseline design across participants, who were two children with autism, who were also siblings within triplets. Generalization was examined using requests which were not a part of training, and by monitoring compliance to requests across settings and therapists. By comparison to the effects of floor time, request following was also examined under therapeutic conditions in which compliance was followed by positive consequences and noncompliance was followed by gentle guidance. There was experimental control of the clinic data but more variability with the home data. In addition, there was generalization across therapists and settings, as well as across requests. |
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| 28. The Transition of Children with Autism from Intensive Behavioral Intervention (IBI) Programs into the School System |
| Area: AUT; Domain: Service Delivery |
| ALISSA LEVY (York University), Adrienne M. Perry (York University) |
| Abstract: This study concerns the transition of children with autism from Intensive Behavioral Intervention (IBI) programs into the school system. This transition path is fraught with its own unique challenges, facing both IBI programs and the school system, to ensure learning, maintenance of learned skills and continued successful education. The literature on transition of children with autism is sparse and, therefore, this study was exploratory. The study was conducted using survey methodology and examined three main issues surrounding transition. The first issue was the ideal elements, including the necessary child skills, the timeline of transition, and the participants, that both IBI and school staff believed should be involved in the transition process. The second issue was the degree, both within IBI programs and the school system, to which families are involved in this process. The third issue was a comparison of the views of IBI and school staff of the ideal process of transition and their general experiences of this process in reality. This study was necessary to begin to delineate what, if any, changes should be made within IBI programs and/or the school system to best support the transition of children with autism and their parents. |
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| 29. Comparison of Mand and Tact Acquisition of Toddlers With and Without Autism |
| Area: AUT; Domain: Applied Research |
| E. AMANDA AMANDA BOUTOT (DePaul University) |
| Abstract: Because of the increase in the number of toddlers (e.g., <3 years of age) being identified with an Autistic Spectrum Disorder, there is a need to identify methods that work best with this very young population. Further, it is necessary to identify their qualitative and quantitative differences from their typical peers. These needs were the impetus for this case study. This poster will display graphic data reflecting a case study on the differences in and acquisition of Mand and Tact behaviors of two toddler males, one with and one without autism. Subjects were matched on receptive and expressive skills prior to beginning Verbal Behavior training using the Receptive-Expressive Emergent Language (REEL) test. Results of baseline and intervention data suggest that both boys were able to increase their Mand and Tact behaviors over a three-month period. Both subjects also showed improvements in pre- to post-test scores on the REEL. Differences between subjects both before and after treatment will be discussed. Implications for practitioners working with very young children as well as for research will be discussed. |
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| 30. Effects of a Parent Training Program for Teaching Children with Autism in the People's Republic of China |
| Area: AUT; Domain: Applied Research |
| PEISHI WANG (Queens College, City University of New York) |
| Abstract: China has one fifth of the world’s population. By definition, China has the largest number of children with disabilities. Since the 1980s, there have been increasing opportunities for children with mild disabilities to be educated in regular classrooms. However, students with severe disabilities, such as autism, have long been kept out of the public schools, both general and special education. Under these special circumstances, parents have become the primary teachers for their children with severe disabilities. The current study examined the effectiveness of a parent training program based on principles and tactics from applied behavior analysis, naturalistic teaching and the TEACCH philosophy. The objectives for this parent training program were to increase parents’ knowledge of autism and its treatment as well as their interactive and teaching skills. A pretest-posttest group design was implemented for this study. The results demonstrated that parents in the training group performed significantly better than those in the control group on a measure of knowledge of autism and its treatment. They scored significantly higher on the responsiveness and affect dimensions of the Maternal Behavior Rating Scale. Parents in the training group also provided more positive consequences to their children during the teaching sessions with their children. |
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| 31. Levels of Hope and Stress in Parents of Children on the Autism Spectrum |
| Area: AUT; Domain: Service Delivery |
| COURTNEY DILLON (Western Michigan University), Anthony Scioli (Keene State College), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Parents of children with autism experience high levels of stress as a result of the demands placed on them by their children (Koegel et al., 1992). Various factors can reduce the level of stress experienced by parents of children on the autism spectrum, including social support (Gill & Harris, 1991). Hope as a coping mechanism has not received much attention from investigators. Using the Parental Stress Inventory (Hudson, 1992) and the Integrative Hope Scale (Scioli, 2001), this study compared the levels of stress and hope experienced by parents who are members of a support group with parents who are not members of a support group. This study also investigated the levels of informal social support (i.e., outside of support groups) available to these parents. 60 participants with autism responded to the survey. Of these parents, 17 were members of a formal support group, and 43 were not. The data will be analyzed using analyses of variance and t-tests. |
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| 32. Outcome Data from an In-Home Early Intervention Program for Children with Autism Younger than 3 Years Old |
| Area: AUT; Domain: Applied Research |
| KATHERINE CALARCO (Coyne & Associates, Inc.), Paul Coyne Coyne (Coyne & Associates, Inc.) |
| Abstract: Data covers more than 60 children enrolled in an in-home early intervention program for children with Autism using Applied Behavioral Analysis techniques. Children younger than three years old received 12 to 20 hours a week of 1:1 intervention. Outcome data are presented. Results were as follows: test scores at 35 months of age on the Bayley Scales of Infant Development for Children (n=60+)enrolled in the program were significantly higher compared to test scores of a control group (n=17); the longer a child participated in the program the greater the gains; developmental measures (Bayley [n=60+], Brigance [n=359+]) indicated that the average child in the program made greater overall gains than expected by maturation. The greatest gains were seen in General Information, Speech & Language, and Social Emotional. A sample of trial by trial data across 10 students will be available to show progress through the curriculum. Suggestions for future research are provided. |
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| 33. Social Stories for Preschoolers with Autism: Effects on Prosocial Behaviors |
| Area: AUT; Domain: Applied Research |
| SHANNON CROZIER (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
| Abstract: Social Stories are a popular intervention for children with autism spectrum disorders. While the research suggests that Stories are being used with young children, there is almost no evidence to support their effectiveness for this age group. The purpose of this study was to investigate the effects of Social Stories on the appropriate and inappropriate behaviors of three preschool children with autism. An ABAB design was used for two participants, while an ABACBC was used for the third participant. The first intervention condition was Social Story alone and the second intervention condition was a Social Story plus verbal prompting. Social Stories alone were effective for the first two participants. Social Stories plus verbal prompts was effective for the third participant. Maintenance probes were conducted two and three weeks after intervention to assess the degree to which stories became imbedded in classroom routines. Results are discussed in relation to applications, study limitations, and areas for future research. |
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| 34. Teaching Picture Discrimination to Children with Autism: "Traditional Match-to-Sample" Training vs. "Naturalistic PECS" Training |
| Area: AUT; Domain: Applied Research |
| KATHLEEN DYER (River Street Autism Program), Beth Sulzer-Azaroff (Browns Group, Naples), Andy Bondy (Pyramid Educational Consultants) |
| Abstract: Picture discrimination, essential to any picture-based communication program, often is taught through "match-to-sample" (MTS) requests for object-picture pairings. We compared that method to a "naturalistic PECS" approach inherent in the Picture Exchange Communication System (PECS). In the MTS condition, we showed the children a picture and asked to match it to one of a set of objects. Correct matches were rewarded with an item preferred by the child, but unrelated to the sample stimulus; errors were followed with an error correction procedure. In the "naturalistic PECS" condition, a child-preferred and a non-preferred item were displayed. Next, s/he was shown two pictures, each of which corresponded to the items. When s/he handed one of the pictures to the therapist, s/he received the matching item. If the child chose a picture representing an item known to be non-preferred, an error correction procedure followed. All three children required fewer trials to criterion in the "naturalistic PECS" condition than the "MTS" training condition. Further, when training conditions were switched from the MTS to the "naturalistic PECS" condition, children mastered all the previously unmastered items. |
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| 35. Aspects of Social Support, Caregiver Burden, and Parental Self-efficacy in Models of Autism Treatment: Subsequent Impacts on Parental Stress Levels |
| Area: AUT; Domain: Applied Research |
| MICHELLE T. PETRONGOLO (Children's Hospital of Philadelphia), David Powers (Loyola College), Martin Sherman (Loyola College), Sharon Green-Hennessy (Loyola College) |
| Abstract: Parents of children with autism report higher levels of stress than parents of children with other special needs and typically developing children. Due to the increased prevalence of this disorder in recent years this population is of increasing concern. The present study sought to explore factors of parental self-efficacy, caregiver burden, and professional social support in an effort to further the understanding of stress in this population. More specifically, this study involved parents in two models of treatment for children with autism, the clinic model and the workshop model of Intensive Early Intervention. These models provided a framework upon which to assess these variables. Results indicated that parents in the clinic model reported higher levels of professional social support and parental self-efficacy than those in the workshop model. Furthermore, low subjective caregiver burden and high parental self-efficacy were found to be correlated with lower reported stress. However, the present study showed no evidence in support of a mediating relation between model of service and parental stress. |
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| #334 International Poster Session - CBM |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 36. Manipulating Antecedent Variables to Reduce Perseveration Following Acquired Brain Injury (ABI): A Case Study |
| Area: CBM; Domain: Service Delivery |
| KELLEY D. ANSTEY (Acquired Brain Injury Behaviour Services, West Park Healthcare Centre), Amy Barker (Acquired Brain Injury Behaviour Services), Gary J. Gerber (Acquired Brain Injury Behaviour Services), Angela E. Burgess (Acquired Brain Injury Behaviour Services, West Park Healthcare Centre) |
| Abstract: Perseveration is a well-documented sequelae of ABI. Perseveration can present as a disorder of motor movement or vocal utterance. Wandering and yelling are both forms of perseveration (Vaughn et al., 1997). Perseverations can hinder the process of rehabilitation, interfere with social interactions, or impede community integration. We present the case of an adult male who presented with motor and vocal perseverations following ABI. Descriptive analysis suggested the behaviour was maintained by automatic reinforcement. In addition, disorientation was an identifiable antecedent to perseverations. The subject received methadone maintenance therapy producing a secondary effect of increased fatigue, associated with increased disorientation. An intervention was applied, designed to prevent perseverations by the manipulation of antecedent variables. Manipulations included environmental reengineering, medication titration, use of visual barriers, a predictable daily routine, and mneumonic strategies. The approach and behaviour frequency data will be thoroughly examined. Baseline data show an average of 37.4 % of daily intervals included wandering while an average of 4.1% of daily intervals included yelling. Following treatment, wandering had been reduced to 0% of daily intervals and yelling had been reduced to 0.2 % of daily intervals. The findings will be discussed in terms of establishing operations and antecedent control. |
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| 37. An Additional Benefit to Integrating Behavioral Health Services in Primary Care: Attendance to Initial Appointment |
| Area: CBM; Domain: Service Delivery |
| RACHEL J. VALLELEY (Munroe-Meyer Institute), Stacy Kosse (Munroe-Meyer Institute), Ariadne Schemm (Munroe-Meyer Institute), Jodi A. Polaha (Munroe-Meyer Institute, University of Nebraska Medical Center), Joseph H. Evans (University of Nebraska Medical Center) |
| Abstract: Many advantages have been suggested and documented for having behavioral health services offered in primary care. These include increased collaboration between primary care physicians and mental health providers, less stigma for mental health services, and increased follow through for seeking behavioral health services. In particular, behavioral health services provided in the context of a primary care clinic may substantially ease the referral process and even “normalize” mental health treatment, resulting in higher rates of making and keeping behavioral health visits. The current study examines patients’ response to pediatrician referrals to a collaborative, co-located outpatient behavioral health clinic (BHC). Three primary care clinics in rural Nebraska with co-located BHCs served as sites. Data were collected on whether an intake appointment was made and kept subsequent to pediatrician referral. Furthermore, variables that may have impacted whether the appointment was kept were examined included amount of time on waiting list, severity of problem, referral reason, and age of the child. Results indicated that the majority of referrals kept an initial appointment in the BHC. Factors that may have impacted the initial show rate and limitations will also be discussed. Implications of these results for Pediatric Psychology and Pediatricians will also be presented. |
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| 38. Adherence to Treatment in Obese Individuals: A Preliminary Single Subject Trial of an ACT Intervention |
| Area: CBM; Domain: Basic Research |
| CHRISTOPHER C. CUSHING (Missouri State University), Tanya N. Kimbrough (Missouri State University), Chris S. Lorance (Missouri State University), Ann Branstetter-Rost (Missouri State University) |
| Abstract: Recent research has established Acceptance and Commitment Therapy (ACT) as a burgeoning method for increasing adherence to medical treatment regimens. The current intervention is a single subject trial of a larger random assignment study comparing ACT to a psychoeducational intervention for obese adults. A diet and exercise protocol was used to educate a subject on healthy lifestyle changes designed to lower body mass index results. The diet and exercise protocol was then supplemented with an ACT intervention designed to increase adherence to the treatment regimen; special emphasis was placed on the verbal diffusion and commitment components of ACT. Journaling was implemented to increase self-monitoring, and bi-weekly telephone booster sessions were conducted on the basis of the most recent journal entries. Suggestions were made for using stimulus control in a positive manner (e.g. eating prior to attending social gatherings to reduce hunger stimulus and only allowing eating in the dining room which serves to decrease the link between stimuli such as TV viewing and eating). Commitments and values were addressed by openly discussing the participant’s values and specifically stating what commitments will be made, in regard to the program. |
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| 39. Acute Pain Tolerance: Assessing the Effects of a Pre-post Tolerance Design |
| Area: CBM; Domain: Applied Research |
| CHRIS S. LORANCE (Missouri State University), Christopher C. Cushing (Missouri State University), Tanya N. Kimbrough (Southwest Missouri State University), Ann Branstetter-Rost (Southwest Missouri State University) |
| Abstract: Research has shown that individuals who use acceptance rather than avoidance as a way of coping with chronic pain report fewer debilitating consequences. Due to these phenomena, an acceptance-based therapy, Acceptance and Commitment Therapy (ACT), has begun to be applied to pain populations. The current study aimed to examine the differences among individuals given an acceptance-based intervention with a values component, an acceptance only intervention, and no intervention at all in the context of acute pain tolerance. Using a multiple baseline design, this pilot project demonstrated that when given no specific instructions, individuals are likely to report using an avoidance technique. In addition, the two individuals receiving training in acceptance only and acceptance with values had greater pain tolerance, as measured through a cold pressor task. |
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| 40. The Development of a Behavioral Observation System for Community Reinforcement Intervention in a Group Setting |
| Area: CBM; Domain: Applied Research |
| MARY LOUISE E. KERWIN (Rowan University), Patricia Neal (SODAT, Inc.), Stefanie Hasselman (Rowan University), Johnson Rebecca (Rowan University), Gerry Healy-Marini (Rowan University) |
| Abstract: Community reinforcement, which is an evidenced-based treatment for drug addiction, was adapted for use through religious/spiritual groups for African American women with cocaine addiction. The purpose of this NIDA funded behavior therapy development grant was to adapt community reinforcement from an individual therapy to a group therapy delivered by paraprofessionals and facilitated by a trained group leader. The objective of this project was to develop a behavior coding system that would adequately capture individual behaviors in the group setting that might be related to the effectiveness of the intervention. The intervention was 3 months long and each weekly group session was videotapes. From these videotapes, four coders analyzed interactions among community anchor persons (CAPs) and recovering woman. Acceptable levels of interobserver reliability were eventually obtained. Data indicate low levels of negative statements or behaviors with slightly higher levels of positive statements or behaviors. Problems with the design and coding of videotaped group interactions are presented. |
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| 41. One Intervention, Two Sites: Differences across Sites in a Contingency Management Intervention for Cocaine Dependency |
| Area: CBM; Domain: Applied Research |
| ALICIA K. PADOVANO (Treatment Research Institute), Rachel A. Corbin (Treatment Research Institute), Tanya Faranda-Diedrich (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Maintaining high levels of participation throughout the duration of a study protocol is particularly challenging with a substance abusing population. The purpose of this study is to examine differences in drug addiction, abstinence, attrition, attendance, and demographics in the context of a contingency management intervention. These findings are based on preliminary data from the Long-Term Maintenance study, a NIDA funded grant. Participants were adult, cocaine dependent clients attending two separate community methadone maintenance treatment centers. Participants were randomly assigned to either a 12 or 36-week intervention (Phase I), followed by a 12 week aftercare (Phase II). Phase I consisted of participants receiving escalating vouchers that could be exchanged for prizes. Vouchers were earned based on cocaine abstinence, determined by onsite urinalysis. Phase II consisted of bi-weekly urinalysis, during which cocaine abstinence was rewarded by a lottery ticket. Differences were analyzed for the first 14 participants in each of the two treatment conditions per site. Information on co-morbid drug dependence and abuse as well as demographics was collected at baseline. Abstinence, attrition, and attendance rates were analyzed over a 6 month period. Possibilities as to why these differences occurred are postulated and implications of site differences on research findings are delineated. |
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| 42. Effects of a Fee to Participate in an Internet-Based Voucher Program to Initiate Smoking Abstinence |
| Area: CBM; Domain: Applied Research |
| IRENE M. GLENN (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Voucher reinforcement therapy is an effective treatment for drug dependence. However, the cost of such treatments can limit their implementation. The current study investigated the effects of a fee to participate in an internet-based voucher program to initiate smoking abstinence. Participants were heavy smokers (= 20 cigarettes/day for = 2 years and an initial carbon monoxide (CO) reading of = 20 ppm). Participants were randomly assigned to either a fee group ($50) or a no fee group, and in both groups they could earn a maximum of $78.80 in vouchers. Participants were provided with a laptop (if they needed one), webcam, and CO monitor to record carbon monoxide levels twice each day (= 8 hours apart) for four weeks. Recordings were sent via email to researchers twice each day. During a five-day baseline phase, participants submitted two CO samples daily. Then, during a four-day shaping phase, participants earned vouchers for gradual reductions in CO value. During the ten-day abstinence induction phase, voucher values increased for each consecutive negative (= 4) CO. Results suggest that a fee for treatment program can be effective in offsetting the costs of a smoking cessation program without lowering its efficacy. Supported by NIDA grant R21DA015289. |
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| 43. Outcomes in a Contingency Management Intervention Designed to Achieve Long-Term Drug Abstinence |
| Area: CBM; Domain: Applied Research |
| TANYA FARANDA-DIEDRICH (Treatment Research Institute), Rachel A. Corbin (Treatment Research Institute), Alicia K. Padovano (Treatment Research Institute), Julie M. Wosak (Treatment Research Institute), Beau Brendley (Parkside Recovery), Michele Pich (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: While drug abuse treatment as a whole has had a poor record of engaging patients in treatment and initiating the desired behavior change of drug abstinence, contingency management (CM) procedures have been consistently effective in initiating drug abstinence in the majority of drug users and have sustained continuous abstinence for periods of up to 6 months. The majority of CM interventions have been continued for only 3 months, despite the fact that there is no documented empirical basis for selecting this duration. In this study, we proposed to examine the effects of extending the duration of CM for drug abuse on long-term abstinence outcomes by randomly assigning cocaine-abusing methadone maintained outpatient participants assigned to either a Standard or Extended period of contrived contingencies. Our model postulates that individuals who are abstinent are more frequently engaging in activities that are incompatible with drug use (e.g., working, exercising or playing sports). As such, we might speculate that providing longer durations of abstinence reinforcement (i.e., CM) would result in a greater increase in non-drug activities and that individuals who spend more time in these activities would have better long-term outcomes. This poster will explore various outcome differences between the Standard and Extended groups. |
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| 44. Beliefs toward Empirically-Supported Treatments among Outpatient Substance Abuse Treatment Program Administrators |
| Area: CBM; Domain: Service Delivery |
| LOIS A. BENISHEK (Treatment Research Institute), Stephanie E. Shealy (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute), Karen Leggett Dugosh (Treatment Research Institute), Julie M. Wosak (Treatment Research Institute), Beau Brendley (Parkside Recovery) |
| Abstract: Contingency management (CM) has been consistently shown to increase drug abstinence, but it has been infrequently adopted into community-based substance abuse treatment programs (CBPs). These dissemination challenges are not unique to CM, but apply to several empirically-supported treatments (ESTs) such as relapse prevention/RP). Interventions that lack empirical support, most notably 12-step approaches, are predominant in CBPs. One possible reason for the infrequent implementation of ESTs may be that treatment administrators are unaware of their availability and/or believe that they are difficult to implement. Eighty-five administrators from CBPs completed a survey prior to and after reading information about five substance abuse treatments that vary in their degree of empirical support (i.e., CM, RP, motivational interviewing, 12-step, verbal confrontation). The purpose of this study was to: investigate the impact of the information on administrators’ beliefs about the treatments; determine if administrator characteristics predict changes in beliefs about the treatments; and identify barriers to integrating ESTs into CBPs. Preliminary results suggest that (a) information is associated with changes in beliefs about some interventions (CM) but not for others (12-step), (b) demographic characteristics can predict changes in administrators’ beliefs, and (c) financial concerns and limited resources for staff training are frequently reported barriers to implementing ESTs. |
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| 45. The Choice is Yours: Delay discounting of money, health, and freedom by cocaine dependent women |
| Area: CBM; Domain: Basic Research |
| STEPHANIE E. SHEALY (Treatment Research Institute), Danette L. Wright-Lee (Treatment Research Institute), Rachel A. Corbin (Treatment Research Institute), Mary Louise E. Kerwin (Rowan University) |
| Abstract: Behavioral economics theory has identified that there is a lawful, predictable way in which individuals make choices about behavior. One concept emerging from this theory is delay discounting in which the individual chooses between a smaller reward now versus a larger reward later. Substance users are more likely to choose the immediate payoff and keep choosing the immediate payoff more often than individuals who do not abuse substances. These results hold regardless of whether the outcomes are money, health, or freedom/jail. However, one potential limitation of existing studies is the relative heterogeneity of the samples. Most samples are comprised mainly of men (65% - 80%). It has been assumed that women delay discount in a similar way as men; however, National Institute of Drug Abuse’s (NIDA) recent grant program in gender-specific effects of drug abuse illustrates the need for empirical study of phenomena in women. Therefore, the purpose of this study is to explore differences in delay discounting of money, health, and freedom outcomes in women whose primary drug of abuse is cocaine. The preliminary results from eight women receiving treatment for cocaine addiction show that they are more likely to choose immediate rewards more often across all 3 conditions. |
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| 46. A Multicomponent Treatment for Smoking Cessation |
| Area: CBM; Domain: Applied Research |
| JAMES ANDERSON (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Smoking is a serious health problem worldwide. Several intervention techniques to help people quit have demonstrated some measure of success, though none has clearly distinguished itself as a superior intervention. Nicotine transdermal systems have become increasingly popular and have demonstrated some success, but relapse rates remain alarmingly high. Psychology has offered some promising intervention techniques, yet none has produced consistent data of sustained abstinence. Motivational Interviewing (MI), exposure, Acceptance and Commitment Therapy (ACT), contingency management have all demonstrated promise in assisting smokers to achieve abstinence. In this study, we combined aspects of all of these treatment techniques. The protocol includes one session of MI (in order to assess and facilitate desire and commitment to change), six sessions of ACT-enhanced exposure therapy with concurrent scheduled smoking reduction (to help the patient learn to tolerate withdrawal symptoms while accepting their inevitability and maintaining his or her commitment to abstinence), and a week of contingency management (in order to help patients achieve an initial period of total abstinence that previous research has indicated is a good predictor of long-term success in maintaining abstinence). The talk will present data from current and completed subjects, as well as considerations for future research. |
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| 47. Application of a Web-based Instruction System as an Interactive Means to Treat of Anxiety Disorders |
| Area: CBM; Domain: Applied Research |
| HEATHER DAWN SIMISTER-FIRTH (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Computers are being increasingly used in the field of clinical assessment and treatment. Over the last five years, there has been a flurry of research on the effectiveness and feasibility of computer-aided or supported treatment, especially in relation to anxiety disorders. While the use of virtual reality for treating phobias with systematic desensitization programs is already well established, other uses – such as cognitive behavioural therapies for depression and anxiety disorders – are only beginning to appear. Numerous preliminary studies (Anderson, Jacobs, & Rothbaum, 2004;Gega, Marks, & Mataix-Cols, 2004) are demonstrating the effectiveness of computers in treating such disorders but the majority of the current programs lack interaction among clients. A web-based computer- assisted system currently used to teach several courses at the University of Manitoba is being modified to serve as a treatment program for clients with anxiety disorders. For an overview of the teaching system, see www.capsi.org. The system offers a unique possibility to investigate the treatment of anxiety disorders with interaction among clients as peers using a system that has already been shown to be effective in other applications. Again, the computer method will be compared with standard methods of treatment and preliminary results will be discussed. |
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| 48. Body Dissatisfaction and Eating Disorder Behaviors in Non-Traditional Versus Traditional Age College Women |
| Area: CBM; Domain: Applied Research |
| JENNIFER ELIZABETH CALDWELL (East Tennessee State University), Peggy Cantrell (East Tennessee State University) |
| Abstract: The occurrence of late onset eating disorder attitudes and behaviors is not well documented, but there may be a growing incidence. Older women now make up a considerable segment of many college campuses. Although previous literature has focused on establishing the presence of eating disorders in traditional-age female students, there has not been a comparison conducted across various age groups in college. The purpose of this study is to determine whether there are certain age groups of college women that are more susceptible to eating disorder attitudes and behaviors. The participants are 144 female undergraduates between the ages of 18 and 47, who completed the Eating Disorders Inventory-2 (EDI-2). The validity and reliability of the EDI-2, which is used frequently in eating disorders literature, has been previously tested and confirmed to yield trustworthy data. The results of a t test show that non-traditional age college women are just as likely to have self-reported eating disorder attitudes and behaviors (p = .125) and more likely to possess body dissatisfaction (p = .024) than traditional age female students. It is imperative for both effective prevention and detection of eating disorders that clinicians realize these issues can affect women of all ages. |
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| 49. Perfectionism, Depression, and Anxiety’s Relationships to Eating Disorder Attitudes and Behaviors in Undergraduate Women |
| Area: CBM; Domain: Applied Research |
| JENNIFER ELIZABETH CALDWELL (East Tennessee State University), Peggy Cantrell (East Tennessee State University) |
| Abstract: Eating disorder attitudes and behaviors are increasingly present, with the majority of these cases being women, in our thin-obsessed society and can cause both psychological and medical problems. The answer to why eating disorders develop is not a simple one, but it is best answered by looking at many different possible risk factors. The purpose of this study is to determine if perfectionism, depression, and anxiety are contributing factors for eating disorder attitudes and behaviors. The participants are 144 college women between the ages of 18 and 47, who completed the Eating Disorders Inventory-2 and the Brief Symptom Inventory. The validity and reliability of both inventories, which are frequently used in research literature, have been previously confirmed to yield trustworthy data. The results of Pearson correlations support perfectionism (r = .469, p = .000), depression (r = .673, p = .000), and anxiety (r = .509, p = .000) as being potential contributing factors for eating disorder attitudes and behaviors. It is important for clinicians and others involved in health care to be aware of these specific factors that may put women at more risk for eating disorders in order to aid in better prevention and detection of these issues. |
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| 50. Does Hypertension Increase Vulnerability to Developing Posttraumatic Stress Disorder Symptoms? |
| Area: CBM; Domain: Basic Research |
| DAVID PAUL SCOTT (Eastern Michigan University), Edison Perdomo (Mankato State University), Daniel D. Houlihan (Mankato State University) |
| Abstract: Not all people exposed to similar traumatic situations develop PTSD. Discovering factors that could increase vulnerability to developing PTSD may improve understanding of the disorder and facilitate better treatment. The present study employed an animal model involving 38 rats to determine if hypertension or high blood pressure is a predisposing factor for developing PTSD. Eighteen rats were genetically hypertensive (SHR) and 20 had normal blood pressure (WKY). Half of the rats, 9 SHRs and 10 WKYs, were exposed to a single brief foot-shock lasting for 10 seconds; 19 controls did not receive the foot-shock. Dependent measures representing symptomatology of PTSD in rats were blood pressure, body-weight, and the latency to remove tail from a hot water-bath. Shocked SHRs were hypothesized to be more vulnerable to stress than the rats in the other conditions because of their hypertension and hyper-reactivity characteristics. However, shocked rats did not significantly differ from non-shocked controls. The result of this experiment revealed that either the stressor was not appropriate for inducing PTSD or hypertension is not a predisposition for developing symptoms consistent with PTSD in rats. |
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| 51. The Focus of Pulling Scale (FPS): A Measure Designed to Assess the Function of Hair Pulling for Individual's Diagnosed with Trichotillomania (TTM) |
| Area: CBM; Domain: Applied Research |
| DOUGLAS W. WOODS (University of Wisconsin, Milwaukee), Chris A. Flessner (University of Wisconsin, Milwaukee), Martin E. Franklin (University of Pennsylvania School of Medicine), Dan J. Stein (University of Stellenbosch), Nancy J. Keuthen (Massachusetts General Hospital), Andrea Weber (University of Wisconsin, Milwaukee), Andrew Lincoln (University of Wisconsin, Milwaukee) |
| Abstract: Recently, research has begun to examine two possible functions of hair pulling. “Focused” pulling is characterized by hair pulling which functions to alleviate or relieve some internal feeling(s) or private event(s), while “non-focused” pulling is characterized by more habitual or automatic pulling, usually out of the individual’s awareness. Unfortunately, sparse literature exists examining the the validity of these categorizations. The aim of this study was to expand upon previous attempts to develop a Focus of Pulling Scale (FPS; Flessner et al., 2005) by conducting psychometric analyses on a newly designed version of the FPS obtained via the internet from a sample of over 1,500 individuals diagnosed with TTM. Conclusions, limitations, and future areas of research are discussed. |
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| 52. An Investigation of a Model of Social Competence |
| Area: CBM; Domain: Theory |
| SARA WHITE (Binghamton University), Raymond G. Romanczyk (Institute for Child Development), Elizabeth Geoghan (Binghamton University), Brianna Friedman (Binghamton University) |
| Abstract: Social skills training programs are commonly used in intervention programs for social phobia, depression, schizophrenia, and pervasive developmental disorders to remediate deficits in social competence. However, generalization of skills taught in these programs to performance in the natural environment is often problematic. Existing models of social competence do not adequately address this issue, or provide enough information to allow for adequate curricular design of intervention programs. As such, a more detailed model of social skills was developed. Currently, the specific relationship between aspects of social behavior and perception of communicative intent is unknown. Thus this study was a preliminary investigation of aspects of this relationship as they are outlined by the model, specifically it aimed to examine how eye contact, latency to respond, gestures, body orientation, and interpersonal distance affect perceived intent of and response by a communication partner. Results of initial analyses showed that eye contact and latency to respond consistently affect perceived intent and responses in social situations, with degree of body orientation, gestures, and interpersonal distance also having some effects. Overall, results suggested that non-verbal aspects of social behavior significantly affect perceived intent of and response by the communicator during interpersonal interactions, and thus may have implications for the design of appropriate remediation programs. |
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| 53. Using Descriptive and Experimental Analyses to Identify the Function of Bizarre Speech |
| Area: CBM; Domain: Applied Research |
| CARRIE REALI (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Mary V. Burke (Florida Institute for Neurologic Rehabilitation), Phil A. Weinstein (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Although bizarre vocalizations are often assumed to be symptoms of underlying psychiatric disorders, several studies have attempted to identify possible social functions of the behavior. Lerman & Iwata (1993) compared results from descriptive and experimental analyses and suggested that descriptive analyses may be useful for identifying nonsocial behavioral functions, but may be less effective for identifying social reinforcement. The purpose of this study is to demonstrate a method for the assessment of bizarre speech by combining descriptive and experimental analyses. Three individuals with dual diagnoses who displayed bizarre vocalizations participated in the study. Descriptive analyses were conducted in the natural setting for all three participants. Analyses of the videotaped behavior samples were then conducted and showed all three participants displayed bizarre speech in the presence and absence of social contingencies. Experimental analyses were then conducted and showed undifferentiated results across all conditions, with the highest rates of bizarre speech in the alone condition. Treatment consisting of NCR with competing stimuli was shown effective for all three participants. Interobserver agreement was conducted across all conditions for at least 25% of the sessions. Results suggest that descriptive analyses may be useful for identifying nonsocial reinforcement as a function for bizarre speech. |
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| 54. A Stepped Care Cognitive-Behavioral Motivational Model for the Treatment of College Students with Alcohol Problems |
| Area: CBM; Domain: Applied Research |
| HORACIO QUIROGA ANAYA (National Autonomous University of México), Juan Jose Sanchez Sosa (National Autonomous University of México), Maria Elena Teresa Medina-Mora Icaza (Instituto Nacional de Psiquiatría), Carlos F. Aparicio (University of Guadalajara) |
| Abstract: This study researched the matching hypothesis on the effectiveness of a stepped care cognitive-behavioral motivational model for the treatment of college students with alcohol problems (Quiroga, 2002) integrated with the following treatment programs: 1. Brief alcohol screening and intervention for college students (BASICS), Dimeff, Baer, Kivlahan & Marlatt (1999); 2. Guided Self-change Treatment (GSCT), Sobell & Sobell, 1993); and Structured Relapse Prevention (SRP), Annis, Herie & Merek (1996), featuring state of the art components for the treatment of alcohol problems that matches intensity of interventions with patient characteristics, such as: (a) severity and chronicity of alcohol problem; alcohol patterns of use; (c) alcohol related problems; and (d) family history of alcohol drinking. Patients were matched with treatment modalities in accordance with alcohol problem severity, chronicity, drinking patterns, and alcohol related problems. They were divided in three groups of six students each one: (4 men and 2 women) in accordance with established characteristics. Every modality was evaluated with each type of consumers: abuse, mild to moderate dependence and substantial to severe dependence, using a “Multiple Base Line Design between subjects”. Outcome data evaluation covert diverse indicators on alcohol use, levels of related alcohol problems, levels of self-efficacy, satisfaction with quality of life, etc. |
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| 55. Successful Reduction of Ritualistic Behaviors in a 36-year-old Woman with Obsessive Compulsive Disorder with Contingent Skin Shock |
| Area: CBM; Domain: Applied Research |
| ROBERT VON HEYN (Judge Rotenberg Educational Center), MaryEllen Kelley (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: A 36-year-old woman entered residential treatment following over 17 years of psychiatric hospitalization associated with her severe obsessive compulsive behavior. The ritualized behaviors associated with her disorder prevented her from performing even simple daily activities. If someone interfered with her while she was performing these behaviors she became intensely aggressive and many these behaviors led to self-injury. During the years of hospitalizations a myriad of pharmacological interventions had been used and included Xanax, Inderal, Depakene, Prozac, Folic Acid, Lithium, Ativan, Prolixin, Anafranil, Klonopin, Clozaril, Celexa, Cogentin, Risperdal, Trilafon, Klonopin, Thorazine, Mellarill, Zoloft, Trofanil, Trazadone, Loxitane, Orap, Benadryl, Dilantin, Corgard and Aventyl. Psychotherapy and behavioral plans were unsuccessful and Electro-Convulsive Shock Therapy and Cingulotomy were considered but rejected. Upon entering residential treatment, positive-only programming, mostly using multiple DRO contracts, was maintained for 29 weeks before the treatment was supplemented with court approved contingent skin shock. Data will be presented showing the immediate reduction of her aggressive, self-injurious, disruptive, destructive and noncompliant behavior. Since almost all actions in all environments were ritualized, individual rituals were operationally defined, rate measured and then treated with contingent skin shock. Data will be presented showing the rapid reduction of these behaviors and positive side effects. |
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| 56. The Community Inclusion Project: Supporting People with Dual Diagnoses Using an Integrated Service Delivery Model |
| Area: CBM; Domain: Service Delivery |
| JOHN A. W. JACKSON (Vanderbilt University), Michael E. May (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Many people with developmental disabilities are also susceptible to a variety of mental illnesses. However, service providers are ill-equipped to deal with individuals with dual diagnoses as they transition from restrictive settings to community-based settings. The most common intervention for problem behavior is psychotropic medication. But despite the best intentions, this practice often leads to polypharmacy. Our practice has observed that people coming from mental health hospitals are typically prescribed 9 medications, some of which are from the same drug class (e.g., two or more anti-psychotics). As the number of medications increase, so do the chances of significant health problems. The benefit of medication becomes questionable when side effects are more detrimental than the mental illness (e.g., diabetes, etc.). Three funding agencies (Developmental Disabilities Council, Department of Mental Retardation Services, and the Department of Mental Health) have collaborated with the Vanderbilt Kennedy Center Behavior Analysis Clinic to identify effective services for people with dual diagnoses moving out of a restrictive setting. Our descriptive data show that this service delivery model has a high survival analysis rate, low rates of problem behavior, and reduces psychotropic medication. Additional results will be outlined in this poster. |
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| #335 International Poster Session - DDA |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 57. The Use of a Nuk to Facilitate Extinction of Food Refusal Behavior |
| Area: DDA; Domain: Applied Research |
| KEVIN C. LUCZYNSKI (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Keith MacWhorter (Kennedy Krieger Institute) |
| Abstract: The acceptance of liquids and solids occurs as the initial step in a chain of behaviors that are linked to consumption. When reinforcement procedures have been ineffective for increasing acceptance of non-preferred food items escape extinction has shown to be an effective alternative intervention. In the current investigation, we evaluated the relative effects of two escape extinction procedures, non-removal of the spoon and full physical presentation with a Nuk rubber massage brush. The participant was a 7-year-old male diagnosed with moderate mental retardation who consumed limited snack foods but was nutritionally feed through nighttime G-tube feeds. He was admitted to an inpatient unit for the assessment and treatment of severe food selectivity. The treatment evaluation results comparing the 2 escape extinction procedures suggest that the non-removal of the spoon procedure was ineffective for increasing acceptance. By contrast, acceptance increased to 100% when the Nuk presentation procedure was implemented. Interobserver (exact) agreement was calculated and averaged above 90% for the acceptance of non-preferred food items. This finding adds to the technology of escape extinction procedures that can robustly increase non-preferred food acceptance in children with severe food selectivity. |
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| 58. The Use of a “Chaser” to Increase Food Consumption |
| Area: DDA; Domain: Applied Research |
| KEVIN C. LUCZYNSKI (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Keith MacWhorter (Kennedy Krieger Institute), Marie Andachter (Kennedy Krieger Institute) |
| Abstract: The swallowing of a non-preferred food item after acceptance is the terminal response in consumption. A 7-year-old male nutritionally feed through a G-Tube was admitted to an inpatient facility for the assessment and treatment of severe food selectively. This current study evaluated the provision of a highly preferred food item contingent upon a 5 second fixed time schedule for the presence of non-preferred food item within his mouth. Implementation of this intervention increased consumption to 100% of the presented bites. These results suggest that access to a highly preferred item increased the motivation to swallow the non-preferred food in order to immediately consume the preferred item. Interobserver (exact) agreement was calculated and averaged above 90% for the acceptance of non-preferred food items. This procedure contributes to the previous literature for increasing consumption in the least restrictive way. |
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| 59. Teaching the Word-Processing Skills in the Students with Learning Difficulties |
| Area: DDA; Domain: Applied Research |
| HIROSHI SUGASAWARA (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The students with learning difficulties had difficulties in the writing and composing the sentences. The students often showed the difficulty of writing response by the pencil, such as the clumsiness. The word-processing response was easier than the writing response. For establishing word-processing skills, it needs some composite skills. For example, key searching, deleting, line feeding, using Kanji-translation system, and so on. Especially, the students with learning disabilities often showed difficulties in the quick key searching. In the present study, the students with learning disabilities participated, who had difficulties for writing. We developed the computer-based training for selecting the keys and constructing the word or the sentence. The student was required to construct the correct word as possible as much while 1 minute. The multiple-baseline across tasks was applied as the experimental design. As results, the students not only could construct the correct sentence to visual stimuli, but also could construct the sentence to auditory stimuli. There results were discussed in terms of fluency training and equivalence relations. |
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| 60. Token Economy in a Developmental Training Program |
| Area: DDA; Domain: Service Delivery |
| JEANNE M. BROWER (Northern Illinois University/Cornerstone Services) |
| Abstract: A token economy was implemented in a developmental training program for adults with severe to mild mental retardation. There was a 90% reduction in the frequency of target behaviors following implementation of the token economy. |
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| 61. Acquisition of Handwriting Behavior of Chinese Characters to a Child with ADHD |
| Area: DDA; Domain: Applied Research |
| MASAKO TSURUMAKI (Fukushima University, Japan) |
| Abstract: The purpose of this study is to improve the acquisition of handwriting behavior of Chinese characters in a child with ADHD. In the previous studies (Tsurumaki, 2004, 2005), I studied the participant’s skill in acquiring the behavior to write Chinese characters. I used a computer-based teaching program which is based on a constructed-response matching-to-sample (CRMTS) procedure. In this study, the participant was five Chinese characters. She was required to construct the two elements of each Chinese character in the correct order from Hiragana characters (the Japanese syllabary). After arbitrary CRMTS tasks, she was able to write them. Arbitrary CRMTS procedure might help developing acquisition of writing behavior. |
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| 62. A Comparison of Two Procedural Variations of Escape Extinction |
| Area: DDA; Domain: Applied Research |
| NICOLE M. RODRIGUEZ (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Katharine Leigh Litman (Kennedy Krieger Institute), Elizabeth Lasker (Kennedy Krieger Institute) |
| Abstract: Treatments for escape maintained behavior typically involve escape extinction. However, little consideration may be given to the procedural type of escape extinction used. The present study examined the effects of two different procedural variations of escape extinction on the disruptive behavior of a 13-year-old male diagnosed with traumatic brain injury. Two treatments were compared using a reversal design. In both treatment conditions three-step guided compliance was used to prompt the individual to complete a task. In the first treatment condition there were no programmed consequences for problem behavior and the therapist continued three step-guided compliance. In the second treatment condition the individual was immediately physically guided to complete the task contingent upon problem behavior. Initially, rates of problem behavior were significantly lower in the physical guidance treatment condition compared to the other treatment condition; however, these results were not replicated, suggesting that the type of escape extinction used made little difference on the rates of disruptive behavior. |
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| 63. A Preliminary Evaluation of a Reinforcer Assessment Questionnaire |
| Area: DDA; Domain: Applied Research |
| BRANDON E. MCCORD (Behavioral Services of Tennessee), Shannon L. Nichols (Behavioral Services of Tennessee) |
| Abstract: Previous research by Green et al. (1988; 1991) showed that caregivers’ ratings of potential reinforcers on a standard list of items generally failed to predict the outcome of a formal stimulus preference assessment (SPA). The researchers also found that allowing caregivers to nominate additional preferred stimuli increased the accuracy of the reinforcer identification process. Fisher et al. (1996) compared the open-ended RAISD form to a process of rank ordering a standard list of stimuli. Although the RAISD format was found to be superior to rank ordering a standard list, these investigators noted that some caregivers have difficulty generating more than a few possible reinforcers using the open-ended format. Thus, it seems that practitioners may be able to identify greater numbers of potential reinforcers with more accuracy using an approach that combines the features of an open-ended interview (RAISD) with the process of rating stimuli from a standard list. We compared the results of such a “combined approach” format for identifying preferred stimuli with results obtained using the RAISD. In addition, the predictive validity of the "combined approach" was evaluated for two participants. |
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| 64. Antecedent-Based Interventions to Reduce Escape-Maintained Problem Behavior and Increase Academic Responding: A Comparison of Most-to-Least Prompting and Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| JUDAH B. AXE (The Ohio State University), Corinne M. Murphy (The Ohio State University), Renee Koehler Van Norman (University of Nevada, Las Vegas), William L. Heward (The Ohio State University) |
| Abstract: Functional communication training (FCT) teaches students an acceptable alternative behavior that serves the same function as problem behavior. Two limitations of FCT for escape-maintained problem behavior are (a) the student remains motivated to escape because the aversive establishing operation that evokes the problem behavior remains unchanged (McGill, 1999); and (b) time available for task productivity is reduced because students have continued access to breaks. Most-to-least (MTL) prompting of academic responses provides students with the most amount of prompting needed to perform a task and fades prompts given increased academic responding. This study compared the relative effects of FCT and MTL on levels of problem behavior and academic responses by two students with severe disabilities (ages 11 and 18). Functional analyses of problem behavior confirmed escape as a function of each participant’s problem behavior. Results of a reversal design analysis with each participant indicated that while FCT and MTL each reduced problem behavior from baseline levels to roughly the same degree, students emitted higher levels of academic responding during MTL than during FCT. The results are discussed in terms of MTL bringing students into contact with the academic response-reinforcer relationship and weakening the aversive establishing operations that evoke escape behavior. |
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| 65. The Use of Sequentially Implemented Treatment Components to Decrease Problem Behavior Maintained by Escape from Demands During Bathing |
| Area: DDA; Domain: Applied Research |
| MICHELLE A. FRANK-CRAWFORD CRAWFORD (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Camille Mongeon (Kennedy Krieger Institute), Keith MacWhorter (Kennedy Krieger Institute) |
| Abstract: Proper personal hygiene functions not only to prevent illness but also to maintain a healthy outward appearance. Unfortunately, problem behaviors may hinder acquisition and/or maintenance of these self-help skills. Roberts, Mace, and Daggett (1995) found that two differential negative reinforcement procedures failed to yield clinically significant effects in reducing self-injury maintained by escape from bathing demands. The present study examined the effects of a behavioral treatment to reduce self-injury, aggression, and disruptive behavior maintained by escape from demands during bathing in a 12-year-old female diagnosed with Moderate Mental Retardation. A series of reversals were used to evaluate various treatment components to increase the participant’s compliance and decrease problem behavior during bathing. Inter-observer agreement was maintained at 80% or greater. Initial treatments, including enriched environment and extinction, were unsuccessful at reducing problem behavior. With the addition of various manipulations (i.e., undressing in a bedroom, placing preferred toys in the bathtub, tokens for compliance with undressing and washing, and choice of which body part she wanted to wash), compliance with bathing requests increased from 25% during baseline to 95%, and problem behavior decreased by 83%. |
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| 66. Overcoming Fear: Using Systematic Desensitization to Help a Woman Use Her Sleep Apnea Machine |
| Area: DDA; Domain: Applied Research |
| TAWNYA Y. CRIDER (Behavior Solutions, Inc.), Colin Peeler (Behavior Solutions, Inc.) |
| Abstract: The participant in this study was a 62-year-old mentally retarded woman with a history of tantrums and agitation (screaming, crying and aggression) when attempts were made to have her wear a medically necessary oxygen/sleep apnea mask at night. The initial interview revealed the mask had malfunctioned on several occasions, which resulted in the woman having extreme difficulty breathing. As a result, whenever staff attempted to have the woman wear the mask, she would become agitated and remain agitated for several hours after the attempt was terminated. A modified systematic desensitization was used to decrease tantrums and gradually increase the duration of time the woman was able to wear the mask. Results indicate the procedure was effective at getting the woman to wear the mask through the night and these gains were transferred to her in-home support staff. |
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| 67. Use of ISEECI For The Recording of Behavior: A Virtual VCR |
| Area: DDA; Domain: Applied Research |
| MARIANA PALMA-NARVAEZ (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
| Abstract: In the last decade several technological applications in the area of Applied Behavior Analysis have been developed, mainly on the creation of semiautomatic systems that allow collecting data using direct observational methodology. Ten years ago in Mexico we started developing a software named Integral System for the Evaluation of Clinical and Educational Interventions ISEECI. The software contains several modules and one of them helps in the data collection of functional analysis. The module generates interval, duration or frequency behavioral registries and record until 12 categories at the same time, printing also direct observational manuals. The module works along with a capture video card and a wireless camcorder allowing taking real time scenes from any interaction. These observations are then located at the HDD of a computer to use with a virtual VCR were independent observers can record the registries, using intra or inter observer agreement that is calculated by the software and also generates automatically the graphs of all the data collected. This work will demonstrate the design of the hardware and software system with diagrams and examples of the applications. |
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| 68. Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| HELEN I. CANNELLA-MALONE (The Ohio State University), Jeffrey S. Sigafoos (University of Tasmania), Mark O'Reilly (University of Texas, Austin), Berenice de la Cruz (University of Texas, Austin), Chaturi Edrisinha (University of Texas, Austin) |
| Abstract: We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the 10-step task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After watching the respective video clips, participants were given the opportunity to complete the task. The prompting and modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design. For all six participants, video prompting was effective for teaching the tasks in all but one case. Video modeling, in contrast, was generally shown to be ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities. |
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| 69. The Effects Of The Presence Of A Dog On The Social Interactions Of Children With Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| STEPHANIE ESTEVES (University of South Florida), Trevor F. Stokes (University of South Florida) |
| Abstract: The effects of the presence of a dog on the social interactions between children with developmental disabilities and their teacher were analyzed. We examined whether the presentation of a dog would improve the social interactions of three children with developmental disabilities. A baseline condition consisting of the child and teacher in the presence of three toys, one of which was a toy dog was followed by an intervention in which a real do was added to the sessions. A multiple baseline design across participants assessed experimental changes in interactions during the intervention condition. All participants demonstrated an increase in overall positive initiated behaviors (verbal and non-verbal), positive initiated interactions toward the teacher (verbal and non-verbal) and positive initiated interactions toward the dog (verbal and non-verbal). The children also showed an overall decrease in negative initiated behaviors (verbal and non-verbal). Two of the three participants demonstrated a decrease in negative initiated interactions toward their teacher (verbal and non-verbal), while with one participant there was a slight increase of negative non-verbal interactions toward the teacher. All three children showed slight increases in negative initiated non-verbal interactions with the dog while negative initiated verbal interactions toward the dog remained the same. |
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| 70. What is the Best Way to Conduct a Single Stimulus Preference Assessment for Individuals with Profound Multiple Disabilities? |
| Area: DDA; Domain: Applied Research |
| SARA M. SPEVACK (University of Manitoba), Jennifer R. Thorsteinsson (University of Manitoba), Aynsley K. Verbeke (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Garry L. Martin (University of Manitoba) |
| Abstract: When designing programs for persons with developmental disabilities, it is important to take individual preferences into consideration, yet this presents a challenge when they are unable to communicate. A single-stimulus preference assessment is the only tool that has been shown to be effective in identifying preferred activities for individuals with profound multiple disabilities. This study investigated how best to assess preferences with eleven individuals with profound multiple disabilities. The participants were nonambulatory and nonspeaking, ranging in age from 6 to 31 years old. Six stimuli were selected for each participant, which were presented individually. Each stimulus was presented 10 times per assessment. Approach, avoidance, happiness, unhappiness, and engagement with the stimulus were measured. Interobserver reliability on all measures averaged 98%. Two questions were considered. The first study investigated whether observing approach responses would identify reinforcers more accurately than observing approach and happiness responses. The second study investigated whether a 5s or 30s response interval in the preference assessment would be more effective in identifying reinforcers. The reinforcing effectiveness of the preferred stimuli identified by each assessment were then tested. The results of the first study showed that observing only approach responses was more accurate in identifying reinforcers in comparison to using both approach and happiness responses. The results of the second study showed that allowing the participants 30s to respond to the stimuli identified reinforcers more accurately than allowing 5s. Additionally, there were many differences between the preferred items identified by the preference assessments and selected by knowledgeable staff members. Future research should take these findings into account when working with individuals with profound multiple disabilities, to maximize the chances of identifying reinforcers. |
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| 71. Further Analysis of Instructional Fading: Effects of Forward and Backward Fading |
| Area: DDA; Domain: Applied Research |
| MICHAEL J. SCHAFER (Marcus Autism Center), Kenneth W. Atkins (Georgia State University), Laura L. Grow (Marcus Autism Center), Karen Myers (Marcus Autism Center), Jeb Jones (Marcus Autism Center) |
| Abstract: Research using instructional fading has shown that low levels of inappropriate behaviors may be maintained when the number of demands issued was increased gradually. Previous studies have involved the initial elimination of instructions followed by their gradual reintroduction at the beginning of session (e.g., Pace, Iwata, Cowdery, Adree, & McIntyre, 1993). In the current investigation, we compared the relative effectiveness of instructional fading when demand fading was initiated either in the beginning, middle, or end of sessions. In all phases, the number of demands issued was increased by one following two consecutive sessions with levels of inappropriate behaviors below an 80% reduction from baseline. However, we manipulated the contiguity of the demands relative to the beginning and end of each session. Results suggested that low levels of inappropriate behaviors could be maintained whether demands were introduced at the middle, end, or beginning of session. |
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| 72. Functional Analysis Procedures on Toileting Training: A Program of Antecedent Control |
| Area: DDA; Domain: Service Delivery |
| PAULINA UGALDE-PÉREZ (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
| Abstract: The toilet training is one of the interventions more demanded while working with developmental disabilities children. In the present study participated 4 kids with developmental disabilities and severe behavioral problems who had failed in the acquisition of the toilet skills. This research was divided into three phases. The first one established the base line using the number of toilet accidents, allowing as well identifying discriminative stimuli associated with the accident. The second phase was characterized by the manipulation of the stimuli previously identified, creating two situations of functional analysis: the first one was the place, and second one was the activity. The last phase was the treatment, which was divided in 4 sections: errorless training, total physical guide, partial physical guide and independent. The results suggest the importance to develop the functional analysis procedures to maximize the results of the intervention, which was effective to reduce the incidence of the toilet accidents. |
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| 73. Functional Analysis of the Rate of Bite Presentation and Rumination |
| Area: DDA; Domain: Service Delivery |
| ELLEN K. TAYLOR (The Learning Tree, Inc.), Leigh Ann Strain (The Learning Tree, Inc.), Jennifer C. Arnold (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Lacy Black (The Learning Tree, Inc.), Charles I. Winstead (The Learning Tree, Inc.), David N. Ellis (University of South Alabama), Robert A. Babcock (Auburn University & The Learning Tree, Inc.) |
| Abstract: This poster describes a functional analysis of bite rate and rumination for a twelve-year-old student who has a history of rumination. A satiation diet, with controlled bite size and increased meal duration resulted in a reduction in rumination. Daily rates of rumination, although reduced, continued to average up to 120 events. Because the student often began to ruminate during pauses in eating, a proposal to evaluate the effects of rate of bite presentation on rumination was approved. Meals were presented with 4, 5 or 6 bites per minute. A Latin square design was used to randomize interbite intervals. A pocket PC using time keeper software signaled the time to present bites and intervals for data collection. Data on rumination were collected as events during one-minute intervals for 120 minutes after the meal began. The student was allowed to eat as long as she wanted. Preliminary data show rumination rate to be negatively related to bite rate with a rate of .27 occurrences per minute with a bite rate of 6 bites per minute, a rate of .083 occurrences per minute with 5 bites per minute and a rate of .074 occurrences with 4 bites per minute. |
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| 74. Using Video Prompting to Teach a Leisure Skill to Four Adults with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| HAYOUNG CHOI (University of Tasmania), Chaturi Edrisinha (University of Tasmania), Mark O'Reilly (University of Tasmania), Jeffrey S. Sigafoos (University of Tasmania) |
| Abstract: Developing age-appropriate socially valid leisure activities for persons with developmental disabilities have been a challenging task. Earlier studies (Wehman, P., & Schleien, S., 1980; Giangreco, M., 1983) identified photography as a viable leisure activity and used task analyses to effectively teach participants to take a Polaroid photograph. This study evaluated a video prompting procedure to teach four adults with developmental disabilities to take a digital photograph and print it using a laptop and a printer. Training was conducted in an office at the participant’s residential-day facility. During baseline, participants were instructed to take a photograph but were given no instructions. Video prompting consisted of first watching a task-analyzed clip of a step being performed, and then having the opportunity to imitate that step. Video prompting was done using a multiple-probe across subjects design. Following acquisition, video prompting was removed. To assess generalization, the participants were taken for a walk in the garden at the residential facility and had the opportunity to photograph a variety of flora and fauna. Maintenance in the absence of video prompting was assessed at two, four and eight weeks. These data suggest that video prompting may be an effective instructional strategy for teaching leisure skills. |
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| 75. The Development of Norms for a Measure of Social Development |
| Area: DDA; Domain: Applied Research |
| EMILY HUBER CALLAHAN (Institute for Child Development, Binghamton University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: A qualitative impairment in social skills is one of the core components of autistic disorder as defined in the DSM-IV. Most programs developed for individuals with autism include social skills instruction or training and growing attention has been directed at the development of interventions to improve social skills and social interactions in individuals with autism. However, there are limited tools available to assess social skills and even fewer designed to assess improvements in them. While there are some measures that are useful for identifying children who may be displaying deficits or delays in social functioning, they do not provide information about the specific nature of a child’s social difficulties and were not designed to track behavior change. The purpose of the current study is to establish a set of norms for a behavioral measure developed to assess gains made in social skills and interactions over the course of an intervention. A group of typically developing children, 2 to 5 years of age, will serve as the normative sample for this study. Furthermore, patterns in gender and age differences in social development will be examined using this measure. |
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| 76. Increasing Social Skills and Decreasing SIB, Elopement and Yelling in a Consumer with Autism and Mental Retardation |
| Area: DDA; Domain: Applied Research |
| VALERIA PAREJO (Human Development Center/FIT), Holly V. Steele (Psychological Management Group), Kimberly E. Church (Human Development Center) |
| Abstract: This intervention was designed to increase social skills (appropriate conversations/interactions with others, manding for attention appropriately) and decrease SIB, elopement and yelling of a Human Development Center consumer with autism and mental retardation. The client is in a Supported Living setting, receiving Supported Living Coaching, In Home Support, and Behavior Analysis services. The consumer only used basic social skills intermittently. Developing and increasing the client’s social skills was chosen as the replacement behavior since most of his target behaviors (SIB, yelling) had an attention-seeking function. A sticker program had been in place for several months (DRO 1h schedule for target behaviors) but its efficacy had plateaued. Concomitant to teaching social skills, a behavior contract was added to the already established sticker program. The sticker program had some control over the target behaviors (which occurred around 45% of the intervals). This control was increased with the behavior contract component (target behaviors occurred only 2-5% of the intervals). This intervention was implemented across settings (Supported Living and ADT) and showed some generalization (during visits with the consumer’s brother in the community). The results were impressive, with the number of incidents per day decreasing dramatically within a 6-month period. |
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| 77. Effects of Contingent Touch and Aroma on Movement and Relaxation by Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| MECHY WRIGHT (University of South Florida), Trevor F. Stokes (University of South Florida), Sylla Sheppard-Hanger (Atlantic University of Aromatherapy), Stephanie Tatem (University of South Florida) |
| Abstract: We examined whether the presentation of the aroma of non-toxic essential oils combined with deep touch pressure of the shoulders, arms and hands, when delivered contingent upon a reduction in frequency of movement, would improve the relaxed behaviors displayed by three girls with developmental disabilities. Participants demonstrated more relaxation when reinforced by touch plus aroma combined, than when presented with touch alone, and the combined treatments were effective within a multiple baseline design examining changes in movement and heart rate. |
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| #336 International Poster Session - DEV |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 78. EAHB SIG Student Paper Competition Award Winner. Aging and Categorization: Using Generalized Equivalence Classes and Their Characteristics to Compare Older and Younger Adults |
| Area: DEV; Domain: Basic Research |
| CHRISTINE M. ENGLE (University of North Carolina, Wilmington) |
| Abstract: The present study was designed to bring together accounts of stimulus equivalence, the transfer of function among stimulus classes, and age-related changes observed during the creation of stimulus classes. Two groups of participants, older and younger adults, were given training using nonsense syllables and eight sets of abstract stimuli. Each stimulus contained a combination of class-consistent and inconsistent features; the number of class-consistent features identified the typicality of the stimulus within each class. Upon completion of the equivalence training and testing procedure, participants were given information regarding one training stimulus and asked to rate other testing stimuli based on that information. Ratings from this phase determined the transfer of function within the stimulus classes created during the equivalence training procedure. Results showed that older adults required more training trials to master baseline criterion levels than younger adults did, but both groups demonstrated the formation of equivalence classes and typicality effects within those classes. Further, both groups demonstrated transfer of function within the equivalence classes that related to the typicality rating of each stimulus within a class. These results reflect the consistency of class formation and structure across the lifespan and have implications for both the class formation literature and the aging literature. Advisor: Mark Galizio. |
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| 79. Behavioral Assessment of Social Interactions of Children with Social Developmental and Behavioral Problems |
| Area: DEV; Domain: Applied Research |
| KANAKO OTSUI (Kwansei Gakuin University), Masanari Fujita (Kwansei Gakuin University), Keiko Otake (Tohoku Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: In this study, we assessed nineteen preschooler’s verbal and cognitive development, the ability to take other’s perspective and to solve interpersonal problems, and externalizing and internalizing behavior. Based on this assessment, we selected three target children who showed difficulties in academic and social development and high rating of externalizing problem behavior. We followed these children after they entered elementary school, and conducted behavioral assessment of interactions between target children and peers during a 10-minute group play situation. The purpose of this study is to examine how children with developmental and behavioral difficulties interact with peers in a group activity. A group consisted of 7 children including one target child. We gave children a toy to play together, but did not give them any instructions about how to play with that toy. We videotaped and coded target children’s destructive behavior (e.g., don’t take turns, don’t follow the rules, hit peers) and prosocial behavior (e.g., help peers, share the toy with peers) and peers’ response toward target child’s behavior. With sequential analysis of this interaction data, we examined how peers promote target children’s participation in a group activity. |
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| 80. A Preliminary Comparison of Skill and Motivation Deficits in the Packing Behavior of Children with Pediatric Feeding Disorders |
| Area: DEV; Domain: Applied Research |
| DANIELLE W. BRADLEY (Marcus Autism Center), Laura R. Addison (Marcus Autism Center), David L. Jaquess (Marcus Autism Center), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Daniela Reyes (Marcus Autism Center), Kristi D. Murphy (Marcus Autism Center) |
| Abstract: Previous research has suggested effective treatments to increase food acceptance and decrease inappropriate mealtime behavior for children with pediatric feeding disorders. However, sparse literature exists in the evaluation of treatments to decrease packing (i.e., holding or pocketing food in the mouth), which may emerge once acceptance has been established. The purpose of this preliminary investigation was to compare the relative efficacy of two types of treatments (i.e., one based on reinforcement procedures and one based on skill acquisition) for packing in a child with feeding problems. The participant was a child admitted to an intensive pediatric feeding disorders program for the assessment and treatment of food refusal and gastrostomy (g-) tube dependence. Results suggest a methodology that might be useful for developing an effective treatment for packing. Interobserver reliability exceeded 90%. |
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| 81. A Sequential Analysis of Japanese Children’s Interactions in Group Play |
| Area: DEV; Domain: Applied Research |
| FUJITA MASANARI (Kwansei Gakuin University), Kanako Otsui (Kwansei Gakuin University), Keiko Otake (Tohoku Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: We report the progress of an ongoing project. In this study, we conducted behavioral assessment of children’s interactions during a group play and examined their social interactions using sequential analysis. The participants were 92 third-grade elementary school children in Japan. We then selected target children who were rated by their teachers as low (n=8) or high (n=8) in levels of academic, interpersonal skills and problem behaviors. We assigned them into groups of 5 or 6 children including a target high or low child, and observed them during 10-minut indoor group play. We gave children a toy to play together, but did not give them any instructions about how to play with that toy. We videotaped peer-directed interactions of each child and coded and analyzed interactions between a target child and peers using sequential analysis. We expect that target children with poor academic and social skills would demonstrate more negative interactions (e.g., target child’s aggressive initiation and negative or no response by peers) and that children with adequate academic and social skills would engage in more positive interactions (e.g., target child’s appropriate initiation and positive response by peers). Sequential analyses of target behaviors permit time-lagged contingency analyses of these interaction patterns. |
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| 82. Development of Cognitive Skills and Mother-Infant Interactions |
| Area: DEV; Domain: Applied Research |
| LAURA CORREA PATIÑO (Universidad de Guadalajara, Mexico), Carmen Quintana (Universidad de Guadalajara, Mexico), Edgar Eduardo Montes Castro (Universidad de Guadalajara, Mexico), Emilio Ribes Iñesta (Universidad de Guadalajara, Mexico) |
| Abstract: Mother’s behavior influences the development of cognitive skills in the child, by prompting him/her with many different task demands in the context of their daily interaction. We present longitudinal data on the observation of mother-child interactions in order to show the child’s adjustment to the mother’s demands. A girl and her mother were video-taped across several ages (4-16 month old) while they were playing together. Interactions were analyzed using a categorical system developed to observe mother-child interaction patterns and their relation with social and cognitive skills. We discuss the development of cognitive skills in terms of the progressively complex demands settled by the mother. |
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| #337 International Poster Session - EAB |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 83. Using Apple Macintosh Computers for Operant Laboratory Control and Data Collection |
| Area: EAB; Domain: Basic Research |
| JAMES T. TODD (Eastern Michigan University), Amy K Drayton (Eastern Michigan University), Heather M. Anson (Eastern Michigan University), Joseph K. Golson (Eastern Michigan University), Jacqueline Nicole Fleischer (Eastern Michigan University) |
| Abstract: Operant laboratory control and data collection is typically done using computers running the Windows operating system connected to IBM compatible interface equipment. New USB-based interface devices facilitate connection of Macintosh computers to standard laboratory equipment. A wide variety of standard, cross-platform authoring programs may be used in conjunction with Applescript to control experiments, collect data, create graphics, and communicate results directly to experimenters in real time. The enhanced inter-application communication available with the Macintosh operating system and the high level of compatibility with standard applications such as Microsoft Excel, Deltagraph, and SPSS make the Macintosh a good laboratory choice. This poster will show some applications of Macintosh systems in use in our laboratories. |
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| 84. Effects of Differential Category Naming on the Formation of Stimulus Equivalence in Adults |
| Area: EAB; Domain: Basic Research |
| LISA C. DREGER (University of Manitoba, Department of Psychology), Stephen W. Holborn (University of Manitoba, Department of Psychology), Gabriel Schnerch (University of Manitoba), Guy T. Dreger (n/a) |
| Abstract: According to naming theory equivalence relations among arbitrary stimuli are formed through training category names for the stimuli to participate in the equivalence relation. Using adult college students as participants stimulus pairs A-B and B-C were trained using arbitrary stimuli (Japanese kanji characters).Symmetry and equivalence (B-A , C-B, and C-A) as well as the formation of complete categories of stimuli were compared for three different category naming conditions (common English category names, unknown foreign language category names, and a no name control condition). The number of trials to train the initial stimulus pairs (A-B and B-C) did not differ reliably between the three category name conditions. Equivalence tests revealed statistically significant differences between all three groups (F = 5.192, p < .01). The participants in the English category name condition were able to form significantly more equivalence relations upon testing than participants in both the control group (Mean difference 4.57, p < .05)) and the Ukrainian language group (Mean difference 5.38, p < .05). Testing for category formation showed a statistically significant difference between the English category name condition and the Ukrainian category name condition (Mean difference 5.1, p < .05). Results provided further verification for naming theory, with the qualification that the category name must correspond to the linguistic history of the participant. |
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| 85. The Choice to Work for Fixed- vs. Random-Reinforcer Amounts |
| Area: EAB; Domain: Basic Research |
| ERIC E. EWAN (University of Wisconsin, Eau Claire), John R. Smethells (University of Wisconsin, Eau Claire), Gregory J. Madden (University of Kansas) |
| Abstract: Random payoff amounts are a salient feature of the consequences of gambling (e.g., the payoffs of a slot machine are random amounts). Animal foraging research suggests that an animal’s tendency to choose either a fixed or a random reward amount is determined by its energy budget. Specifically, as an organism’s daily energy intake falls below its energy output requirements, it should engage in risk taking – preference for a random over a fixed reinforcer amount. By contrast, the behavioral economic concept of unit price holds that preference is determined by a cost: benefit ratio (number of responses divided by reinforcer amount). Thus, preference should be unaffected by random- and fixed-amount schedules when the average amount obtained on a random-amount schedule is equivalent to that obtained on a fixed-amount schedule. We tested this prediction using four pigeons working in a choice context, in a closed economy, across a wide range of unit prices. Thus far, results appear to be relatively unsystematic across subjects. Overall, data appears to indicate no preference between reward types or very slight preferences (however, unsystematic) for the random reward amount. These results are more consistent with the behavioral economic concept of unit price than that of animal foraging research. |
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| 86. Interactive Effects of Response Requirements and Reinforcer Magnitude on Shifts between Rich and Lean Schedules |
| Area: EAB; Domain: Basic Research |
| HAROLD E. LOBO (West Virginia University), Jessica B. Long (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Four pigeons responded on a multiple fixed-ratio schedule of food reinforcement with rich and lean components differing in both ratio size and reinforcer magnitude. Across conditions, parametric manipulations of ratio size and reinforcer magnitude were implemented. For two subjects, the lean component became increasingly leaner across subsequent conditions before the rich component was further enriched. For the remaining subjects, the rich component was enriched prior to leaning the other component. Pausing was analyzed as a function of four possible transition types: rich-to-rich, lean-to-lean, lean-to-rich, and rich-to lean. Extended pausing occurred during rich-to-lean transitions, particularly as a function of variations in ratio size. Present findings, however, suggest that pausing is influenced to a lesser degree by changes in reinforcer magnitude. |
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| 87. Acquisition and Traslativity of a Matching to Sample Task Under Different Language Modes and Cross-Modal Transfer |
| Area: EAB; Domain: Basic Research |
| JOSUE ANTONIO CAMACHO CANDIA (Universidad Veracruzana), Agustin Daniel Gomez Fuentes (Universidad Veracruzana) |
| Abstract: The main purpose was to analyze the initial acquisition, translativity and cross-modal transference of problem solving behaviors and second-order matching to sample tasks through direct matching. 24 experimentally unaware children participated in the experiment, aged 9 to 12, in the fourth grade the elementary school in the cities of Xalapa, Veracruz and Puebla, Puebla. A pre-test/ post-test design was applied, five training sessions and three transference tests for each language mode. The results demonstrated that the speed and the final level of acquisition and translativity were greater in the speaking mode, medium in writing and lower in pointing out. The average results demonstrated a greater cross modal transference in the pointing out mode while speaking and writing were used during the training procedure. These results suggest that the transference is greater when during the training, the mode having more arbitrary morphological characteristics is used, and in the transference tests the least arbitrary morphological modes are used. |
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| 88. Progressive Ratio Schedules and Subcutaneous Administration of Haloperidol |
| Area: EAB; Domain: Basic Research |
| FARA G. ARREOLA ROMERO (University of Guadalajara, Mexico), Diana D. Bejar Kleiman (University of Guadalajara, Mexico), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: Recent studies in our laboratory have shown that the effects of haloperidol on motor and motivational systems depend on the way in which it is administrated. The present study tested this idea with rats responding for food in progressive ratio (PR) schedules. The parameters of Killeen’s Mathematical Principles of Reinforcement model were used to estimate the effects of haloperidol on motor and motivational systems. Four doses of haloperidol were assessed (sc) under circumstances where the PR schedules differed in the size of the step (1 vs. 3 responses), the type of reinforcer (food vs. saccharine pellets), and their context in which these reinforcers were presented (noisy vs. quiet). The parameters of activation, response time, and coupling changed as a function of type of reinforcer and dose of haloperidol. But, they were not affected by the size of the step. The implications of these results for the anhedonia hypothesis will be discussed. |
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| 89. The Role of Commodity Type and Reciprocity in the Iterated Prisoner's Dilemma |
| Area: EAB; Domain: Basic Research |
| CADE T. CHARLTON (Utah State University), Shawn R. Charlton (University of California, San Diego) |
| Abstract: Performance in the single-player iterated prisoner's dilemma has been shown to be a function of the probability of reciprocation. However, the exact form of this relationship has not been explored (for example, is there a linear, hyperbolic, or other type of change?) nor has the effect of the type of outcome on performance. This poster reports on an experiment that tests both of these questions using a mixed 2 x 5 factorial design. Two types of commodity are tested between subjects (money and iTunes downloads). Five levels of reciprocation are tested within subject (1.0, 0.75, 0.50, 0.25, and 0.0). Results are discussed with relation to theories of Intertemporal choice. |
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| 90. Operant Variability and Behavioral Contrast |
| Area: EAB; Domain: Basic Research |
| MICHELE R. BISHOP (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: The purpose of the study was to first demonstrate that variable and non-variable responding could be controlled by discriminative stimuli arranged in a multiple schedule and second to examine variability in a behavioral contrast preparation. Responses consisted of a series of four left and right mouse clicks on a computer screen. Variable and non-variable responses were reinforced in the presence of discriminative stimuli. Variability was measured by calculating a U-value score for every 16 trial block. Results of Experiment 1 suggest that variable and non-variable responding could be controlled by discriminative stimuli arranged in a multiple schedule. However, data also indicated that these responses were difficult to establish and maintain. The transition to Experiment 2 occurred following stable variable and non-variable responding. The transition was marked by a change from a continuous to an intermittent schedule of reinforcement. Next, all programmed consequences were withheld in the variable component and changes in variability were examined in the non-variable component. Results of Experiment 2 suggest difficulty maintaining variable and non-variable responding following the transition to intermittent reinforcement. Behavioral contrast was not observed. A discussion about methodological considerations and directions for future research will be presented. |
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| 91. An Index of Emotional Responses toward Ratio Size: The Startle Response on Multiple Fixed-Ratio Schedules |
| Area: EAB; Domain: Basic Research |
| JOSEPH RICHARDSON (University of Wisconsin, Milwaukee), Alan Baron (University of Wisconsin, Milwaukee) |
| Abstract: A consequence of preratio pausing on fixed-ratio schedules is that rates of reinforcement are reduced. One hypothesis that has attempted to explain this counterproductive behavior is that the organism is responding to aversive features of the amount of work on the upcoming ratio. The startle response has been used as a means of measuring emotional reactions to aversive events. In the present experiment, the startle response was evoked while rats were responding on a multiple schedule containing two different ratio sizes (multiple FR20 FR80). The startle response was measured during brief periods of timeout between the multiple schedule components in which the discriminative stimuli of the upcoming ratios were presented. Similar to previously reported findings, the preratio pause was longer when the upcoming ratio was FR80 than when it was FR20. In addition, the startle responses were more extreme in the presence of stimuli that signaled that the upcoming ratio would be FR80. The correlation of the extent of preratio pausing and the magnitude of the startle response provides support for the hypothesis that pausing is governed by emotional processes. |
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| 92. Relationship Between Rate of Eating and Degree of Satiation |
| Area: EAB; Domain: Basic Research |
| NATHAN H. AZRIN (Nova Southeastern University), Jeannie S. Brooks (Nova Southeastern University), Michael J. Kellen (Nova Southeastern University), Benita L. Forman (Donna Klein) |
| Abstract: Cognitive-behavioral psychologists have developed effective methods of treatment for obesity, including cognitive restructuring, mealtime regulation, avoidance of taboo foods and removal of identified precursors to the binging behavior (Wilson & Pike, 2001; Fairburn, Marcus, & Wilson, 1993). More recent research has demonstrated a positive correlation between speed of eating and urge to vomit in individuals suffering from bulimia (Azrin, Kellen, Ehle, Vinas, and Brooks, 2005). It is suggested from the findings that consuming food at a slow compared to a fast rate significantly reduces the urge to vomit in bulimic individuals. Accordingly, the present study seeks to generalize these findings to weight conscious individuals. 10 participants were instructed to consume equal amounts of food under slow and fast eating conditions. The results suggest that consuming food at a slow rate helps individuals achieve satiation quicker when compared to consuming food at a fast pace. Thus, consuming food at a slow versus fast pace and consequently achieving satiation quicker prevents excessive food consumption in weight conscious individuals, constituting an effective means of weight management. |
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| 93. Contingency Differences between Variable Ratio and Interval Schedules of Reinforcement shown by Survival and Time Series Analysis |
| Area: EAB; Domain: Basic Research |
| TAKAYUKI TANNO (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Four rats were trained to lever press for food pellets under variable ratio (VR) and inter-reinforcement intervals yoked variable interval (VI) schedules. All rats responded faster under VR than VI. We got following results from survival and time series analyses: (1) Log survivor plots of interresponse times (IRTs) showed that responses were emitted as bout under both schedules; (2) Response-reinforcer cross correlation coefficients just prior to reinforcers were positive under VR but negative under VI; (3) IRTs were classified into two categories, within- and between-bout, by several criterion times (CT), then we calculated several indices such as relative bout duration. The results showed that relative reinforcements in within-bouts were high under VR than VI over the whole CT range; (4) Two models, the simple exponential model which simulates exponential IRT distribution and the composed model which simulates bout-like IRT distribution, were compared about results from time series analyses. The results showed that differences in above indices between VR and VI were disappeared when the exponential model was examined. These results indicate that there are different response-reinforcer contingencies between VR and VI, but they seemed to heavily depend on bout-like response patterns. |
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| 94. Assessing Individual Preschoolers' Preferences in a Group Context |
| Area: EAB; Domain: Basic Research |
| STACY A. LAYER (University of Kansas), Gregory P. Hanley (University of Kansas), Nicole Heal (University of Kansas), Jeffrey H. Tiger (University of Kansas) |
| Abstract: Effective methods for determining individual’s preferences for both discrete items (foods, toys) and contexts (interventions, teaching practices) are administered to children one at a time, thus prohibiting an important application of preference assessment methodology - to simultaneously determine preferences of multiple children. This study sought to determine the accuracy and efficiency of an assessment format in which selection outcomes were delayed and probabilistic, unavoidable features of an assessment designed to simultaneously determine context preferences of multiple children. During the single arrangement, preference hierarchies were established by having a child repeatedly select from among several foods and sequentially restricting preferred items from the array. After being taught the associations between colored stickers and the same food items, group assessments were conducted with 3 children simultaneously, in which each child chose a sticker, and all children received the food correlated with a randomly selected sticker. Interobserver agreement data were collected on 100% of sessions and averaged 97.6%. Data analysis revealed that variability was not imposed on preference hierarchies by the group arrangement, and that the group assessment was associated with less selection variability for most of the participants. Thus, the group assessment is posited as an accurate and efficient arrangement for determining preferences. |
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| 95. The Effects of Sample Differences and Probability of Reinforcement On Pigeons’ Accuracy in a Matching Task |
| Area: EAB; Domain: Basic Research |
| ANTHONY DEFULIO (University of Florida), Rachel Mertz (University of Florida) |
| Abstract: Flashing lights were used as sample stimuli in a matching-to-sample (MTS) procedure with pigeon subjects. For any given session, two flash rates served as samples. On-time for each flash was held at 0.1 s for all conditions throughout the experiment. The off-time for one sample (adjusting/slow) was changed across conditions within a phase. The off-time for the other sample was held constant (standard/fast) throughout a phase. Across phases the off-time for the standard/fast stimulus was manipulated. Shorter standard off-times and greater differences between the samples produced greater accuracy on the MTS task. In a second experiment using the same subjects, stimulus differences were held constant within a phase. Across conditions within a phase probability of reinforcement was manipulated. Across phases stimulus differences were manipulated and the same series of reinforcement probabilities was repeated across conditions. Accuracy on the MTS task was lowest when probability of reinforcement was 0.1 or less. |
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| 96. Sensitivity to Changing Contingencies of Concurrently Available Slot Machines |
| Area: EAB; Domain: Basic Research |
| ERICA D. POZZIE (Bradley University), Laura L. Portera (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Gambling research concerning participants’ play of slot machines operating on titrating schedules is limited in the literature to date. Working to expand knowledge in this area the study was conducted to examine 10 college students’ awareness of titrating schedules in operation on two concurrently available slot machines. Experimenters analyzed subjects’ responses between machines as schedules reversed and behavioral switch points between machines due to titration. The investigation included the amount of control exerted by the prevailing contingencies on subject behavior as well as the role played by self rules and history of wins on a certain machine. The results, implications, and suggestions for future research to help problem gamblers are discussed. |
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| 97. An Experimental Study of the Effect of Uncertainty on a Making Decision Task |
| Area: EAB; Domain: Basic Research |
| OSCAR GARCIA LEAL (University of Guadalajara, CEIC), David Luna (University of Guadalajara, CEIC), Luis Alfaro Hrnández (University of Guadalajara) |
| Abstract: In this poster we assess the effect of uncertainty on a making decision task, using animals (rats) as participants, and operant chambers as experimental equipment. Uncertainty is operationally defined as the probability to get a reinforcement associated with each one of two different levers. A group of animals were exposed to an experimental procedure in which they must choose between one of two different retractile levers associated with different probabilities of reinforcement. In spite of that, magnitude of reinforcement was equal for both alternatives at the end of the session, so that getting a reinforcement implied different quantity of reinforcer. Firstly, during training phase animals were exposed separately to each lever, associating each lever with a different color-light stimulus, so that animals learned about the probability of reinforcement corresponding to each lever. Following, during test phase, both levers were presented simultaneously and animals chose one of them. We analyze decision making taking into account latencies of responses associated with each lever, and number of elections on each alternative.q |
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| 98. A Behavioral Analysis of Counting Behavior in Rats |
| Area: EAB; Domain: Basic Research |
| CAROLINE PAGE (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Numerous studies in the field of animal cognition have suggested that rats have at least a limited ability to “count.” Because these studies originate in a cognitive field, the focus has generally been on “counting” as a mental process. There has been little attempt to discuss counting under a behavioral framework. In behavioral terms, “counting behavior” would be said to occur when rats are able to correctly respond in a task in which the discriminative stimulus is the number of items or the number of events. The present study used a task in which the discriminative stimulus was the number of items available in the environment. Rats were placed in an open field containing a number of small containers, with a food pellet located in one of the containers. Containers were arranged such that numeric position was a discriminative stimulus for the location of the pellet. Other factors, such as olfactory and spatial cues, were eliminated. Generalization tests were conducted once the rats had mastered the task. The results are discussed in terms of the behavioral analysis of cognitive processes. |
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| 99. A Verbal Analysis of Impulsive Behavior |
| Area: EAB; Domain: Basic Research |
| SUSAN F. MAKDISI (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
| Abstract: This study examined whether impulsive behavior, as defined in the behavioral literature, changes if subjects are told, or are asked to interpret, consequences of behavior. To test for impulsive behavior, all subjects were asked to click one of two buttons displayed on a computer screen. Clicking one button revealed a short, immediate video clip, the impulsive choice, while clicking the other button revealed a longer, delayed clip, the self-controlled choice. One group of subjects was given a rule, based on behavior during the first of two sessions, about the consequences of clicking each button, and one group was asked to generate a rule about the consequences of clicking each button. This group was also given feedback based on that rule after the subject had had gone through the procedures after stating the rule. A third group was a control group. Data were analyzed to determine which intervention had the greatest impact on behavior, and which rules were made by which subjects. The relationship between risky behaviors that are generally associated with impulsive behavior in the literature, in which subjects engaged regularly as assessed through a questionnaire, and participants’ behavior during this experiment, were also examined. |
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| 100. Variable Ratio with Added Counter and the Operant Respondent Distinction |
| Area: EAB; Domain: Basic Research |
| ROBERT W. ALLAN (Lafayette College), Zane Ferguson (Lafayette College) |
| Abstract: When a counter is added to variable ratio performance the potential for the intrusion of respondent control of pecking emerges. The present work manipulated the signal properties of the counter stimulus to determine what effect the added counter had on ongoing behavior. |
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| 101. Eye Movement and Location of Touch Response in Matching to Multiple Samples |
| Area: EAB; Domain: Basic Research |
| CHATA A. DICKSON (West Virginia University), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center) |
| Abstract: Four adolescents with Developmental Delay, and three typically developing adults participated in a delayed matching-to-multiple-samples task. Data collected with an eye tracking apparatus were used to analyze eye movements during sample observations. During the sample presentation period, a touch to one of two sample stimuli resulted in the removal the sample stimuli and the presentation of comparison stimuli. The coincidence of looking at and touching one of the multiple sample stimuli was analyzed to investigate the relation between these responses. The location of the touch response usually -- but not always -- corresponded with eye movements at the time of the response (75% of trials). The results indicate that nondifferential responses such as pointing, often referred to as "observing responses" in matching-to-sample procedures, may not indicate the status of current observing behavior. |
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| 102. Effects of a Confederate Behavior on the Choice of Social Partial-Altruism Contingencies |
| Area: EAB; Domain: Basic Research |
| NORA RANGEL (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Ulises Valdez (University of Guadalajara, Mexico), Celeste Romero (University of Guadalajara, Mexico) |
| Abstract: Twelve dyads solved a visual puzzle on two synchronized computer screens. All dyads involved a confederate. Participants and confederates could track the performance of his/ her peer, and also place pieces in either puzzle. Dyads were assigned to four groups. All dyads were exposed to two baseline sessions and each group was exposed to a different sequence of three experimental conditions. Conditions consisted in how the confederated behaved: 1) by reciprocity of responding, 2) by prompting responses in his/her peer’s puzzle, or 3) by being indifferent to the peer’s responding. Results are discussed in terms of the effects of the confederate’s behavior on choice of social contingencies. |
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| 103. The Effects of Training Emotional Discriminations to Individuals with Acquired Brain Injury Using the International Affective Picture System on Pre- and Post-Ratings of Emotion Evoking Stimuli |
| Area: EAB; Domain: Basic Research |
| STACEY L. SMALL (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: This study examined a stimulus equivalence training procedure used to teach persons with traumatic brain injury (TBI) emotional self-discriminations and verbal descriptions of emotion. Three adult males with TBI were exposed to a subset of the International Affective Picture System (IAPS) and asked to rate these norm-referenced emotional stimuli on three emotional rating scales (e.g., happy to sad). During training, participants were taught how to discriminate emotional states by matching a sample word of a specific emotion (e.g., happy) to comparison stimuli (i.e., image of participant expressing the corresponding emotion and IAPS image). Upon completion of the equivalence task, participants were again exposed to the rating task. Rating data were compared to normative data to assess effects of training. Results support findings that conclude persons with traumatic brain injury often fail reach mastery criteria in equivalence tasks. Evidence demonstrated participants were not able to rate emotionally arousing images with the same degree of accuracy as in normative data. Training did however, improve the ability to more accurately discriminate emotional stimuli and one participant was able to make improved accurate self-discriminations after training. Implications for the use of this training procedure with private events in the science of behavior are discussed. |
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| 104. Critical Flicker Fusion Thresholds: Can Hens see Television? |
| Area: EAB; Domain: Basic Research |
| RENEE RAILTON (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand) |
| Abstract: The use of television and computer screens for presenting stimuli to animals is increasing in animal research as it is non-invasive and the researcher can have precise control over the stimuli. However, conventional television and computer screens have been designed with the human visual system in mind and have a refresh rate of 50-60Hz per second. Any images presented on these screens, may therefore, appear as nothing but a series of flickers to animals with a critical flicker fusion frequency (CFF) higher than this. CFF is defined as the lowest frequency at which a flickering light is perceived by an organism to be a steady or continuous light source. While the CFF of hens has been suggested to be similar to that of pigeons, there is little empirical data on this. To determine the CFF of hens, six hens were trained to discriminate between a flickering and a still light. The flicker rate was then increased by 5Hz over blocks of trials for a total of 10 sessions each in order to determine the CFF of these hens. It was found that their CFF thresholds ranged between 70-100Hz with most between 80-90Hz. This is much higher than the CFF of humans which is reported to be around 50-60Hz. As a result, conventional screens seem to be an inappropriate tool to use when presenting stimuli to hens and other avian species. |
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| 105. Effects of Response-dependent and Response-independent schedules of Reinforcement in the Inter-trial Interval of a Concurrent-chains Procedure |
| Area: EAB; Domain: Basic Research |
| PAUL ROMANOWICH (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: Either a response-independent (Fixed Interval) or response-independent (Fixed Time) schedule of reinforcement was added to the inter-trial interval (ITI) of a concurrent-chains procedure. Previous research has indicated that response-independent presentations of reinforcement during the ITI of a concurrent-chains procedure has no effect on the initial-link choice proportions. However, response-dependent schedules have never been tested to determine what effect they may have on the initial-link choice proportions. A change in initial-link choice proportions will require modifications to all major theories of choice, such as Delay Reduction Theory (DRT), Contextual Choice Model (CCM), and Hyperbolic Value Added (HVA). |
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| 106. Probability of Ordinal Class’s Emergence Following Teaching of Numeric Relations |
| Area: EAB; Domain: Basic Research |
| GRAUBEN ASSIS (Para Federal University), Ana Letícia Nunes Moraes Moraes (Para Federal University) |
| Abstract: The equivalence paradigm has been useful in the explanation of complex behavioral processes like those involved in numeric conceptual behaviors. Several studies have looked for a comprehension of how performances under control of order are established and maintained. The purpose of the present study was to verify if ordinal classes could emerge following arbitrary matching to sample (AMTS) and sequence production. Three students with developmental disabilities participated of the study. The visual stimuli were abstract forms in different quantities (A), cardinal numbers (B), and written word in capital letters (C). The experimental sessions were conducted in a room of APAE-BELÉM and a software controlled and recorded the behavioral data. The AB/AC relations were trained and the emergence of three equivalence classes was tested. After the forward chaining procedure to teach one sequence (A1,A2,A3), the emergence of novel sequences was assessed (e. g. B1,B2,B3 and C1,C2,C3). Substitutability tests assessed the ordinal classes formation (e.g. A1,B2,C3). Generalization tests also were presented in order to verify if a response involving numerosity would occur with new stimuli. Results showed that the participants responded to novel sequences readily or with gradual emergence. The stimulus control topography analysis in that kind of task was helpful to the comprehension of the ordinal relations. All participants responded to sequences with new stimuli. The procedure was also effective in the transfer of ordinal functions in people with developmental disabilities. Keywords: Equivalence, sequences, ordinal classes, numeric relations, developmental disabilities, math education. |
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| 107. Discounting of Past and Future Rewards of Texas Hold’Em Gamblers |
| Area: EAB; Domain: Basic Research |
| MATTHEW D. STIEG (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: Current discounting literature dictates that gamblers may discount more steeply in the gambling context than a non-gambling context. This research further examines the role of the gambling context through a within-subjects analysis of the discounting of hypothetical monetary awards with poker players. Eight participants in a Texas Hold’Em poker tournament were sampled before playing and immediately after losing all their chips. Standard delay discounting procedures were used, as well as past discounting, a novel procedure consisting of hypothetical monetary award choice comparisons offered between “yesterday” and at various times prior to yesterday. Results indicated that all eight participants' responses fit the curve of the widely accepted hyperbolic-like model. Further, a significant difference was found between the four individuals who gamble with more than ten dollars at a time and the four who gamble with less. |
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| 108. A Comparison of Two Different Methods of Schedule Sequencing on Schedule Induced Polydipsia in Rats |
| Area: EAB; Domain: Basic Research |
| JACQUELINE NICOLE FLEISCHER (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: The goal of this study is to demonstrate that different experimental methodologies for studying schedule-induced behavior produce highly different patterns of excessive drinking in rats. Traditionally, research on schedule-induced drinking is done by presenting blocks of several daily sessions with the same length of time between pellet deliveries. The shortest interpellet interval length is used first, with interval lengths becoming progressively longer. In previous research the interval lengths have sometimes been progressively lengthened then shortened again. Using this approach, schedule-induced drinking typically increases to a maximum when the pellets are about three minutes apart, then decreases to zero when the pellet deliveries are about five minutes apart. However, when the interval lengths are varied each day unsystematically from one value to another, strong drinking continues even when the interval lengths are as long as sixteen minutes. This study will explore the reasons why the two different methods of sequencing interval lengths produce different results. |
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| 109. Effects of Remote Histories on Fixed-Interval Schedule Performances in Humans: An Experimental Analysis using Freeman & Lattal’s (1992) Within-Subject Comparison Design |
| Area: EAB; Domain: Basic Research |
| MARIKO HIRAI (Osaka Kyoiku University, Japan), Hiroto Okouchi (Osaka Kyoiku University, Japan), Akio Matsumoto (Osaka Kyoiku University, Japan) |
| Abstract: Four undergraduate firstly were exposed to a multiple fixed-ratio (FR) and differential-reinforcement-of-low-rate (DRL) schedule in which each schedule component was correlated with a red or green circle presented on a display monitor. Second, they were exposed to a fixed-interval (FI) schedule with a white circle. Third, the FI schedule continued to operate but red or green circles replaced the white circle. Finally, they were exposed to the multiple FR DRL schedule again. Response rates were higher under the stimulus that had been correlated with the FR schedule than under the stimulus that had been correlated with the DRL schedule during all 20 FI sessions for 1 of 4 subjects and during the first several trials for the remaining subjects. Response rates were differentiated between the FR and DRL schedules during the second exposure. Such stimulus control under the FI schedule continued 4 to 12 sessions for another group of subjects who were exposed to the multiple FI FI immediately after the multiple FR DRL. No control by the stimuli or the schedules was observed for the third group of subjects having no history of the multiple FR DRL. |
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| #338 International Poster Session - EDC |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 110. Building Oral Reading Fluency and Retelling Comprehension with Fourth-Grade Students in a Highly Diverse Elementary School |
| Area: EDC; Domain: Applied Research |
| WILLIAM J. SWEENEY (University of South Dakota), Carla L. Pierce (University of South Dakota) |
| Abstract: The purpose of this project was to document the importance and effectiveness of a repeated readings and daily goal setting procedure combined with Precision Teaching measurement approaches for assisting students considered at-risk for academic difficulties due to linguistic, cultural differences improve their overall oral reading fluency and retelling comprehension. Three integrated classrooms of regular and special education students took part in a combined repeated readings, goal setting, and Precision Teaching instructional intervention. Students from these classes worked in groups of 2 to 3 students with trained undergraduate practicum tutors from a local university’s special education program. These tutors used a combined repeated reading procedure with daily goal setting as well as Precision Teaching evaluation approaches to document the students’ progress at building oral reading fluency and retelling comprehension. The tutors and students set daily frequency goals before reading instruction. The Standard Celeration Chart and the student’s daily goals were then evaluated at the conclusion of the repeated readings session. Tutor’s rewarded the student’s with stickers or other tokens when they met or exceeded their daily reading goals. The chart and daily goal setting was determined to function as an important source of feedback related to the students’ success in meeting their ultimate instructional aim of oral reading 180 to 210 words per minute and retelling between 18 to 26 information units on a selected reading passage across a series of sessions. |
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| 111. Oral Reading Fluency Gains Under Typical Instruction and After Targeted Intervention |
| Area: EDC; Domain: Applied Research |
| BRIAN K. MARTENS (Syracuse University), Scott P. Ardoin (University of South Carolina) |
| Abstract: This study compared gains in oral reading fluency by second grade students after receiving typical reading instruction and a targeted intervention consisting of phrase drill error correction, listening passage preview, repeated readings, goal setting, and reinforcement. A total of 175 students in 9 classrooms participated. To assess gains in oral reading fluency under typical instruction, students were administered three, grade-level DIBELS benchmark probes in January and again in March (9 weeks apart). The intervention was then implemented with the bottom quartile of students in each classroom on two occasions, with 3 weeks between intervention sessions. Following each intervention session, fluency gains were assessed immediately after training on the intervention passage (i.e., direct intervention effects) as well as a high-word-overlap (HWO) passage (i.e., generalized effects). Fluency gains were also assessed on both passages 2 days later (i.e., a measure of retention). Targeted intervention gains were highest on the trained passage 2 days later, followed by the trained passage the same day, the HWO passage 2 days later, and the HWO passage the same day. The extent to which immediate and generalized gains from the targeted intervention correlated with gains under typical instruction was also examined. |
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| 112. Words Correct per Minute: How Important is the Denominator, Time Required to Read? |
| Area: EDC; Domain: Theory |
| JACQUELINE WILLIAMS (University of Tennessee), Christine E. Neddenriep (University of Wisconsin, Whitewater), Andrea D. Hale (Eastern Kentucky University), Christopher Skinner (University of Tennessee), Renee Hawkins (University of Cincinnati) |
| Abstract: Words correct per minute (WC/M) is a rate or rate measure that has been used by practitioners and researchers to formatively (repeatedly) assess general reading skills in order to evaluate intervention effects. Earlier analysis showed that WC/M revealed strong correlations with reading cluster scores (r = .901, .866, and .654) for 4th (N = 22), 5th (N = 29), and 10th (N = 37) grade students respectively. WC/M includes accurate aloud reading in the numerator and time required to read in the denominator. The purpose of the current study was to determine how much variance in Broad Reading Cluster Score of the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) is accounted for by the denominator (time required to read equivalent 400 word passages), relative to the numerator (aloud reading accuracy) and both combined (WC/M) across 4th, 5th, and 10th-grade students. Discussion focuses on the importance of measuring reading speed (time required to read) as opposed to accurate reading. Additionally, recommendations for simplifying procedures for measure reading skills are provided. |
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| 113. The Effects of Repeated Guided Readings and the Goodbye Word List on the Accuracy and Fluency of Reading in a Student Diagnosed with a Learning Disability |
| Area: EDC; Domain: Basic Research |
| KRISTIN N. BAKER (Whitworth College), Melissa Binford (Whitworth College), Betty Fry Williams (Whitworth College) |
| Abstract: The purpose of this study was to see if a student with remedial reading skills could benefit from repeated guided readings accompanied by a “goodbye” word list. The 1st intervention consisted of the student reading a passage to the researchers, hearing the passage read by the researchers, and rereading the passage. This interaction 3-5 times per week with a new passage for each session. Correct pronunciation of a difficult word, and self-correction were rewarded with praise. During the second intervention, a “goodbye” word list with previously misread words was reviewed before a new passage was introduced. Upon reading a word correctly over three sessions, the word was removed from the list. The average number of words read incorrectly (per minute) during cold reads decreased from 3.5 to 2. The average words read per minute during cold reads increased from 42.5 to 67.5. The procedure was cost effective and required little training to implement. |
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| 114. Using Repeated Readings to Build Oral Reading Fluency and Retelling Comprehension of Fourth-Grade Students Considered Academically At-Risk |
| Area: EDC; Domain: Applied Research |
| ROBERT W. BERINGER (University of South Dakota), William J. Sweeney (University of South Dakota), Paul Malanga (Arlington Developmental Center) |
| Abstract: The combination of repeated reading procedures and Precision Teaching measurement systems for improving oral reading fluency of students at-risk for academic difficulties is resulting a robust intervention system for use in the schools (Sweeney, Ring, Malanga, & Lambert, 2003). The effectiveness of these procedures were successfully used with students with learning disabilities (Tiegen, Malanga, & Sweeney, 2001), with high school students with severe emotional and behavioral disorders (Devine, 2004), with an adult described as functionally illiterate (Sweeney, Omness, Janusz, & Cooper, 1992). Similar procedures were used with linguistically diverse students (Bolich & Sweeney, 1996), students enrolled in English Language Learner Programs (Sweeney, in press), as well as in the general education classroom (Sweeney, et al., 2003). Unfortunately, only a few studies evaluated the additional variable of comprehension as related to the effectiveness of implementing repeated reading procedures and Precision Teaching measurement systems (Sweeney, 1992). Therefore, this study sought to evaluate not only the effect of repeated readings and Precision Teaching approaches on oral reading fluency with four fourth-grade students enrolled in a highly diverse elementary school, but it also evaluated the effects of retelling comprehension with these students. |
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| 115. Effects of Repeated Reading on Fluency and Comprehension of Urban Students At Risk for Reading Failure |
| Area: EDC; Domain: Service Delivery |
| LEFKI KOUREA (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Sarah Knebel (South-Western City Schools) |
| Abstract: The study investigated the effects of the Repeated Reading intervention on elementary-aged African-American students who were identified at risk for reading failure at the beginning of the school year. A multiple-baseline across subject design was utilized to evaluate the effects of the Repeated Reading strategy in an urban school setting. Six urban, second-grade students were identified at risk based on two standardized measures: (a) the Woodcock-Johnson Tests of Achievements and (b) the fall DIBELS Benchmarks on oral reading fluency. The dependent variables were the number of correct words read per minute and the number of comprehension items answered correctly. Students had to reach a certain performance criterion (read 90 wpm and identify five comprehension items correctly after three trials) before they would move on to the next grade-level passage. Results of the study showed that students made significant fluency and comprehension grade-level gains compared to baseline (i.e., sustained silent reading). Further discussion of the results will be provided (i.e., tables and graphs will be presented). Consumer satisfaction data will be shown. Finally, implications for utilizing such intervention in urban classroom settings will be suggested. |
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| 116. Monitoring The Implementation Of Evidence Based Math Interventions |
| Area: EDC; Domain: Applied Research |
| JANE MANGUM (Nicholls State University), Larry Stout (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
| Abstract: Recognition of problems in math achievement has resulted in a proliferation of materials/methods/ practices that propose to be evidence based. This poster will show the graphed progress of an elementary and a middle school student with disabilities in achieving grade level CBM goals and in achieving fluency in computing basic math facts. The graphs will display aimlines, trendlines, intervention lines, and a brief description of each intervention. Each participant will receive a copy of the posted items and an annotated bibliography. The bibliography will contain a list of evidence based interventions (materials/ methods/practices) which can be used for class wide, supplementary, and/or intensive instruction. It will also specify the source (i.e., the What Works Clearinghouse, Promising Practices Network, IRIS Center, ACCESS Center, National Center on Accessing the General Curriculum (NCAC), Center on Accelerating Student Learning, Learning Disabilities: Current Practice Alerts, and the National Center on Student Progress Monitoring) which reviewed or evaluated the evidence-base of programs sited. |
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| 117. Math-to-Mastery: An Examination of a Mathematics Intervention Package to Increase Math Fluency |
| Area: EDC; Domain: Service Delivery |
| JENNIFER S. KAZMERSKI (Mississippi State University), Masanori Ota (Mississippi State University), Rachelle Schuck (Mississippi State University), Kristi Campbell (Mississippi State University), Richard Anthony Doggett (Munroe-Meyer Institute), Carlen Henington (Mississippi State University) |
| Abstract: This study examined the efficacy of Math-to-Mastery, a packaged mathematics intervention program. The intervention package is tied to nationally identified benchmarks for basic skills. The intervention package involved probe previewing, repeated practice, feedback, graphing of progress across time for individual students and differential reinforcement. Efficacy of the program was examined using time series analysis and curriculum based assessment. Variables examined included digits correct per minute and errors per minute. Preliminary results indicate that students with significant delays increased their mathematics performance such that were able move from instructional levels below their current grade placement to mastery level at their grade level. Reliability and integrity measures were taken and demonstrated to be .85 or greater. A discussion, potential limitations, and future research will be provided. |
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| 118. Math Mastery and Preference in Students with Disabilities: A Preliminary Investigation |
| Area: EDC; Domain: Applied Research |
| DEVENDER BANDA (Texas Tech University), David L. Lee (Pennsylvania State University) |
| Abstract: This study was conducted to determine preference for math addition digit facts versus word problems and its relationship to mastery of math tasks with four middle school students with autism spectrum disorders (ASD). Students were first administered several forced-choice trials to determine their preferences toward either digit or word addition problems. Additionally, mastery assessments were conducted using content similar to that presented in preference assessments. Results indicate that mastery influenced preference across all students; when two equally mastered task sets were presented, students did not show a clear preference for either format. However, when fully mastered tasks were presented simultaneously with unmastered tasks, students’ preferences were clearly for fully mastered tasks. Results are discussed within the context of interspersing requests and high-probability request sequences. Implications for preference assessments and interventions based on preferences are discussed. |
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| 119. Comparing the Effects of Presentation Format with and without Choice Conditions on Academic Performance |
| Area: EDC; Domain: Applied Research |
| YOUJIA HUA (Pennsylvania State University), Mandy J. Kubo (Pennsylvania State University), David L. Lee (Pennsylvania State University) |
| Abstract: Existing research suggests that instructional variables such as assignment presentation format may change student problem behaviors. Previous research also indicates that providing choice making opportunities for individuals with disabilities can decrease the occurrence of problem behaviors. However, few studies have focused on the effectiveness of providing choice opportunities for equivalent academic assignments that have different presentation formats. In the current study, an alternating treatment design will be used to evaluate the effects of providing choice making opportunities on academic performance for elementary students receiving special education services. Students’ math task performance will be compared across three conditions: (a) choice of math tasks containing the same problems using flashcards or a worksheet; (b) math tasks presented on a worksheet assigned by the teacher; and (c) math tasks presented on flashcards assigned by the teacher. Results will be discussed in relation to using antecedent-based interventions to improve students’ academic performance. |
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| 120. The Effects of Task Demands and Additive Interspersal Ratios on Fifth-grade Student Mathematics Accuracy |
| Area: EDC; Domain: Basic Research |
| RENEE HAWKINS (University of Cincinnati), James Hawkins (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: Assignments were altered to determine if interspersing additional briefer and easier mathematics problems enhanced students' accuracy on longer, more difficult target problems across two types of mathematics assignments. Students (N=52) from three fifth-grade classes completed six math assignments incorporating two task demands and three interspersal ratios. The interspersal ratios were no interspersal, one interspersed problem per three target problems (1:3), and one interspersal problem per one target problem (1:1). For the written (low-attention) assignments, students completed problems via paper and pencil. For the cognitive (high-attention) assignments, the experimenter read problems aloud and students had to compute mathematics problems in their heads, using paper and pencil only to record answers. Results showed that for the cognitive assignments, target problem accuracy was significantly higher for the 1:3 ratio relative to the other two ratios. On the written assignments, target problem accuracy levels were significantly higher on the 1:1 ratio assignments relative to the no interspersal assignments. Discussion focuses on applied and theoretical implications of the current results. |
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| 121. A Math Fact Fluency Intervention with Scaffolding for Generalization |
| Area: EDC; Domain: Service Delivery |
| SHARLA N. FASKO (University of Toledo), Ryan Leach (University of Toledo) |
| Abstract: In this intervention, a 10-year old student who has ADHD, organizational difficulties, and an IQ score within the average range had never mastered the fluency of math facts. In addition, she has difficulty staying on task. Baseline was established through a timed written worksheet completed by the student that contained one hundred single-digit multiplication facts using digits 1 – 9. This baseline data was used to identify which facts were already learned and which were not yet learned. A set of flashcards were prepared for tutoring, identifying which were “known” and which were “unknown.” A structured flashcard drill was developed based on a combination of folding-in and the Fact Flash drill developed by Fasko (1994). Although several studies have examined the use of different ratios of learned to unlearned facts (i.e., (Dickinson & Butt, 1989; Gickling & Rosenfield, 1995; Cooke & Reichard, 1996), there has been no consensus as to which system is best for quickly attaining fluency. It was decided to use a proportion of 5 learned to 5 unlearned for the drill deck. When a fact was correctly identified 5 times in a row (as evidenced by the “+” marked on the back), the card was considered mastered, and it was retired. If the card was one that had been identified as previously learned, it was replaced with another previously learned card; if it was a fact that had not been previously learned, it was replaced by another unlearned fact card. Thus the 50/50 proportion was always maintained. It was hypothesized that an additional “scaffold” might be helpful in bridging the gap from oral responding to written responding. Thus, the student was taught to state the facts and their products to herself while writing the product down. This concept was introduced at the beginning of the intervention and helped the student stay focused on that problem and its product. The results indicated a significant improvement in fact fluency in all fact families addressed. |
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| 122. The Value of Building Fluency on Individually-Determined Error Sets in the Teaching of Basic Math Facts |
| Area: EDC; Domain: Applied Research |
| ANGELA GALVIN (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: Subjects worked through a curriculum of basic math facts that was presented on a computer using the see/type learning channel. The curriculum was modeled after the principles of Precision Teaching. Materials were presented in small increments, each lesson was worked on until a high rate of fluency was achieved and data were plotted on the standard celeration chart. Subjects went through the addition and subtraction curriculum, or the addition and multiplication curriculum, with and without building fluency on individually-determined sets of errors that the student has made in the previous chapter. This option was automatically activated if the student got any problem(s) incorrect. The software presents the incorrect problem(s) and prompts the student to complete as many 20 second timings as necessary until the student makes no errors. We examined how this option affected retention and if it had an effect on the amount of time it took to master the curriculum. |
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| 123. A Home-Based Self-Monitoring Intervention to Increase Math Fact Fluency for a Student with Attention-Deficit/Hyperactivity Disorder |
| Area: EDC; Domain: Applied Research |
| PHILIP L. CONCORS (Project REACH, Lehigh University), Lee Kern (Lehigh University) |
| Abstract: A self-monitoring academic intervention was evaluated for a fourth-grade student diagnosed with Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder. A hand-held electronic learning game was utilized in the home during the summer to provide repeated practice for math facts (multiplication tables 2-7). The student was taught to monitor his progress by self-recording accuracy and fluency data. A reinforcement contingency was established as a motivator for continued practice. Inter-Observer Agreement measures obtained by a family member and the researcher were consistently high (100% IOA across 82% of sessions). Results of a multiple-probe design across exemplar sets (pairs of multipliers) suggested an overall increase in accuracy and fluency. Implications for home-based academic interventions for students with Emotional and Behavioral Disorders are discussed. |
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| 124. Effects of An Improved Computer-assisted Peer-tutoring Program on Acquisition of Time-telling Skills of Elementary Students |
| Area: EDC; Domain: Basic Research |
| YAO MA (The Ohio State University), Christopher D. Yawn (The Ohio State University), Ralph Gardner III (The Ohio State University), Timothy E. Heron (The Ohio State University) |
| Abstract: This study was designed to examine the effects of a computer-assisted peer-tutoring program on the accuracy, proficiency, generalization, and maintenance of time-telling skills with elementary school students with learning disabilities and behavior disorders. The tutoring program was designed based on the peer-tutoring model created by Cooke, Heron, and Heward (1983). Some procedures from the Cooke et al. model were altered. For example, peer tutoring folders were replaced by the computer and specially designed software created by the experimenter. This study was a systematic replication of a master thesis study completed by McKain (2004), with major modifications in software functioning design, procedure, and data collection to address problems raised in McKain’s study report. |
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| 125. The Effects of Peer Tutoring on the Tutor and Tutee’s Problem Solving Repertoires: A Systematic Replication |
| Area: EDC; Domain: Applied Research |
| ELISABETH L. KRACHER (Columbia University Teachers College), JoAnn Pereira Delgado (Columbia University Teachers College), Lynn Yuan (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: This study was a systematic replication of a 2004 study that tested the effects of peer tutoring on the tutee and tutor’s problem-solving skills. In Experiment 1, a multiple probe across programs design was used to test the effect of peer tutoring on 1 tutor’s and 1 tutee’s correct responses to problems of constructing contractions and measuring lines. In Experiment 2, a multiple probe across participants design was used to test the effect of peer tutoring on 2 tutors’ and 2 tutees’ correct responses to place value problems. All participants were students in a self-contained classroom for students with developmental disabilities at a school outside a large metropolitan area, with a staff ratio of 8:1:3 (student : teacher : teaching assistant). The results of this study were consistent with the original study and showed that peer tutoring was successful in teaching both the tutee and tutor problem solving skills with the use of a script. |
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| 126. Effects of Classwide Peer Tutoring: A Strategy to Increase Multiple Choice Responding to Vocabulary and Reduce Disapprovals |
| Area: EDC; Domain: Service Delivery |
| YASMIN J. HELOU-CARE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of this study was to determine the effect of peer tutoring on vocabulary acquisition. This study also measured the effects of peer tutoring on disapprovals of tutors toward respective tutees. The tutees were two 10-year old male students who did not meet criterion for weekly vocabulary quizzes. The tutors were two 10-year old male students who met criterion on weekly quizzes and had frequent disapprovals toward each respective tutee. The dependent variable was the tutees’ number of correct responses to multiple choice vocabulary questions on a weekly quiz following tutoring sessions. The second dependent variable was the number of vocal disapprovals emitted by the tutor toward the tutee. The results showed that there was a significant increase in vocabulary acquisition for each tutee, and vocal disapprovals from each tutor decreased significantly during intervention phases. |
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| 127. Effects of Jigsaw: A Behavioral Approach to a Cooperative Learning Strategy |
| Area: EDC; Domain: Applied Research |
| TIM M. BARRETT (The Ohio State University) |
| Abstract: The historical significance of “Jigsaw” as a cooperative learning (CL) strategy was a response to race riots at the time of Brown v. Board of Education. Elliot Aronson and colleagues created Jigsaw for social outcomes, with data represented mostly through survey research. Jigsaw may be an effective CL strategy for academic performance, though empirical data are lacking. Recently, Jigsaw was implemented from a behavioral perspective and adapted for the physical education environment. In particular, dependent variables operationally defined and which focused on student performance were of interest. Specifically, an A-B-A-B withdrawal design was used to assess a Jigsaw CL package intervention with sixth-grade students across 18 physical education lessons. The data indicate there was a functional relationship between Jigsaw and the percent correct of trials. The participants (N=4) average percent correct during the first A condition was 55% (45-73%). Following implementation of Jigsaw, average percent correct was 90% (70-100%). Returning to baseline the percentage correct dropped to 54.6%. In the second “B” condition the average percent correct was 95%. Moreover, functional relationships were demonstrated across all skill levels, ranging from low to high skilled. In fact, the low-skilled students performed as well as their high-skilled peers during the Jigsaw condition. |
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| 128. A Cost Benefit Analysis: Traditional Assessment versus Curriculum-Based Evaluation |
| Area: EDC; Domain: Applied Research |
| SONIA M. LEWIS (Lewis Learning Center) |
| Abstract: Revolutionary changes are occurring in the field of school psychology. With the reauthorization of IDEA, the school psychologist’s role is shifting from special education gatekeeper to problem-solver and interventionist. New responsibilities come with these innovative roles and combined with the national shortage of school psychologists and budget cuts, the school psychologist’s time is more precious than ever. Therefore, school psychologists should use time-efficient, functional assessments to make research-based instructional recommendations. Traditionally, school psychologists have used standardized tests to determine special education eligibility and to make broad academic recommendations. These assessments can take from 1-3 hours to administer and inherently cannot be linked to specific interventions. Despite these limitations, these tests have been the status quo and many school psychologists, administrators, and teachers are reluctant to use alternative assessments. This poster will examine the use of traditional versus curriculum-based evaluation measures at a private education clinic. A comparison will be made between the amount of time spent utilizing the two types of assessments to the number of research-based interventions each assessment yields. The hypothesis is that not only a greater number of, but also more specific recommendations can be made by using quick, curriculum-based measures rather than traditional standardized tests. |
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| 129. Kellar Instructional Handheld data (KIHd) System |
| Area: EDC; Domain: Service Delivery |
| HEIDI J GRAFF (George Mason University), Anna S. Evmenova (George Mason University), Brianna N. Stegall (George Mason University) |
| Abstract: This session will demonstrate the Kellar Instructional Handheld data (KIHd) System, a Personal Digital Assistant (PDA) based teacher data collection system, using Microsoft Access. The system enables wireless online discrete trial data collection by teachers, parents and aides and can collect frequency, duration, accuracy and fluency data and graph session results in real time. The KIHd System addresses accountability and documentation of individual student progress by providing a technologically advanced way of collecting and instantly displaying discrete trial data upon which to base instructional decisions. Armed with instant performance data, teachers will be immediately be able to make instructional data decisions child by child based on his or her previous performance. Additionally, data will be available for IEP decisions related to domains, skill areas, skill objectives, personnel, and time. Finally, local education agencies will be able to analyze data across interventions, using random assignment and statistical measures to show efficacy of interventions. The session will 1) briefly discuss the need for the KIHd System, 2) demonstrate the working beta version of the KIHd System, 3) discuss the past, present, and future research with this system, 4) and allow for audience participation with the device. |
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| 130. Empirically Validating Frequency Aims for Children with Autism |
| Area: EDC; Domain: Applied Research |
| SARA J. PAHL (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: When building skills in learners with autism and related disabilities, certain outcomes are critical if the skills are to be useful to the learner. Those outcomes include skill retention, endurance, stability, and application. Given their importance, these outcomes can and should be measured before teaching ends. The application of measurement procedures from Precision Teaching allows clinicians to predict those outcomes by measuring learners’ performance rates and comparing them to frequency aims suggested within the extant literature. The current paper will document ongoing efforts to validate, through empirical testing, frequency aims used as performance benchmarks for children with autism. Data on the performance of more than 45 children and 400 individual student Standard Celeration Charts will be presented showing the frequency ranges of performance for each skill that predicted skill retention, endurance, stability, and application. |
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| 131. Differentially Improving Best Performance Through Goal Setting |
| Area: EDC; Domain: Applied Research |
| SHANE D. ISLEY (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: In the field of precision teaching, clinicians have shown that skills are attained at various celerations with practice, feedback, and reinforcement. An important variable that is suspected to be associated with celeration is goal setting. Low goals will likely produce low celeration and higher goals higher celeration. The purpose of the present research was to study the effects of goal setting on the celeration of performance. College students were asked to solve subtraction and division math problems using a number keypad on a computer. During baseline the students were told to do their best in terms of accuracy and speed. Following each timing, the students were shown the speed and accuracy of performance. At the end of the timings, the students received payment, five dollars, which was delivered independently from their performance. Once their best performance was stable for subtraction and division, performance goals were manipulated based on specific values of celeration, while feedback, reinforcement contingencies, and numbers of practices were held constant. In one task, daily goals were assigned according to a X2 celeration per week and in the other task daily goals were assigned according to a X1.25 celeration. Results are in progress. |
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| #339 International Poster Session - TPC |
| Monday, May 29, 2006 |
| 12:00 PM–1:30 PM |
| Grand Hall |
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| 132. Increasing Self-control in Pathological or Problem Gamblers Using a Matching to Sample Procedure |
| Area: TPC; Domain: Applied Research |
| BETHANY A. HOLTON (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The purpose of this study is to examine if a matching to sample procedure can increase self-control in gamblers. First, the potential participants will be asked to complete the South Oaks Gambling Screen (SOGS). This will determine if the participants are possible problem or pathological gamblers. Second, the selected participants will complete a delayed discounting procedure programmed in visual basic.net. The “Now” button will be yellow and the “Later” button will be orange. These colors will be used in the matching to sample procedure. The purpose of the different colors is to alter the participant's indifference points obtained in the delay discounting procedure. Thus the color will be involved in deriving relationships instead of deriving a relationship using the written words “Now” and “Later.” After the participants finish the delay discounting procedure twice, the participants will be asked to complete the matching to sample procedure programmed in visual basic.net. Arbitrary stimuli will be used for the “A” class. The B1 stimulus will be a yellow color square (NOW), B2 will be an orange square (LATER) and B3 will be a neutral stimulus, such as, a pink square. The C1 stimulus will be the written word “LOSER,” the C2 stimulus will be the written word “WINNER,” and the C3 stimulus will be the written word “CAR.” During this phase of the experiment, A stimuli will be trained to B and C stimuli, and derive a relationship between the B and C stimuli. Following the matching to sample procedure, the participants will complete the delay discounting procedure again. The experimenter will measure the indifference points again and compare them to the original delay discounting. |
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| 133. Publication Patterns of Women in Behavioral Psychology |
| Area: TPC; Domain: Theory |
| LINDSAY ANN MARIE WOODS FROHLICH (University of Manitoba), Stephen W. Holborn (University of Manitoba, Department of Psychology) |
| Abstract: In the ever growing field of psychology, women are quickly becoming the majority of students in university programs around the world. Because women tend to work in applied fields, as practitioners rather than as researchers, a concern is that they will publish less than men would, with a resulting decline in the knowledge base of psychology. Research studies suggest that women are outnumbering men in psychology programs at universities in North America. However research has shown that they are not increasing their relative proportion of authorships, especially of first authorships, at a rate comparable to their increase in, and graduation from, psychological programs. My research examined changes over time of female versus male publications in two behavior analytic journals (experimental and applied) and examined comparison data from two developmental control journals. Gender differences in higher positions in publishing (such as editors, associate editors, and members of editorial boards for the selected journals) were also examined. My research provided more extensive data than previous studies, included the use of more accurate measures of identifying authors’ names, and examined relative rates of rejection in the journals to determine if women’s submissions are being rejected more often than men’s. Results and discussion will be presented. |
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| 134. Applications of the Computational Model of the Selection by Consequences |
| Area: TPC; Domain: Theory |
| SAULE KULUBEKOVA (Emory University), Jack J. McDowell (Emory University) |
| Abstract: The poster will discuss an ongoing project investigating the behavior of a digital organism on RR (random ratio) schedules of reinforcement. The digital organism is a software application conceived and developed by Dr. J. J McDowell, Emory University. The digital organism is a virtual representation of a computational model of selection by consequences. The organism possesses a repertoire of behaviors undergoing selection, reproduction, and mutation over many generations. The behavior of the digital organism on RI (random interval) schedules of reinforcement has been found to be consistent with the behavior of biological organisms on these schedules (McDowell, JEAB, 81, 297-317). The purpose of the current project is to explore the behavior of the digital organism on RR schedules, including phenomena such as higher response rates than on RI schedules, ratio strain, and the failure of responding at high ratio values. The goal is to confirm that the computational model applies to behavior on RR schedules, which would further support the applicability of selection by consequences as a promising dynamic account of behavior. |
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| 135. Behavioral History: Terms Associated with the Word “History” in Publications of JEAB and JABA |
| Area: TPC; Domain: Theory |
| CARLOS CANCADO (Universidade Federal de Minas Gerais), Paulo Guerra Soares (Universidade Federal de Minas Gerais), Sergio Dias Cirino (Universidade Federal de Minas Gerais), André Luiz Dias Freitas (Universidade Federal de Minas Gerais) |
| Abstract: The Experimental Analysis of Behavior has produced consistent empirical evidence about the determination of behavior by present as well as by past contingencies of reinforcement. However, an analysis of behavior-analytic literature shows no agreement in conceptually describing the effects of exposure to a prior set of contingencies. An example is the high number of terms associated with the word “history” in a large number of studies, not necessarily concerned with “behavioral history effects”. This paper presents an analysis of terms associated with the word “history” found in title, abstract and key- words of articles published in The Journal of the Experimental Analysis of Behavior (JEAB) and in The Journal of Applied Behavior Analysis (JABA), considering the period of 1958 to 2004. The selection of articles was conducted through the JEAB website database. Results demonstrate a high number of terms used to describe effects of prior exposure to contingencies of reinforcement. Key words: behavioral history, history of reinforcement, past contingencies |
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| 136. Behavioral History: Some Definitions in Behavior-analytic Literature |
| Area: TPC; Domain: Theory |
| PAULO GUERRA SOARES (Universidade Federal de Minas Gerais), Carlos Cancado (Universidade Federal de Minas Gerais), Sergio Dias Cirino (Universidade Federal de Minas Gerais), André Luiz Dias Freitas (Universidade Federal de Minas Gerais) |
| Abstract: The notion that behavior is determined by exposure to past contingencies of reinforcement as well as by current ones is considered a consensus among behavior analysts. It is not clear, however, what is meant when the term “behavioral history” is used. Notions and definitions of this phenomenon have been proposed since the early times of Behavior Analysis as a scientific discipline (Ferster & Skinner, 1957; Sidman, 1960; Weiner, 1969; Branch, 1987; Wanchisen, 1990; Freeman & Lattal, 1992; Metzger, 1992). Although some of these proposals occurred in a context in witch the study of “behavioral history” was not the main concern, they have indeed contributed to latter trials of definition of the term. The purpose of this paper is to review some behavioral history notions and definitions in general behavior analytic literature and to analyze the evolution of this concept as well as the implications for the constitution of a research area. Key-words: behavioral history, history of reinforcement, past contingencies |
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| 137. Views on the Efficacy and Ethics of Punishment: Results from a National Survey of ABA Members |
| Area: TPC; Domain: Applied Research |
| FLORENCE D. DIGENNARO REED (Syracuse University), Benjamin J. Lovett (Syracuse University) |
| Abstract: Punishment-based interventions are among the most controversial treatments for behavior disorders in the applied behavior analysis literature. The controversy concerns both the efficacy and the ethics of punishment. Five hundred randomly selected ABA members were sent a one-page survey concerning their views on the efficacy and ethics of punishment. Respondents were asked to rate 11 statements on a six point Likert scale and answer several open-ended questions. One hundred seventy six surveys were completed, returned and analyzed. Respondents exhibited marked variability in their attitudes toward punishment as well as their experience with punishment procedures in their clinical work. In general, female respondents had a slightly less positive view of punishment compared to their male counterparts. Attitudes toward punishment were also related to other demographic variables including years of professional experience and employment setting. Implications for professional practice and future research will be discussed. |
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| 138. Calculating Reliability vs. Agreement of Real-Time Event Coding |
| Area: TPC; Domain: Theory |
| ELLIE C. HARTMAN (University of Minnesota), Erin M. Holton (University of Minnesota), Chin-Chih Chen (University of Minnesota), Hijung Chung (University of Minnesota) |
| Abstract: To help ensure the consistency and objectivity of experimental variables, observer agreement and/or reliability is calculated. Different types of agreement and reliability measures include intra-, inter-observer agreement, kappa, internal consistency, stability, equivalence, and generalizability coefficient. Selecting among these measures for real time event data recording depends on the unit of analyses that is the focus of a specific research question. This point is illustrated via specific guidelines for selecting the appropriate agreement and/or reliability measures for a longitudinal direct observation study on preschool aggression. |
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| 140. Notation in Behavior Analysis: Some Tentative Proposals |
| Area: TPC; Domain: Theory |
| JON A. LOKKE (Østfold University College, Norway), Erik Arntzen (Akershus University College , Norway), Gunn Lokke (Østfold University College, Norway) |
| Abstract: One of the major objectives in natural science is to describe aspects of nature quantitatively, and deciding how to describe nature. Furthermore, means of communicating and educating significant patterns of the natural world is necessary. This includes syntax for describing variables, operations, processes, causal relations, and functions. Syntax is central for precision, and theories involving mathematical equations, or logical notation, are generally more precise and exhausting than verbal statements. In behavior analysis there is an inconsistent notation of central terms in textbooks, and a lack of notation for various terms: negative punishment, negative reinforcement, and motivational operations. Inconsistency, and partial lack of notation result in problems communicating to a broader audience – especially teaching behavior analysis in colleges. Furthermore, a more sophisticated notation system is a sign of a well-developed natural science. We have reviewed major textbooks, and document inconsistent notation and lack of notation for central terms. |
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| 141. Implications of the Biological Rhythms on Animal Time Behavior: A Conceptual and Empirical Review |
| Area: TPC; Domain: Theory |
| DAVID LUNA (University of Guadalajara, CEIC), Oscar Garcia Leal (University of Guadalajara, CEIC) |
| Abstract: This poster discusses the relationship between temporal learning on animals and biological rhythms. On the study of temporal learning on animals specific theoretical models (e.g. scalar timing theory, behavioral theory of timing) have been developed about behavioral fits to temporal intervals, within a range that include milliseconds, seconds or even minutes, having the scalar property like hallmark. Some recent papers report data in opposite to the scalar property, employing duration ranges longer than traditional. In this sense, biological rhythms could be one relevant variable in the way to obtain a behavioral explanation about the aforementioned evidence. In this poster, we analyze possible implications of biological rhythms about current timing theories. Specifically, we focus the followings: 1) necessary modifications of scalar timing theories and 2) contributions to find out some elements of the biological clock (i.e. the system to exert which rhythms) nowadays unknown. |
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| #395 International Poster Session - AUT |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 1. Translating Clinical Practice into Public Practice: Implementing ABA Strategies in a Public School Setting |
| Area: AUT; Domain: Applied Research |
| JULIE KEENAN (Illinois State University), Karla J. Doepke (Illinois State University) |
| Abstract: Children diagnosed with autism spectrum disorders (ASD) pose significant challenges for the school system. Their understanding of social rules, language difficulties, and behavioral rigidity do not match well with the public school norms for behavior and learning. This is complicated by the fact that teachers often have minimal knowledge of autism spectrum disorders (Helps, Newson-Davis, Callias, 1999). Unfortunately, many of the strategies that have been shown to be effective in teaching children with ASD have been conducted and tested in clinic situations or highly structured settings. Research is needed to not only identify interventions that work in highly controlled settings, but interventions that work given the realities of the child's educational environments. The goals of this investigation included evaluating the effectiveness of ABA training techniques with school personnel and comparing the relative efficacy of the implementation of these techniques with standard teaching practices. Participants in this investigation included 9 school personnel and 7 young children with ASD. Results are presented in terms of the following: pre- and post-assessments of teachers knowledge and implementation of ABA strategies; single-subject data for students to allow for comparisons across teaching strategies (presented as alternating treatments design); and treatment satisfaction data summed across respondents. |
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| 2. Teaching Pre-Writing Skills to a Child with Autism: Tripod Grips and Drawing Lines |
| Area: AUT; Domain: Applied Research |
| LYSIANNE D. KOLT (St. Cloud State University), Emily R. Monn (St. Cloud State University), Sarah E. Roberts (Behavioral Dimensions), Kimberly A. Schulze (St. Cloud State University) |
| Abstract: Pre-writing skills were taught to a child with autism using a task analysis and forward chaining in conjunction with modeling. The participant was a 4.5-year-old boy diagnosed with autism who received 25 hours weekly of Intensive Early Intervention. A multiple baseline design across steps of the sequence was used to evaluate the effectiveness of the intervention. Steps consisted of grasping the writing implement using a tripod grip, placing the tip of the writing implement to the writing surface, and drawing a vertical line and horizontal line. Baseline data showed that the participant did not perform any of the steps correctly. Following the implementation of the intervention, the participant reached mastery criteria on each step. Tripod grip and putting the writing implement to paper were mastered sequentially, each within 15 sessions, whereas drawing a line was mastered within 38 sessions. Although variability in the participant’s rate of responding was evident, low rates of responses corresponded with attempts to shape the topography of the responses. Future projects would benefit from examining how antecedent such as the length and width of the writing implement affects how the participant grasps the implement, and whether it facilitates a tripod grip. |
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| 3. Using Precision Teaching to Teach Daily Living Skills to a 13-year-old with Autism and Mental Retardation |
| Area: AUT; Domain: Applied Research |
| KIRSTIN N. SCHIRMER (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: This data based poster will show the progress in the development of gross motor imitation and how these skills were used to teach daily living activities to a 13 year old boy with autism and mental retardation through the use of Fluency-Based Instruction. The poster will present data showing how the student’s gross motor imitation skills and his independence in his showering routine were taught and monitored using the Standard Celeration Chart (SCC). |
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| 4. The Effects of Tutor Goal Setting on Accuracy of Data Collection and Student Responding |
| Area: AUT; Domain: Applied Research |
| JESSICA LESLIE BROOME (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: Goal setting is a behavior change technique that has been used in a variety of settings and populations (Sulzer-Azaroff, 1991). This study looked at how goal setting affected three tutors’ implementation of programs for a four-year-old child with autism, the accuracy of data collection, and increase in the child’s responding. The tutor participants were all first year graduate students in Behavior Analysis. The study was conducted in a university lab playroom that the child attended for 10 hours per week and in a local Montessori preschool that the child attended three days a week. Intervention consisted of primarily naturalistic teaching with some supplementary discrete trial and precision teaching instruction. All of the teachers had limited experience with naturalistic teaching procedures. The experimenter measured the target behaviors (number of programs implemented per session, number of teaching opportunities, and accuracy of data collected during observation sample) of the three tutors across the two different settings. The intervention consisted of collaborative goal selection, team feedback and problem solving, and supervisor skill instruction. The results were evaluated in a multiple baseline design across settings and individual tutors. Results are discussed in the context of tutor and child’s behavior changes. Data collection is currently underway. |
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| 5. Academic Self-Management by a Young Learner with Autism |
| Area: AUT; Domain: Applied Research |
| VALERIE R. ROGERS (University of Nevada, Reno), Molly Halligan (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: This procedure examined the effects of discrimination training on the behavior of a young child with autism in his classroom setting. Prior to implementation, the young learner engaged in problem behavior (e.g., crying, whining, rapidly raising/shaking his hand, and inappropriately asking for assistance) when presented with worksheets in his typical classroom. The procedure taught the eight year old boy to correctly label problems as either easy or difficult for him to complete. He was then instructed to complete the easy problems without assistance and would subsequently be provided help for the more difficult problems. Once this academic self-management skill was mastered, problem behavior in the classroom decreased and appropriate behavior increased. |
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| 6. Learning to Discriminate Between Easy and Hard Academic Tasks |
| Area: AUT; Domain: Applied Research |
| MICHELE R. BISHOP (University of Nevada, Reno), Jennifer A. Castellanos (University of Nevada, Reno), Kimberly A. Sigler (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: The purpose of this case study was to examine the ability to label tasks as easy or hard with a child diagnosed with autism. Difficult academic tasks were selected. A difficult academic task was defined as any task that the child obtained 20% to 0% correct. Tasks may be labeled difficult for several reasons; however, these tasks were identified as difficult because the child did not display the skills necessary to complete it. This discrimination involves a child’s ability to label those tasks that he is able to correctly complete as easy and those that he is not as hard. The experimental design was a multiple baseline across difficult academic tasks. The experimental phases included baseline, easy/hard discrimination, and teaching the skill. Results suggest that as the child learned how to complete the academic tasks the proportion of hard labels decreased. The ability to discriminate between tasks that are easy and hard impacts a child’s behavior in the classroom. After a child has learned to discriminate between tasks that are easy and hard he is then able to accurately identify those skills that he needs help with and those that can be completed independently. |
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| 7. Resistance to Distraction During the Performance of Academic Tasks |
| Area: AUT; Domain: Applied Research |
| DIANA ERVIN (New England Center for Children), Carrie M. Neal (Northeastern University & New England Center for C), William H. Ahearn (New England Center for Children), William V. Dube (University of Massachusetts Medical School, E.K. Shriver Center) |
| Abstract: Behavioral momentum theory posits that behavior is more resistant to distraction when reinforced on a denser schedule of a reinforcement. While most research in behavioral momentum has been conducted in laboratory or analogue settings, this experiment studies resistance to distraction in students’ natural environments with familiar activities. Four participants with developmental disabilities were presented with mastered play or academic tasks for which responses were reinforced on a multiple VI VI schedule. Activities were reinforced according to different schedules with one being reinforced more densely than the other. Baseline sessions consisted of alternating components of the two tasks. In the test or distracter sessions, a disrupting item was placed on the student’s desk during the activity in two components of each session. These test sessions consisted of alternations between baseline and distracter components. Responses in the distracter components were compared to within-session responding in baseline components and to responding in previous baseline sessions. Results are consistent with the predictions of the behavioral momentum metaphor for three of four participants. IOA was collected in over 33% of sessions and averaged about 90%. |
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| 8. The Investigation of Two Educational Approaches; Teaching in Isolation and Teaching with Multiple Exemplars |
| Area: AUT; Domain: Applied Research |
| ALLYSON GAUTHIER (HMEA), Jeffrey E. Proos (HMEA) |
| Abstract: Past research has proven that the use of the multiple exemplar approach is more effective in increasing acquisition and discrimination rates in children with Autism. This study attempted to further demonstrate this effect. In this present study, both teaching approaches are examined in an alternating research design across students. In the first condition participate one will be taught colors using multiple exemplars. At the same time participant two will be taught the same lesson using an isolated target approach. In the next condition, participant one will be taught shapes using an isolated target approach, while participant two will be taught using the multiple exemplar approach. It is hypothesized that when multiple exemplars are being used, acquisition and discrimination rates will be higher than when an isolated target approach is used. |
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| 9. Effective Teaching Strategies: A Comparison of the Antecedent and Error Corrections Procedures |
| Area: AUT; Domain: Applied Research |
| JASON DETZEL (Virginia Commonwealth University Autism Center), Anna M. Young Zaleska (Faison School for Autism), Katherine M. Matthews (Virginia Commonwealth University), John Tolson (Faison School for Autism), Jennifer Lax (Faison School for Autism), Christina Meluzio (Faison School for Autism), Jennifer Wade (Faison School for Autism), Amanda Laz (Faison School for Autism) |
| Abstract: The need for effective teaching methods for children with autism has produced an abundance of strategies. Two of the techniques analyzed in research, the antecedent procedure and the error correction procedure are examined and compared within the current study. This study compared the antecedent and error correction procedures using an alternating treatments design. The number of trials to mastery and rates of behavioral disruptions were compared both within subjects and across subjects in the study. |
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| 10. An Attempt to Establish Auditory-Visual Conditional Discrimination in Children with Autism |
| Area: AUT; Domain: Applied Research |
| ATLI F. MAGNUSSON (Regional Office for the Affairs of Handicapped, Reykjanes), Nicole C. Groskreutz (New England Center for Children), Caio F. Miguel (New England Center for Children) |
| Abstract: Teaching children with autism auditory to visual matching to sample (MTS) can sometimes be very difficult. It has been hypothesized that lack of auditory discrimination is a symptom of autism and some children with autism are “visual” rather than “auditory” learners. Thus far there is a lack of physiological evidence to back up this claim, leaving the possibility that this lack of success is due to deficits in current teaching procedures. This study presents some preliminary data on attempts to develop an auditory to visual discrimination curriculum for children with autism who have been unsuccessful at demonstrating this skill during discrete trial sessions. The data presented will be on the initial step of the curriculum, where simple auditory discrimination is established, using a free operant procedure. Data will be presented for one 13-year-old boy with autism, with a history of acquisition of auditory to visual MTS through discrete trial training. His participation in this study was to determine if the free operant procedure was effective in establishing auditory discrimination. |
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| 11. Transferring Stimulus Control from Arbitrary to Target Stimuli |
| Area: AUT; Domain: Applied Research |
| KENNETH W. ATKINS (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Catherine Trapani (Marcus Autism Center), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Tiffany Kodak (Louisiana State University) |
| Abstract: When teaching children with developmental disabilities to comply with instructions, an untrained stimulus may acquire stimulus control over the target response. Erroneous stimulus control may develop if a child attends to an irrelevant aspect of a stimulus (e.g., physical features) as opposed to the relevant stimulus features (e.g., verbal instructions). A backward chaining procedure was employed to teach one participant to follow one-step instructions. When a blocking procedure was implemented to prevent incorrect responding during backwards chaining, the participant responded correctly during 100% of trials. When the blocking procedure was removed, correct responding returned to near-zero levels. A fading procedure was implemented for blocking until stimulus control was transferred from the blocking procedure to the verbal instruction. Results suggested that fading may be a reliable method for transferring stimulus control from non-target stimuli to target stimuli during instructional tasks. |
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| 12. An Evaluation of a Backward Chaining Procedure during Instructional Trials |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER A. TULLIS (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Catherine Trapani (Marcus Autism Center), Amanda Zangrillo (Marcus Autism Center), Tiffany Kodak (Louisiana State University) |
| Abstract: Limited research exists on the evaluation of backward chaining procedures with some notable exceptions (e.g., treating feeding disorders, Piazza, Farrell, & Amari, 1996; increasing independent walking skills, Gruber, Reeser, & Reid, 1997). However, backward chaining procedures have not been evaluated as a method for increasing acquisition of imitation skills. Imitation skills are considered a prerequisite for a variety of academic and social skills. Thus, identifying an effective prompting procedure to teach imitation skills has implications for educational teaching methodology. In the present investigation, following two participants’ failure to acquire imitation skills during a treatment including a 3-step prompting procedure, backward chaining was implemented. Results indicated the backward chaining procedure was an effective treatment for increasing imitation skills for both participants. |
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| 13. Assessing Generalization of Sight Word Recognition from Computer Stimuli to Textual Stimuli Using the Discrete Trial Trainer Computer Program |
| Area: AUT; Domain: Applied Research |
| JAIME M. SCHILLING (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Rachel Feinberg (Alpine Learning Group), Melissa Kahn (Alpine Learning Group) |
| Abstract: This study replicated a previous study (Schilling et al, 2005), which examined if responses learned via the Discrete Trial Trainer computer program would generalize to textual stimuli. The participant, a six-year-old girl with autism, was taught to identify words via the computer program. Using a multiple baseline probe design across targets, the study assessed generalization from the computer to printed textual stimuli presented at the student's desk. Baseline measures indicated that the participant was not able to perform the responses prior to training on the computer. Results will be discussed in terms of the applicability of computerized instruction on the generalized responding for some children with autism. |
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| 14. Independent Peer Review of Behavior Plans for Students with Autism in a Specialized Public School Program |
| Area: AUT; Domain: Service Delivery |
| PETER J. DOEHRING (Delaware Autism Program) |
| Abstract: Students with autism can present with behaviors that are dangerous, complex, and/or difficult to change. It can therefore be very challenging to develop behavior plans that are effective yet minimally intrusive, and that safely support the student in the setting that is the most appropriate yet least restrictive. We describe a unique peer review committee (PRC) that has evolved at the Delaware Autism Program (DAP), a specialized public school program that provides comprehensive educational services to more than 500 students with autism between 2 and 21 years of age across the full range of settings. Carefully designed to be independent of DAP, the PRC consists of 3 experts in PBS, applied behavior analysis, and autism/severe disabilities. The panel conducts periodic reviews and provides recommendations for all plans which address behaviors that are potentially dangerous and/or necessitate intrusive procedures (e.g., physical restraint, time-out, etc) or a relatively more restrictive setting. We present examples of comprehensive guidelines and monitoring procedures, as well as data describing the range of behavior targets, behavior management procedures, and types of recommendations made. We conclude that our PRC not only protects students’ rights, but contributes significantly to the quality of educational programming. |
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| 15. Using Behavioral Procedures to Teach Vocal Verbal Behavior to Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| REGINA CARROLL (University of Wisconsin, Eau Claire), Sara M. Weinkauf (University of Wisconsin, Eau Claire), Britta L. Fiksdal (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: This study assessed the effects of a stimulus-stimulus paring procedure that paired a sound with a preferred stimulus to condition automatic reinforcement and increase vocalizations for two children with autism. This study failed to replicate the results of a study done by Miguel et al. (2002) that used a stimulus-stimulus pairing procedure to increase vocalizations for two of three children with autism that participated in the study. A study conducted by Esch et al. (2005) was unable to replicate the effects of the stimulus-stimulus pairing procedure done by Miguel et al (2002). In addition to the study done by Miguel et al. (2002) this study also assessed the effects of a direct reinforcement procedure on an increase of vocalizations. |
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| 16. Communication Intervention using Augmentative and Alternative Communication for Young Children with Autism or Developmental Disabilities: A Literature Review |
| Area: AUT; Domain: Applied Research |
| LYNN GRACE LOCSON (University of Texas, Austin), Hyung-Mee Kim (University of Texas, Austin), Chloe Yeh (University of Texas, Austin) |
| Abstract: This article is a quantitative review that summarizes research on communication intervention using augmentative and alternative communication (AAC) for young children with autism or developmental disabilities. Twenty-eight individual cases from ten single-subject researches, published in peer-reviewed journals from 1995 to 2004, were categorized according to participant characteristics, research methodology, types of AAC strategies, intervention procedures, and intervention outcomes. Effectiveness of using AAC and the level of evidence which supports or refutes these claims on effectiveness were also determined. Findings suggest that the use of AAC is fairly to highly effective in improving communication of young children with autism or developmental disabilities. Positive outcomes for behavior and social interaction were also reported in some studies. Voice output communication aid (VOCA) with synthesized speech output is fairly to highly effective, while effectiveness of the use of pictures or graphic symbols is mixed. Level of evidence and recommendations for future research are also discussed. |
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| 17. Decreasing Non-Contextual Vocalizations in a Student with Autism through the Use of an All Day Schedule |
| Area: AUT; Domain: Applied Research |
| ERIN SPARACIO (Eden II Programs/The Genesis School), Mary Ellen McDonald (Eden II Programs/The Genesis School), Linda Bartlett (The Genesis School), Piera Taormina (The Genesis School), Hester Bekisz (The Genesis School) |
| Abstract: Children with autism often have deficits in the area of expressive language and in addition may engage in non-conxtual vocalizations. The current study involved the use of an all day schedule and a dense schedule of reinforcement to decrease non-contextual vocalizations in a AB case study format. After intervention, non-contextual vocalizations decreased to near zero levels. In addition, task demands within the schedule were increased over time. |
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| 18. Effects of Synthetic Speech Output on Requesting in Children with Autism |
| Area: AUT; Domain: Applied Research |
| RALF SCHLOSSER (Northeastern University), Jeffrey S. Sigafoos (University of Tasmania), James K. Luiselli (The May Institute), Katie Angermeier (Northeastern University), Ulana Harasymowyz (Northeastern University), Kate Schooley (Northeastern University) |
| Abstract: Requesting is often taught as an initial target during communication intervention in children with autism and little or no functional speech. Speech generating devices are purported to have advantages over non-electronic systems because they provide additional auditory stimuli to the learner via synthetic or digitized speech output. Yet, it has been argued (based on the processing of natural speech) as well that speech output may not be compatible with the visual processing preferences of learners with autism. The purpose of this study was to evaluate whether children with autism learn to request more efficiently when provided with speech output during instruction rather than without speech output. An Adapted Alternating Treatments design, replicated across five children with autism, was used to evaluate the effects of speech output by teaching learners to use two sets of arbitrary symbols to request objects that were matched for preference and comprehension status. Results indicated that the children improved their performance during intervention sessions in both conditions though without consistent differences across conditions. None of the children reached the learning criterion during testing. Implications for future research are discussed. |
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| 19. Establishing Mands using Automatic Reinforcement and Direct Echoic Training Procedures: Is there a Difference? |
| Area: AUT; Domain: Applied Research |
| ROSI DEDOMENICO (FirstSteps for Kids, Inc.), Jennifer L. Harris (FirstSteps for Kids, Inc.) |
| Abstract: The purpose of this study is to determine whether the use of a stimulus-stimulus pairing procedure will lead to echoic or manding behavior faster than direct echoic training in young Autistic children with limited vocal repertoires. Participants will be 2 children between the ages of 2 and 3.5 years of age, diagnosed with Autism Spectrum Disorder. The children in this study display very limited vocal play, do not demonstrate any vocal verbal imitation skills, and have yet to show any speaker behavior. This study will employ a single-subject design with alternating treatments (stimulus-stimulus pairing procedure and direct echoic training) presented consecutively. The dependent variable will be the total number of target vocalizations uttered by each participant. The independent variables will be each of the alternating treatments presented. This research adds to the existing body of behavior analytic knowledge since it addresses an area that has not yet been studied – that of the effects of automatic reinforcement on the subsequent acquisition of echoic or manding verbal behavior. In addition, the findings from such a study may contribute to the development of better methods for teaching these elementary verbal operants to children who have traditionally had difficulty acquiring verbal skills. If there is, in fact, a difference in the acquisition rate of manding and/or echoic verbal behavior between subjects that are exposed to an automatic reinforcement procedure and those trained directly, changes may be necessary in the teaching strategies currently implemented for children with Autism. |
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| 20. The Effects of Self-Monitoring of Teacher Behavior on Student Learning |
| Area: AUT; Domain: Applied Research |
| SUDHA RAMASWAMY (Hawthorne Country Day School), Sarah Goldstein (Hawthorne Country Day School), Meghan McDermott (Hawthorne Country Day School), Christine Montalto (Hawthorne Country Day School), Matthew Halem (Hawthorne Country Day School) |
| Abstract: This study tests the effects of a self-monitoring procedure on student learning. The independent variable, the self-monitoring procedure, consisted of teachers recording the frequency of their emission of collateral praise to students in the classroom. Two dependent variables were measured: the number of instructional trials delivered per classroom daily as well as the ratio of the number of criteria attained to the number of instructional trials delivered per class. The study implemented a multiple baseline design across classrooms, wherein three teachers from each class were participants. The findings show a functional relationship between the self-monitoring procedure and student learning across 4 classrooms. |
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| 21. A Review of the Instructional Models used to Teach Skills to Children with Autism |
| Area: AUT; Domain: Applied Research |
| SARA CZEKALSKI (University of Wisconsin, Eau Claire), Nicole Berning (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Within Applied Behavior Analysis there are several techniques/ models for teaching children with autism. These models range from analogue settings to more natural setting. However, several procedures are commonly used within and across behavioral models, thus making it difficult to discriminate between them and decide which is most effective for treating children with autism. The purpose of this paper is to investigate the main procedures, the origin of procedures, and research support for each model. The major models analyzed and compared in this paper include; Discrete trial training, Natural Language Paradigm, Pivotal response training, Incidental teaching, Milieu teaching, SPEAK, and MITS. |
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| 22. Reading Fluency Development for Young Children with Autism using Audio-CD- based Rate Pacing and Social Stories |
| Area: AUT; Domain: Service Delivery |
| JACK SCOTT (Florida Atlantic University), Maria Perez (Florida Atlantic University), Sonia Kaye (Renaissance School) |
| Abstract: This study examined changes in reading rate in response to a fluency-based reading intervention. Children with autism ages 8-10 years read social stories and then listening to the text on an audio CD. The CD passage was played at a rate above the child's daily performance. The child was instructed to read along with the recorded reading. The number of correct words read per minute and error words were assessed prior to each daily practice with CD-based reading. Results for each of the eight child participants are presented on standard celebration charts. On average, the children doubled their reading rate after just six reading sessions. Gains were obtained with a minimum of instructional effort and in an instructional context that was easily tolerated by the children. Additional information on developing audio CDs for reading fluency is presented. |
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| 23. Response Acquisition Following the Provision of Reinforcement for Physically Guided Responses |
| Area: AUT; Domain: Applied Research |
| WILLIAMS JILL (Marcus Autism Center), Katherine V. Powers (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Catherine Trapani (Marcus Autism Center), Tiffany Kodak (Louisiana State University) |
| Abstract: Prompting procedures (e.g., 3-step prompt procedure) are traditionally employed during academic instruction with children with developmental disabilities who may exhibit noncompliance and problem behavior during instructional tasks. One common used prompting hierarchy consists of a least-to-most prompting procedure (i.e., verbal, model, and physical prompt). Standardized procedures for delivery of reinforcement at various prompting levels have not been well described in the literature. During acquisition of a skill, praise and a tangible reinforcer are typically provided for correct responding following the verbal or model prompt. However, it remains unclear to what extent reinforcement should be provided following a physical prompt. In addition, numerous studies evaluating compliance during treatment do not consider responding following the physical prompt compliance with the task. Thus, the provision of reinforcement for responding during the physical prompt has not been well evaluated. In the present investigation, reinforcement was provided for responding during physical guidance following one participant’s failure to acquire a skill, despite the implementation of multiple treatment procedures. Results indicated that providing reinforcement during physical guidance may result in rapid acquisition of skills without necessitating changes in the prompting procedures (i.e., implementing more intrusive prompting or treatment procedures). |
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| 24. Comparison of Two Methods to Teach Receptive Object Labeling to a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| LISA BARSNESS (Minnesota Early Autism Project) |
| Abstract: Learning to receptively identify objects is an essential building block to teaching children with autism to comprehend language. There are many different methods documented to teach children to receptively label items. This presentation will compare two methods for teaching receptive labels to a child with autism, a matching technique versus a massed trial procedure. The independent variable will be the average number of trials to meet mastery criterion per condition, the dependent variable will be the type of method used to teach the label. The participant is a preschool age child diagnosed with an autism spectrum disorder. |
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| 25. Project ASSESS: Supporting Students with Asperger's Syndrome and High Functioning Autism in School Settings |
| Area: AUT; Domain: Service Delivery |
| JESSE W. JOHNSON (Northern Illinois University), Donald Oswald (Virginia Commonwealth University), Martha Coutinho (East Tennessee State University) |
| Abstract: Project ASSESS is a federally funded project designed to provide teaches and educational teams with readily usable guidelines and procedures to effectively serve students with Asperger’s Syndrome in the least restrictive environment. Session participants will learn a team-based process to a) identify appropriate goals for intervention, b) gather and analyze relevant information, c) develop individualized intervention plans for the classroom, and d) evaluate the effectiveness of these plans. When faced with the challenges of serving students with Asperger’s Syndrome and High-Functioning Autism, school-based teams need an empirically sound framework for organizing, delivering, and evaluating services. One of the goals of Project ASSESS is to develop a model by which school-based teams can effectively collaborate with parents, teachers and other professionals to meet the academic, social, and behavioral needs of students with AS/HFA. The goals of this poster session are to: 1. Present a set of empirically validated interventions and strategies for students with AS/HFA. 2. Provided with set of specialized tools and instruments for gathering information that can be used in the development of an individualized plan. 3. Provide a series of case studies and examples in a team-based collaboration and problem solving process. This process is designed to assist teams through a) identifying appropriate goals for intervention, b) gathering and analyzing relevant information, c) developing individualized intervention plans for the classroom, and d) evaluating the effectiveness of the plan. |
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| 26. A Comparison of Textual and Echoic Prompts on the Acquisition of Intraverbal Behavior for Two Children with Autism |
| Area: AUT; Domain: Applied Research |
| LAURA MEUNIER (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: A comparison of textual and echoic prompts was conducted to determine which was a more effective prompt for teaching intraverbal behavior for two 7-year old boys diagnosed with autism. A multiple baseline design across three sets of questions was used to assess effectiveness of textual and echoic prompts for teaching question answering. Number of trials required to reach criterion was also scored for both participants. The results suggest that textual prompts produced a more rapid rate of acquisition then echoic prompts. These findings suggest textual prompts may be more effective in teaching complex language skills to children with autism. |
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| 27. Use of an Activity Schedule to Facilitate Transitions in a 4 year old with Autism |
| Area: AUT; Domain: Applied Research |
| BETH ANNE MILES (BEACON Services) |
| Abstract: Research suggests that visually based instruction, including activity schedules, can be an effective teaching strategy to increase independence, on task behavior, teach task completion and to decrease inappropriate behavior. To date, little research explores the use of activity schedules to assist with teaching transitions. The present study taught a 4 year old with autism to follow a photographic activity schedule with an embedded token system to complete an end of the school day routine and to wait appropriately for his mother to pick him up. The results suggest the activity schedule led to a reduction in tantrum behavior and increase in independence in completing the transition routine. |
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| 28. Use of Activity Schedules to Teach Acceptance of the Word “No” |
| Area: AUT; Domain: Applied Research |
| BETH ANNE MILES (BEACON Services) |
| Abstract: Children with autism frequently demonstrate difficulty with change in routine and being denied access to preferred items or activities. This behavior negatively affects the child and family’s daily social interaction and often limits the child’s access to the larger community. Research suggests that children with autism benefit from visually based instruction. In addition, visual supports can be effective in decreasing disruptive behavior by reducing the intensity of the attention provided. This study utilized an activity schedule with an embedded token system to reduce the tantrum behavior of two boys with autism that resulted when the children were told denied access to a preferred activity or a change in routine. |
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| 29. Teaching Pedestrian Safety Skills to Children with Autism |
| Area: AUT; Domain: Applied Research |
| MAUREEN CHILDS (Texas Young Autism Project), Kristen McClintock (Texas Young Autism Project), Ehsan Bayat (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: There is little research in teaching community safety skills to children with autism. One study by Steinborn and Knapp (1982) demonstrated behavioral methods to teach an autistic child pedestrian skills. The present study extends those findings and also examines the ability of children, typical and those with autism, to learn to judge safe gaps in traffic. The dependant variable for this study was safe pedestrian skills, as defined by mastery of the nine skills outlined in the task analysis. The sample included two typically developing children and two children with autism enrolled in a discrete trial applied behavior analysis program. Participants were taught pedestrian skills first with the use of a 3D model and then through role-play training at familiar intersections in each child’s neighborhood. Results of a multiple-baseline design indicate that post-intervention, all participants demonstrated significant increase in pedestrian skills compared to baseline, although the typically developing children made greater increases in 7 of the 9 skills. Inter-observer agreement was above 90% for all phases. These findings demonstrate the ability of a specific behavioral approach to teach children basic skills for crossing the street while having awareness of moving vehicles. |
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| 30. Quality and Quantity of Requests Made by Students using a Pictorial System versus Nonpictorial System |
| Area: AUT; Domain: Service Delivery |
| JANET A. BUTZ (CARE, LLC), Ceri Edwards (Schertz-Cibolo-U.C. I.S.D.), Cheryl Flores (Schertz-Cibolo-U.C. I.S.D.), Rolando Ocanas (Special Education Director for SCUC Independent School District) |
| Abstract: The acquisition of a functional communication system is critical to the development of young children with autism spectrum disorder. In order to have their basic needs and wants met children with autism spectrum disorder need to learn how to make basic requests. The subjects for this applied research project were three preschool aged children diagnosed with autism in one preschool program designed for children with autism and three additional children diagnosed with autism in a similar preschool program designed for children with autism located in another state. The children chosen were selected based on their verbal skills and their ability to use a pictorial functional communication system. An alternating treatment design was used that randomly alternated the pictorial system approach with the nonpictorial system approach over an 8 week period. Student's performance for each treatment was measured daily using a triangulation process; observation, language samples, and a teacher made checklist. The two functional communication systems were randomly implemented with one of either approach conducted each day. A total of 16 days of the pictorial system and 16 days of nonpictorial system were conducted. During weeks one through four, the sessions were conducted during a 10-minute individualized snack session and during weeks five through eight the sessions were conducted during a 10-minute individualized table activity. A teacher made checklist was used to judge the number of the requests made during each session. Language samples were also taken during each session and transcribed from the recordings and tallied by the number of utterances made during each session. Observation of the children's engagement and behavior during the sessions were recorded anecdotally. The checklist results from each child's session were graphed on a daily basis to compare changes in the performance upon the two approaches. Language samples were tallied and graphed to view any correlation between the approaches and the number of utterances for each child. Observational notes were reviewed to determine any significant events that may have impacted performance. The results were compared between the two preschool programs and used to make informed decisions about curriculum, instructional strategies and individualized education programs in each class. |
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| 31. Effects of a Behavior Contract on a Child Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| HEATHER J. HUBER (Quality Behavioral Outcomes), Jennifer MacDonald (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Scott W. Harrington (Quality Behavioral Outcomes) |
| Abstract: Behavior contracts (BC) have been widely used as a pre-cursor to self-management systems. Behavior contracts aide in establishing rule-governed behavior. In this case study, a BC was implemented to decrease noncompliance and aggressive episodes in a 7-year old student diagnosed with autism spectrum disorder. The data show that after implementation, the student’s noncompliance and aggressive episodes both decreased. The data reflect a correlation between poor treatment integrity and spikes in the BC phase. |
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| 32. Precision Teaching Perspective Taking Skills to Children with Autism through Process Narration |
| Area: AUT; Domain: Applied Research |
| HOLLY ALMON (Fabrizio/Moors Consulting), Adam Litchfield (Fabrizio/Moors Consulting), Babe Cristine Diakite Aminata Aminata (Fabrizio/Moors Consulting) |
| Abstract: This poster highlights the advantages of using narration to teach perspective taking skills to children with autism. Over the course of multiple learning channels, we taught several children to provide steps for their therapists--from the therapist's perspective--that would result in a complete product or process. These products/processes consisted of building a structure, drawing a picture, and completing a series of actions, such as washing hands. Only correct and efficient language resulted in the completed product/process. This poster illustrates several responses that were acquired through precision teaching and fluency-based instruction that address the above pinpoints. |
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| 33. Evaluating the Development of the Verbal Operants Using the ADOS in Children with Autism Following One Year of Comprehensive Behavioral Intervention |
| Area: AUT; Domain: Applied Research |
| MEGAN P. MARTINS (Rutgers University), Karen L. Lenard (Rutgers University), Lara M. Delmolino (Rutgers, the State University of New Jersey) |
| Abstract: Skinner's analysis of verbal behavior asserts that language development occurs independently along several verbal operants. Previous research has shown behavioral intervention produces increases in language as measured by standardized assessments but has not explored demonstrating observable increases in verbal operants. Researchers have proposed using the Autism Diagnostic Observation Schedule (ADOS) to assess language improvement; however the rating system does not provide feedback about the development of specific verbal operants. In the present study, 10 preschoolers with autism participated in an ADOS assessment prior to and after one year in a comprehensive behavioral program. Each ADOS was observed by two experimenters who recorded the frequency and topography of elementary verbal operants. Preliminary data for 5 participants reveal a 108% increase in spontaneous mands during the follow-up assessment. Further, mands were more likely to be multi-word and directed with eye contact after one year of intervention. Inter-observer agreement on mand data averaged 89%. Information on tacts, intraverbals, and echoics will also be presented and changes in the verbal operants will be compared to ratings assigned using the ADOS rating system. Preliminary results indicate changes in the verbal operants following comprehensive behavioral intervention may be observed using repeated administrations of a semi-structured assessment. |
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| 34. Increasing Behavioral Vocabulary in Teachers through the use of a “Word Of The Week” Program and Differential Reinforcement |
| Area: AUT; Domain: Applied Research |
| ANTHONY MAURO (Eden II Programs), Frank R. Cicero (Eden II Programs), Christine M. Jascewsky (Eden II Programs), Harold Mahecha (Eden II Programs), Kenneth Zimmerman (Eden II Programs) |
| Abstract: An accepted and agreed upon vocabulary is one of the defining characteristics of an academic field. The field of applied behavior analysis is no exception. Terminology such as “negative reinforcement” and “setting events” are frequently used by behavior analysts, but not well understood by the public. Classroom teachers, who are often the representatives of ABA to parents and professionals, should be able to use behavioral terminology frequently and correctly. The current study was implemented in order to increase the knowledge and use of ABA terminology in teachers within an ABA adult program for individuals with autism. For the study, the program as a whole focused on increasing awareness and knowledge of one ABA vocabulary word per week for three months. The target word was used frequently by administration and was posted around the building by definition and example. Teachers were differentially reinforced for using target vocabulary within clinical meetings and in their classrooms. Data were collected on the frequency and correctness of the target vocabulary used by teachers within clinical meetings. Data show an increase compared to baseline rates. Pretest-posttest data were also collected for vocabulary knowledge across both teachers and assistant teachers. |
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| 35. A Sequenced Approach to Teaching Fluent Money Skills to Children with Autism |
| Area: AUT; Domain: Applied Research |
| KEVIN S. CAULEY (Step By Step Academy), Emily K. Ditner (Step By Step Academy), Elizabeth Benedetto-Nasho (Step By Step Academy) |
| Abstract: A direct instruction and fluency-based instructional approach was used to teach children with autism money skills. Component skills were identified and an instructional sequence including both critical and variable attributes was used for instructional planning. All student performance data was charted and analyzed using the Standard Celeration Chart. Student performance charts will be presented. |
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| 36. Using Time-Based Measurement to Teach Time |
| Area: AUT; Domain: Applied Research |
| EMILY K. DITNER (Step By Step Academy), Kevin S. Cauley (Step By Step Academy), Elizabeth Benedetto-Nasho (Step By Step Academy) |
| Abstract: A direct instruction and fluency-based instructional approach was used to teach time to children with autism. Component skills were identified and an instructional sequence including both critical and variable attributes was used for instructional planning. All student performance data was charted and analyzed using the Standard Celeration Chart. Student performance charts will be presented. |
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| 37. The Comparison of Low and High Technology Augmentative Communication Systems to Determine Preference |
| Area: AUT; Domain: Applied Research |
| DEBBY HUDSON (University of Washington), Ilene S. Schwartz (University of Washington) |
| Abstract: An alternating treatments design was used to determine if there was a preference for a low technology communication system versus a high technology communication system for individual augmentative communication users. Three, 4 year old students, all of whom attended a university affiliated early childhood center participated in this study. All three participants had a diagnosis of autism, demonstrated no functional speech and were augmentative communication system users. The participants had all received training on both low and high technology communication systems. A reinforcer assessment was conducted on each student. Students were then presented with preferred items and given the opportunity to request the preferred item using either the low technology or high technology AAC device. The number of requests the child made for the preferred items, within a given amount of time, was recorded for each communication system. Two sessions were conducted within the 2 hour and 15 minute preschool day. The communication systems were randomly assigned to a session by the flip of a coin. Each communication system was used every day. Data were collected over a 15 day period. The results of the treatments indicated that all students showed a clear preference for one augmentative communication system over another. |
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| 38. Using an Intensive Staff Training Model for a Center-Based Autism Program |
| Area: AUT; Domain: Service Delivery |
| JENNIE KAMPF (Ivymount School), Tamara J. Marder (Ivymount School), Susan E. Holt (Ivymount School), Carrie A. Clark (Ivymount School) |
| Abstract: The Ivymount Autism Program is a center-based model for students’ diagnosed with Autism Spectrum Disorders. This 11-month program uses one-to–one, two-to-one, and small group instruction to teach 43 students using applied behavior analysis in a functional life skills curriculum. The staff employed within this program includes program support specialists, training coordinator, head teachers, senior teaching assistants, and teaching assistants. The current number of staff in this program is 49 and all have varying degrees of experience before joining the Ivymount Autism Program, therefore an intensive staff training model is required. According to Reid and Parsons (2000) a multifaceted approach is the most prevalent type of behavior training and is the model employed in the Ivymount Autism Program. This training model includes verbal and written instruction, performance modeling, practice, and feedback. Staff training procedures include skills assessments, instructional training following ABA curriculum, in vivo classroom training, performance based evaluations, goal setting and professional development, as well as on going training. Skills assessments and performance evaluations enable the implementation of additional training as well as a measure of staff training outcomes. Staff feedback on training procedures is collected following training and provides information for improving future training procedures. |
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| 39. The Effects of a Generalization Test on Teaching Addition Math Facts |
| Area: AUT; Domain: Applied Research |
| BECKY CUTLER (Child Life Education), Michael F. Dorsey (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: The process of generality is often a deficit for many students with Autism. Finding the correct planning strategy or scope and sequence for teaching a skill becomes a challenge for many teachers. Generalization tests have been used in the field of experimental analysis for many years with animals such as pigeons and rats. Rarely is this process used with humans. The purpose of this study was to examine the effects of performing a generalization test on the addition facts of an eight year old with Autism. The study was also designed to identify the best format for programming for generalization of a skill like math equations for a student with developmental disorders. Seven formats or multiple exemplars of each math fact were taught. Daily sessions of math facts in one format were performed. A weekly generalization probe was conducted after a new skill was taught. A stimulus equivalence procedure was introduced to teach similarities between symbols, numbers and words. Interobserver agreement was 100% across all generalization probes and within individual sessions. The results of this study showed that over time, the number of trials to criterion for mastery of a skill, decreased after the introduction of the first skills. Generalization of the math equations grew easier, mastered quicker and with higher rates of success and fluency. Overall, the results from using a generalization test to help plan the sequence of skills and promote generalization and maintenance was undoubtedly successful. |
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| 40. The Effect Of Un-intrusive Prompting On The Active Engagement Of Children With Autism In General Education Classrooms |
| Area: AUT; Domain: Applied Research |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
| Abstract: Many young children with autism may initially receive early intensive behavior intervention in the form of discrete trial teaching, progress to more naturalistic forms of intervention and be placed in a general education classroom with support. One of the goals of supported inclusion may be for the child with autism to learn to participate and learn within a group in the general education setting. Unfortunately, children with autism placed in an inclusive setting have been found to exhibit low levels of attending to tasks, compared to their typically-developing peers. Effective and practical strategies are needed to assist these children in attending to the teacher as well as in completing seatwork assignments. This poster will present the results of a study in which teacher assistants were taught to administer prompts and reinforcement to two children with autism to attend to the teacher during lessons and to seatwork assignments. Teacher assistants were trained to position themselves behind the child and administer prompts and reinforcement in an un-intrusive manner and systematically fade prompting. Measures were taken on the frequency, type, degree, delay of prompting and the distance of the physical proximity of teacher assistant during baseline and teacher assistant training condition. The introduction of training of the teacher assistant was associated with an increased occurrence of active engagement of the child with autism. |
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| 41. Using Precision Teaching to Increase Intraverbals and Appropriate Verbal Responses in a Young Child with Autism |
| Area: AUT; Domain: Service Delivery |
| HEIDI CALVERLEY (University of British Columbia & Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Communication skills significantly affect all areas of an individual’s life. From getting basic needs and wants met, to forming and maintaining personal relationships. Unfortunately communication skills among individuals with autism are often delayed or severely impaired. This poster will demonstrate how we taught a young child to increase appropriate responses to questions as well as reciprocal statements, through the use of Precision Teaching. We will provide data on the acquisition of reciprocal statements in timed practice and the generalized affect on his echoic behavior during free time. |
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| 42. Publicly Funded Home-Based ABA Program for Preschool Children with Autism: Outcomes of Two of Three Years of Intervention |
| Area: AUT; Domain: Applied Research |
| DANIELA FAZZIO (St. Amant Research Centre), Angela Cornick (St. Amant Research Centre) |
| Abstract: The St. Amant ABA Program is a home-based preschool program funded by the Provincial Government of Manitoba. Thirty three children have completed their second of three years in the program. Their progress was measured by criterion and standardized measures administered at intake and at six months (ABLLS) and one year of participation in the program. |
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| #396 International Poster Session - DDA |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 43. Use of Video Self-Modeling and Feedback to Teach Cooking Skills to Individuals with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| PAULA K. DAVIS (Southern Illinois University), Michelle McGraw-Hunter (Rehabilitation Institute), Gerald D. Faw (Center for Comprehensive Services, Inc.) |
| Abstract: Four individuals with traumatic brain injuries were trained via videotape to prepare a simple stovetop food. A multiple probe design across participants was used to evaluate the effectiveness of the treatment. After the initial baseline phase, an individualized videotape was created for each participant in which the participant demonstrated preparation of the food item. The videotape was edited to remove assistance provided during the making of the tape. Baseline observations were conducted following the creation of the tape to evaluate the effects of making the tape on performance. Subsequently, treatment was provided in which the participant watched the individualized tape, performed the cooking task, and received feedback. Maintenance probes were conducted two and four weeks after meeting acquisition criterion. Additionally, generalization probes with a novel food item were conducted prior to and after training. Results reveal that the creation of the video did not affect performance, that video self-modeling and feedback were effective in teaching stove top cooking to three of the four participants, that those three participants maintained their skills at follow-up, and that the three also generalized their skills to a novel food item. |
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| 44. The Effects of Response Blocking on the Results of a Functional Analysis of Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute) |
| Abstract: Two common methods utilized to protect individuals from the harmful consequences of self-injurious behavior (SIB) are the implementation of response blocking and the use of protective equipment. Borrero et al. (2002) demonstrated that the use of protective equipment masked the function of SIB during a functional analysis. Similarly, response blocking may affect assessment results. In the current study, results of a functional analysis of SIB in the presence and absence of response blocking with a 17-year old female diagnosed with Moderate Mental Retardation were compared. With response blocking in place, similar levels of SIB were observed across functional analysis conditions. In the absence of response blocking, higher levels of SIB were observed in the social attention condition compared to the other conditions. A comparison between the analyses suggested that response blocking might have hindered identification of a clear function for SIB. Subsequent evaluation of the role of attention on the maintenance of SIB disconfirmed it as a possible function. Reliability data were collected in over one third of both functional analyses sessions and averaged 80% or above. Results from this study demonstrate that variables, specifically response blocking, during a functional analysis may influence the outcome. |
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| 45. The Use of Functional Communication to Decrease Problem Behavior Maintained by Access to Attention During Transitions |
| Area: DDA; Domain: Applied Research |
| MICHELLE A. FRANK-CRAWFORD CRAWFORD (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Camille Mongeon (Kennedy Krieger Institute), Keith MacWhorter (Kennedy Krieger Institute) |
| Abstract: For some individuals, transitioning between activities may occasion problem behavior, particularly when going from a high to a low preference activity (e.g., going from playing with toys to completing academics). Assessing the variables maintaining problem behavior associated with transitions has involved examining whether the behavior is maintained by termination of the pre-transition activity or initiation of the post-transition activity (McCord, Thomson, & Iwata, 2001). No research was found examining the variables within the transition itself. The present study examined the effects functional communication training (FCT: attention) and extinction during transitions to reduce self-injury, aggression, and disruptive behavior in a 12-year-old female diagnosed with mental retardation. Following inconclusive assessment of the type of transitions associated with problem behavior, a combination multi-element and reversal design was used to test hypotheses regarding the effects of attention during and following transitions, and inter-observer agreement was maintained at 80% or greater. High rates of problem behavior were observed when the participant was prompted to transition without access to attention, while zero rates were observed when transitioned with attention. These effects were maintained with an FCT treatment and other manipulations. These results support the use of hypothesis testing to identify idiosyncratic variables maintaining problem behavior. |
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| 46. Does the Matching Law Describe the Relationship Between Parental Attention and Child Appropriate Versus Inappropriate Behavior? |
| Area: DDA; Domain: Applied Research |
| KERRI L. WALTERS (University of Manitoba), Danielle Lise LaFrance (Florida Institute of Technology), Toby L. Martin (University of Manitoba & St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre) |
| Abstract: Choice opportunities are a significant part of human daily life. Choice can be studied experimentally by presenting the subject with two or more schedules of reinforcement operating simultaneously and independently (Borrero & Vollmer, 2002). This arrangement often yields a reliable behavioral relation (e.g., Hernstein, 1961; see Catania, 1966) known as the matching law. Using video analysis software we observed parental attention and child behavior for two parent-child dyads during two 10 minute conditions. In the Distraction condition we observed appropriate (e.g., solitary play, social interaction, etc.) and inappropriate (e.g., yelling, aggression, etc.) behaviors. In the Instruction condition we observed compliance and noncompliance to parental demands. In both conditions we coded parental attention following each child behavior. Interobserver agreement was calculated for 20% of the videos and averaged 95% (range 79-100%). The ratio of the rates of appropriate versus inappropriate behavior matched closely the ratio of the rates of positive consequences for those behaviors in both conditions, providing evidence that the matching law accurately describes child behavior in the presence of parental attention in at least two common situations of parent-child interaction. This study addressed the deficit of applied demonstrations of the matching law with clinically significant behavioral problems. |
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| 47. Potential Reinforcement Contingencies in a Classroom Setting: A Descriptive Analysis |
| Area: DDA; Domain: Applied Research |
| ANDREW R. WEIHER (Spectrum Center, Inc.), Carrie S. W. Borrero (University of Florida & Spectrum Center, Inc.), John C. Borrero (University of the Pacific) |
| Abstract: We conducted descriptive analyses of severe problem behavior exhibited by 2 individuals with developmental disabilities during interactions with their teachers in a classroom setting, in order to identify potential reinforcement contingencies. We evaluated the probability of potential reinforcers (e.g., access to tangible items, adult attention, and escape from instructional demands) following problem behavior, as well as the unconditional probability of those events, using the methods described by Vollmer, Borrero, Wright, Van Camp and Lalli (2001). Results suggest that the method was useful in identifying potential contingencies, and extends prior research by demonstrating the utility of the analyses in the context of an undisturbed classroom environment. |
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| 48. Comparing Staff Rated Precursor Behaviors of SIB to Actual Precursor Behaviors of SIB |
| Area: DDA; Domain: Applied Research |
| ALICE I. SYMMES (Evergreen Center), Thomas L. Zane (Evergreen Center) |
| Abstract: The purpose of this poster is to compare staff ratings for precursor behaviors of SIB to recordings of actual precursor behaviors of SIB. An 18 year-old male student diagnosed with PDD-NOS was the subject. Staff familiar with the student were asked to generate a list of precursor behaviors and then asked to rate these behaviors in order of the frequency of occurrence. The student was videotaped during both high demand and low demand activities. These videotapes were then scored for precursors exhibited prior to SIB. The staff ratings and the scores obtained were graphed and compared. Results indicated that staff ratings of frequency of occurrence of precursor behaviors of SIB did not match the scores obtained during videotapes. Implications of staff perception of behavioral precursors and functions are discussed. |
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| 49. Functional Analysis and Treatment of Problem Behavior Maintained by Access to Wandering |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (University of Iowa), Joel Eric Ringdahl (University of Iowa) |
| Abstract: A functional analysis was conducted to identify the role environmental variables had on the maintenance of problem behavior. Results from the functional analysis were undifferentiated. During the functional analysis, it was observed that the participant spent a high percentage of session time attempting to escape the testing room. In addition, engagement in problem behavior was observed when elopement attempts were blocked. A subsequent functional analysis was conducted to evaluate the effect elopement from the testing room and access to wandering had on the maintenance of problem behavior. During this second analysis, the test condition (i.e., contingent access to elopement/wandering) was alternated with a free play condition in which elopement was not restricted. Results from this analysis indicated that the average percentage of intervals during which problem behavior occurred was elevated in the test condition; no problem behavior was observed during the free play condition. NCR, DRA, and FCT were implemented as treatment strategies. Each treatment resulted in lower occurrences of problem behavior. Interobserver agreement was collected for at least 20% of the sessions conducted and the mean agreement was not less than 80 percent across sessions. |
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| 50. Using Experimental Analysis in Assessing Self-stimulatory Behavior |
| Area: DDA; Domain: Applied Research |
| ARNIE ZENCIUS (Devereux Cleo Wallace), Jeanne M. Brower (Northern Illinois University/Cornerstone Services) |
| Abstract: The participant was a 37 year old female diagnosed with Tourette’s Syndrome. Through casual observation it was noted that she engaged in a frequent neck-pulling behavior both at home and at the workshop. This behavior was reported to have occurred for at least 10 years but only occurred during unstructured times. The behavior resulted in 2 permanent bruises on her neck. Through casual assessment interviews and completion of the FAST & QABF, it was found that the behaviors served the purpose of self-stimulation. To further assess the function of behavior an empirical analysis of the behavior was conducted. Data collected from the experimental analysis supported the hypothesis that the behavior served the function of providing self-stimulation. That is, the self-stimulatory behavior occurred in over 90% of all the one minute intervals observed under the condition of austere environment. The self-stimulatory behavior occurred in less than 10% of all intervals scored when she was given the opportunity to participate in programmed activities. A multi-element design was used to demonstrate experimental control using a condition with programmed activities and verbal reminders. Results show that both programmed activities and verbal reminders greatly decreased the self-stimulatory behavior as compared to baseline. |
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| 51. Service, Learning, and Research at the Behavior Analysis Resource Center |
| Area: DDA; Domain: Applied Research |
| ROXANNE L. WOLF (University of North Texas), Richard G. Smith (University of North Texas), Carla M. Smith (University of North Texas), Katy Atcheson (University of North Texas), Curtis J. Harris (University of North Texas), Heather A. Moore (University of North Texas), Bryan S. Lovelace (University of North Texas Behavior Analysis Graduate Program), Michelle S. Greenspan (University of North Texas) |
| Abstract: The Behavior Analysis Resource Center was initiated in 1994 as a collaborative project between Denton State School and the University of North Texas, Department of Behavior Analysis. The focus of the project is to provide training for Behavior Analysis students while providing a service for the residents and generating research that advances the BA field. Students provide approximately 240 hours a week of service to a total of 159 residents. Responsibilities include development of Behavior Intervention Plans and Psychological Support Plans, assessment and interpretation of behavioral data and training of direct-care staff to implement the programs. |
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| 52. Evaluation of “Rebound” Effect on Rate of Tics in Persons with Tourette’s Syndrome |
| Area: DDA; Domain: Applied Research |
| TARA-LYNN BURBEE (Evergreen Center), Thomas L. Zane (Evergreen Center) |
| Abstract: “Tics” are sudden, rapid, recurrent stereotyped motor movements or vocalizations. There are reports in published literature that after the imposition of externally-based programs to reduce these behaviors, the subject will actually increase the rate of tics. This alleged “Rebound Effect” has rarely been experimentally studied. The purpose of this study was to measure the rate of tics before and after the implementation of reinforcement programs designed to reduce the rate of these behaviors. Two individuals with dual diagnosis (including either Tourette’s syndrome or Transient Tic Disorder) participated in the study. Experimenters defined motor and verbal tics, and measured the rate of these during baseline and two intervention conditions. “Verbal Instructions” involved asking the subjects to control their tics as much as they could on their own. “DRO” provided differential reinforcement contingent upon periods of no tics. For five minutes after the cessation of each intervention, experimenters continued measuring the rate of tics. Results showed some increase in rate compared to baseline levels, thus tentatively confirming the presence of a rebound effect. |
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| 53. Using Matching-to-Sample and Video Modeling to Teach Manual Signs to Adults with Mental Retardation |
| Area: DDA; Domain: Theory |
| A. CELSO GOYOS (Federal University of São Carlos, Brazil), Nassim Chamel Elias (Federal University of São Carlos, Brazil), Muriel D. Saunders (University of Kansas), Richard R. Saunders (University of Kansas) |
| Abstract: Seven adults with mild to severe mental retardation participated in this study to teach manual signs through an automated matching-to-sample procedure. Four were hearing impaired and used signs and three were not hearing impaired and did not use signs. The stimuli were pictures (set A), printed words (set B) and manual signs presented as videos (set C). The independent variable was the training of the relations BA and CA. The dependent variable was the emergent relation CB (equivalence test) and the emission of expressive signs (D) given a picture (A) or a printed word (B). The AD and BD tests were recorded for evaluation of inter-observer agreement by a second observer. Each participant was taught with three sets of three stimuli. A pre-test was applied to find out participants’ unknown signs. Teaching was arranged in a multiple baseline design across sets of stimuli. It was expected that, as a result of observing the manual signs (video modeling) during matching-to-sample training, the participants would be able to emit the manual sign in the expressive sign tests without further training. Five of the seven subjects succeeded in the equivalence test and were able to emit at least 50% of the signs. Two were hearing impaired and had signing experience, and three were not hearing impaired and had no signing experience. Thus, observation of video recorded manual signs in a MTS teaching procedure was sufficient for acquisition of some signs by adults with mental retardation. |
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| 54. Application of a Token Exchange System in the Treatment of Obsessive Touching Behavior |
| Area: DDA; Domain: Applied Research |
| HEATHER DAWN SIMISTER-FIRTH (University of Manitoba), James Edigar (St. Amant Research Centre) |
| Abstract: Traditionally, behavioral self-control programs have involved the reinforcement of self-observing behavior and low rates of the undesired behavior. The present study demonstrates the acquisition of self-control for obsessive touching behavior by a young woman with an intellectual disability using a Token Exchange System (TES) applied within the context of competing reinforcement schedules. During baseline, the rate of inappropriate touching behavior per hour was determined. Treatment involved giving the client a set number of tokens each hour of the day, corresponding to baseline rates of inappropriate touching, which she could either cash-in during that hour for the opportunity to touch or save to cash-in later in the day for highly preferred backup reinforcement. The number of tokens required for the backup reinforcement was gradually increased to the point that all tokens received throughout a day were required to access backup reinforcement. Data indicated a rapid reduction in inappropriate touching behavior as the number of tokens required for the back-up reinforcement increased. The clinical validity of the procedure was corroborated by verbal reports from care providers who commented on the drastic changes in the client’s behavior. The use of competing reinforcement schedules in the training of self-control is discussed. |
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| 55. Evaluation of a Video-Based Error Correction Procedure for Teaching Table Setting to Four Adults with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| HELEN I. CANNELLA-MALONE (The Ohio State University), John Goodson (The University of Texas, Austin), Jeffrey S. Sigafoos (University of Tasmania), Mark O'Reilly (University of Texas, Austin) |
| Abstract: We evaluated a video-based error correction procedure for teaching four adults with developmental disabilities to set a table. Video clips were initially used as an antecedent prompt. Specifically, after watching a video clip showing one step of the task, participants were given the opportunity to complete that step of the task. However, only one of the adults learned to set the table with this procedure. Consequently, the remaining three adults received intervention in which the video clips were also used as part of an error correction procedure. Specifically, if the participant did not complete the step correctly after an initial viewing of the video clip then they were prompted to watch the relevant video clip a second time. This error correction procedure was introduced in a multiple-baseline across subjects design. All three adults reached 100% correct on the task analysis when the error correction procedure was implemented. This error correction procedure may be useful for individuals who fail to acquire with video prompting alone. |
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| 56. Treatment of Out of Seat Behavior with a Changing Criteria Experimental Design |
| Area: DDA; Domain: Applied Research |
| ALLISON STUBITS (The May Institute), Diana B. Baker (Northeastern University), Meredith L. Cochran (The May Institute) |
| Abstract: In the following study criterion design was utilized to increase in-seat time, and decrease out of seat behavior for John, a five-year-old student diagnosed with Pervasive Developmental Disorder. Out of seat behavior interferes with skill acquisition and is disruptive to the overall educational environment in a classroom. Through observation it was hypothesized that this behavior was maintained by the functions of both escape from demand and access to tangibles. This intervention offered a systematic approach to gradually increase the amount of time that John was required to remain in his seat and reinforcing this behavior by granting breaks from the table following successful in-seat intervals. Out of seat behavior decreased from an average of 55.8 occurrences per 6-hour school day to an average of 20.3 occurrences. IOA data were collected at 10.3% of sessions and averaged 95% agreement. |
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| 57. Are Passive Engagement Responses Effective in Identifying Preferences and Reinforcers for Children with Intellectual Disabilities and Minimal Movement? |
| Area: DDA; Domain: Applied Research |
| MAY S. LEE (University of Manitoba), Sara M. Spevack (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Garry L. Martin (University of Manitoba) |
| Abstract: Some studies have reported difficulty in identifying preferred stimuli for persons with profound intellectual disabilities and minimal movement, and the identified preferred stimuli did not always function as reinforcers in subsequent reinforcer assessments. The topography and effort required by the approach response may have been responsible for this difficulty. We examined the use of passive engagement as approach responses during preferences assessments and then evaluated the reinforcing effects of the preferred stimuli. Two children with severe to profound intellectual disabilities and minimal physical movement participated. Twelve stimuli were presented to each child using a single stimulus preference assessment procedure. The reinforcing values of the most and least preferred stimuli were then evaluated for a switch-pressing (active) and an eye gazing (passive) response. We found that the more preferred stimulus maintained higher rates of responding than the less preferred stimulus with each child for eye gazing, but not for switch pressing. The results extended the use of passive engagement to assess preferences and identified the choice of target response as a potential limiting factor during reinforcer tests for these children. |
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| 58. Mathematical Principles of Reinforcement and Human Schedule Performance: Preliminary Analyses with Children with Developmental Delays |
| Area: DDA; Domain: Basic Research |
| GREGORY A. LIEVING (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute) |
| Abstract: Mathematical Principles of Reinforcement (MPR) is a quantitative theory of operant behavior that characterizes performance on schedules of reinforcement. According to the model, schedule performance is a function of the interplay among three classes of variables: reinforcer value/motivational, temporal/physical restrictions on response rates, and the degree and nature of the association between responses and reinforcers. In the current study, children with developmental delays (e.g. autism spectrum disorders, mental retardation, etc.) emitted responses on a touch-screen computer that were reinforced on progressive-ratio (PR) schedules and MPR was used to model performance. Responses per second were plotted as a function of ratio value, and MPR models were fit to the data with the three free parameters a (specific activation), d (temporal constraint on response rate), and ? (delay-of-reinforcement gradient). Although variance was somewhat high due to extraneous factors, MPR was used successfully to generate consistent models of performance. The potential value of using MPR to model schedule performance within clinical populations is discussed, particularly with reference to isolating mechanisms and/or behavioral side effects of pharmacotherapy. |
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| 59. The Assessment and Evaluation of Response Reduction Procedures With and Without Protective Equipment |
| Area: DDA; Domain: Applied Research |
| KATRINA MARIE ZELENKA (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Marie Andachter (Kennedy Krieger Institute), Brian Crawford (Kennedy Krieger Institute) |
| Abstract: Recent research on the effects of protective equipment (PE) during the functional analysis of self-injurious behavior (SIB) suggests that the application of PE suppresses the occurrence of SIB, thus limiting interpretation of the data (Borrero et al., 2002; Le & Smith, 2002). Hence, the presence of PE may differentially affect assessment results. In the current case example, an 8-year-old girl diagnosed with autism engaged in high rates of SIB during a functional analysis (Iwata et al., 1982/1994) and somewhat lower rates during a treatment evaluation including functional communication and extinction, both with PE. The purpose of the current study was to evaluate whether the presence of PE would differentially affect the identification and evaluation of a response reduction procedure. Initially a stimulus avoidance assessment (Fisher et al., 1994) was completed both with and without PE. Next, the effectiveness of the identified procedure (i.e., facial screen) at reducing SIB was evaluated both with and without PE. The facial screen procedure was demonstrated to be an effective response reduction procedure both with and without PE. Reliability data were collected for at least one third of all assessment and treatment sessions and averaged above 80%. |
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| 60. Training Staff to Conduct Preference Assessments and Provide Choice Making Opportunities for Children with Autism in Pre-school Settings |
| Area: DDA; Domain: Applied Research |
| CLAIRE LACEY (Western Care Association), Kenneth Kerr (Western Care Association) |
| Abstract: Recent research has documented the benefits of systematically identifying individual preferences and providing of meaningful choice making opportunities for individuals with developmental disabilities. While a number of assessment formats have been developed, few studies have focused on training support personnel to conduct preference assessments. In addition, the utility and practicality of different assessment formats required further examination. This study focused on training staff who support children with autism in pre-school settings to conduct preference assessments. As part of this study staff were also taught to use the results of assessments to provide choice-making opportunities to children as part of their daily routine. Training resulted correct implementation of preference assessments and an increase in provision of choice making opportunities for children with autism. The social validity of preference assessment formats are presented and discussed. |
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| 61. Training Parents to Conduct Preference Assessments in Home Settings and Parent Evaluation of Preference Assessment Formats |
| Area: DDA; Domain: Applied Research |
| CLAIRE LACEY (Western Care Association), Kenneth Kerr (Western Care Association), Grace O'Malley (Western Care Association) |
| Abstract: Over the last number of years a substantial body of research has emerged on assessment of preferences and provision choices for individuals with disabilities. More recently researchers have begun to compare the effectiveness of preference assessment formats and training for support personnel to conduct assessments. The current study focused on teaching parents of children with autism to conduct preferences assessments. Parents were taught to conduct both paired stimulus and multiple stimulus without replacement preference assessments with their child in home settings. Training resulted in correct implementation and interpretation of preference assessments. Follow-up data are presented and parent evaluation of preference assessment formats is discussed. |
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| 62. Teaching an Individual with Autism to Attend to “Yes” and “No” Responses as Discriminative Stimuli |
| Area: DDA; Domain: Applied Research |
| DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Fisher, Kuhn, and Thompson (1998) demonstrated that functional communication can be brought under stimulus control in a multiple schedule arrangement. Responses of “yes” and “no” are commonly used schedule specifying stimuli used by caregivers to indicate when responses will be reinforced and when they will not. Individuals with developmental disabilities often have difficulty responding according to caregiver responses of “yes” and “no”. This may be a function of the child having obtained reinforcement in the presence of both SDs and S?s. In the current examination, a child diagnosed with Autistic Disorder was taught to emit an observing response (i.e., pointing) and subsequently respond according to staff specifying schedules of reinforcement (i.e., saying “yes” or “no”)During initial training, observing behaviors were followed by a dense ratio of “yes” (FR1) to “no” (EXT) responses. Subsequently, this ratio was adjusted, and the participant was taught to respond appropriately in the presence of independent concurrent schedules for stimuli of varying preferences. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 63. Interaction Effects between DRO and Protective Equipment on Self-injury Maintained by Automatic Reinforcement |
| Area: DDA; Domain: Applied Research |
| AMANDA ZANGRILLO (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University), Kelly McKnight (Marcus Autism Center) |
| Abstract: Differential reinforcement of other behavior (DRO) arranges for the delivery of reinforcement contingent on omitting problem behavior for a criterion amount of time. Past research has evaluated the extent to which DRO may be effective for reducing behavior that is maintained by positive reinforcement (e.g., Lindberg, Iwata, Kahng, & DeLeon, 1999) and automatic reinforcement (e.g., Cowdery, Iwata, & Pace, 1990). In the current study, results of a functional analysis suggested that self-injurious behavior (SIB) was maintained by automatic reinforcement. Subsequent analyses demonstrated that SIB was less likely to occur when the participant was seated in a moving wheel chair. Finally, we evaluated to extent to which access to the moving chair, in the context of various levels of DRO and variable DRO (VDRO), suppressed levels of SIB when protective equipment was either present or absent. Results suggested that the greatest reductions in SIB were attained when VDRO was combined with protective equipment. |
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| #397 International Poster Session - EAB |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 64. An Analysis of the Relationship between Auditory Stimulus Magnitude and Preference for Choice |
| Area: EAB; Domain: Basic Research |
| JOSEPH K. GOLSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: A relationship between the magnitude of visual conditioned reinforcing stimuli and rate of responding has been shown in studies investigating an organism's preference for free choice over forced choice. Cerutti and Catania have shown that free choice might not be due to a preference for larger key areas. Research on choice in children suggests that stimulus control is weak or unpredictable when multiple dimensions of a stimulus are varied simultaneously. An analysis of the relationship between stimulus magnitude and organism preference using an auditory medium has yet to be done. This study will vary tone length, volume, and frequency in order to ascertain if auditory stimulus magnitude can account for preference for free or forced choice situations. |
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| 65. Increasing Consumption of a Low-Valued Food via a Positive Induction Procedure |
| Area: EAB; Domain: Basic Research |
| JASON W. DOUGLAS (University of North Dakota), Laurie P. Parks (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Previous research on positive induction has demonstrated that upcoming food-pellet reinforcement will increase rats rates of operant responding for unsweetened-lemon-juice reinforcers. That research did not, however, demonstrate that the increase coincided with a change in the value of the lemon juice. In the present study, rats responded in operant sessions in which lemon-juice reinforcement was or was not followed by food-pellet reinforcement. Subsequent to each condition, the rats were given free access to unsweetened lemon juice. Results from these sessions indicate that the rats consumed more lemon juice following the condition that produced induction than following the condition that did not. The results therefore support the idea that induction changes the value of the reinforcer. |
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| 66. Does the Provision of Signs Aid Learning in Cattle? |
| Area: EAB; Domain: Basic Research |
| AMY TANNAHILL (University of Waikato, New Zealand), Tania Louise Blackmore (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Jenny Jago (Dexcel New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand) |
| Abstract: The learning abilities of four Friesian cows were investigated in Experiment 1 by training the cows to discriminate between a yellow (S+) sign and a grey (S-) sign presented concurrently on two gates. All cows learnt the yellow versus grey discrimination (based on an 80% correct over three consecutive sessions). Following this, the cows completed probe trials where the yellow and grey boards were each presented versus no sign. During the yellow probes, all cows continued to choose yellow, but on the grey probes all cows chose the gate with no sign present. Experiment 2, using two Friesian and two Jersey cows in a between-subjects experimental design, examined whether the provision of a yellow sign aids reversal learning in a simple T-maze problem. The results of the two experiments will be presented and discussed in light of implications for automatic milking systems. |
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| 67. Antecedent Manipulation of Escape Maintained Behaviors within Academic Tasks |
| Area: EAB; Domain: Basic Research |
| JENNIFER S. KAZMERSKI (Mississippi State University), Richard Anthony Doggett (Munroe-Meyer Institute), Kristin N. Johnson-Gros (Munroe-Meyer Institute) |
| Abstract: By manipulating antecedent variables related to academic engagement, it is possible to set the occasion for appropriate rather than inappropriate behavior. It may be possible to avoid the use of extinction or punishment, by intervening at the antecedent level and therefore avoiding intrusive interventions with potential negative side effects. The purpose of the study is to examine the relationship between academic engagement and high and low academic tasks. In addition, the purpose of the study was to examine the effects of a mathematic intervention on academic performance. The participant of the study was an 8 year old African-American male who was referred by his teacher. The study took place in a rural southeastern college town. A series of antecedent manipulations an a intervention was conducted to evaluate the effects on digits correct per minute and academic engagement. Empirical data will be presented for each phase of the study. Reliability and integrity measures were taken and demonstrated to be .85 or greater. A discussion, potential limitations, and future research will be provided. |
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| 68. Omission Gradients in a Spatial-Memory Task |
| Area: EAB; Domain: Basic Research |
| FELIPE CABRERA (Universidad de Guadalajara, Mexico), Francois Tonneau (Universidad de Guadalajara, Mexico) |
| Abstract: Four hamsters were exposed to the open-field analog of a radial-arm maze with eight arms. Eight stations were placed in circle on a platform. Seven of the stations bore food, whereas one was always empty. On each trial, a hamster was placed at the center of the platform, and was allowed to make eight choices in succession. A choice consisted of climbing on one of the stations (and retrieving food from it if the station was baited). After each choice, the hamster was moved back to the starting position. Over trials, we recorded the number of correct choices, omissions, and errors. The data for omissions revealed orderly generalization gradients with a peak at the fixed, empty location, and depressions in angular positions close to this location. |
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| 69. An Experimental Analysis of Harris's Cultural Materialism: The Effects of Various Modes of Production on Metacontingencies |
| Area: EAB; Domain: Basic Research |
| TODD A. WARD (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University) |
| Abstract: The 1980’s witnessed a union between behavior analysis and a paradigm in cultural anthropology, known as cultural materialism, which led to the conception of the metacontingency and the field of behavioral anthropology. This union provides the conceptual framework necessary to analyze the larger social and ecological contexts in which our behavior is nested. Such a framework is based on the relationship between the natural environment and the methods used to obtain resources needed for survival, known as the mode of production. This appears to be essential in determining the patterns of social organization of a culture. Since this union, scientists have utilized this integrated paradigm to analyze social phenomena; however, they have overlooked one valuable resource – the laboratory. An experimental analysis of these phenomena could shed light on the most fundamental processes in social behavior, and their effects on individual behavior. We propose that the mode of production may consist of a number of factors expressed mathematically and we examine their effects on the emergence of metacontingencies. A research program for the experimental analysis of behavioral anthropology is outlined, and novel applications of these principles are discussed. |
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| 70. Response Acquisition with Delayed Reinforcement in Spontaneously Hypertensive Rats (SHR) |
| Area: EAB; Domain: Basic Research |
| MIRARI ELCORO (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Spontaneously hypertensive rats (SHR) have been used as an animal model for Attention-Deficit/Hyperactivity Disorder (ADHD) due to shared behaviors, e.g., inattentiveness, impulsivity. Individuals diagnosed with ADHD, compared to control subjects, may have greater difficulty learning when behavioral consequences are delayed. It is therefore hypothesized that the SHR strain would not readily acquire a novel response with delayed reinforcement. SHR (n = 8) were exposed to a tandem fixed-ratio 1, fixed-time 20-s schedule of food reinforcement for pressing one (operative) lever in a two-lever chamber. Responses on the alternative lever were recorded but had no other scheduled consequences (extinction). During the single eight-hour session, seven rats acquired lever pressing on the operative lever. Overall response rates for SHR were greater than those of Lewis and Fischer 344 rats previously examined in the same procedure. The present results suggest that SHR are capable of learning a novel response with reinforcement delay and that the rate of learning is not lower than other rat strains. The results obtained in this study do not support previous findings with delay sensitivity in the SHR strain, and thus, suggest possible limitations for the use of this strain as animal model for ADHD. |
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| 71. Formation of Foreign Language Equivalence Classes Using a Respondent-Type Training Procedure |
| Area: EAB; Domain: Applied Research |
| DEBORAH ROY (Queens College, City University of New York) |
| Abstract: 10 participants were exposed to a one-to-many respondent-type training procedure and match-to-sample testing procedures to see if six, five member foreign language equivalence classes emerged. A stimuli were pictures of objects, B stimuli were typed Spanish words, C stimuli were spoken Spanish words, S stimuli were typed German words and E stimuli were spoken German words. Participants were tested for a transfer of function by oral naming of the six pictures in the experiment in German and Spanish. Having been taught 24 relations, 60 new relations emerged that that had not been explicitly trained. This demonstrated that one-to-many respondent type training is an effective training protocol for teaching foreign language words. |
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| 72. Shaping Procedures and the Training Context in Alcohol Consumption in Rats |
| Area: EAB; Domain: Basic Research |
| RODNEY L. KLEIN (Concord University), Adam Boland (Concord University), Shawn Carter (University of Northern Illinois) |
| Abstract: The current pair of studies addressed two issues, (1) the development of a training procedure for rats to voluntarily consume alcohol and (2) the role of the training/testing context in alcohol consumption rates. In Study 1, the rats were given the opportunity to drink from any one of three water bottles. Each bottle contained either 10% sucrose, 10% sugar, or 10% Splenda solution. It was found that the rats preferred the sugar solution over both the sucrose and the Splenda solutions. In Study 2, the sugar solution was used as the vehicle for the alcohol consumption shaping procedure. All rats were given daily access to a sugar + alcohol solution while in a black-anise context. The shaping procedure was similar to that used by Samson (1986). Following the shaping procedure, Group Black and Group Control were then given an alcohol consumption test in the black-anise context while Group White was given the test in a white-vanilla context. The results suggest that the shaping procedure was successful, the procedure was necessary, and the test context had a significant effect on alcohol consumption rates. |
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| 73. Toddlers’ Differential Responding to Paintings by Picasso and Monet |
| Area: EAB; Domain: Basic Research |
| JENNIFER SIMON (University of Kansas), Rachel H. Thompson (University of Kansas), Joseph E. Spradlin (University of Kansas) |
| Abstract: The purpose of this study was to demonstrate the acquisition of two complex perceptual stimulus classes among typically developing toddlers. Thus far, three children (26-27 mos) have participated. Each session involved 8 trials consisting of the simultaneous presentation of 2 stimuli (i.e., a picture of a painting by Monet and Picasso) and the auditory stimulus “Point.” One participant was trained to select Monet stimuli (S+) and not Picasso stimuli (S-), whereas, the other two participants selected Picasso stimuli (S+) and not Monet stimuli (S-). Training procedures involved reinforcement of correct responses and repetition of trials with incorrect responding. Two stimulus classes containing at least 4 members each were established for each participant. Following discrimination training, the contingencies associated with each class of stimuli were reversed (i.e., S+ stimuli were designated as S- stimuli), and responding reallocated to the stimuli associated with reinforcement, providing further evidence of the formation of two stimulus classes. Furthermore, the effects of training generalized to novel paintings by each artist. Results replicate work conducted with nonhumans (Watanabe, Sakamoto, & Wakita, 1995) and demonstrate the acquisition of complex stimulus control among individuals with limited language. Interobserver agreement (IOA) was collected on at least 31% of all sessions. IOA was 100%.Keywords: toddlers, stimulus class, discrimination, generalization. |
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| 74. Effects of Ephedrine on Behavior Maintained by a Differential Reinforcement of High and Low Rate Schedules of Reinforcement |
| Area: EAB; Domain: Basic Research |
| CHRISTOPHER KREBS (Idaho State University), Jennifer S. Phelps (Idaho State University) |
| Abstract: Ephedrine is a controversial over-the-counter “herbal” stimulant that has discriminative properties similar to amphetamines. The effects of ephedrine on behavior maintained by a differential reinforcement of high (DRH) and low (DRL) rate schedules of reinforcement were examined. Five rats (four females and one male) were maintained at 240g and 380 g, respectively. Lever pressing was shaped and eventually maintained under a DRL and DRH 8:4 schedule of reinforcement. After baseline data were established, i.p. injections of ephedrine (1-30 mg/kg) were administered in ascending order. Reinforcement rate and response rate decreased with increasing dose of ephedrine. The dose-response curves were similar to what has been reported with d-amphetamine and fixed ratio schedules. |
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| 75. Assessment of Behavioral Configurations in Natural Settings |
| Area: EAB; Domain: Basic Research |
| SILVIA MORALES CHAIN (Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México), Ligia Colmenares (Universidad Nacional Autónoma de México) |
| Abstract: The aim of this paper was to assess the persistence of academic behavior throughout two quantitative models: matching law and momentum theory. We worked with ten six years old children who participated in a longitudinal study from Coyoacán. We used the Behavioral Observational System of Social Interactions (SOC-IS). The children were observed in six days in the classroom each year during five consecutive years. We used the matching law and the behavioral momentum theory to explain the academic behavior and its persistence to change thru the time involved in academic activity and the time expended in others behaviors both in function of time dedicated to the social interaction like consequences during behavioral transitions. The results show relative rate of response in function of relative rate of reinforcement and the ratio of change obtained thru the rate of response in transition against previous behavior. We discussed the applicability of the matching law and behavioral momentum theory inside experimental analysis of human behavior particularly in natural settings. |
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| 76. The Role of Instructions and Self-Generated Rules on College Students’ Performance on a Probability Matching Task |
| Area: EAB; Domain: Basic Research |
| ANDREW D. HUCKS (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The present study examines probability matching, a type of non-optimal performance that occurs in certain choice situations. The extent to which probability matching is the result of self-generated rules consistent with more molar variables (like history of reinforcement on such tasks) rather than more molecular variables (like those specific to a current task) is explored. Undergraduate students are presented with four 160-trial sessions of a repeated binary choice procedure where one alternative is reinforced on 75% of the trials and the other is reinforced on the remaining 25% of the trials. Each session is identical except for specific instructions given at the beginning: (1) no instructions (2) “The red circle will be correct 75% of the time and the blue circle will be correct the remaining 25% of the time, (3) “Obtaining 75% of the available points is considered a perfect score,” and (4) “Points will be available on only 75% of the trials.” The extent to which the fourth condition leads to self-generated rules that allow individuals to achieve optimal performance is discussed in the context of molar and molecular variables that affect choice and the role of verbal behavior. |
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| 77. Behavioral Economics of Sexual Decision Making: Probability Discounting of Erotic Stimuli |
| Area: EAB; Domain: Basic Research |
| STEVEN R. LAWYER (Idaho State University), Scott Chastain (Idaho State University), Sherman Normandin (Idaho State University) |
| Abstract: The authors attempt to characterize sexual decision making as choice behavior influenced by the probability of gaining access to sexual stimuli. Adult undergraduate participants (n = 71; 46.5% female) completed two computerized probability discounting tasks that posed a series of choices between relatively small amounts of hypothetical money (e.g., $1) versus a larger amount of money ($10) or relatively small amounts of hypothetical erotica (e.g., 1 min) versus a larger amount of erotica (10 minutes) across five different levels of uncertainty (100%, 90%, 75%, 50%, and 25%). Indifference points representing the current subjective value of probabilistic outcomes were used to estimate discounting parameters. The hyperbolic discounting function [V = 1/(A+hO)] adequately described choice patterns for most (n = 42) participants and choice patterns for money and erotica were similar. However, a significant number of participants (n = 12) evidenced an orderly choice pattern that was directly opposite the orthodox discounting function (i.e., a “reverse discounting” pattern). This pattern was noted in regard to the erotica task but not the money task. These data suggest that the probability discounting paradigm can be used to characterize sexual decision making in some individuals. |
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| 78. The Effects of Brief Delays and Non-Differential Visual Feedback Stimuli on the Performance of Verbal Conditioning |
| Area: EAB; Domain: Basic Research |
| KANAME MOCHIZUKI (Teikyo University, Japan), Hitoshi Ohnishi (National Institute of Multimedia Education, Japan) |
| Abstract: We examined the effects of brief delays on the performance of verbal conditioning and found that 300m-sec delay of reinforcement disturbed the conditioning. We also examined the effect of "meaningless" words such like "Uh" on the conditioning. During the conditioning phase, participants' echoic verbal responses were reinforced by a verbal praise of computer "Uh... Correct!", when they were recognized properly by a speech recognition system on a computer. When they were not recognized properly, the computer replied "Uh... Wrong!". In this procedure, the echoic performances were significantly increased compared to the baseline. In this experiment, we replaced these "meaningless" words with visual feedback stimuli, and found that the visual stimuli could not "mediate" the delay of consequent event in verbal conditioning even though there were large individual differences. Keywords: verbal conditioning, delay of reinforcement, speech recognition system, human. |
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| 79. Some Effects of Task Availability During the Delay to Reinforcement on Choice in a Self-control Paradigm Availability During the Delay to Reinforcement on Choice in a Self-control Paradigm |
| Area: EAB; Domain: Basic Research |
| LEONARDO F. ANDRADE (University of Florida), Rodrigo Gomide Baquero (Universidade de Brasília), Elenice Seixas Hanna (Universidade de Brasília) |
| Abstract: Self-control (SC) can be defined as the choice of a larger more delayed reinforcer instead of the smaller more immediate reinforcer (IMP). Studies that investigated the variables that affect this special kind of choice have reported that what the child does during the delay between the response and the reinforcer influence the response distribution of SC and IMP. However, these studies do not present results that allow the identification of the aspects of the contingency present during the delay that facilitate or reduce SC. The present study sought to investigate the effects of task characteristics available during the delay to reinforcement on choice in a self-control paradigm. Thirteen children from Brasilia (Brazil) participated on this study. The basic contingency was composed of concurrent schedules VI10s VI10s programmed on a computer. The task consisted of a game available on the monitor screen during the delay to the self-control choice. Manipulations of the consequences and the reinforcer configurations were made to verify if the effect of the task available during the delay depended on the characteristics of the task. The results show that systematic increases of the choice responses on the self-control alternative were obtained only when the task produced additional conditioned reinforcers. |
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| 80. Using the Spontaneously Hypertensive Rat (SHR) as an Animal Model to Examine Delay-of-Reinforcement Gradients in Attention Deficit/Hyperactivity Disorder (AD/HD) |
| Area: EAB; Domain: Basic Research |
| JANIE E. WEBB (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: Recent research suggests that Attention Deficit Hyperactivity Disorder (ADHD) may be the result of an altered reinforcement mechanism characterized by shorter and steeper delay-of reinforcement gradients. The current study investigates this possibility in the spontaneously hypertensive rat (SHR), an animal model of ADHD. SHR and Wistar Kyoto rats (WKY) were trained to emit sequences of responses on two levers, A and B, such that a fixed number of presses on lever-A must be accompanied by a fixed number of presses on lever-B in order to produce a reinforcer. As the overall number of responses separating lever-A responses from the reinforcer were systematically altered, rates of responding on lever-A decreased but at different rates for SHRs and WKYs. Data are discussed in terms of the extent to which the shapes of the delay-of-reinforcement gradients differ for SHR and WKY. These data provide additional evidence for SHR as animal model of ADHD and for the for the altered reinforcement mechanism view of the disorder. |
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| 81. Satisficing Game Theory: Preliminary Behavioral Studies |
| Area: EAB; Domain: Theory |
| HAROLD L. MILLER JR. (Brigham Young University), Wynn Stirling (Brigham Young University) |
| Abstract: Economic theories of rational-agent utility maximization have fallen on hard times, due largely to the charge from the coalition of behavior analysts and decision theorists that is behavioral economics. A new theory of choice under uncertainty—satisficing game theory—has been proposed by Stirling (2004) to account for collective choice, that is, choices made by individual agents in small groups, including the dyads that figure in social games such as the Prisoner’s Dilemma and Ultimatum. The theory makes three claims. First, each option available to an individual agent is evaluated along two dimensions: selectabilty and rejectability. Second, an individual agent’s preferences are also influenced by the manifest preferences of other agents. Third, using probability theory, it is possible to derive both a group preference function and individual preference functions. Tests of specific predictions of the theory using behavior analytic procedures will be reported. |
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| 82. Behavioral Variability and Stereotypy in Children: The Effects of Sequence Training |
| Area: EAB; Domain: Basic Research |
| HECTOR MARTINEZ SANCHEZ (Universidad de Guadalajara, Mexico), Juan Moises De la Serna Tuya (University of Seville, Spain), Sofia Guri Hernandez Torres (Universidad de Guadalajara, Mexico) |
| Abstract: Eighteen children were exposed to a particular sequence of variability- and stereotypy- based contingencies with matching-to-sample tasks. The participants could select a comparison stimulus that was identical to, partially identical to, or different from the sample stimulus. Stereotyped choices were reinforced in one phase and variable choices were reinforced in another phase. The order of the phases was varied across six sequences. Stereotyped responses could be made by pressing the same key, or by selecting the same sample-comparison relation (identity, partial identity, or difference) along 36 trials. Variable responses could be made by pressing a different key, by selecting a different sample-comparison relation, or both. Participants were assigned to one of six groups to counterbalance exposure to the conditions. Reinforcing variability or stereotypy in the first phase had differential effects on the acquisition of stereotyped or variable behavior in the second phase. These results confirm that the sequence of training plays a role in the acquisition of behavioral variability and stereotypy on matching-to-sample tasks. Keywords: variability, stereotypy, matching to sample, sequences of training, key pressing, children |
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| 83. Behavioral Sensitivity on Yoked VI and VR Schedules |
| Area: EAB; Domain: Basic Research |
| EDHEN LAURA LIMA (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Comparisons of performance on variable interval (VI) and variable ratio (VR) schedules are used to assess sensitivity to contingencies of reinforcement. We compared behavior maintained by VI and VR schedules by yoking the schedules on a within-subject basis across successive conditions. Four rats were trained on a VR schedule and then a succession of VI and VR schedules, with each schedule yoked to the one in the previous condition. Another 4 rats were trained in a parallel fashion; however the difference was that their training began with a VI schedule. In most cases VR and yoked-VR schedules maintained higher response rates and reinforcement rates than VI and yoked-VI schedules. However, exceptions were observed. The VR and yoked-VR schedules tended to reinforce shorter interresponse times whereas longer ones were reinforced by the VI and yoked-VI schedules. The findings suggest limits on the use of yoked VI and VR schedules as a litmus test of behavioral sensitivity. |
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| 84. The Effect of Instructed Suppression of Thoughts of One Member of an Established Stimulus Equivalence Class |
| Area: EAB; Domain: Basic Research |
| JIM I. GERHART (Western Michigan University), Matthew S. Willerick (Western Michigan University), Sigurdur Oli Sigurdsson (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Using nonsense words and sample-as-node conditional discrimination training (with A as the nodal stimulus), two 4-member equivalence classes (A1, B1, C1, D1 and A2, B2, C2, D2) were established. Reaction times (RTs) to the stimuli were then assessed in a modified Stroop (color naming) task. Next, B1 was given a new function via a verbal instruction to suppress thoughts of it, but to continue completing the color naming task exactly as instructed prior to the suppression instruction. Responding to B1 was clearly disrupted following the suppression instruction, with 9/9 participants “freezing” when it next appeared. For 7/9, slower RTs to B1 (relative to B2) persisted across the majority of the subsequent 5 trials. RTs to A1 and C1 (relative to A2 and C2) increased across the majority of the subsequent three trials for 7/9 and 5/9 participants, but this effect did not persist into the final three trials and was not seen for D1. These data suggest the suppression instruction altered the stimulus functions of B1, and revealed a modest, limited duration, effect on A1. Additional, more fine-grained analyses seeking to clarify the results found will supplement these preliminary data. |
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| 85. Preference and Demand for Litter Substrates in Hens |
| Area: EAB; Domain: Basic Research |
| RENEE RAILTON (University of Waikato, New Zealand), Aimee R. Harris (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), Nicola Starkey (University of Waikato, New Zealand) |
| Abstract: Six hens’ preferences between 5-min access to each of two litter substrates, sand and sawdust, were measured using a concurrent schedules procedure. In addition increasing fixed-ratio schedules were used to generate demand functions for 5-min access to each of the same two substrates. The results of both procedures are presented. The aim was to assess whether the demand functions for the more preferred litter substrate (as determined by the concurrent schedules) yielded higher initial consumption rates, less elastic demand functions and/or higher Pmax values when compared to the demand functions generated for the less preferred substrate, as has been found for qualitatively different foods. |
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| 86. Acute Nicotine Effects on Impulsive and Risky Choice in Rats: Evidence for the Need of an Amount Sensitivity Parameter |
| Area: EAB; Domain: Basic Research |
| MATT LOCEY (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Impulsive choice, or preference for small immediate reinforcers over large delayed reinforcers, has been associated with cigarette smoking. Three experiments examined the role of nicotine in this association. In Experiment 1, rats chose between a smaller, sooner reinforcer and a larger, later reinforcer. Nicotine dose-dependently increased impulsive choice. In Experiment 2, a risky choice procedure was used in which rats made discrete choices between a variable and fixed delay to a single pellet. If nicotine increased temporal discounting, then nicotine should have increased preference for the risky option because it provided more immediate reinforcers than the fixed option. Nicotine did not affect risky choice, however, suggesting that nicotine decreased amount sensitivity rather than increased temporal discounting in Experiment 1. For Experiment 3, we modified the risky choice procedure so that rats chose between a variable delay to a smaller reinforcer and a fixed delay to a larger reinforcer. Nicotine increased risky choice when different amounts were involved, which parallels the finding of an increase in impulsive choice in Experiment 1. Overall, the results suggest that while nicotine does increase impulsive choice, this increase is better accounted for by a decrease in amount sensitivity rather than an increase in temporal discounting. |
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| 87. Percentile Reinforcement of Long Interresponse Times in Humans: The Effects of Instructions on Sensitivity to Consequences Arrayed over Conflicting Time Scales |
| Area: EAB; Domain: Basic Research |
| JOSE L. MARTINEZ (Southern Illinois University), Jennifer N. Finney (Southern Illinois University, Carbondale), Joshua Beckmann (Southern Illinois University, Carbondale), Blake A. Hutsell (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale) |
| Abstract: Participants were exposed to a percentile schedule that maintained a constant ratio of responses to reinforcers while continually differentially reinforcing relatively long interresponse times (IRTs). The molar relationship between overall reinforcement rate and overall response rate arranged by the percentile schedule is similar to that arranged by a random-ratio schedule. Overall reinforcement rate increases as a direct function of overall response rate. Control by the IRT-based contingency, thus, opposes control by molar reinforcement variables because reinforcement of long IRTs decreases overall response rate, thereby decreasing overall reinforcement rate. Six adults participated in three 90-minute sessions in which they watched movies that were subject to brief, random disruption. Lever pressing produced disruption-free viewing periods. In the first two sessions, disruption-free periods occurred following any IRT that was longer than 16 of the previous 20 IRTs. In the third session, disruption-free periods were arranged by a yoked random-ratio (RR5) schedule for the first half of the session, followed by a return to the percentile schedule for the second half of the session. Half the participants received an instruction describing the IRT contingency and the other half received an instruction describing the molar relationship between responding and reinforcement. Response patterns were generally consistent with instructions and were less sensitive to the schedule contingencies, relative to response patterns from uninstructed participants. |
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| 88. Effects of Suprachiasmatic Nuclei Lesions and Inter-Session Interval on Habituation and Spontaneous Recovery of the Headskake Response |
| Area: EAB; Domain: Basic Research |
| KELBY L. HOLTFRETER (University of Alaska, Anchorage), Eric S. Murphy (University of Alaska, Anchorage), John W. Wright (Washington State University) |
| Abstract: Seven rats received bilateral radio frequency lesions of the suprachiasmatic nucleus (SCN). A second group of eight rats served as sham lesion controls. Subjects responded to four different inter-session intervals (ISIs = 5 min, 2, 24, & 48 hr) during habituation of the headshake response (HSR). Subjects were exposed to 24 trials during the first habituation session, followed by an additional 24 trials during a second session. SCN-lesioned subjects revealed a decrease in responsiveness as compared with controls. Both groups revealed comparable habituation of the HSR. The SCN-lesioned rats did not reveal spontaneous recovery after 24 hr; however, recovery was established at 2 and 48 hr. The results of the present experiment suggest that lesions of the SCN do not alter habituation, although lesions of the SCN delay the 24 hr spontaneous recovery property of habituation (e.g., Groves & Thompson, 1970) to 48 hr. |
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| 89. Observation of Online Texas Hold’Em Poker Entry in Various Cash Games and Tournament Structures |
| Area: EAB; Domain: Basic Research |
| MATTHEW D. STIEG (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University), James W. Jackson (Southern Illinois University, Carbondale) |
| Abstract: No current literature to date has examined the behavioral patterns of Texas Hold’Em poker players. In this research, online poker players were observed in actual cash games and tournaments. Variables such as buy-ins (cost), cash outs (wins or losses), length of play, and relative stakes were examined in the observation of cash games, while tournament play was observed was at various costs to play (buy-ins), payout schedules, and the availability of single elimination or re-entry structures. Results and treatment utility are discussed. |
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| 91. Experimental Analysis of Blocking of Acquisition of Textual Responding (Sight Reading) in Kindergarten Children |
| Area: EAB; Domain: Basic Research |
| PAMELA D. KELSO (University of Manitoba), Stephen W. Holborn (University of Manitoba, Department of Psychology), Terri L. Otto (University of Manitoba) |
| Abstract: Children learn to sight read words faster when the words are presented alone as opposed to being paired with extra-stimulus prompts. This has been attributed to the blocking effect. Because of the difference in the category of stimulus (picture vs. word), overshadowing also may be involved. The present research used an alternating treatment design to assess blocking in textual compound stimuli of the same category (words) in kindergarten children. The standard blocking paradigm was used to investigate whether word acquisition would be faster when the word was presented as a single stimulus versus when it was presented with a corresponding word printed in a different language. The first experiment involved the establishment of a conditioning history of appropriate oral responding to novel words printed in French. The second phase involved pairing the preconditioned French word with the corresponding English word in the experimental condition, and in the control condition pairing novel French words with the corresponding novel English words. Rate of acquisition of sight reading the English words was measured. In the second experiment the respective roles of French and English words were reversed. Results showed a faster rate of acquisition for experimental versus control words in support of a blocking interpretation (unconfounded by overshadowing). |
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| #398 International Poster Session - EDC |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 90. Functional Communication Training Without Extinction |
| Area: EDC; Domain: Applied Research |
| DAWN H. DAVIS (Georgia State University), Laura D. Fredrick (Georgia State University) |
| Abstract: The purpose of this study was to investigate the effects of functional communication training (FCT) that implements concurrent schedules of differing magnitudes of reinforcement in lieu of extinction on reducing problem escape behaviors and increasing alternative mands. Participants were 2 adolescent students diagnosed with severe emotional and behavior disorder (SEBD), and tested as moderately intellectually delayed (MOD). Emphasis was placed on application to classroom settings. This study consisted of 2 phases. First, a functional analysis was conducted for each student where problem behaviors were identified as escape based. Second, FCT was implemented for each student using a reversal design. During FCT, concurrent schedules of reinforcement were applied for inappropriate behaviors, and for alternative, replacement behaviors. The reinforcement provided for inappropriate behaviors was escape from task for 60 seconds (SR-). The reinforcement for the alternative mand was a 60 second escape from task during which access to a preferred activity was provided (SR-/PA). Results for 1 participant revealed a significant inverse relationship between the number of inappropriate escape maintained behaviors, and the number of appropriate escape requests, within a few FCT sessions. Results for the other participant were variable, but revealed important implications for further research in FCT without extinction. |
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| 92. Effects of Training to Improve Positive Behavior Skills: A Pilot Study |
| Area: EDC; Domain: Applied Research |
| RANGASAMY RAMASAMY (Florida Atlantic University) |
| Abstract: There are over 2500 special education schools in India that cater to about two million children with moderate to severe disabilities. For the purpose of this study, the author selected 50 teachers that teach children with intellectual disabilities in ten schools to determine the use of behavior principles with their students in the state of Tamil Nadu, India. Recently, the author interviewed all 50 teachers and asked about their practice to pinpoint a target behavior and come up with intervention techniques. Ninety percent of the teachers said that they use punishment procedures to control problem behaviors. To avoid these teachers’ use of punishment procedures and to improve their skills in positive behavior principles, the author is currently working with a university to provide a weeklong workshop on positive behavior principles to these teachers. After the completion of the workshop, these teachers will participate as an experimental group and another 50 teachers that did not receive the workshop from the same schools will participate as a control group for this study. All 100 teachers will be provided with a self monitoring data collecting instrument to record their skills in identifying target behavior, come up appropriate intervention procedures, and monitor progress in student’s problem behavior. Data will be collected for four months and analyzed to see if the teachers that received the workshop assisted students with problem behaviors significantly better than the control group. To add social validity to the importance of the workshop, parents of the students that received the interventions from both group of teachers will be randomly interviewed and their recommendations will be used to plan for future workshops across the state to improve the teacher’s skills in positive behavior principles. The results will be shared with the Ministry of Education, special education schools throughout the state, and teacher training colleges in the state of Tamil Nadu to incorporate behavior principles in their training programs. |
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| 93. Implementing Schoolwide Positive Behavior Supports in Rural West Texas Communities |
| Area: EDC; Domain: Service Delivery |
| DEANN LECHTENBERGER (Texas Tech University), Frank Mullins (Emporia State University) |
| Abstract: Rural West Texas communities face unique challenges in providing supports and services to families with children who have or are at risk for emotional behavioral disorders. Sparse populations spread across wide geographic terrain makes it difficult for many families to access basic medical, mental health, and other services for their children. The local school district is often the most available public service system for many families in rural communities. Through grant support from the Texas Council for Developmental Disabilities, Region 17 Education Service Center has partnered with Texas Tech University’s College of Education to provide training and other supports to a number of school districts throughout the South Plains region of West Texas. Learn how six local school campuses, from three rural school districts from the South Plains region of West Texas, have implemented schoolwide Positive Behavior Supports (PBS) to meet the educational and mental health needs of students. Data reports on behavioral and academic outcomes from 1 high school, 2 middle schools, and 3 elementary schools will be shared and discussed in this session. Lessons learned from identifying school and community leadership teams, developing training and coaching, and implementation strategies will be provided. |
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| 94. A Case Study of Building Behavioral Support Systems for Students with Behavioral Challenges in Elementary Schools in Japan |
| Area: EDC; Domain: Applied Research |
| KENICHI OHKUBO (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: Today, how to cope with behavioral problems in regular educational setting has been a big challenges in Japan. Nationwide investigation conducted in 2002 revealed that 2.9% of students show remarkable behavioral difficulties (rating by class teachers). However, Japan is in the stage of first investigation how the behavioral analysts collaborate with the school personnel. In this study, we report the case illustrations targeted behavioral problems in reference to positive behavioral support systems in schools (Crone & Horner, 2003). The case studies include 1)universal interventions for students with mild or no problem behavior, 2)specialized group interventions for students at risk for problem behavior, and 3)specialized individual intervention for students with dangerous behavior. The purpose of this study is to examine the effects, efficiency, and contextual fit of the intervention, and is to consider the perspective of positive behavioral support systems in elementary schools. |
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| 95. Analysis of a Direct Observation System to Evaluate Students’ Positive Behavior in School-wide Positive Behavior Support |
| Area: EDC; Domain: Applied Research |
| JAMES J. FOX (East Tennessee State University), Leia D. Blevins (East Tennessee State University), Kim Allison (East Tennessee State University), Nakisha Hairston (East Tennessee State University), Whitney Smith (East Tennessee State University), Cheri Kyzer (East Tennessee State University), Jennifer Freemon (East Tennessee State University) |
| Abstract: School-wide Positive Behavior Support (SWPBS) applies behavior principles across an entire student body to prevent challenging behaviors and increase specific positive behaviors. Although SWPBS is reported to be an effective approach in elementary, middle, and high school populations and it emphasizes reinforcement of alternative positive behaviors, most published research has only reported reductions in behavior problems. One exception was a study by Nelson, Colvin & Smith (1996) who observed student behaviors in an elementary SWPBS program and reported increased positive behaviors and reduced negative behaviors. The present study replicates Nelson et al’s (1996) observation system in both elementary and high school populations, refining observation categories to reflect the behaviors in both populations. Observations were conducted in one rural elementary and one high school (average daily attendance of 433 and 1138 respectively). Preliminary analyses indicated high interobserver agreement (Mean = 88.33%; Range = 80 to 100%). Data on positive and negative behaviors in students with high office referral rates and students with low referral rates will be used to evaluate the observations system’s validity as well as changes in the observed behaviors as SWPBS is implemented. Issues in the use of direct observations to evaluate SWPBS programs are discussed. |
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| 96. Positive Behavior Support at the High School Level: Outcomes and Recommendations |
| Area: EDC; Domain: Applied Research |
| E. JEMMA ROBERTSON (Vanderbilt University), Kathleen L. Lane (Vanderbilt University), Leslie Rogers (Vanderbilt University), Joseph H. Wehby (Vanderbilt University) |
| Abstract: With the reauthorization of IDEA (1997), positive behavior support (PBS) has become a required support that schools must address. As such, the research and teaching communities have shifted their efforts to understanding the necessary components of PBS, identifying more efficient methods of implementing PBS with primary, secondary, and tertiary interventions based on systematic evaluations of students’ responsiveness to intervention, and evaluating changes in students’ behavioral and academic performance as a result of this three-tier prevention model (Walker, Horner, et al., 1996). To date, the majority of the research has been successfully conducted with elementary and middle schools (Taylor-Greene & Kartub, 2000). However, PBS at the high school levels has proven to be a formidable task. This proposed poster documents the results of Project PBS. Project PBS focused on designing, implementing, and evaluating models of positive behavior support in four high schools in Middle Tennessee over a three-year period. This poster will (a) examine the challenges of implementing a PBS model in rural high schools; (b) identify the types and patterns of behavioral problems manifested at the high school level; and (c) evaluate how students with varying types of behavior problems respond to primary and secondary levels of support. |
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| 97. Teacher Responsivity to Aggressive and Pro-Social Behavior of Male and Female High Aggressors in Preschool |
| Area: EDC; Domain: Applied Research |
| ERIN M. HOLTON (University of Minnesota), Jennifer J. McComas (University of Minnesota), Melissa Tarasenko (North Dakota State University), Ellie C. Hartman (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: Patterns of aggressive behavior observed in preschool often follow one of two trajectories. The aggression of some children will decreases with age, with others aggression persists into childhood and adolescence and takes on increasingly serious forms in adulthood. Much less is known about the relationship between social interactions with teachers and differential patterns of aggressive behavior within and across preschool aged children. Naturally occurring aggressive and pro-social behavior among 6 aggressive preschoolers was examined over time and in relation to teacher responsiveness. Real-time direct observational data were collected bi-weekly across 9 months. The frequency of aggressive and pro-social behavior and teacher responses following pro-social and aggressive behavior, along with the temporal relation as indexed by the sequential dependencies between child and teacher behavior were examined. Reliability was calculated by conducting a generalizablility analysis and G-coefficients ranged from 0.8342 to 0.9440. Results are discussed in terms of the influence of social interactions between teachers and highly aggressive children on patterns of aggressive and pro-social behavior and implications for intervention. |
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| 98. Application of the Engineered Learning Program for children with Emotional Support Needs |
| Area: EDC; Domain: Service Delivery |
| NADINE GEORGE-HARRINGTON (Children's Crisis Treatment Center), Joseph D. Cautilli (Children's Crisis Treatment Center & Temple University), Mark T. Wilkerson (St. Joseph's University) |
| Abstract: The Engineered Leaning Program is a social learning model that was developed in the early 1970s at the University of Oregon to provide emotional support to students with emotional and behavioral problems. The program works on a point system, combined with direct instruction of lessons. Children Crisis Treatment Center is in the second year of this program. This poster will review the outcomes for the second year with respect to academics, attendance, lateness and serious incidents. |
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| 99. Improving Behaviors in Children with Attention Deficit and Hyperactivity in a Marginal Elementary School |
| Area: EDC; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (University of Veracruz), Doris Miriam Ladron de Guevara Tejeda (University of Veracruz), Esperanza Ferrant Jimenez (University of Veracruz), Andree Fleming-Holland (University of Veracruz) |
| Abstract: Parents and teachers are facing a great problem the behavior of children with Attention Deficit, Impulsiveness and Hyperactivity Disorder. The children that manifest this type of disorders have problems socializing with others, being accepted in their family and school environment and have low academic achievement, hence they develop negative concepts of their own self image. The purpose of this study consisted in identifying and modifying the behavior problems in 22 children through a workshop given about principles in applied behavioral analysis to 22 parents and 19 teachers. To identify the behavior problems in these children, the Mc Connell, Ryser and Higgins (2000) adapted scale for teachers and parents was used. Pre and post evaluations over basic concepts of this disorder were carried out in parents, and the teachers recorded behavior problems within the base line and experimental phases. The obtained results allowed parents and teachers to identify and modify those types of problem behavior. |
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| 100. Effects of a Clocklight Motivation Program on the Off-Task Behavior and Academic Performance of First Grade Students during Teacher-Monitored Boardwork |
| Area: EDC; Domain: Applied Research |
| CHERIE ANN FISHBAUGH (The Ohio State University), Corinne M. Murphy (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: Helping a classroom full of high-energy children learn to reduce off-task is one of the most important classroom management challenges and objectives for teachers. This study evaluated the effects of a positive and proactive classroom management system, the “clocklight,” that several previous studies have found effective in reducing the off-task behavior of students during boardwork. A clocklight is an analog wall clock to which a green rope light has been attached on its circumference. When the clock is on, the green light glows and the hands move, accumulating time that the students can exchange for class rewards (e.g., computer time, watching a video, end-of-the-week popcorn party). When the clock light is turned off, the light goes dark and the hands stops accumulating time. The teacher uses a remote control switch to turn the clocklight on and off. When all students are engaged in appropriate behavior, the clock is on. If inappropriate behaviors are displayed, the teacher simply turns off the clock. The teacher is not supposed to give any reprimands. The study took place during teacher-monitored boardwork time, a 15 minute time period. Off-task behavior and academic productivity were measured. The data were variable but overall results showed a decrease in off-task behavior and an increase in academic productivity when the clocklight intervention was implemented. |
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| 101. Clocklights: Affecting Group Behavior Using Immediate Feedback |
| Area: EDC; Domain: Applied Research |
| RIKKI K. WHEATLEY (Utah State University), Richard P. West (Utah State University), Tim G. Smith (Utah State University), Richard B. Sanders (Utah State University) |
| Abstract: Clocklight Systems have a history of over 20 year's successful behavior management in a variety of settings. The current application demonstrates the value and limitations of using clocklight programs in large group settings. The current study employed a clocklight apparatus in an elementary school lunchroom to control noise level. Sound level (decibels) was used as a means of measurement instead of the traditional scan/check method used by other clocklight programs. The clocklight program successfully reduced the sound level in the lunchroom. During baseline the sound level averaged 74.85 dB. During the intervention phase sound level was decreased to an average of 72.18 dB. During return to baseline the sound level increased to an average of 74.31 dB, and during reinstatement of the intervention phase the sound level decreased to an average of 70.08 dB. There is very little overlap in the data when comparing baseline to intervention phases, and there are obvious changes in the level of behavior. The amount of change from baseline to intervention phases may be underrepresented in the data due to the logarithmic nature of the decibel scale and the discrepancy between decibel level and perceived sound volume. |
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| 102. Testing the Effects of a Hero Group Contingency Procedure on Increasing Appropriate Behaviors in Three Children |
| Area: EDC; Domain: Applied Research |
| MICHELLE L. ZRINZO (Columbia University Teachers College), Lynn Yuan (Columbia University Teachers College) |
| Abstract: We studied the effects of a hero group contingency procedure on increasing the appropriate behaviors of three students. All of these participants emitted different inappropriate behaviors that were targeted for change using a hero group contingency procedure. We explained to the student that s/he was working toward a specific targeted goal, and that if s/he received enough tokens on his/her board toward that goal, the whole class would receive a reinforcer that s/he earned for everyone. The level of performance necessary to receive reinforcement for the class increased with each short-term objective. A return to baseline phase was implemented for each participant. Results showed that the hero group contingency was an effective tactic in that each student's target behavior improved when the procedure was in effect and was maintained during the return to baseline condition. |
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| 103. Using Functional Analysis to Determine Intervention for Students with Severe Disabilities in Schools: A Literature Review |
| Area: EDC; Domain: Applied Research |
| HAYOUNG CHOI (University of Texas, Austin) |
| Abstract: During the last 15 years, considerable attention has been given to the conducting of analogue functional analysis (FA) for developing effective interventions in schools. FA also re-emphasized one of the significant requirements of the IDEA amendment (P.L. 105-17) in 1997. This presentation reviews twenty three cases which used FA to develop intervention in schools during the 1990-2004. Reviewed cases are classified in terms of five identified functions of challenging behavior: attention-maintained; tangible-maintained; escape-maintained; sensory-maintained; and multiple-controlled challenging behavior. The main findings showed that reviewed cases were used FA methodology by Carr and Durand (1985), Iwata et al. (1982/1994), or Wacker et al. (1992). In addition, interventions derived from analogue functional analysis led to decreases in challenging behavior and increases in appropriate behavior. The linkages of FA to intervention, practicality of functional analysis in school settings, and social validity of reviewed studies are discussed. |
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| 104. Descriptive Analysis and Treatment of Unsportsmanlike Conduct Displayed by Individuals with Severe Behavior Problems |
| Area: EDC; Domain: Applied Research |
| PHIL A. WEINSTEIN (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Carrie Reali (Florida Institute for Neurologic Rehabilitation), Mary V. Burke (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Although children’s behavior problems during classroom instruction have been frequently examined in the literature, much less research has examined the assessment and treatment of behavior problems during physical education and sports. Most studies have focused on developing sport skills, but not on the reduction of behaviors deemed “unsportsmanlike”. The purpose of this study is to examine the efficacy of descriptive analysis for identifying behavioral functions during sports play by children and adults with severe behavior problems. Participants included 12 children and 10 adults residing in brain injury rehabilitation programs. Conditional probability analyses of videotaped sports activities were conducted for both groups. Results showed high correlations between cessation of one student’s problem behavior following another student’s problem behavior (escape), and attention from a student following a student’s problem behavior (attention). Interobserver agreement was conducted across conditions for 25% of the sessions. Subsequent behavioral interventions for both groups consisting of token reinforcement for appropriate conflict resolution, peer delivery of instruction and praise, and differential reinforcement for the absence of problem behavior were effective in reducing problem behavior and increasing appropriate social interaction during sports play. The results suggest that descriptive analyses may facilitate development of behavioral interventions to improve “sportsmanlike” conduct. |
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| 105. Comprehensive Functional Behavior Assessment in Pre-School and Head Start Classrooms |
| Area: EDC; Domain: Applied Research |
| BRAD DUFRENE (University of Southern Mississippi), Richard Anthony Doggett (Mississippi State University), Jennifer S. Kazmerski (Mississippi State University), Amber Hayes (Starkville City Schools), Carey Davis (Mississippi State University) |
| Abstract: School personnel have numerous options when choosing from functional behavior assessment procedures for a given referral concern. The decision to choose one procedure over another may be moderated by a number of variables including time requirements, response effort, level of intrusiveness, and expertise required to implement the assessment procedure. The literature regarding the degree to which different functional behavior assessment procedures converge on identified function of behavior is mixed at best. The current study investigated convergence for a comprehensive functional behavior assessment procedure implemented in pre-school classrooms. Four pre-school students and six teachers participated in the study. Each student received a comprehensive functional behavior assessment for problem behavior that included a teacher interview, direct-descriptive assessment, and brief experimental functional analysis. Assessment data were used to develop individualized function-based interventions that were implemented by experimenters and teachers. For three of four participants complete convergence was obtained while partial convergence was obtained for the fourth. Data regarding treatment and social validity are also presented. Implications for practice employing functional behavior assessment and function-based interventions are discussed. |
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| 106. Functional Analysis of Prosocial Behavior in Young Children with Autism Spectrum Disorders |
| Area: EDC; Domain: Applied Research |
| ELIZABETH L.W. MCKENNEY (University of Florida), Maureen Conroy (University of Florida), Jennifer A. Sellers (University of Florida) |
| Abstract: Functional analyses are an effective tool in evaluating the environmental contributors to aberrant behavior (Carr et al., 1999; Iwata et al., 1982/1994). However, efforts to introduce functional analysis into the classroom environment have been limited in their scope and efficacy (Broussard & Northup, 1995). Classroom-based assessments of problem behavior have typically been conducted according to various forms of functional behavioral assessment methodology, or FBA (Ervin et al., 2001; Murdock, O’Neill, & Cunningham, 2005). Little research has focused on the use of functional analysis methodology in the classroom setting (Moore et al., 2002; Witt et al., 1997). Less research has extended the use of functional analysis methodology to work with typically developing students, students with moderate disruptive behavior, or adolescents. Further research is needed to investigate the ability of teachers to manipulate and examine classroom environmental factors influencing students’ behavior (Broussard & Northup, 1997; Ervin et al., 2001; Ervin et al., 1998; Vollmer & Northup, 1996). A teacher-implemented multi-element functional analysis design for assessing problem behaviors in middle school classrooms will be presented. Results focusing on teachers’ ability to implement analyses with procedural integrity will be discussed. Further, results of analyses and functionally-linked treatments for three single-case assessments will be presented. |
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| 107. Function-Based Interventions to Manage Problem Behavior Problems In Elementary Classrooms: A Systemic, Validated Approach |
| Area: EDC; Domain: Applied Research |
| KATHLEEN L. LANE (Vanderbilt University), Andrea Phillips (Vanderbilt University), Jessica Weisenbach (Vanderbilt University), Annette Little (Vanderbilt University), Megan Merwin (Vanderbilt University) |
| Abstract: Functional assessment-based interventions have met with demonstrated success in with a wide range of individuals, in a variety of settings, and with a host of target behaviors. Whereas most teacher-training efforts have concentrated primarily on how to identify the function of the behavior targeted for improvement, this poster introduces the application of a unique, straightforward technique for linking assessment results to one of three intervention methods. We will offer a guide for selecting an appropriate intervention method that is directly linked to the results of the FBA and illustrate the application of this approach with 4 elementary-age students with emotional and behavioral disorders. Method 1 focuses on intervention procedures for students with skill deficits. Method 2 focuses on intervention procedures for altering the antecedent conditions that set the stage for problem behaviors to occur. Method 3 focuses on intervention procedures for providing functionally equivalent consequences for the replacement behavior. Results will be analyzed using single case methodologies. In addition to discussing how to select the appropriate intervention method, we will provide (a) guidelines for selecting an appropriate measurement system; (b) practical strategies for testing the intervention selected; (c) procedures for assessing treatment integrity; and (d) practical methods for evaluating outcomes. |
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| 108. Descriptive versus Structured Descriptive Analysis in Assessing Behavior Problems in a Classroom |
| Area: EDC; Domain: Applied Research |
| MARY V. BURKE (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Carrie Reali (Florida Institute for Neurologic Rehabilitation), Phil A. Weinstein (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Descriptive analysis has been demonstrated in a number of studies to be effective in identifying correlations between teacher behavior and problem behavior exhibited by school-aged children in classrooms. Several studies have also examined the efficacy of conducting structured descriptive assessments while having the teacher simulate conditions of typical analog functional assessments. The purpose of this study is to compare the results of a descriptive analysis to a structured descriptive analysis and examine the efficacy of function-based teaching strategies on reducing classroom behavior problems. Two teachers and their students with behavior problems participated in the study. Conditional probability analyses of videotaped classroom behavior were conducted (a) without instructions, and (b) with instructions to the teachers to simulate attention, escape, tangible, and play conditions during classroom sessions. Interobserver agreement was conducted for at least 25% of the sessions. Results showed teacher attention and escape from task instructions highly correlated with student problem behavior in both assessments, but clearer results during the structured analysis. Treatment consisting of reinforcement for appropriate student behavior, attention and escape extinction, and FCT was shown effective in reducing student problem behavior. The study suggests that structured descriptive analyses may facilitate the development of behavioral interventions in educational settings. |
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| 109. Classroom-based Functional Behavioral Assessments of Aggressive Behaviors in a Child with Attention-Deficit/Hyperactivity Disorder |
| Area: EDC; Domain: Applied Research |
| MIYUKI NOGUCHI (University of Tsukuba, Japan) |
| Abstract: In this study, we examined the efficacy of classroom-based functional behavioral assessment of aggressive behaviors for a child with attention-deficit/hyperactivity disorder (AD/HD). The participant was a 9-year-old boy. In his classroom, he exhibited aggressive behaviors, and a classroom teacher could not manage with these behaviors. Based on the functional behavioral assessments, hypotheses were generated as follows: (1) triggers for his aggressive behaviors were fights which his friends started around him. (2) reinforcers for his aggressive behaviors were that he wins in fights. Classroom interventions derived from the above hypotheses that were obtained during functional behavioral assessments. First, we instructed all member of his class to say “stop !” when they saw a fight, so that the trigger could not work. Second, we gave him a token when he did not fight against his classmates. The interventions developed from the functional behavioral assessments reduced his aggressive behaviors to zero or near zero levels when implemented by either the consultant or the teacher. Results were discussed in relation to the efficacy and utility of implementing functional behavioral assessment as a means of behavioral intervention for children with AD/HD. |
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| 110. The Effects of Randomized vs. Expected Reinforcers on Disruptive Classroom Behavior among Preschoolers |
| Area: EDC; Domain: Service Delivery |
| JENNIFER M. HOAG (Hofstra University), Richard M. O'Brien (Hofstra University) |
| Abstract: In preschools, disruptive classroom behaviors reduce instructional time and frustrate teachers. There is limited research on interventions for disruptive preschool behavior. Recent research has shown that group contingencies using contingent randomized reinforcers, or mystery motivators, are effective in reducing disruptive behaviors. There has been no research in which mystery motivators were compared to other positive reinforcement strategies with preschoolers. In the present study, mystery motivators were compared to a known reinforcer in an ABAC, within subjects design using an interdependent group contingency. Two of four classrooms were randomly assigned to an ABAC condition while the other two were treated in an ACAB order. Four out of 15 children, who the teacher had identified as disruptive, were videotaped during a classroom activity. These children were unknown to the other students. Trained raters who were naïve to the intervention, rated tapes using a system developed by Murphy (2003). After inter rater reliability was established, data were compared over the four phases of the experiment. The Conner’s Global Index (Teacher’s Form) was completed at the end of each phase. Tapes are currently being rated. The data will be presented graphically and effect sizes will be calculated on each intervention. |
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| 111. Learning versus Performance Oriented Instruction and Persistence in Pre-School Children |
| Area: EDC; Domain: Applied Research |
| BELINDA TRAUGHBER (Middle Tennessee State University), Kim J. Ujcich Ward (Middle Tennessee State University), Janna Ramsey (Middle Tennessee State University) |
| Abstract: While the beneficial impact of learning versus performance oriented instructions on the task performance of school age children is well documented, data on pre-school children are limited. 34 preschool children (ages 3-5 years) were presented with two different tasks in sessions several weeks apart. Tasks were games not previously known to the children that required them to balance objects on a moving surface. Each child received learning oriented instructions and feedback on one task and performance oriented instructions and feedback on the other. Both the duration and frequency of child responding were greater in the learning condition. This demonstration of differentiated responding to learning versus performance oriented instructions and feedback in such young children demonstrates the importance of instructional style for pre-schoolers. |
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| 112. Instructional Antecedents and their Effects on Preschooler’s Compliance with Simple Instructions |
| Area: EDC; Domain: Applied Research |
| KASEY STEPHENSON (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: Instructional Antecedents and their Effects on Preschooler’s Compliance with Simple Instructions Kasey M. Stephenson, Gregory P. Hanley, Kelsey K. Collins The effects of six different antecedent variables preceding simple instructions on compliance were investigated in typically developing preschoolers. The antecedent variables were presented in an additive fashion and included teacher proximity, sitting or squatting to child’s level, touching child on the shoulder, delivering attention, requiring eye contact, and interrupting play. A multielement design was used to assess the effects of these antecedent variables on the number of instructions completed and the average latency to the complete each instructions. Reliability measures were collected on over 30% of sessions and averaged over 90% for both latency and completed instructions measures. Procedural integrity measures were also collected on 20% of sessions and averaged over 95%. Although idiosyncratic patterns were observed for each individual child, the overall results of the study showed that the number of instructions completed gradually increased and the average latency to the completion of the instruction gradually decreased relative to baseline measures as each antecedent variable was introduced. These results suggest that the antecedent variables used in the present study may be effective in increasing overall compliance levels and decreasing average latency to the completion of simple instructions in preschoolers. |
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| #399 International Poster Session - TBA |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 113. Misconceptions about Behavior Analysis |
| Area: TBA; Domain: Applied Research |
| ERIK ARNTZEN (Akershus University College), Jon A. Lokke (Østfold University College), Gunn Lokke (Østfold University College) |
| Abstract: Students frequently have misconceptions of basic concepts in behavior analysis. We wanted to replicate the study by Lamal (1995), and also expand the study by including some more statements. Furthermore, we wanted to study the misconceptions about behavior analysis held by undergraduates, students at a master program in behavior analysis, and teachers at university colleges. Results are presented, and the implementation of effective teaching strategies is discussed. |
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| 114. Interteaching in Norwegian University College settings: Application and conceptual considerations |
| Area: TBA; Domain: Applied Research |
| GUNN LOKKE (Østfold University College), Jon A. Lokke (Østfold University College), Erik Arntzen (Akershus University College) |
| Abstract: Interteaching is an application of behavioral principles in higher education, utilizing the three-term-contingency. Furthermore, interteaching is a user-friendly instruction format highlighting dyadic discussions. Encouraged by Boyce and Hineline (2002), we have used interteaching at two different university colleges in Norway. The interteaching format includes arrangements of antecedents and consequences for three behavioral topographies: talking, writing, and doing (encompassing different kinds of “knowing”). Lectures, demonstrations, and interteaching are mixed. In breaks, the instructor is typically revising the lectures in accordance with information from an interteaching record filled out by the students. In interteaching, antecedents are typically questions or objectives derived from the textbook. Consequences consist of availability of lecturer’s non – demanding attention (walking around), and “low – threshold” prompting and reinforcement of academic activity. In addition, the records of interteaching yield information for the arrangement of the next class lecture (students manding information from the instructor).We propose interteaching as a superordinate, or generic term, while intertalking, interwriting, and interdoing are subordinate terms. We will present data showing that interteaching is an effective teaching technique, which is in accordance with Saville, Zinn, and Elliot (2005) who compared interteaching with other more traditional teaching strategies. |
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| 115. Novel Production of Beginning Consonant Sounds as a Function of Multiple Exemplar Instruction for a Subset of Consonant/Vowel Combination |
| Area: TBA; Domain: Applied Research |
| MARY J.E. YANG (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Lynn Yuan (Columbia University Teachers College) |
| Abstract: This study tested the effects of multiple exemplar instruction (MEI) on the acquisition of beginning consonant sounds for 3 sets of pictures, each set representing 2 letters, on 3 students with a disability using a multiple baseline probe design. First, a pre-experimental probe was taken for Set 3 of letters P and S. Next, the students were taught to point and then match letters M and H of Set 1. Then, the students were probed for baseline Set 3. After baseline probe, the students were taught Set 2 of letters F and G using MEI (i.e., alternating responses: match, point, & intraverbal). Finally, the students were probed again for Set 3 after MEI of Set 2. Data showed an increase of vocal response to the beginning consonant sounds for letters of Set 3 during post multiple exemplar instruction in comparison to both pre-experimental and baseline probe. As a result, the development of the abstraction of stimulus or stimulus generalization through MEI in the emission of novel and untaught beginning consonant sounds for letters P and S of Set 3 was a function of multiple exemplar instruction of other subset letters in Set 1 and Set 2. Multiple exemplar experiences or instruction was an effective procedure and tactic utilized to teach beginning consonant sounds not directly taught. |
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| 116. The Effects of Public Posting During PSI Sessions on Student Performance |
| Area: TBA; Domain: Applied Research |
| MINDY BUNYA ROTHSTEIN (Columbia University Teachers College), JoAnn Pereira Delgado (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of this study was to test the effects of public posting on correct responses to learn units per minute during their Personalized System of Instruction (PSI) sessions and PSI criteria met. There were two multiple baseline design experiments in this study. The first experiment tested the effects of public posting on correct responses to learn units per minute during PSI sessions. Three first graders diagnosed with a range of developmental disabilities participated in this experiment. Public posting consisted of participants coloring in successive numbers on a publicly displayed chart upon completion of each PSI worksheet. For participants 1 and 2 a functional relationship was demonstrated between the public posting tactic and correct responses to learn units per minute during PSI sessions. The second experiment tested the effects of public posting on criteria met by participants 2 and 3. During this experiment, the participants posted on their individual charts using stickers contingent upon achievement of criterion on PSI worksheets/short term objectives. A functional relationship was shown between public posting upon achievement of PSI criterion and PSI criteria met daily and a mean decrease of daily learn units to criterion across programs. |
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| 117. The Effects of Correction and Reinforcement Procedures on the Learning Process for a Tutor and an Observer during Peer Tutoring |
| Area: TBA; Domain: Applied Research |
| JIWON KANG (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: This study investigated the effects of correction and reinforcement procedures on the learning process for a tutor and an observer during peer tutoring. The participants were two 15-year old female students diagnosed with emotional and behavioral disabilities. They attended a publicly funded private school under the CABAS7 educational model and functioned as a speaker, listener, reader and writer level of verbal behavior. Student A was a tutor, student B was an observer, and a classroom teacher acted as a tutee. The observer was trained to use Teacher Performance Rate/Accuracy Observation procedure (TPRA) that provided an observational learning opportunity. Therefore, the dependent variables in this study were (1) the number of correct responses for both tutor and the observer after the tutoring session in which the tutor gave corrections and (2) the number of correct responses for both tutor and the observer after the tutoring session in which the tutor gave reinforcements. A multiple probe design was used, and interobserver agreement was conducted, which ranged from 92% to 100%. The results showed higher numbers of correct response and faster criterion met by the tutor and the observer in the correction condition compared to the reinforcement condition. |
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| 118. The Effects of Review Session Format on Quiz Performance and Study Group Attendance in a College Course |
| Area: TBA; Domain: Applied Research |
| TRACI M. CIHON (The Ohio State University), Judah B. Axe (The Ohio State University), Ruth M. DeBar (The Ohio State University), Amanda E. Guld (The Ohio State University), Madoka Itoi (The Ohio State University), Tracy L. Kettering (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: Cihon, Dwiggins, and Neef (2005) compared two formats for optional study sessions offered to students in two sections of a research methods course; although there were no differences between game and question and answer (Q & A) formats on student attendance or quiz performance, most students reported a preference for the Q & A format. We replicated and extended the Cihon et al. (2005) study by assessing and controlling for opportunities to respond across sessions, and by using different games that allowed all students to actively participate (rather than simply observe). Review sessions alternated between a game format (e.g., Behavioral Jeopardy, Behavioral Squares, etc.) and a Q & A format, presented in counterbalanced order across the two sections. The alternating treatments design permitted analysis of: (a) differences in quiz performance (involving questions over recent versus previous material) as a function of participation in review sessions; (b) differences in quiz performance as a function of review session format (Q & A vs. games), and (c) preference between the two formats as measured by attendance at the review sessions. |
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| 119. Testing the Effects of Peer Tutoring on the Acquisition of New Operants by Tutors and Tutees |
| Area: TBA; Domain: Applied Research |
| LISA E. CUMMINGS (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Jennifer Longano (Columbia University Teachers College) |
| Abstract: We investigated if peer tutoring would be an effective tactic in teaching a six year old student diagnosed with autism academic tasks, using a multiple baseline across academic subject areas. Prior to treatment, pre-baseline and baseline probes were conducted across the academic subject areas of sight word reading, addition, and writing numbers, to establish they were not already within the student’s repertoire. Before treatment began the tutor was taught to present accurate learn units. During treatment, the tutor presented learn units to the tutee. The tutor was able to teach the academic tasks using answer keys and teacher prompts since the behaviors were not already within the student’s repertoire. Once the tutee met criteria, baseline probes were repeated for the tutor. The results demonstrated that the student acting as the tutor learned from the peer tutoring procedure. |
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| 120. Study Mate Flash-based Activities and Games in a Beginning Level ABA Course |
| Area: TBA; Domain: Applied Research |
| PATRICIA M. DALY (Ohio Dominican University) |
| Abstract: Approximately 70 major concepts taught in a beginning level ABA course (undergraduate) were defined. The concepts were uploaded to a Web-CT format as Study Mate files. This authoring tool allowed the creation of flash cards and flashcard games for students in the course to learn the concepts. Two kinds of flashcards were created - simple definitions and special-education based anecdotal descriptions. Students could play a Challenge game (like Jeopardy) and other practice games on Web-CT to learn and practice the concepts. Examples of the games will be shown using a CD and students' comments shared. |
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| 121. Use of Flash Card Fluency Building to Increase Student Performance in a College Course of Applied Behavior Analysis |
| Area: TBA; Domain: Applied Research |
| FAN-YU LIN (California State University, Stanislaus) |
| Abstract: The targeted college students are enrolled in a behavior analysis course. After terminologies are introduced in class every week, students will develop flash cards with definitions on one side and term on the other side. Students are required to participate weekly practice. While one group of the students focuses on accuracy, the other group of the students aims at fluency (correct terms per minute). Explicit timing procedure will be used in the fluency group. All students attend exams, which require the students to read a case scenario and identify the appropriate behavior terms. Whether and how the levels of fluency increase student performance in application case analysis is examined. |
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| 122. A Preliminary Analysis of Computer-Based Training to Teach Classroom Behavior Management Strategies |
| Area: TBA; Domain: Applied Research |
| ELIZABETH C. RUSINKO (University of Kansas), Einar T. Ingvarsson (University of Kansas), Stacy A. Layer (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: A computer-based program was designed to teach basic classroom behavior management skills to novice preschool teachers. The effects of the program were evaluated on teacher’s ability to type appropriate responses to rehearsed and novel questions about preschool scenarios and on their ability to implement proactive and reactive behavior management strategies in analogue classroom situations. Interobserver agreement was collected on 33% of session across all conditions, and mean agreement was 89% (range, 79% to 95%). Computerized training resulted in mean posttest scores of 100% on directly trained items and 75% on items for which training was not provided. Performance during analogue classroom situations, in which teachers were provided with approximately 20 opportunities to implement a trained behavioral strategy, improved marginally for all participants (pre-computer training M = 41%, post-computer training M = 55%). The practical importance of a computer-based program for teaching basic behavior management skills to preschool teachers is discussed as well as the difficulties in promoting generalized performances via computer-based instruction. DESCRIPTORS: behavior management, computer-based training, feedback, proactive, reactive, role-play, teacher training |
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| 123. Graduate Training in Applied Behavior Analysis at George Mason University |
| Area: TBA; Domain: Applied Research |
| THEODORE A. HOCH (George Mason University), Johannes Rojahn (George Mason University), Michael M. Behrmann (George Mason University) |
| Abstract: The Applied Behavior Analysis training program at George Mason University is a Behavior Analyst Certification Board approved course of study. Program options include a Certificate in Applied Behavior Analysis, Masters Degree in Special Education with a concentration in Applied Behavior Analysis, and Masters programs in Clinical, School, and Applied Developmental Psychology, as well as Doctoral Programs in Clinical and Applied Developmental Psychology. The program and its faculty are detailed in this presentation, and contact and application information is provided. |
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| 124. Acquisition of Clinical Decision-Making and Rated Difficulty of Clinical Cases During Functional Assessment Training |
| Area: TBA; Domain: Applied Research |
| MARCIE DESROCHERS (State University of New York, Brockport), Mariana Coutinho (State University of New York, Brockport), Andrea Rodriguez (State University of New York, Brockport), Nicholas Mitchell (State University of New York, Brockport) |
| Abstract: Use of functional assessment is recognized as essential in the treatment of severe problem behaviors of individuals with developmental disabilities/mental retardation. Although effective methods of teaching this concept to staff, teachers and students may vary, use of a case strategy approach to illustrate the breadth of possible clinical situations seems necessary. An empirical question that needs to be addressed is: how many clinical cases need to be presented before students demonstrate competency in making clinical decisions using a functional assessment approach? Preliminary data will be presented summarizing the clinical decision-making choices of 7 graduate-level student enrolled in a course in applied behavior analysis at SUNY-Brockport who completed the 10 clinical cases presented in Simulations in Developmental Disabilities: SIDD software. |
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| #400 International Poster Session - VRB |
| Monday, May 29, 2006 |
| 5:30 PM–7:00 PM |
| Grand Hall |
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| 126. An Examination of the Relationship between Multiple Exemplar Training and the Emergence of Untrained Forms of Verbal Behaviour |
| Area: VBC; Domain: Applied Research |
| MARCIA WARD (ABACAS Drogheda, Ireland), Juliet M. Quinlan (ABACAS Drogheda, Ireland), Jennifer Mary McMullen (ABACAS Drogheda, Ireland), Shelley Alison Brady (ABACAS Ireland), Fiona Burns (ABACAS Ireland), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: Research has indicated that individuals with developmental delays who can match stimuli cannot necessarily emit a selectionist response and point to the same stimulus from an array of exemplars (Greer, Stolfi, Chavez-Brown, & Valdes, 2004). After students acquire this match point repertoire it has been found that they do not necessarily emit pure/ impure tacts these same stimuli without direct instruction (Greer, Stolfi, Chavez- Brown, & Valdes, 2004). Horne, Lowe, & Randle (2004) found that it was possible to train listener behaviour without establishing the corresponding speaker behaviour citing this as consistent with Skinner’s (1957) hypothesis that in the early stages of children’s verbal behaviour development listener and speaker behaviour are functionally independent. This claim of at least early functional independence has been further supported by applied research ( Bell 1999; Likens, Hayes, & Hayes 1993). The majority of mainstream children do however learn to acquire speaker responses after learning a listener response (Catania, 1998). The identification of the controlling variables for the acquisition of this bi-directional relation is of interest to both basic and applied researchers (Greer, Stolfi, Chavez-Brown, Rivera Valdes, 2004) and its acquisition has been differentially explained by a variety of researchers (Lowerkron, 1996; Catania, 1998: Barnes –Holmes, Barnes- Holmes, Cullinan, & Smeets, 2001). A multiple baseline design across three students was implemented in this study to examine the role of multiple exemplar training in acquisition of this bi-directional relationship. The results of this study indicated a functional relationship between multiple exemplar training and the emergence of untrained forms of verbal behaviour across listener and speaker repertoires of verbal behaviour. |
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| 127. The Use of a Yoked Schedule of Reinforcement and Textual Prompt Fading to Increase the Number of Tacts Emitted Daily by a Student with Autism Diagnosis |
| Area: VBC; Domain: Applied Research |
| JULIET M. QUINLAN (ABACAS Drogheda, Ireland), Marcia D. Ward (ABACAS Drogheda, Ireland), Jennifer Mary McMullen (ABACAS South Dublin, Ireland), Fiona Burns (ABACAS Drogheda, Ireland), Olive Healy (ABACAS Ireland) |
| Abstract: It has been observed that children with autism tend to speak only when spoken to and seldom initiate “spontaneous speech” (Lovaas, 1977). Skinner’s (1957) theory of verbal behaviour questioned the assertion of the spontaneity of language, and introduced the notion of the verbal operant; indicating a means of teaching self-initiated or spontaneous speech where it was deficient. In the current study an initial ABA experimental design demonstrated that a yoked schedule of reinforcement could successfully increase the number of tacts emitted by nine-year-old student with autism diagnosis over the school day, through the occasioning of establishing operations for generalised reinforcement. A subsequent ABABABA treatment design addressed the student’s tact deficit and increased his daily frequency of tacts emitted to 100 per day utilising the yoked schedule of reinforcement and the gradual fading of textual prompts. The results of the study are discussed with reference to relevant research on the development of verbal behaviour. |
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| 128. Manipulating EO's during Functional Analysis to assist in maximizing functional communication training |
| Area: VBC; Domain: Applied Research |
| C. A. THOMAS (TCLC MS Behavior Clinic), R. Jade Fraiser (TCLC MS Behavior Clinic) |
| Abstract: Taking the effect of EO's into account when conducting functional analysis, measurement of the onset of the EO was measured to determine the most likely point to conduct functional communication training while avoiding the onset of maladaptive responses. |
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| 129. Matching-To-Sample under Different Functions of Second-Order Stimuli |
| Area: VBC; Domain: Basic Research |
| MARIO SERRANO (Universidad de Guadalajara-Centro de Estudios e Investigaciones en Comportamiento), Emilio Ribes Iñesta (Universidad de Guadalajara-Centro de Estudios e Investigaciones en Comportamiento), Gustavo Garcia (Universidad Franco Mexicana, Satelite), Alfredo Lopez (Universidad Nacional Autónoma de México, Iztacala) |
| Abstract: Three groups of four participants each one were exposed to second-order matching-to-sample task and intramodal, extramodal, and extradimensional transfer tests. Groups differed in the function of second-order stimuli: a) visual modeling of the matching criterion; b) textual description of the relevant matching modalities; c) textual description of the matching criterion. Correct performance was higher for those groups exposed to textual descriptions. Percentage of correct responses in transfer tests was higher for the group trained with textual description of the matching criterion. Additionally, correct performance increased with the complexity of the transfer tests. These results confirm a recent proposal about three different functional forms of identify the matching criterion under second-order stimuli. |
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| 130. The Effects Of Sensory Matching On A 6-yr-old Male Diagnosed With Traumatic Brain Injury |
| Area: VBC; Domain: Applied Research |
| PETRA WIEHE (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Jennifer Longano (Columbia University Teachers College), Rebecca Roderick (Columbia University Teachers College & CABAS) |
| Abstract: An A-B-A multiple program design was used to test the effects of sensory matching on a 6-yr-old male diagnosed with traumatic brain injury and his ability to match. The sensory matching procedure consisted of two exemplar items that were selected to be identified by the participant through each of the five senses in the format of twenty learn units. Post sensory matching results showed that the participant met two new objectives on the PIRK assessment (McCorkle & Greer, 2003) as well as criterion on all three matching programs run prior to the sensory matching intervention. |
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| 131. The Effects of Peer Tutoring on the Acquisition of Tacts by the Tutor |
| Area: VBC; Domain: Applied Research |
| ANISHA ANN MENDEZ (Columbia University Teachers College), Grant Gautreaux (Columbia University Teachers College) |
| Abstract: The purpose of the present study was to test the effects of peer tutoring on the acquisition of tacts by the tutor. Four students diagnosed with emotional disturbances were participants in the study. A delayed multiple probe design was used to test the effects. During pre-treatment, an experimental probe was conducted to find two sets of four tacts that the tutor and tutee lacked in their repertoire. During treatment, peer tutoring was implemented. This involved one student presenting learn units for tact operants to another student. The tutor was required to present the antecedent, observe the tutee's response, and consequate the response accordingly. The program was conducted until the tutee met criterion for the set. During post-treatment, an experimental probe was conducted on the tutor. Tutor A and B had 0 correct responses for both sets of tacts prior to peer tutoring. Following peer tutoring, Tutor A emitted 19/20 correct responses for Set 1 and 20/20 correct responses for Set 2. Tutor B emitted 9/20 correct responses for Set 1 and 16/20 correct responses for Set 2. The findings show that tacts were acquired by both tutors as a result of peer tutoring. |
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| 132. Comparing Stimulus-Stimulus Pairing, Echoic Training, And Control Procedures On The Vocal Behavior Of Children With Autism |
| Area: VBC; Domain: Applied Research |
| RICHARD A. STOCK (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University) |
| Abstract: Recent research has suggested that stimulus-stimulus pairing may result in a particular sound becoming a conditioned reinforcer. This study systematically replicated previous research, using an alternating treatments design, to compare the effects of stimulus-stimulus pairing, standard echoic training, and a control condition on the target (specific one-syllable utterances) and non-target sounds (all other one-syllable utterances) of 3 children who had been diagnosed with autism. Data were recorded during pre-session and post-session observations across the three conditions. During the stimulus-stimulus pairing condition, the experimenter’s vocal model was paired with the delivery of a preferred item. During the standard echoic training condition, the experimenter presented a vocal model and delivered a preferred item contingent on an echoic response. During the control condition, the experimenter presented a vocal model and, after a 10-s delay, presented a preferred edible item. Results from the post-session observations during the stimulus-stimulus pairing condition showed an increase in the target sound for 1 participant. Increases were not observed for any of the participants in the other two conditions. This outcome may suggest that that the participant’s vocalizations were temporarily automatically reinforced. Practical implications of the results are discussed. |
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| 133. The Effects of Conditional Discrimination and Tact-Textual Training on the Development of Equivalence Classes |
| Area: VBC; Domain: Applied Research |
| ALEXANDRA MARY STONE (New England Center for Children), Caio F. Miguel (New England Center for Children), Daniel Gould (New England Center for Children) |
| Abstract: The purpose of this study was to determine if the use of standard auditory-visual matching-to-sample procedures (listener training), as well as textual + tact training (speaker training) would produce emergent responding in a child with autism (reading comprehension). A 5-year-old male diagnosed with autism who communicated vocally using 3- to 5-word sentences participated in the study. Sessions were held within the student’s work area in a discrete trial format. Materials included 12 cards (pictures and their corresponding printed words). Dependent variables included 1) the percentage of correct independent responses during tests for emergent relations and 2) number of trials to criterion during training. A standard pre/posttest for equivalent relations was used (AB). During Pre/Post-tests all possible emergent relations for reading comprehension were tested (AB, AC, BC, CB, BD, and CD). Tests were conducted prior and after training for the baseline relations. For Set 1, training consisted of the auditory-visual AB and AC relations. For Set 2, training consisted of the BD (tact) and CD (textual) relations. Both listener and speaker training led to stimulus class formation. Future research should further evaluate the effectiveness of verbal behavior/speaker training-only in the development of equivalent classes with children with autism. |
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| 134. The Impact of Simple Discrimination Training and Class-Specific Reinforcement on Conditional Discrimination and Equivalence Performances in Children |
| Area: VBC; Domain: Basic Research |
| MAUREEN THERESA ARO (University of North Carolina, Wilmington), Becca Veenstra (University of North Carolina, Wilmington), Anne K. Stull (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: This study examined the effects of simple discrimination (SD) training, using class-specific reinforcement (CSR), on subsequent conditional discrimination (CD) and equivalence performances. Participants were normally developing children. For SD training with CSR, distinctive reinforcers were presented for selection of each experimenter-designated correct stimulus from among distracter stimuli (e.g., given A1, X4, and X5, selecting A1 produced reinforcer (R)1, whereas given A2, X6, and X7, selecting A2 produced R2). This was followed by CD-CSR training, (e.g., given A1, A2, or A3 as a sample stimulus, selecting the corresponding comparison from B stimuli produced the class-specific reinforcer). Tests were then performed for all possible emergent relations. Class- expansion training followed, using the SD arrangement implemented in at least one of three ways. First, novel stimuli (D1, D2, and D3) were presented along with distracters; correct selections were reinforced class-specifically. Second, selection of novel stimuli (E1, E2, and E3; vs. distracters) was consequated class-specifically with a stimulus previously trained in a conditional capacity (i.e., A stimuli). Third, novel reinforcers (e.g., R1n) consequated selection of A stimuli (vs. distracters). Probe sessions tested for class membership of novel stimuli. Results indicate that acquisition of conditional discriminations occurred rapidly. Data for class equivalence and class- expansion will be presented as well. |
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| 135. Rule Following as a Function of Rule Complexity in a Self-Control Paradigm |
| Area: VBC; Domain: Basic Research |
| LUISA FERNANDA CANON GUERRERO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Rules have been categorized according to four dimensions (a) explicitness, (b)accuracy, (c) complexity, and (d) source (Pelaez, and Moreno, 1998). The probability of rule following has been shown to be a function of a number of variables, among them the type, explicitness, and accuracy of the rule provided, the context in which the rule is provided, and the listener’s history of rule following. The aim of the present study was to examine the probability of rule following as a function of rule complexity as defined by Pelaez & Moreno (1998). A self-control paradigm of the sort described by Kudadjie-Gyamfi & Rachlin (2002) was used in this investigation to allow for the provision of highly complex rules. The rules pertained to the means by which participants could maximize overall reinforcement in the context of this task. Participants were exposed to rules of varying complexity in a reversal design. The results of the present study and their basic and applied implications are discussed. |
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| 136. A Comparison of Naming and Fixed-Ratio Training on the Emergence and Maintenance of Stimulus Equivalence Classes |
| Area: VBC; Domain: Basic Research |
| YORS A. GARCIA (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The objective of the present study was compare two procedures for facilitating the emergence of equivalence classes in college students. In one condition, participants were first taught to give class-consistent names to the stimuli which would subsequently be conditionally related. In a second condition, participants, participants were first taught to emit common fixed ratio responses in the presence of stimuli which would subsequently be conditionally related. After this training, participants completed conditional discrimination training, followed by equivalence testing. Finally, participants returned to the laboratory at least one month following their original laboratory experience and completed the equivalence test with stimuli from both conditions a second time. Preliminary results suggest that both approaches were equally effective in facilitating the emergence and maintenance of stimulus classes. These results suggest that naming is not necessarily necessary for class formation. |
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| 137. Outcome Reversals and Children's Conditional Discrimination, Equivalence, and Reinforcer Probe Performances |
| Area: VBC; Domain: Basic Research |
| NATALIE B. JACOME (University of North Carolina, Wilmington), Claire E. Metzler (University of North Carolina, Wilmington), Mark Galizio (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: During Experiment 1, AB and AC conditional discrimination training was conducted in 4 phases using class-specific reinforcement. Upon mastery of the AB conditional discrimination, the stimulus-reinforcer relations were reversed and performance was closely monitored for possible signs of disruption. Next, AC conditional discrimination training was conducted, and again upon mastery, the stimulus-reinforcer relations were reversed as performance was monitored for disruption. Finally, reflexivity, symmetry, equivalence, and reinforcer probes were administered to evaluate equivalence-class formation following the outcome reversals. Experiment 2 was conducted to see if the reinforcers would join the classes if participants repeated Experiment 1 without outcome reversals. Experiment 3 was conducted with a new set of experimental stimuli to determine whether reinforcers would join equivalence classes that had no history of outcome reversals. Unlike the data reported from animal outcome-reversal studies (e.g., Peterson & Trapold, 1982), data from the present study suggest that for young children specific stimulus-reinforcer relations are not critical to the maintenance of conditional discriminations. Results were mixed with respect to the impact of outcome-reversals on equivalence-class formation. While four participants demonstrated strong equivalence performances, four did not following outcome reversals. Interestingly, equivalence probe performances for all participants improved following the implementation of class-consistent outcomes. Experiment 3 yielded highly class-consistent equivalence-probe performances as well. Over all we found little evidence of the reinforcers becoming class members following outcome reversals. Although results were mixed, arranging class-consistent reinforcement contingencies brought probe performances more closely in line with the original equivalence classes. |
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