Association for Behavior Analysis International

A 6-year-old boy with autism engaged in "hitting" when preferred items were not delivered quickly and when removed after prescribed periods of access. A combination of verbal and visual antecedent prompts with a progressive differential reinforcement of other behavior (DRO) schedule was used to teach the child to sit quietly and wait for delivery of the preferred item and to return the preferred item to the therapist, without hitting, after contingent access. Duringeight baseline sessions, hitting occurred an average of 16.1 per session (waiting and removal of preferred items). During intervention the child selectedone oftwo items and was then verbally prompted to wait quietly and the therapist provided visual cues (countdown with fingers) to indicate the time requirement. A DRO program was implemented with progressive time requirement, beginning with 3-s and increased to 25-sec. Hitting decreased tozero occurrences per session and the verbal and visual cues were successfully faded.

Functional communication training (FCT) is a commonly used intervention for problem behavior; however, it is often necessary to thin the dense schedule used during training. We conducted a functional analysis of aggressive behavior exhibited by an 8-year-old child diagnosed with autism. The results suggested that aggressive behavior was maintained by social-positive reinforcement in the form of adult attention. FCT was conducted to teach an appropriate communication response (i.e., card exchange). Next, we evaluated the use of a multiple schedule to increase the practicality of the treatment. A mixed schedule was included as a control condition. The multiple schedule maintained sufficient rates of the communication response and relatively low rates of aggression; by contrast, elevated rates of aggression continued to occur during the mixed schedule. The effects were extended to his primary caregiver (mother) and his home and the duration of the extinction component was thinned to 9 min. These results provide initial evidence that initial treatment gains can be sustained using a multiple schedule with a relatively thin reinforcement to extinction component ratio without a history of schedule thinning. Therefore, the results have important implications for practitioners with respect to the efficiency in which a practical treatment can be achieved.

The purpose of this study was to evaluate a treatment for apparent masturbation in two young females with disabilities. April, age 8, was diagnosed with pervasive developmental disorder and mental retardation. All procedures were conducted in a one day behavioral outpatient clinic. During Phase 1, a brief functional analysis was conducted and showed that masturbation was maintained by automatic reinforcement. During Phase 2, a forced choice treatment was conducted. Choices included sitting with legs uncrossed (absence of masturbation) to gain access to attention and toys versus sitting alone with no programmed contingencies for masturbation. Results showed that April initially chose to sit alone. As treatment progressed, she began sitting with her legs uncrossed in order to gain access to attention and toys. Jill, age 6, was diagnosed with autism and moderate mental retardation. All procedures were conducted across days in a community health center with coaching from a therapist via telehealth technology. During Phase 1, a functional analysis was conducted within a multielement design and showed that masturbation was maintained by positive and negative reinforcement. During Phase 2, functional communication training was conducted for the escape function and is continuing to occur.

We used a three-component multiple-schedule to assess levels of vocal stereotypy before, during, and after intervention with response interruption and redirection (RIRD). Results from the second components indicated that RIRD produced an immediate decrease in vocal stereotypy for 2 participants. In addition, results from the third components indicated that RIRD did not produce a subsequent increase in vocal stereotypy for either participant. The potential clinical implications of these findings for the treatment of vocal stereotypy are briefly discussed.

We evaluated the extent to which 18 participants exhibited two or more forms of stereotypy that covaried. The results indicated that over half of the participants exhibited two response forms that were at least moderately correlated and statistically significant. This finding provides further support for the position that different forms of stereotypy may produce complementary sources of reinforcing stimulation.

Differential reinforcement of alternative behavior (DRA) is an intervention for problem behavior in which the reinforcer maintaining problem behavior is delivered only following an alternative desirable behavior (e.g., a communicative response). Although this intervention is highly effective when implemented by trained clinicians, it is generally assumed that caregivers will not be able to implement this intervention with maximal fidelity. Thus research has been dedicated to evaluating the impact of likely fidelity failures in highly controlled environments (e.g., delayed reinforcement of alternative behavior) and in evaluating intervention modifications to make treatment effects withstand these likely challenges (e.g., gradual exposure to delays to reinforcement). However, research has not evaluated (a) the forms of integrity failures that are present in natural environments or (b) the efficacy of additional training in allowing interventions to withstand these challenges. This current study was conducted in multiple parts. First, following a demonstration of the efficacy of DRA at reducing problem behavior in a controlled environment, we then trained parents to implement DRA and conducted descriptive observations of them implementing DRA in their natural environment across at least 2 days with a minimum of 2 hours of total observation time. From these data we were then able to determine the prevalence of varying forms of procedural fidelity failures. Next, we evaluated the impact of these integrity failures in a controlled environment. Third, we implemented additional training and examined the effects of these additions at minimizing problem behavior in the natural environment.

The non-contingent delivery of food or liquid is often recommended to suppress rumination, the repeated regurgitation and rechewing of partially digested food. However, it is unclear how long this reduction endures once the non-contingent delivery is terminated. The current study examined the direct and distal effects of non-contingent juice upon rumination by measuring the duration of rumination during juice delivery and after delivery was terminated. The results indicated that non-contingent juice suppressed rumination, but this suppression was brief and did not maintain upon terminating delivery. The current results raise concerns regarding the use of FT food or liquid to produce lasting decreases in rumination.

Bruxism is a significant behavioral issue since it can lead to tooth wear, facial pain, gum damage, and tooth loss. The purpose of the current study is to evaluate the effectiveness of various procedures in reducing bruxism episodes in a 21 year old male with autism. A reversal design was used to evaluate verbal and physical cues (Bebko & Lennox, 1988), reinforcement schedules alone (i.e., NCR, DRO-5, -10, -20, and -30 min) and reinforcement schedules and verbal and physical cues in combination on bruxism episodes. Two 15 minute probes were conducted daily to assess the effectiveness of the interventions. Reinforcement schedules alone resulted in greater reduction in bruxism episodes and reduced variability when compared to verbal and physical cues. The final condition will examine bruxism episodes when verbal and physical cues are combined with various schedules of reinforcement. A functional analysis was conducted prior to the initial baseline condition demonstrating automatic reinforcement as the function for bruxism.

Research suggests that antecedent variables, such as characteristics of the therapist, may affect behavior in functional analysis and treatment sessions (Ringdahl & Sellers, 2000; Progar et al., 2001; McAdam, DiCesare, Murphy, & Marshall, 2004). The purpose of the present study is to evaluate if the size and familiarity of the therapist produce different rates of darting behavior for a 17-year-old female diagnosed with autism. Four therapists were selected based upon size (those who were physically equivalent versus those who were more petite than the participant) and familiarity (novel versus familiar to the participant). A reversal design was used to evaluate the effects of different therapists and frequency data was collected on each instance of darting. In phase one of treatment, all therapists followed the participant when she darted and responded with playful verbal and tactile attention. During phase two, all therapists followed the participant when she darted and responded with a verbal reprimand. Results will be discussed in terms of the effect of therapist size and familiarity on the behavior of the participant and the implications for treatment.

Rapp (2004, 2007) has shown that prior access to stereotypy may decrease subsequent engagement in the behavior, but the effects are not always consistent within and across participants (e.g., Lanovaz, Fletcher, & Rapp, 2009). One potential predictor of the effects of prior access on subsequent engagement is initial levels of stereotypy. Given that stereotypy is automatically reinforced, high initial levels may produce abolishing effects decreasing the occurrence of the behavior and its reinforcing value whereas low levels may produce the converse. We examined 24 datasets from 14 children with autism who displayed one or more forms stereotypy. Each dataset contained ten or more baseline sessions divided into three components of equal duration. For each dataset, we identified the median duration of stereotypy during the first component and separated the sessions into two groups (i.e., lower and higher than the median). Then, we graphed changes in stereotypy from the first component to third component for each group (as in a multielement design). The analysis is ongoing, but our preliminary results suggest that initial levels higher than the median were associated with larger reductions in subsequent stereotypy. The implications of the results for the assessment and treatment of stereotypy will be discussed.

The purpose of the present study was to compare the method of task presentation during demands and its effects on tantrum behavior for a 12-year-old female diagnosed with autism. Tantrum behaviors included any combination of aggression, self-injury, and disruptive behavior. During baseline, frequency data was recorded on tantrum behaviors and demands were presented one at a time from a bin of academic materials for 30 minutes. In the first treatment phase, a timer was set for 30 minutes and remained on the table as the participant completed academic work. The therapist presented academic activities one at a time from a bin and placed them back into the bin when completed. In the second treatment phase, no timer was used and no time limits were communicated to the participant. The therapist placed all academic activities on the table and put them into a bin as they were completed. The same materials were used in each session, sessions lasted for 30 minutes, and the same discriminative stimulus was given to begin working ("It's time to work"). The effects of how tasks were presented on tantrum behavior will be discussed along with the implications for treatment.

Elopement behavior is a serious problem that often leads to placement in a more restrictive setting due to the safety risk (Garner, 1991). The present study is a replication and modification of functional analysis procedures for elopement as identified by Piazza et al. (1997) for a 9-year-old female diagnosed with autism. The participant reportedly engaged in elopement behavior while laughing and turning to make sure someone was following her, which ultimately necessitated treatment at aresidential program to ensure her safety. A functional analysis was conducted using a multi-element design across attention, demand, ignore, tangible, and control conditions. Sessions were conducted on her living unit in an effort to replicate the natural environment and were 10 minutes in length using frequency recording for each occurrence of elopement. Elopement behaviors were defined as any part of the participant's body moving through a doorway or beyond 5 feet from the therapist (when in hallway situations). The results of the functional analysis will be discussed along with the implications for treatment.

The present study evaluated the implications of blocking and not blocking self-injurious behaviors, as well as rates of successfully blocked self-injury in a 16-year-old boy with autism. The participant resided in a behavioral stabilization unit for the treatment of self-injurious behavior to the head. Rates of self-injurious behaviors averaged 340 instances per hour leading up to treatment. As a result the participant wore a soft padded helmet and padded gloves to prevent injury. At the time of evaluation, the staff response for self-injury, as prescribed by the behavior plan, was response prevention. Anecdotal reports suggested that the blocking often resulted in prolonged episodes during which there was an increased intensity and change in topography, and upon observation it was evident that staff was unable to prevent all instances of self-injury. Sessions were conducted in an ABA design using a blocking condition in which all attempts to self injure were blocked and a condition in which self injury was not blocked for 15 minutes, rotating conditions at each 5-min interval. Data was recorded for successful and unsuccessful blocking as well as rates of self injury when blocked and not blocked from occurring. Results are discussed.

A descriptive analysis of self-injurious behavior (SIB) was conducted for a 14-year-old male student diagnosed with autism to determine potentially relevant variables maintaining SIB. In this particular case, a functional analysis would have been an inappropriate assessment because previously conducted indirect assessments indicated that there would be 18 different conditions to test. The descriptive analysis examined various prompt types (verbal, gestural, partial physical, full physical), positive touch (tickle, hug, high five), access to tangibles, attention, and praise. Results of the descriptive analysis demonstrated that physical prompting methods were correlated with SIB, whereas other prompting techniques and physical touches were not. SIB only followed physical touches in a demand context, never after positive touches. Results also provided information to suggest further evaluations and interventions to reduce levels of SIB. A traditional functional analysis would have shown a strong functional relationship between demand and SIB, however, SIB only occurred after a demand was paired with a physical prompt.

Kuhn, Hardesty, and Luczynski (2009) suggested that manipulating environmental events during assessment conditions, while variables such as deprivation states and consequences remain constant, may provide valuable information regarding situations in which problem behavior occur. The participant in the current study, Ace, was a 12-year-old boy diagnosed with disruptive behavior disorder admitted to an inpatient facility for the assessment and treatment of self-injurious, aggressive, and disruptive behavior. Although Ace's initial functional analysis yielded inconclusive results, anecdotal observations suggested when others engaged in disruptive behavior, his problem behavior increased. The purpose of the current study was to measure the effects of others' disruptive behavior on Ace's problem behavior. Pairwise comparisons were conducted where confederates' behaviors and consequences were manipulated. Results indicated that Ace engaged in more problem behavior when the confederate engaged in disruptive behavior, despite whether or not he/she was reprimanded (on average 4.19 rpm and 4.42 rpm, respectively), when compared to the control condition (on average, 0.40 rpm). Reliability data were collected for 36.4% of observations and averaged 96.4%. This study supports previous research, advocating the assessment of idiosyncratic variables and extends research by Kuhn et al. (2009) isolating the effects of confederate disruptive behavior on problem behavior.

Elopement can be a particularly dangerous problem behavior emitted by individuals with developmental disabilities. In the current study, a functional analysis of elopement was conducted for an individual diagnosed with an autism spectrum disorder who did not demonstrate general safety or self-preservation skills. Latency to elopement was the primary dependent measure for the functional analysis. Results of the functional analysis indicated that elopement was maintained by access to tangible items and locations. Latency to elopement and latency to emit an appropriate communication response were measured during treatment. Functional communication training and timeout contingent on elopement were used during treatment.

This experiment examined the effects of access to matched stimuli on automatically reinforced behavior of an 8-year-old male student with autism. Data from direct observations, Functional Analysis Screen Tool and Motivation Assessment Scale, suggested the participant engaged in hand mouthing behavior maintained primarily by automatic reinforcement. Studies have shown the importance of conducting functional analysis and preference assessment to identify the specific source of reinforcement (oral vs. tactile stimulation). The participant was exposed to variety of items and activities that differ in dimensions during the preference assessment to identify the stimuli that matched the hypothesized sensory consequence of hand mouthing. Treatment for the participant consisted of differential reinforcement in a reversal design (ABAB). Results of the experiment supported previous studies and demonstrate the benefits and the lasting effects of identifying the specific source of reinforcement and that matched stimuli were associated to lower levels of aberrant behavior (hand mouthing).

The purpose of the present study is to compare the effectiveness of non-contingent reinforcement (NCR) and differential reinforcement of incompatible behavior (DRI) on reducing self-injurious behavior (SIB) exhibited by a child with autism. The participant is a 43-month-old female with a primary diagnosis of autism. She is non-verbal, but uses signs and gestures to communicate. When denied access to preferred item or denied escape from unpleasant social situations (i.e. discrete trial training therapy sessions), she engages in SIB in the form on hitting her head with a fist or hitting her legs with her fist. Using an alternating-treatment design, researchers will assess treatment efficacy. During baseline, data indicated SIB was occurring roughly 142 times per day. During Condition 1, staff reinforce the participant on a time interval of 15 seconds for 1 hour to see if frequent reinforcement reduces target behavior. During Condition 2 staff will prompt and reinforce engagement in incompatible behavior. Efficacy for using NCR and DRI procedures have been investigated, however little research exists that directly compares these two methodologies. The present study is designed to assess which treatment package shows to be more efficacious for reducing SIB related to direct access and escape functions.

The complexity of the central nervous system is abstract; yet, neuroscientists demonstrate evidence that sensory input evokes physiological changes in the body and at time severe reactions (Ben-Sasson et al., 2008). Although the severe reactions to various external sensory stimuli have been discussed in the literature for decades (Baranek, Wakefield, & David, 2008), there is little to no empirical evidence or systematic interventions to address the supposed sensory problem. Furthermore, those that purport sensory interventions work, typically point to internal, non-observable reasons such as self-regulation. The purpose of this study was to analyze a series of sensory interventions as antecedent interventions, particularly working as abolishing operations as noncontingent reinforcement prior to engaging in high demand tasks. An alternating treatment design was utilized to show a functional relation to the identified intervention compared to other interventions (Kennedy, 2005). The researchers trained data coders to collect data who were blind to the study. As evidenced by the differentiated effects in the alternating treatment design, aberrant behaviors were at zero levels and correct responding to academic tasks were near 100% as measured with permanent products.

Stereotypy can interfere with a students ability to access and receive instruction, which gives way to learning new, adaptive and age-appropriate leisure skills. A procedure utilizing a response blocking procedure with delivery and access to a competing stimulus was implemented to reduce stereotypy in a 15-year-old male student attending a specialized school for children with autism. Stereotypy consisted of persistent hand flapping, finger tapping, finger rubbing, and rocking of the upper body. The initial (competing stimulus) assessment consisted of measuring engagement in stereotypic responses as well as engagement with the presented item. Results of this preliminary assessment indicated multiple, viable stimuli, which were subsequently chosen for the intervention. The intervention itself consisted of the application of response blocking procedure with noncontingent access to a competing stimulus. As a result of this intervention, the student was more eligible for instruction and classroom interaction. The overall results are discussed in relation to existing research on behavior reduction strategies.

This presentation will focus on a recent study examining the effectiveness of a verbal query intervention (VQI) procedure in decreasing motor and vocal stereotypy in four students with moderate to severe autism. An ABC multiple-baseline across subjects design was used to examine whether the VQI procedure, when combined with behavioral intervention strategies, leads to an incremental decrease in stereotypy. The VQI procedure involved the presentation of behavior-specific questions that the students were required to answer correctly. The questions were presented both proactively and reactively. It was found that two participants demonstrated a decrease in stereotypy of 21% and higher. Graphical analysis indicated that the VQI procedure did lead to a decrease in stereotypy. The author provides several theories as to why the VQI was effective, with particular emphasis on the cognitive-behavioral implications of the study. A discussion regarding the use of the VQI procedure in the school settings is also presented.

The purpose of this experiment was to evaluate the effectiveness of extinction procedures, specifically planned ignoring, as a method to decrease vocal stereotypy. A preschool student with autism, described as a speaker with low conversational units in her repertoire of verbal behavior participated in the experiment, utilizing a multiple baseline across settings design. The independent variable was the implementation of planned ignoring as a tactic that involved the removal of attention contingent upon the student's emission of the behavior. The dependent variable was the rate of inappropriate and tangential vocalizations during instruction and playtime. During baseline conditions, the participant emitted reliably high levels of inappropriate utterances described as vocal stereotypy during free play and instruction. Following the implementation of the intervention, the rate of inappropriate utterances decreased, while the rate of appropriate vocal responses followed a reliable, steady, ascending trend. A functional relationship was demonstrated and the results of the study suggested an effective procedure for decreasing inappropriate behaviors maintained by the positive reinforcement function in the form of access to attention.

Behavior reduction procedures are a large part of programming for students with autism and related disabilities. Applied practitioners are often faced with an emerging challenging behavior that requires immediate intervention. While attempting to determine the function of the challenging behavior, clinicians often implement a non-function based procedure. This research asked if implementing a differential reinforcement of other behavior (DRO) program for a 12-year-old girl with autism would reduce spitting behavior? With the onset of the spitting behavior, Jane had tissue damage to her face and lips within 2 days prompting the need for immediate behavioral intervention. Staff implemented the DRO in sessions similar to "discrete trial" sessions every 10 minutes throughout the day, with the initial interval of 45 seconds. For Jane, upon implementation of the DRO data indicated the absence of spitting behavior in 44% of measured intervals. After 24 sessions, Jane was averaging absence of spitting in 76% of intervals. The interval was then increased to 1 minute and in 12 sessions Jane reached 100% absence of challenging behavior as measured over the last three intervals.

Functional analysis revealed that motor stereotypy (i.e., tapping fingers or objects on hard surfaces, hand flapping) was undifferentiated and elevated during the alone conditions, likely indicating an automatic function in a 5-year-old boy with autism. Noncontingent reinforcement (NCR) with matched and unmatched stimuli, as identified by a paired-choice preference assessment and competing stimulus assessments, was unsuccessful in decreasing motor stereotypy below baseline levels. Therefore, NCR combined with a visual screen was then implemented. All sessions were conducted in a center-based preschool for children with autism. The treatment package consisted of a 30-second NCR condition with access to a highly preferred stimulus, followed by a 5-minute punishment condition, in which all instances of motor stereotypy were consequated with a visual screen for at least 30 seconds. Within session analyses were conducted to assess pre- and post-session effects of the intervention. Results indicated that NCR + visual screen significantly decreased motor stereotypy across pre-session, treatment, and post-session conditions.

We compared outcomes of functional analyses (FA) conducted in home settings and through telehealth to evaluate the effectiveness of telehealth in conducting FA with children with autism spectrum disorders (ASD). Participants included 7 children with ASD receiving in-home behavioral assessment and 9 children with ASD receiving behavioral assessment via telehealth. Participants were between 2 and 6 years old and displayed problem behavior. The FAs were completed within a multielement design. In the in-home project, the FA was conducted in the home by the parents with coaching from a behavioral specialist. In the telehealth project, the FA was conducted at a regional clinic by the parents with support from an onsite coach and coaching from a behavioral specialist via telehealth. Inter-rater agreement was assessed across 30% of sessions and averaged over 90%. Mean number of sessions to complete the FA was 14 for the in-home and 20 for the telehealth group. Mean number of visits before completing the FA was 4 for the in-home and 5 for the telehealth group. A function was identified for 71% of the in-home participants and 89% of the telehealth participants. Preliminary data suggest that telehealth practices are effective in conducting FAs with children with ASD.

Bowman et al. (1997) demonstrated effective assessment and treatment procedures for participants whose destructive behaviors functioned to direct activities (i.e., "my way"). Our study applied these procedures to a higher functioning adolescent and included generalization across multiple environments and individuals. The participant was a verbal 13-year-old female diagnosed with autistic disorder. The participant exhibited frequent and intense aggressive, disruptive, and self-injurious behaviors that led to multiple injuries. Problem behaviors were assessed through several functional analyses. Results indicated that the participant engaged in target behaviors to escape demands and to gain or maintain verbal and physical direction of activities. The treatment package contained multiple components including stimulus control, differential reinforcement of other behavior, and extinction. Initially, treatment was assessed across mand and demand sessions from the functional analysis baseline data; it was later generalized across her entire day (i.e., school, leisure activities, nonpreferred activities) with multiple staff and family members. Problem behaviors in the clinic were reduced by more than 80%. Follow-up data at 3 and 6 months post-discharge are being collected. From this presentation, attendees will learn a treatment targeting problem behaviors maintained by access to adult compliance with mands for an adolescent with severe problem behaviors.

This poster examines the effects of a reverse demand fading protocol on the occurrence of the target behaviors of physical aggression towards others and property destruction as well as the rate of skill acquisition for an 11-year-old boy with autism. After initial baseline recording of the occurrence target behaviors and baseline testing of the subject's skill set, goals and objectives for behavior reduction and skill acquisition were determined for one school year following the implementation of the demand fading protocol. Demand sets were determined through a hierarchical ranking of the projected yearly goals and objectives. Criteria for subsequent demand set implementation was determined to be 3 consecutive days of target behavior occurrence within a range of 0% to 10% below average baseline percent per target behavior. Rate of skill acquisition was determined by the number of newly mastered targets per week across all skill acquisition programs. Initial results suggested that the implementation of a reverse demand fading protocol may reduce the occurrence of maladaptive behaviors while increasing the rate of skill acquisition.

Imitation training is often included in programming for children with autism. However, relatively few studies have evaluated the extent to which acquired responses generalize or maintain across time. In this study, a multiple baseline across responses design was used to evaluate the effect of training on generalization and maintenance of responses for one child with autism. The results indicated that acquisition of programmed imitative responses did not lead to increased acquisition rates for subsequently trained imitative responses. The introduction and training of new responses was correlated with temporary disruption of correct responding to previously acquired imitative responses.

Little to no research to date addresses the inability to form conditional discriminations that is sometimes exhibited by young children with autism who are in the process of building simple skill repertoires (i.e., motor imitation, receptive identification of body parts, etc.). The inability to discriminate conditionally can significantly slow the acquisition of new skills in a child's developing repertoire and may be attributed to a lack of stimulus control. The current study investigates the use of a blocked trial procedure (Saunders & Spradlin, 1993) to facilitate conditional skill discriminations.

Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities are among the core diagnostic criteria for autism. As a result, some students with autism repeatedly select a small number of available reinforcers, and are often unwilling to select novel items that could potentially function as reinforcers. This creates a challenge for educators of individuals with autism, especially when the student repeatedly selects an item or activity that is in short supply, or takes a long time to consume/complete. In the current study, participants were trained to increase the number of novel items and activities they selected using a schedule thinning procedure. Novel item and activity selections were defined as the student selecting an item or activity that was not previously selected that day. The schedule thinning procedure involved increasing the amount of work that was required before the selected item or activity was delivered. Experimental control was demonstrated using a reversal design. Additionally, pre- and post-intervention stimulus preference assessments were conducted to assess for changes in preference. Results will be discussed in relation to increasing reinforcer variability, and modifying individual preferences.

Video modeling has been an effective tool for the last three decades to teach studentswith autism spectrum disorders (ASD). It has been used as an effective tool in teaching children with autism pretend play, conversation, and perspective. We have used video modeling to teach life skills with three teenage boys with autism. A task analysis was created and a video was completed by a staff member based on the task analysis. A baseline of steps completed correctly was obtained. Verbal and visual prompts were used to introduce the students to their tooth brushing task. We then assessed the effects of video modeling on increasing the amount of steps completed independently in the task analysis. A multielement design was use across subjects. Results support video modeling as an effective tool to teach life skills to students with autism. Recording was done by two observers. This provided reliability of the data recorded.

Several studies have documented an inverse relationship between aggressive behaviors and appropriate responding to structured teaching activities, suggesting that aggressive behaviors negatively impact social integration and interfere with learning processes. Behavioral programs applied to reduce aggressive behaviors have shown that aggression can be reduced in frequency. However, it is thought that use of the Wilbarger brushing protocol may be used to further reduce aggressive behaviors and increase attention to task during structured teaching activities. This study used the Wilbarger brushing protocol to reduce aggressive behaviors and increase attention to task in a 12-year-old with autism. An alternating treatment design is being used to evaluate effectiveness of the treatment. During a 30-min interval, the brushing protocol will be added to his current behavior plan to determine if targeted behaviors are reduced. The brushing protocol will then be removed to evaluate if targeted behaviors increase. Reliability will be calculated by using two independent observers.

Previous research has indicated that new forms of vocal behavior can be emitted as a function of a conditioning procedure consisting of the temporal pairing of a vocal model with a preferred stimulus. This stimulus-stimulus pairing procedure results in the development of an early repertoire of vocalizations which, through subsequent mand instruction, can result in the emission of this and eventually other verbal operants. This intervention has previously been conducted primarily with younger children using automatic and direct reinforcement operations such as tickling, singing, and talking to the participants during the pairing procedure. For some students with less advanced verbal repertoires, other reinforcement operations such as edibles and non-edible tangibles may be needed in addition to the type described above to further condition and strengthen a vocal-verbal response form. This study examined the effects of stimulus-stimulus pairing to acquire new forms of vocal behavior using edible and non-edible tangible reinforcement operations during the pairing procedure. A multiple probe across participants design was employed and the results are discussed as they relate to the current literature on conditioning and early mand training.

Brain Gym is an intervention designed to improve various outcomes including attention, memory, and academic skills. This intervention requires the participant to engage in a variety of movements to help the body recall the movements from the first stages of life when the body was learning to coordinate the hands, eyes, ears, and whole body (Brain Gym International, 2009). While there are many qualitative studies that support use of this intervention, few empirical research studies are available. Additionally, existing empirical studies contain multiple methodological flaws which obscure the true effect of this intervention (Hyatt, 2007). The current investigation will compare three interventions to promote academic engagement among children with disabilities. Interventions will take place during the first few mintues of each session. Baseline consists of no movement activity. During intervention, two movement activities (Brain Gym and non-Brain Gym movements) will be alternated using an alternating treatments design. The subjects are three males (ages 7-9) with developmental disabilities. On-task behavior will be measured using momentary time sampling. Please refer to the attached Figure in which the first two days of baseline are displayed. This study will help practioners to accept or reject Brain Gym as an effective intervention to improve academic outcomes for children. References Brain Gym International, (2009). Brain Gym International. Retrieved from http://www.braingym.org/. Hyatt, K.J. (2001) Brain Gym: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117-124.

The current study describes an intervention sequence that may be used to develop individualized and effective interventions for improving delayed verbal comprehension skills in individuals with autism. The study also suggests strategies for promoting the generalization of novel verbal comprehension skills into the natural environment. The purpose of this study is to examine the generalization to novel stimuli after teaching identification of picture absurdities, verbal comprehension, and vocabulary in a male child with autism. Using a multiple baseline design across skills, the intervention attempts to increase the rate and complexity of participant verbal responses to novel verbal comprehension questions posed. Baseline measures indicate that the participant is responding to comprehension questions at near zero rates across all three skill domains, with intervention data currently in progress. This study hopes to show that an intervention simultaneously targeting multiple components of verbal comprehension will improve a participants generalization of existing skills and increase their spontaneous initiation. The findings are likely to suggest that teaching verbal comprehension skills alone may be insufficient for generalization of those skills into the natural environment; however, teaching in combination with embedded strategies for generalization may be successful.

Errorless learning refers to a set of procedures used to promote learning by minimizing incorrect responding during acquisition (Mueller, Palkovik, & Maynard, 2007). Research suggests that for some children, incorrect responding during a learning task can have detrimental effects on motivation, skill acquisition, and behavioral control (Lerman, Iwata, & Wallace, 1999; Lovaas, Koegel, & Schreibman, 1979; Schreibman, Charlop, & Koegel, 1982). Therefore, errorless learning aims at increasing acquisition while attempting to minimize the negative effects of incorrect responding. The purpose of this poster is to present a description of an errorless learning procedure used to increase receptive language acquisition and teach stimulus discrimination to a 3-year-old boy with autistic disorder. A changing criterion design is currently being implemented to assess a procedure utilizing stimulus fading and response prevention errorless learning techniques. Discussion will focus on results from the intervention as well as a review of important considerations when developing and implementing errorless learning procedures.

Self-modeling uses images of oneself engaged in adaptive behavior (Dowrick, 1999). Of several forms of self-modeling, feedforward modeling extends an individuals repertoire by exposing her/him to depictions of themselves performing novel behavior or behavior in novel contexts, created by manipulating video of current performances. Sixteen spider-phobic adults were assessed for phobia severity using behavioral avoidance tests (BAT) and self-report measures of spider phobia, anxiety and depression, and self-efficacy. Eight pairs were formed by matching on initial phobia severity. Blue screen and other video editing procedures created self-modeling videos for one member of each pair, depicting him/her (a) successfully completing the BAT, (b) removing a spider from a wall and releasing it outside, and (c) calmly observing a tarantula crossing a desk to within 12 cm. After baseline assessments, participants viewed a video once every 2 days for 14 days. One of each pair observed themselves (self-modeling) and the other watched the same video (peer-modeling). Subjective units of discomfort ratings were recorded in baseline, at each viewing, at post-test and follow-up, along with BATs and self-report measures at post-test and follow-up. Both types of modeling reduced behavioral avoidance and increased spider self-efficacy, but self-modeling produced somewhat more clinically significant changes in phobic beliefs and symptoms.

The motivational effects of mood-altering verbal events on the consequential value of various activities were investigated in a within-subjects, repeated-measures experimental study. Specifically, participants completed explicit and implicit measures to determine whether preferences for pleasant and unpleasant activities changed from baseline after positive and negative mood-induction procedures. The implicit relational assessment procedure (IRAP) was used to minimize demand characteristics while assessing cognitive preferences that participants were unaware of or reluctant to report. Data from 30 never-depressed university undergraduates were analyzed. Results show differential preference of pleasant and unpleasant activities after positive and negative mood induction. Pleasant activities were more reinforcing after positive mood induction and less reinforcing after negative mood induction, when unpleasant activities increased in reinforcing value. Interestingly, although many participants did not explicitly report a negative affective state after negative mood-induction procedures, they nonetheless preferred pleasant activities less. In other words, activity preference was dependent on contact with verbal environmental events rather than reported affective state. These findings contribute to existing evidence that verbal mood-altering antecedent events can function as motivating operations. Additionally, this study underscores the importance of implicit assessment, and highlights the potential utility of the IRAP as a clinical tool.

Acceptance and commitment therapy asserts that in clinical problems such as rumination and depression, making sense continues despite accompanying aversive consequences because it is reinforcing (Hayes, Strosahl, & Wilson, 1999). Preliminary empirical evidence for this hypothesis has recently been established (Wray, Dougher, & Hamilton, under review). College students preferred a solvable laboratory task with response-contingent reinforcement to a formally similar but unsolvable task, on which equal or greater amounts of reinforcement were presented independent of performance. The current study replicates these earlier findings using both self-report and two additional behavioral measures of preference (i.e., condition chosen most and first). Additionally, the current study investigates whether individuals preferred the solvable condition because it was positively reinforcing or because avoiding the unsolvable condition was negatively reinforcing by introducing a neutral task, which provides an alternative to the solvable and unsolvable conditions. It was anticipated that, across all3 measures, solvable conditions would be preferred most, followed by neutral and unsolvable conditions, respectively. Using both concurrent chaining and forced choice procedures, results from 17 college students show that participants preferred solvable conditions more than unsolvable conditions, but there was no difference between solvable and neutral conditions. Results suggest that making sense serves both positively and negatively reinforcing functions.

In this functional magnetic resonance imaging study, we examined the neural correlates of avoidance and extinction and how levels of experiential avoidance modulate activation during extinction. Seventeen adult subjects responded under a multiple FR9 avoidance (AV)-extinction (EXT) schedule, with each component 16 s in duration. As expected, high rates of responding occurred during AV, with little or no responding during EXT. First, results showed striatal activation occurred to the AV cue and decreased during EXT, suggesting that the striatum supports both avoidance maintained by negative reinforcement and behavior maintained by positive reinforcement. Second, results showed EXT recruited ventrolateral and inferior frontal regions, insula and amygdala, which suggests that extinction of avoidance recruits some of the same regions reported in studies on extinction of conditioned fear. Lastly, results showed that increased activation during EXT in the amygdala and bilateral insula (emotional processing regions) was correlated with increased experiential avoidance (AAQ-II and TCQ-self punishment scores). The heightened limbic system response suggests that people with learning histories (reported) characterized by extensive avoidance may show more reactivity to EXT; which contributes to between-subject variability.

Acceptance and commitment therapy (ACT; Hayes, Strosahl, & Wilson, 1999) is an empirically-based approach to therapy which posits that when one's life consists of value-congruent behavior, there is less psychological distress. It has since been suggested that the intense and overt focus on symptom reduction designed to change or replace thoughts may not lead to the most optimal treatment outcome (Hayes et. al. 1999). Given this information, a new treatment rational has been proposed (Hayes et. al 1999). Clients are encouraged to accept both the pleasure and the pain as natural and even necessary elements of a well-adjusted individual. Given this emphasis on values as it relates to behavioral outcomes, it is important that the relationship between personal values, values-based behavior, and psychological distress be further investigated. The current project seeks to evaluate the roles of acceptance, psychological distress and coping style with values-based behavioral congruence. As part of a larger project, the baseline information obtained can provide supportive conclusions to the abundance of empirical data supporting the ACT framework. Preliminary data suggests a positive relationship between value-based behavioral congruence and acceptance in those who present with low values behavioral concordance.

The Bull's-eye is a measure that clarifies values and assesses movement toward these values in spite of barriers (Lundgren, 2006). The Bulls-eye has been used in a recent study on acceptance and commitment therapy and the reduction of epileptic seizures (Lundgren, Dahl, and Hayes, in press). Alternatively the Valued Living Questionnaire (VLQ) is a measure that has been used in clinical settings to assess behavioral concordance with values. The present poster analyzes the correlation between the Bull's-eye and Valued Living Questionnaire. The measures were given to a sample (r= .203, n= 148) of introductory psychology students at a large Midwestern university. The results show a significant correlation (P<.05) between total concordance on the VLQ and Bulls-eye. Subsequent tests were run to analyze how well specific items on the VLQ correlated to the 4 domains of the Bulls-eye. Results show that the work items were not correlated between the two tests, leisure was correlated with recreation (r= .269, P<.01), the Family and Friends items were slightly correlated (r= .165, p< .05), and Physical Self-Care was correlated with Personal Growth/Health (r= 2.64, p< .01). This data suggests that the two measures are measuring the same thing but are likely tapping into it in different ways.

One method that has been successful in managing pain is mindfulness. For the purpose of this experiment, mindfulness refers to an active non-judgmental process wherein private events and external stimuli are observed as they arise (Baer, 2003). With regard to painful stimulation, mindfulness techniques train people to differentiate physical stimulation from their verbal behavior concerning such stimulation. This experiment examined the effects of a brief mindfulness package on functioning during a cold pressor task, an extension of Hayes et al. (1999). Participants were exposed to two conditions (mindfulness vs. placebo condition) in a multielement design over eight sessions. The independent variable of interest was a mindfulness-based experiential exercise and brief 60 minute group mindfulness training. Dependent variables assessed were pre and post Kentucky Inventory Mindfulness Scale (KIMS) scores, the duration of the cold pressor task, and the rate of randomized math computations completed via a computer program.

Smith (2005) has asserted that the relaxation state (R-state) aware is a form of mindfulness. The current research examined the magnitude and direction of relations between direct observation of relaxed behavior and self-reported awareness, and cognitive, somatic, and physiological relaxation. Twenty-four undergraduates took part and were assessed on two occasions, one week apart. Correlation analysis revealed: (a) direct observation of relaxed behavior was not related to self reported awareness (mindfulness) or self reported relaxation, (b) the physical tension scale of relaxation was related to reported mindfulness, and (c) the reliability and validity of self-reported measures of relaxation was not replicated.

Chronic tic disorders are of biological origin but can be brought under operant control. Several studies have shown that differential reinforcement of other behavior (DRO) contingencies can decrease tic frequency (i.e. increase tic suppression), but none have systematically investigated the effects of other kinds of contingencies. The present study compares the effects of DRO and response cost contingencies on tic suppression. In this study children and adolescents with tic disorders are exposed to twelve, five-minute conditions of baseline, DRO, and response cost. A multielement withdrawal design with counterbalancing across subjects is used. Results will demonstrate the relative effects of DRO and response cost schedules on tic suppression. Results will also further knowledge of the conditions under which the tic rebound effect, in which children reportedly tic at a higher rate following periods of suppression than at other times, may or may not occur. Findings from this study will be of both basic science and translational interests within the field of tic disorders.

Tourette's syndrome is a neurological disorder. A majority of patients seek medical treatment to manage tics (Piacentini & Chang, 2001). Tic symptoms, however, also fluctuate as function of the environment (Leckman & Cohen, 1999) posing the possibility that a behavioral intervention may be effective in managing tics. Habit reversal training (HRT) (Azrin & Nunn, 1973) is a multi-component behavioral treatment package for suppressing nervous habits and tics by creating awareness of the behavior and engaging in an incompatible behavior, or competing response, to replace the nervous habit or tic. Studies using habit reversal training have found the procedure to be effective for tics (Peterson, Campise, & Azrin, 1994; Piacentini & Chang, 2001; Woods & Miltenberger, 1995, 2001). The current study will include HRT procedures to treat tics in a 9-year-old patient with Tourette's syndrome.

A number of researchers have used simplified versions of the original habit reversal procedures described by Azrin and Nunn (1977) to treat a variety of repetitive behaviors or stereotyped movements (e.g., nail biting, excessive scratching, and skin picking). However, research on the use of simplified procedures to treat these types of repetitive behaviors in children continues to be needed. In the current study, simplified habit reversal procedures were used within a brief (90-min) outpatient evaluation to treat chronic skin picking and nail biting with two children. A multielement evaluation was conducted to identify antecedent events that evoked the repetitive behaviors. A reversal design was used to evaluate the effects of a treatment package that included awareness, competing response, and social support components. Inter-observer agreemnent was collected during at least 25% of sessions and agreement was above 90%. Repetitive behaviors were reduced to zero or near zero levels within a 90-min outpatient evaluation. Implications of using a simplified variation of habit reversal procedures with children in an outpatient clinic setting will be discussed.

Universities have a commitment to training future professionals, and in recent years have suggested that multidisciplinary education is one of the main points to guide its work. The aim of this study was to analyze the effect of multidisciplinary training in the care of children with disabilities. Thirty-seven psychology students, 19 optometric students and 18 medicine students participated in this study. These students attended 20 children with a multidisciplinary approach for a semester. A questionnaire was applied for assess the quality of service and the impact on students' professional training. It was performed a quantitative analysis of the data. The results showed that psychologists, optometrists and doctors considered important to participate in a multidisciplinary intervention for children with disabilities, because this contributes to a better quality of life and too they develop as professionals with skills needed to provide attention to this population. An important aspect about multidisciplinary work is related with the benefits to offer quality service, and generate knowledge in the students, as well as serves as experience for those professionals who are in training.

Sign posting and container proximity manipulations have been shown to be effective methods of increasing recycling in university and corporate settings. The generalizability of these methods to other populations is unknown. The current study used an ABCDEAB reversal design to examine recycling behavior in an adult mental health population at a local socialization center. During baseline (A), the amount of recyclable materials placed in trash containers was monitored. Recycling containers were then introduced to the center. During intervention phases, recycling and trash containers were placed adjacent to each other without signs (B), 4 meters apart without signs (C), adjacent to each other with signs (D), and 4 meters apart with signs (E). A brief reversal to baseline was then implemented followed by reinstating the least intrusive-most effective treatment. Results indicated that placing recycling and trash containers in close proximity (with or without signage) yielded the greatest overall increase in recycling behavior. Moreover, patrons of the center were able to reliably assist in data collection and maintain the project following the withdrawal of intervention. Techniques for increasing recycling behavior can be extended to a novel population and setting, albeit with some unique challenges to data collection (e.g., can theft).

This study, a systematic replication of Manuel et al., (2007), used an assessment tool to guide intervention selection to increase the use of reusable cups by staff members in a school cafeteria. Behavior analysts implementing interventions designed to protect the environment have been encouraged to shift their focus from recycling to reducing and/or reusing consumer goods (Lehman & Geller, 2004), and research, though limited, has suggested that assessment tools may be helpful when selecting community-based interventions (e.g., Rohn, Austin, & Lutrey, 2002, Pampino et al., 2003, Manuel et al, 2007). In the present study staff members filled out a survey regarding their use of disposable cups and interventions were chosen based on the results of the survey. Survey-suggested interventions were primarily antecedent interventions. A multiple baseline across settings was used in two different cafeterias at the same school. Data suggest that interventions guided by the assessment tool could effectively decrease the use of disposable cups.

Global warming has a destructive effect on the earth, air, water, and weather around us as large amounts of greenhouse gases pollute the world. Recycling has been shown to help lower greenhouse gas emissions by reducing methane released by landfills. Behavioral researchers studying recycling employ the use of convenience, proximity, and prompts and rewards in order to create compliance in residential, academic, and business settings. These factors were included in an AB design with follow-up, which examined three theories of behavior modification to determine the best approach to convince students to recycle. These theories included applied behavior analysis (i.e., prompts and rewards), the theory of planned behavior, and social capital. Groups were presented information via posters and brochures that was consistent with one of these theories of behavioral change. Environmental values and recycling attitudes were also measured. The applied behavior analysis group showed the greatest increase in recycling. The social capital and theory of planned behavior groups showed modest increases in recycling. This would suggest that applied behavior analysis with the use of reinforcers creates the greatest increase in recycling for a college population. Reinforcers could be used to increase recycling on other college campuses as well.

In Baer, Wolf and Risley's (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension directs behavior analysts to commit to the enhancement of people's lives. The dimension is also in accord with general ethics in basic science. Behavior eligible for change and interrogation must be changed in socially and clinically significant directions, and also in line with the client's values. In earlier studies (Arntzen, Lokke, & Lokke, 2008; Lokke, Arntzen, & Lokke, 2010) we presented data from two administrations of one survey (based on Bailey, 2006). The main finding was that the participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis. In the current presentation we have refined, reformulated and added new items to the instrument. The new items represent mainstream science and generally accepted rules of conduct (Helsinki declaration). The new instrument includes values relevant both for applied behavior analysis and experimental behavior analysis.

Event attendees typically have one choice to make when disposing of waste, a trash can. If other choices are present, the added response cost of making a decision about the placement of waste often results in improperly sorted waste bins. Subsequently, designing a program to accurately collect recycling and compost in addition to landfill waste can be challenging. This study was designed around a program used at a large music festival where waste bins were organized into "pods" consisting of three bins for recycling, compost, and landfill. Three pod variations were tested and the accuracy of waste placed in each bin was measured in an effort to establish which condition resulted in the most accurately sorted waste. The conditions consisted of (a) a simple labeling sign located above pod, (b) a simple sign with the addition of a detailed sign outlining what types of waste should go in each bin, (c) a simple and detailed sign with the addition of a staff member positioned behind the pod. Results show two interesting trends with accuracy of sorted waste higher overall for the staffed pods but decreasing over time while accuracy of the detailed and simple signs lower but increasing.

We address the practical and ethical issues of usingapplied behavior analysisin practice to help a 26-year-old woman with a history of severe self-injurious biting behavior, and other self-injurious behaviors (SIB), that often occur prior to a biting episode, for over 20 years. The Self-Injury Trauma (SIT) Scale was utilized to quantify surface tissue damage. This person scored 4 for Number, 3 for Severity with inter-rater reliability of 91%. Elbow and carpal tunnel wrist splints and leather jackets fastened backward were used as restraints or to block biting of hands and arms in the past. After completing a historical review, interviews, and observing, we hypothesized the behavior served an attention seeking function. Afunctional analysiswas completed comparing no attention with attention. In the second attention phase, behaviors escalated resulting in additional attention via intervention/blocking of SIB. Partial interval data was used in which each minute was divided into 10-s intervals. Data was collected on escalating levels of SIB ranging from pulling hair to biting. We then intervened using differential reinforcement of low response rate (DRL) and non-contingent reinforcement to attempt to reduce the intensity and rate of SIB biting episodes. Preliminary data do show a decrease. The poster presentation will include all treatment data follow up probes.

Characteristics derived from a sample of 50 participants with developmental disabilities who receive behavioral services in a rural service area are summarized according to gender, age, primary disability category, history of institutionalization, preferred reinforcers, comorbid psychiatric and medical conditions, problematic behaviors, primary functions of behavior, and type and number of medications prescribed. Relevant treatment characteristics such as number and type of behavioral interventions, number and severity of target behaviors, average treatment integrity, and number and category of replacement behaviors are assessed and categorized across characteristics. General conclusions resulting from these analyses include (a) more emphasis tends to be placed on behavior reduction than on increasing skill repertoires and preventing challenging behavior (e.g., the use of antecedent modification) and (b) the "fair pair rule" (White & Haring, 1980) is underutilized in regard to the design and implementation of appropriate replacement behaviors. Summative recommendations for behavioral professionals and service delivery agencies follow from the conclusions and include (a) institute systematic analyses of the setting events that may be contributing to challenging behavior, (b) place more programmatic emphasis on assessing and modifying the antecedents to problematic behavior, and (c) increase instruction in and reinforcement of functionally-equivalent, appropriate skills and behaviors.

Elopement, or running out of a classroom or other designated area without supervision, poses a serious risk for students with developmental disabilities who do not respond appropriately to safety signs and rules in the community. The purpose of this study will be to evaluate the effectiveness of a treatment for elopement hypothesized to be maintained by stereotypy. First, a functional analysis will be conducted to evaluate the relation between elopement and stereotypic behavior. Next, we will evaluate the effectiveness of functional communication training as a treatment for elopement maintained by access to stereotypy. An ABAB reversal design will be used to assess the effects of the functional communication training on elopement. One participant, a 9-year-old male with developmental disabilities, will be the participant in this study. The results of this study may provide practitioners with methods which may be used to reduce elopement and increase the safety of their students and clients.

Few studies have examined the adherence to behavioural treatment plans implemented by care providers in natural settings, and this concept is often left unexamined in both research and practice. Lack of treatment adherence data is often described as a limitation in research studies and is frequently suggested as an area for future research, yet there remains a dearth of research on this topic. As part of a systematic program of research being developed to address the need for more emphasis on treatment adherence in applied behavior analysis (ABA) research, an online international survey of the perspectives and experiences of behaviour analysts on treatment adherence is being conducted. This poster will provide a summary of practicing behaviour analysts' opinions on the degree to which treatment adherence is a problem in their practice, the strategies that they use to improve adherence, and the barriers to adherence in family, educational and treatment settings. This poster will also summarize the opinions of behaviour analysts on the relevance of research and clinical emphasis on treatment adherence in ABA.

Chaining procedures have been used by behavior analysts for many years in teaching skills to individuals with developmental disabilities and autism. Introductory behavior analytic texts primarily teach the use of three types of chaining procedures: forward, backward, and total task. One type of chaining procedure, reverse chaining, has previously been identified in the literature, but has been underutilized as a teaching strategy since its introduction. This poster will present suggestions for programmatic use of reverse chaining to include considerations of learner skill level, responses to prompting, and graphing and data collection considerations. When a learner can complete many of the steps in a task independently, the use of reverse chaining could be beneficial depending on which steps are already being completed independently. The addition of a leaps-ahead technique could be utilized to allow the learner to complete those steps already in their repertoire independently while the others are trained with the reverse chaining technique. The reverse chaining procedure additionally provides the benefit of a practice effect, especially important for learners who have a long history of completing a task incorrectly, for example, self-care skills. Real case examples where reverse chaining was used in clinical practice will be presented.

Identifying a level of arm restraint rigidity that reduces self-injurious behavior (SIB) but does not inhibit adaptive behaviors is important. Previous research has varied the rigidity of the arm restraints with bendable, metal stays (Irvin et al., 1998) while measuring SIB and adaptive hand to mouth behavior in order to determine the optimal level of restraint. The current investigation conducted a pre-fading restraint analysis, similar to procedures used by Wallace et al. (1999), with an 8-year-old boy admitted to an inpatient unit for the assessment and treatment of SIB. He was diagnosed with a movement disorder, severe mental retardation, and chromosome 13 deletion. Due to NPO restrictions, an adaptive behavior was identified (i.e., placing a pacifier into his mouth) and measured as an alternative to consuming food or drink. The pre-fading analysis determined that empty sleeve arm restraints were effective in reducing the occurrence of SIB while still allowing the participant to place the pacifier to his mouth. Reliability data were collected on SIB and pacifier to mouth for 67% of sessions and averaged 96.5%. Results support literature suggesting that these methods are helpful in determining the least restrictive level of restraint prior to initiating restraint fading.

Low response efficiency when attempting to consume food can lead to severe problem behavior in individuals with disabilities. Errorless learning strategies are one method that have been proven to be effective in decreasing rates of problem behavior. In this study, a multiple baseline across settings design was utilized to evaluate treatment with a 19-year-old female diagnosed with cerebral palsy, who engaged in high rates of self-injurious behaviorduring meal times. After collecting baseline data, the individual was provided with full physical prompts to decrease her effort and increase the magnitude of the reinforcer she consumed. Next, on the recommendation of a licensed occupational therapist, weights were added to decrease ataxia related to her cerebral palsy. Then, a fading procedure was used to increase the individual's independence with feeding by decreasing the level of prompting needed. Results show that errorless teaching was effective in reducing self injurious head banging during meal time; also the fading procedure was effective in increasing mealtime independence. This study adds to the literature on errorless leaning strategies, as well as increasing independent feeding skills.

Previous research has demonstrated the effectiveness of stimulus fading in increasing the consumption of solids and liquids in children with pediatric feeding disorders. A child who was admitted to an intensive interdisciplinary feeding program progressed from taking drinks with a syringe at admittance, to taking drinks independently with a cup at discharge with the use of stimulus fading techniques. The latency to accept drinks decreased across sessions as presentations were altered from drinks fed with a spoon, straw, cup (non-self feeder), and finally a cup during independent drinking. In addition to stimulus fading, differential access to a preferred activity and a chin support were present during phases of the treatment. These components were subsequently removed as stimulus fading continued while maintaining a low latency of drink acceptance. This treatment effect was demonstrated across therapist and caregiver, as well as with varying types of drinks. Results demonstrate the effectiveness of stimulus fading to decrease latency of drink acceptance and increase overall independence with cup drinking.

Intensive interdisciplinary feeding programs have been found to be effective in reducing overall tube dependence and inappropriate mealtime behavior for children with food refusal. The present study examined medical, nutritional, and behavioral factors contributing to participant treatment outcomes. Participants included 159 children with tube dependence admitted to an intensive interdisciplinary feeding program over the course of 5 years. A retrospective chart review was conducted. Potential predictors of treatment outcome collected at admission were age, caregiver report of stress and mealtime behavior, medical diagnoses, and oral consumption with caregivers. Treatment outcomes were defined as difference in percentage of tube dependence and difference in food refusal from admission to discharge. Multiple regression analyses will be conducted to examine predictors. Findings from this study may provide insight in determining which children may benefit most from an intensive feeding program. These results may have implications for determining the costs and benefits of intensive admissions for children with tube dependence.

We assessed the extent to which false positives could be produced in multielement designs. To address this question, we created graphs that varied the number of data paths and the number of data points. In total, we created 1,200 multielement designs using a random number generator. In Experiment 1, we visually analyzed the graphs for the presence of false positives. Results indicated that graphs depicting only two sessions for each condition produced the highest percentage of false positives. Conversely, graphs with four or five sessions for each condition produced the lowest percentage of false positives. In Experiment 2, we developed two new rules and applied them to each graph in an attempt to decrease the percentage of false positives. The results showed that the new rules decreased false positives to less than 5% for all of the graphs except for those with two data paths and two data points.

Experimental functional analyses rely on the manipulation of environmental variables to identify the maintaining reinforcers of behavior and are often used to predict effective interventions for decreasing problem behavior. One crucial aspect of this procedure is that individuals discriminate between each test condition, in order to reveal orderly responding as a function of the different programmed contingencies. Condition correletated stimuli (e.g. colored poster boards) are one method for facilitating discrimination between conditions. The procedural variation of including contingency stating rules prior to test conditions has not yet been studied. Rules have been shown to be effective in quickly bringing behavior under stimulus control in other experimental contexts, however it is unclear whether the statement of rules would result in an altered performance in a functional analysis procedure. The purpose of this study was to compare two functional analysis protocols, one containing and one without verbal description of the contingencies for each test condition, in an effort to determine which procedure yields more clearly differentiated results. The practical and theoretical implications of these data are discussed.

When determining the function of behavior, more often than not, the experimenter is required to expose the individual to a number of reinforcement contingencies (i.e., antecedent manipulations) suspected of maintaining the behavior (i.e., functional analysis). In most cases, session length is usually limited to 5 or 10 minutes. However, under circumstances in which the individuals target behaviors are severe (e.g., self-injury, physical aggression), sessions lasting 5 to 10 minutes may unnecessarily expose the individual to high-rates of responding. In the current investigation, a latency analysis was used to identify the behavior function for a 6 4, 250 lb, 15-year-old male diagnosed with autism, whose target behaviors consist of physical aggression and self-injury. Programmed consequences for this individuals target behaviors were evaluated across two test conditions (i.e., tangible & demand) and one control condition (i.e., toy play). All sessions were 5-minutes in duration. The latency analysis used the duration to the first occurrence of the target behavior as the primary dependent variable rather than using frequency or rate. The latency analysis allowed for a determination of function without evoking high rates of problem behaviors.

When contact with individuals is limited, as in outpatient and consultation work, it may be impossible to obtain repeated measures across an extended series of assessment sessions. A brief functional analysis (BFA) (Northup et al., 1991) was developed exactly for these situations. The purpose of this functional analysis was to determine more effective interventions for a client's aggressions to his housemates. A brief functional analysis (BFA) and probe observations were completed of aggression, defined as pinching, scratching, pushing, biting, kicking and eye poking. Three months before these BSP and Care Plan changes the rate of aggression was 219 per month, but this data also included aggression toward staff. Monthly rates of aggression toward housemates two months before the BSP and Care Plan changes were 42 per month and 58 per month. Peer aggression data started two months before the BFA was completed. Monthly rates of aggression toward housemates after the BSP and Care Plan changes ranged from 5 to 3 per month.

A number of studies have demonstrated a relationship between self-injurious behavior and self-restraining behavior. Due to this comorbidity, there is a need to assess the functional relationship. The purpose of this study was to assess the contingent application of protective equipment in maintaining rates of self-injury. The participant in the study was an 11-year-old boy, residing in a behavior stabilization facility who exhibited self-injurious behaviors in the form of biting to arms, hands, and shoulders. As a result he continuously wore protective arm guards. The participant also engaged in a variety of self-restraint behaviors, all of which involved the restriction of movement to his arms. Six functional analysis conditions, including those conducted by Iwata (1982/1994) were conducted in a multielement design. These conditions included demand, attention, toy play, tangible, modified alone, and an access to restraint condition. During the access to restraint condition, contingent upon an attempt or successful self-injurious behavior, the protective arm guards were reapplied for 30 seconds. Results indicate consistent rates of self-injurious behavior in the access to restraint condition. Implications for function-based treatment are discussed.

The functional analysis (Iwata et al., 1982/1994) is integral to determining the maintaining variables for problem behavior and correctly identifies behavioral function in the majority of cases (Iwata et al. 1994). However, additional analyses may be necessary to identify idiosyncratic or contradictory functions of problem behavior. In the current study, we assessed the aggression and self-injurious behavior (SIB) of one participant diagnosed with autism and mental retardation. Results from several functional assessments determined that SIB was maintained by access to attention while aggression was maintained by escape from social interaction. That is, different topographies of problem behavior served contradictory functions for this participant. Functional communication training (FCT) was conducted to teach the participant to communicate for access to attention as well as to terminate social interaction. Results suggested that functional communication and extinction resulted in clinically significant reductions in SIB and aggression even as the schedule of reinforcement was thinned.

Lottery tokens were used to improve cigarette management skills for an individual with moderate mental retardation. Tokens (business-sized cards) were developed with varying amounts of points (1-500) covered with a scratch-off sticker. The individual was having difficulty managing the carton of cigarettes that she received from her guardian each week. Typically she would receive cigarettes on Friday evening and by Thursday morning of the following week she would be out of cigarettes. Thursdays and Fridays were very difficult for her and her peers at her adult day training (ADT) program. She would display disruptive behavior (mild physical aggression, property disruption, and verbal disruption), beg strangers, staff and peers for cigarettes and steal cigarettes. In Phase I, this individual was told that she would receive a lottery token for each pack of cigarette that she brought to the ADT on Thursday and Friday. This procedure produced mild success. She would bring one pack in on most (75%) of the Thursdays but not on Friday. In Phase II, the individual was told that she would also receive lottery tokens on Tuesdays for each pack of cigarettes that she brought to the ADT. This procedure produced very good results. The individual brought 5-7 packs of cigarettes on Thursday and 2-4 packs on Friday.

This study investigated the effect of implementing high-probability (high-p) request sequences prior to the delivery of instructions to transition in a child with severe mental retardation. Data were collected on latency to comply with a low-probability (low-p) request to transition and a modified version of the low-p request to transition. Implementation of high-p request sequences resulted in shortened latencies to comply with the modified low-p request that instructed the participant to engage in a relatively higher preferred activity located at the endpoint of the transition.

Behavior plans often serve multiple functions (Carr, 2009). Not only do they document the appropriate treatment for an individual, but often they are required to meet state and federal guidelines as well. As a result, behavior plans end up as lengthy documents potentially making it difficult for individuals assigned to implement them to find necessary information quickly. This may result in poor integrity of plan implementation. A possible solution would be to provide the plan implementers with an abbreviated supplement that includes only the information required to implement the plan in an easy to reference format. The purpose of the current study was to identify whether the integrity with which direct care staff members implemented behavior plans was higher when they had access to an abbreviated supplement of the behavior plan. Participants were direct care staff members working in a pediatric residential program where most individuals served had a behavior plan designed primarily to reduce severe problem behavior. A multiple-baseline design across three behavior plans was used. Results and a discussion of the findings specific to their applied implications will be presented.

The relationship between ambient noise and screaming in a four-year-old girl with Retts syndrome was assessed using functional analysis. Results indicated that ambient noise evoked differentiated levels of screaming as evidenced by highest levels of screaming when three adults in the room engaged in conversation, intermediate levels of screaming when others in the room sat quietly, and lowest levels of screaming when others sat in the room quietly and a noise generator emitted white noise. Screaming was ignored across conditions. These results were consistent with previous functional analysis data suggesting that screaming was at least partially maintained by adult attention (i.e., why others engaging in conversation was relevant to screaming whereas white noise was not). These results highlight the importance of considering idiosyncratic variables which set the occasion for behaviors that interfere with learning when conducting functional analyses. Interventions to target screaming based on these data will be presented and discussed.

Procedures for training the conditional discriminations prerequisite for testing for stimulus equivalence may involve delayed matching-to-sample (DMTS). The delay can be held constant during the course of the training or it can titrate. In titrating DMTS the delay between sample disappearance and the availability of comparisons is adjusted as a function of the behavior of the participant. Such delays can start at 0 ms and titrate upward as a function of correct responding or it can start higher and titrate downward as function of correct responding. The current study compares these two variations. Adult participants were, using a one-to-many training structure, either exposed to a 0-3000 or 0-12000 ms ascending titration procedure, or a 3000-0 or 12000-0 descending titration procedure. In addition two control groups where exposed to either descending or ascending titration involving time lengths thought not to be discriminable. While all participants responded according to the defining properties of stimulus equivalence in the two descending titration groups, far fewer did so when using the ascending procedures. As such, these results indicate that descending titration is superior in generating stimulus equivalence responding. Results will be discussed in relation to other findings concerning DMTS and stimulus equivalence.

This study investigated the issue of resurgence in the context of equivalence class formation and reorganization. In the first study, six undergraduate students participated, and were taught conditional relations between stimuli of sets A, B and C. After this, tests for equivalence class formation were introduced. During training and testing the background color of the screen was blue. Next, the classes were reorganized via conditional discrimination training similar to the previous phase, followed by tests for reorganized classes. During this phase, red was the background color. Finally, equivalence tests were introduced with varied background colors: blue, red and also green. The results showed that in the three final tests, five subjects showed 90% consistent selections with the reorganized classes, regardless of background color, showing no control of the background colors over performance. In order to develop this control a second study was designed. In this study, five undergraduate students participated, two of whom were naïve to the experimental procedures. The procedure was identical to the first study except that during the final tests, all test trials were interspersed with baseline trials with background colors blue, red and green. A greater consistency with reorganized classes was observed with some discrepancies.

The aim of the current study was to adapt the Relational Completion Procedure (RCP; Dymond & Whelan, 2010) to investigate derived comparative relations of more than and less than. The present variant RCP employed a constructed response format in which participants dragged and dropped samples and comparisons to construct a sentence, with all stimuli presented sequentially from left to right. Phases 1 and 2 consisted of nonarbitrary relational training and testing designed to establish the contextual functions of more than and less than for two arbitrary visual stimuli. Next, during arbitrary relational training (Phase 3), participants were exposed to one of three training schedules, in which the trained relations differed between the groups: All More: (E more-than D, D more-than C, C more-than B, and B more-than A); All Less: (A less-than B, B less-than C, C less-than D, and D less-than E); and Less More (A less-than B, B less-than C, D more-than C, and E more-than D). Finally, during arbitrary relational testing (Phase 4), a variant of the simple-to-complex testing protocol was employed, whereby probes for mutual entailment were followed by tests involving one- and two-node combinatorially entailed relations. The present findings demonstrated that the RCP was successful in establishing responding in accordance with the derived comparative relations of more-than and less-than. Results are discussed in terms of the development of novel procedures to train and test multiple stimulus relations.

This study investigated if the amount of training trials interferes with the induction of meaning among equivalent stimuli. College students were divided into two groups, labeled Single Group and Double Group. They were trained to establish equivalence classes comprising one set of faces expressing emotions (A) and four sets of arbitrary stimuli (B, C, D and E). The Double Group was submitted to two times more trials than the Single Group. Participants who showed the establishment of equivalence classes used a semantic differential to evaluate stimuli from the set D. These evaluations were compared to evaluations made by control participants, who evaluated the D stimuli and the faces. In general, happy faces produced highly positive scores, angry faces produced highly negative scores, and D stimuli produced neutral scores in the control group. The same D stimuli when included in equivalence classes produced scores that were similar to those produced by the faces equivalent to them, but the Double Group assigned average values closer to the values assigned to the faces than the Single Group. It is discussed that transfer of meaning between equivalent stimuli may be more intense when the participants are subjected to a higher number of training trials.

Simple discriminations with compound class-specific reinforcers will be trained for five children with developmental disabilities. Compound class-specific reinforcers will be a printed number word and spoken number word. Choosing stimulus A1 will produce the printed word four (R1) and spoken word "four" (S1), choosing A2 will produce the printed word seven (R2) and the spoken word "seven" (S2), choosing A3 will produce the printed word ten (R3) and the spoken word ten (S3), and choosing A4 will produce the printed word zero (R4) and then spoken word zero (R4). The A stimulus set will be numerals zero, four seven and ten, presented with inverted and upside-down distracter stimuli. Reinforcer probes will test for emergent relations between each element of the class-specific reinforcer and the A discriminative stimuli, and between the visual and auditory elements of the reinforcer. The B stimulus set will be plus-one math facts, each totaling the numeral presented as a corresponding A stimulus (e.g., if A1 is 4, B1 will be 3+1). Selection of B1 will be followed by R1 and S1, selection of B2 will be followed by R2 and S2, and selection of B3 will be followed by R3 and S3. Emergent relations between B stimuli and compound class-specific reinforcer elements, as well as between B and A stimuli will be probed. Lastly, simple discriminations with C1, C2, and C3 stimuli, or plus-two math facts, will be trained with R1 and S1, R2 and S2, and R3 and S3, respectively. Emergent relations between C stimuli and each element of the compound class-specific reinforcer, as well as emergent relations between A and C stimuli, and B and C stimuli, will be probed. If equivalence-class formation takes place, a class-specific response of either bead-counting on an abacus, numeral-writing, or number-word writing will be trained to A stimuli. Class-specific response selection will depend on baseline skill level. Probes will assess whether the class-specific response transfers to B and C stimuli. Findings in this study will constitute important tests of Sidmans (2000) theory that all members (class-specific responses and reinforcers included) of any reinforcement contingency can become equivalent, and thus interchangeable with one another. Likewise, it will provide further evidence that any reinforcement contingency, including three-term contingencies, can generate equivalence.

In this study, typically developing pre-school-aged children were taught conditional discriminations using class-specific consequences and responses. The trained conditional discriminations involved matching quantities of familiar objects with one another or with numeral-plus-one or numeral-plus-two math problems. The experimental participants were exposed to AA (quantity-quantity), AB (quantity-+1 math problems), and AC (quantity-+2 problems) conditional discrimination training. Prior to training, each participant completed a battery of pre-tests and after training, post-tests were administered to assess the emergence of relations between the response and all elements of the reinforcement contingency, as well as the formation of equivalence classes. The final stage of the study involved probe trials to test for the recombination of trained elements with novel math problems. The results show one representative experimental participant, who has demonstrated the formation of equivalence classes including the A, B, and C stimuli, as well as the elements of the class-specific reinforcer and response; this participant also demonstrated class-consistent responding to recombinative generalization probes. These data support Sidman's (2000) theory of equivalence, which states that all positive elements of the reinforcement contingency, including class-specific responses and reinforcers, can become members of an equivalence class.

Perkins et al. (2007) showed that using multiple exemplar training, the forms of the stimuli acquired differential control over specific discriminative functions acquired indirectly or via transfer of function. The aim of this study is to replicate the finding of Perkins et al. (2007) with decreased number of stimulus sets to keep the length of the sessions within limits and to prevent exhaustion and boredom among participants. Furthermore to extend the results of Perkins et al. (2007), we used the different type of stimulus functions to be trained. Three 3-member stimulus equivalence classes, each consisting of three topographically distinct visual stimuli were established for undergraduate students using match-to-sample (MTS) task. Following the MTS training and testing, participants were provided with many trials in which behaving in accordance with transformation of function was differentially reinforced or punished depending on the presence of a class of physical features of the stimuli. Finally, new equivalence classes were then established and tests for generalized contextual control were presented. Data presented here will contribute to empirical verification of how generalized stimulus control over function transformation might arise in natural settings.

Research has indicated that escape-maintained behavior can be analyzed through manipulating task presentation and probability (Cooper, et al., 1992; Roscoe, et al., 2009). The purpose of the present study was to analyze escape-maintained aggression of a 16-year-old male with autism. Initially, a multi-element functional analysis was conducted which indicated that the individual's aggression was maintained by escape from demands. A second phase of analysis compared the presentation of a whole-task demand and a partial-task demand. A whole-task demand had a clear beginning and end with limited verbal instructions while a partial-task demand consisted of high rates of instruction with no clear beginning and end. The participant exhibited high rates of aggression during the partial-task presentation while no aggression was observed during whole-task presentation. To further analyze aggression the participant was presented with novel and familiar tasks within a partial-task presentation. It was concluded that the participant is likely to exhibit higher rates of aggression when high probability tasks are presented in a partial-task formation. Implications for treatment will be discussed.

Research has indicated that functional communication training can provide individuals with replacement behaviors to reduce the rate of problem behaviors (Carr & Durand, 1985). The present study involved a 12-year-old male diagnosed with pervasive development disorder, mild mental retardation and mood disorder-not otherwise specified who displayed self-injurious behaviors which required him to wear a protective helmet and gloves. Functional analysis results indicated that self-injury was maintained by escape from demands. Treatment was implemented to teach the individual to request a break or help in place of engaging in self-injury. Reinforcement was provided for independently requesting break, help or when he expressed his emotions in the moment. If self-injurious behaviors occurred, the instructor delivered prompts to request for a break or help but reinforcement was not delivered for prompted communication. At the end of each session there was a debriefing to review how the participant felt during the sessions and pair these emotions with the need for functional communication. Rates of self-injurious behaviors decreased to near zero rates after treatment was implemented.

In two separate instances a first and a third grade teacher requested assistance with classroom management procedures. Consultants worked with the teachers to apply the Color Wheel (CW) classroom management procedure that includes three different sets of rules for different classroom activities and procedures for switching from one set of rules to another as activities are changed. Using A-B-C-B and A-C-B-C designs we evaluated the effects of the CW procedures when applied with and without independent group-oriented reward (IGOR) procedures. Results confirmed previous research by showing that the CW procedure caused large reductions in inappropriate vocalizations. The results extend this research by showing that the additional rewards provided via the IGOR procedures did not enhance the effectiveness of the CW procedure. These results suggest that CW procedures may reduce instances of inappropriate behavior and instances of educators punishing often benign, incidental, inappropriate behaviors, as well as teacher and student frustration, while increasing time available for educators to teach and students to learn.

Previous research has demonstrated that manipulation of antecedent conditions within a functional analysis will aid in determining the stimulus control of problem behavior (Iwata, et al., 1994; Kennedy, 1994). The purpose of the present study was to compare two different presentations of a demand condition in relation to rates of self injurious behavior. The participant was a 12-year-old male diagnosed with pervasive developmental disorder not otherwise specified (PDD-NOS), and mood disorder-NOS. The demand conditions were categorized by whole task presentation and partial task presentation. Within the whole-task condition the task was presented with a clear beginning and end with limited instructions. The partial-task presentation consisted of high rates of instruction with no clear beginning and end to the overall task. A hierarchical prompting sequence was utilized in both conditions. Initially, these conditions were presented in a multi-element design followed by a pair-wise design. Results indicated that demands presented in a partial task presentation produced higher rates of self-injury than whole task presentation. A behavior contract including differential reinforcement of other behavior was implemented in partial task presentation treatment sessions. The results indicated that treatment implemented was effective in reducing rates of self-injury.

Under the behavior analysis perspective, teaching reading may be programmed through procedures derived from the stimulus equivalence paradigm. The standard procedure is called matching-to-sample (MTS), which has been used to teach a number of academic skills to children. This study is an attempt to investigate what repertoires are necessary so that individuals without knowledge in behavior analysis can implement MTS to teach children in applied settings. Three undergraduate students participated. A set of three stimuli was used to teach participants to: (a) program AC (dictated word-printed word) training (b) implement AC training and (c) analyze data performance. Teaching sessions were composed of demonstration followed by instruction to follow demonstration. Correct responses were followed by verbal praise and incorrect responses by the end of the task and reintroduction of the demonstration. Criterion to finish session was 100% of correct responses. Later, generalization tests were introduced with new sets of stimuli, in which there were no programmed consequences for correct and incorrect responses. All participants met criterion in the three phases of training, and showed generalization to news sets of stimuli. The results suggest that the procedure may be efficient to teach teachers to implement MTS procedures.

The present study was designed to investigate the relationship between stimuli in a chain schedule. Pigeons were exposed to a two-component multiple schedules with chain schedules of reinforcement in each component. The stimuli in both chains were identical except for a middle link stimulus. Initially, the probability of reinforcement was 0.50 for both chains but later was switched to 1.0 for one chain and 0.0 for the second chain. When the probabilities were 1.0 and 0.0, pigeons responded more to the middle-link stimulus correlated with food than to the middle-link stimulus correlated with extinction demonstrating responding was affected by the change in the probability contingency. Of particular interest was how responding was affected in other links of the chain. We predicted subjects would not respond differentially to links preceding the differential middle links and that they would respond differentially to links following the differential middle link. This latter finding would support the conclusion that an associative relationship existed between chain links. Preliminary data indicate that there were no differences in responding in any of the links except the different middle link challenging our hypothesis.

Stimulus control of self-controlled eating behavior was studied in three food-deprived pigeons that were exposed to 4 s illuminations of a response key followed by 3-s food-hopper presentations. The key illuminations occurred within a 64-s time cycle and were followed by the food hopper once the cycle elapsed, and the pigeon could eat from it according to the following contingency. When the key was white the pigeon could eat from the food hopper, but when the key was red trying to eat interrupted its presentation. The key was randomly illuminated in red or white and 50 T cycles were programmed per session. With this procedure a discrimination between white-then-eating behavior versus red-then-not-eating behavior was trained. A higher percentage of food-hopper interruptions after white than after red key illuminations was evidence of the discrimination training. Thus, to present a black out after food-hopper interruptions preceded by the red key was necessary to train the discrimination. Variable black-out durations were more conducive to the formation of the discrimination than fixed black-out durations. To vary the temporal location of the response-key illumination within the T cycle did not seem to contribute to the formation of the discrimination.

The purpose of this experiment was to investigate the effects of pre-training (visual experience) on visual scanning (VS) and visual discrimination learning (VDL) in adults. In addition, a heart rate (HR) model of visual learning has been proposed. In the model, it is predicted that during discrimination learning there are distinct visual attending behaviors that occur and are represented by changes in HR deceleration below baseline and HR acceleration above baseline. It is predicted that discrimination learning, as well as these changes in HR, are effected directly by prior pre-training experience (CONTINGENCY or HABITUAL). Forty-three participants were assigned randomly to one of two experimental groups or a control group. The two experimental groups received two different types of visual pre-training prior to a VDL task while the control group received no pre-training. Contingency pre-training involved the presentation of a simplified VDL task. Habitual pre-training involved the presentation of the most salient stimulus features used in the subsequent VDL task. Overall, the pre-training experiences were effective in increasing VS, and altering the direction and magnitude of HR. These results are interpreted as supporting, in part, Mitchell's (2005) HR model and Mitchell's (1990) "limited scanning hypothesis."

Two groups of participants were exposed to a matching-to-sample task and three transfer tests. For one group correct matching responses produced feedback and incorrect matching responses produced a blank screen. For the other group, incorrect matching responses produced feedback and correct matching responses produced a blank screen. For both groups feedback included a description of the ongoing matching relation in terms of relevant modalities. Accuracy was higher than chance level during transfer tests for the group exposed to the task in which only incorrect matching responses produced feedback; however, performance progressively decreased along such tests. For the other group, the percentage of correct responses was near or equal to zero along the experiment. These results are discussed in relation with previous studies on generalized second-order conditional discrimination, the functional role played by blank screens, and rule-governed behavior development.

Pinkston, Saulsgiver, and Branch (2007) recently showed that within-session changes in operant responding can be attenuated by explicitly-described, strictly-imposed session-entry criteria. Pinkston et al. exposed pigeons to a VI 30-s VI 30-s schedule of reinforcement in 2 conditions: one in which weight across sessions was tightly controlled and one in which such control was minimal. They reported minimal within-session decreases in operant responding when the deprivation level was strictly controlled. The current study attempted to replicate Pinkston et al.s study using four food-deprived Long-Evans rats. Rats responded on a VI 30-s VI 30-s schedule of reinforcement in order to earn access to a 10% sucrose solution. In both conditions, robust within-session decreases in operant responding were observed. Our results refute the claim that strict food deprivation prevents within-session decreases in responding, and suggest that the proper use of counterbalancing and explicitly-described stability criteria be used when studying within-session patterns of responding.

The present experiment tested the hypothesis that habituation contributes to within-session changes in operant responding. Twelve rats responded on either a FI 8- or a VI 8-s schedule in which pressing a lever produced 10% sucrose reinforcers during 30 min sessions. During the treatment conditions, the schedule of reinforcement was changed from an FI 8- to a VI 8-s, or from a VI 8- to a FI 8-s schedule. Late-session increases in responding followed the switch from an FI to the VI schedule, but decreases were observed when the schedule switched from a VI to a FI schedule. The results of the present experiment are consistent with the idea that habituation to the reinforcer contribute to within-session changes in operant responding (e.g., McSweeney & Roll, 1998).

The two-factor theory of avoidance behavior predicts that a warning signal that precedes shock will have an aversive function, and if this is true then presenting a warning signal contingent upon a response should punish that response. In the present study, five rats responded in a two-component multiple schedule of free-operant shock avoidance. Both components used a response-shock (RS) interval of 30 s, and a shock-shock (SS) interval of 5 s. A distinct warning signal was presented in each component, and signals differed primarily in terms of their respective durations. In one component, the signal appeared 29 s before RS shocks, and in the other component the signal appeared 5 s before RS shocks. Following the establishment of stable baseline responding under this arrangement, a conditioned punishment phase was conducted. The 5-s signal was presented briefly (0.5 s) following responses in the component with the 29-s signal. For all five rats, this had no effect on the response rates and interresponse time (IRT) distributions in the 5-s-Signal component; and for four of the five rats conditioned punishment had little effect on response rates and distributions in the 29-s-Signal component. Relative to baseline, the fifth rat had lower overall response rates and fewer short IRTs in the 29-s-Signal component during conditioned punishment. When this fifth rat was introduced to a sham punishment condition, in which an arbitrary stimulus was presented for 0.5 s following responses in the 29-s-Signal component, response rates and IRT distributions in that component approximated baseline results. However, subsequent attempts to replicate baseline and sham punishment conditions with this rat were not successful. Taken together, the results do not show that presenting a warning signal contingent upon a response will suppress that response.

Students who are academically engaged tend to have better learning outcomes. Several researchers have documented the influence of environmental factors on engagement including teachers' instructional practices. We know less, however, about how instructional and cultural practices interact to affect student engagement. We examined the relationship of instructional and cultural practices with students' behavioral engagement at the classroom level. Participants included 16 elementary teachers in an urban magnet school serving 300 students. We measured teachers' instructional and cultural practices, using the Universal Instructional Practices checklist, during 60 min observations. In order to measure students' behavioral engagement we used the Multi-Option Observation System for Experimental Studies (MOOSES) during 15 min sessions. Interobserver agreement for both methods was at or above 80%. Preliminary results indicated that several instructional and cultural practices were significantly related to behavioral engagement. Our discussion will focus on the independent and unique impact of instructional and cultural variables on engagement, and will include limitations and directions for future research.

While there have been a multitude of studies showing that stimulus equivalence can be an effective and efficient means of teaching several concepts such as math and spelling, most research has been limited to single-case designs with a small number of participants. The current study extends the literature by implementing a pre-test, post-test randomized group design. Further, this study uses a simple computer program to train equivalence classes. This study also extends the current literature base by attempting to use stimulus equivalence to teach students a second language. Specifically, the researcher examined whether a stimulus equivalence computer program could be used to teach unknown Ojibwe and Dakota words to pre-kindergarteners. Results suggested that all of the participants who received the computer training demonstrated the development of an equivalence class. Further, students in the treatment group performed significantly better on both a computerized posttest and a generalized posttest than those in the control group. This study provides further evidence that stimulus equivalence procedures can be used to teach equivalence classes to groups of young students. In other words, a computer program similar to the one utilized in this study could potentially be used by whole classrooms to efficiently teach equivalence classes.

Previous research has shown that teacher practices affect student academic outcomes. However, little is known about the impact of culture-specific instructional practice and student academic performance. This study examined the relationship between culture-specific instructional practice and student academic performance in a Native American heritage school. Culture-specific practices were measured during 20-minute sessions using the Universal Instructional Practices checklist, while student academic outcomes included standardized assessments in reading and math given throughout the year. Participants included 16 elementary teachers in an urban magnet school serving 300 students. Preliminary results indicated that several culture-specific instructional practices were strongly related to academic growth. The discussion will focus on those culture-specific instructional practices, and will also describe limitations and areas for future research.

Students who are academically engaged tend to have better learning outcomes. Several researchers have documented the influence of environmental factors on engagement including teachers' instructional practices. We know less, however, about how instructions affect student engagement. We examined the relationship of instructions and students' behavioral engagement at the classroom level. Participants included 16 elementary teachers in an urban magnet school serving 300 students. To measure teachers' interactions and students' engagement, we used the Multi-Option Observation System for Experimental Studies (MOOSES) weekly during 15 min observation sessions. Interobserver agreement for observations was at or above 80%. Preliminary results indicated that several teacher interactions were significantly related to students' engagement. Our discussion will focus on the influence of teacher interaction on student engagement, and will include limitations and directions for future research.

There is currently a wealth of literature available through sources found online. Many of these sources are publicly accessible and their libraries are growing larger every year. Furthermore, the search capabilities of these online resources are growing more sophisticated all of the time. Unfortunately, these libraries and search tools are only valuable to researchers and practitioners that are aware of their existence and the proper way to interact with these online databases. There are many search techniques which may have been overlooked by a vast majority, knowledge of these techniques can help researchers more easily find the literature they are looking for without sifting through countless articles that do not hold any relevance to their research. Our purpose was to contribute to the dissemination of these tools by providing behavior analytic scientist practitioners with a practical guide on how to conduct very effective literature searches using the latest online technologies.

This study investigates the generalization of student academic behavior shaped in a supportive classroom on student academic behavior emitted in the general education classroom. Supportive classrooms consist of teacher/aide pairs who operate under the context of a token economy to develop academic skills such as staying on task, following instructions, appropriately gaining teacher attention, and cooperating with peers while working to reduce undesired behaviors such as blurting out, engaging in off-task behaviors, and destroying school and personal property. Participating students divide their time each day between a supportive classroom and the general education classroom. Students are middle- and high-school students enrolled in the Social Intervention Program at the Washoe County School District. Data are compared across teacher/aide observations in both supportive and general education rooms, as well as from behavior analytic staff observations of student behavior. Special attention is paid to treatment adherence, inter-observer agreement of data collection, across both teachers and aides, and behavior analytic staff.

A common challenge reported by teachers is managing a large number of students in a single classroom. This problem is exacerbated in classrooms where multiple students exhibit problem behaviors. Addressing problem behaviors is a critical aspect in assisting students to achieving academic success; as such behaviors interfere with the learning process. Implementing a classroom-wide intervention to target multiple students can be a daunting task, and requires additional resources to manage teacher training in regards to individual behavior goals. A self-contained high school classroom in the Washoe County School District was utilized for this analysis. This analysis examined the effects of training one teacher on the implementation of a token system and verbal praise protocol with one student on the generalization of the teachers behavior toward other students. The token economy was designed to promote attending to positive skill development with a combined level-system to track student progress. Several behavior classes are examined, including academic, social, and work-related behaviors.

This presentation includes a study directly comparing differential reinforcement of alternative behavior (DRA) interventions with and without a pre-teaching component. The two DRA interventions were designed to decrease inappropriate behavior while simultaneously increasing appropriate behavior for four preschool students referred for behavioral consultation due to disruptive classroom behavior. DRA interventions were based on functional analyses and evaluated through BCBC designs counterbalanced to reduce order effects. Intervention data suggest clear differences in terms of beneficial outcomes for each child. Specifically, DRA with pre-teaching consistently resulted in the lowest levels of inappropriate behavior and the highest level of appropriate behavior across participants. Inter-observer agreement and treatment integrity data were collected and indicate that data were reliably collected and interventions were implemented with integrity. The current study provides an example of how functional behavior assessment and analyses can be utilized within preschool settings to facilitate development of DRA interventions. Attendees will be provided with detailed information on the rationale for this study, methodology, and implications for practice and future research.

The present study investigated the sequential introduction of a compliance training package based on the compliance training for children (CTC) Model on three students with hearing impairments in the classroom setting who were referred by their teachers for exhibiting noncompliance. All participants were enrolled at a residential school for individuals with hearing impairments or deafness. Baseline compliance levels were less than 40% with first time delivered teacher commands for each student. A nonconcurrent multiple baseline across participants design was used to assess the effectiveness of effective instruction delivery (EID), EID with contingent praise for compliance, and EID with contingent praise for compliance and time-out contingent on noncompliance. Each participant demonstrated substantial increases in mean levels of compliance with the introduction of EID. Although overall mean levels of compliance increased with subsequent phases, data overlapped and were more difficult to differentiate. All participants reached 100% compliance by the second intervention phase, therefore time-out was not introduced. Findings indicate that the use of these compliance training procedures may be applied to individuals with hearing impairments or deafness to increase compliance. Potential limitations and directions for future research will be discussed.

The present study investigated the effectiveness of two time-out (TO) procedures in reducing escape maintained noncompliance of four children in a classroom setting. Participants were screened to assess that compliance with teacher-presented instructions was low and escape maintained. Teachers were then trained to use two TO procedures, one without escape extinction (EE) and one with escape extinction following TO release. Two nonconcurrent multiple baseline across participants designs with a crossover element were used to compare levels of compliance across baseline, TO, and TO-EE phases. Increases in compliance were seen from baseline to the first intervention phase and these increases were maintained in the second intervention phase, regardless of the order of the phases. Small increases in compliance or decreases in variability were seen for some participants from the first to second intervention phase. Results indicate that TO with or without escape extinction may be an effective treatment for escape maintained noncompliance. These results are discussed within the context of previous research on the use of TO with escape maintained noncompliance.

Positive behavior interventions and supports (PBIS) is an assortment of techniques used to achieve important social and learning outcomes for students. The fundamental element of PBIS is the prevention of problem behaviors. Research provides support for PBIS in improving academic performance and reducing office discipline referrals. PBIS will be implemented on buses from 5 elementary/middle schools and 1 high school located in a rural school district in the southeastern United States. The 6 schools are currently involved in PBIS implementation. PBIS was implemented by bus drivers with the assistance of the district's PBIS consultant. Bus drivers read the expectations and rules to the students daily, and students who were observed exhibiting appropriate behavior were rewarded with bus bucks. Students were given the opportunity to exchange their bus bucks at their school's PBIS store on a bi-weekly basis for a variety of prizes. A consistent minor discipline ladder was implemented for inappropriate behaviors. The PBIS consultant graphed and analyzed referrals monthly as a method of data-based decision making. PBIS integrity checks were also conducted throughout the year. Bus drivers referred for assistance with behavior management were retrained in PBIS procedures or trained in additional intervention techniques. The data shows a decrease in referrals.

This study uses multiple baseline design across students to demonstrate the reading fluency of three, fifth grade students. While controlling for instructional time, three studentsin a individualized instructional session participated in a baseline condition, a 5 minute decoding instruction, then in the third phase a 5 minute comprehension lesson was presented. A 1-min fluency timing was used following each of the instructional conditions.

Reading is the most important skill that students learn in school. Children in poor urban schools are at greater risk of reading failure (Moats, 2000). These students often need and respond to specialized instruction (Carnine, Silbert, Kameenui, & Tarver, 2004). Empirical evidence has shown that explicit systematic instruction can have significant positive effects on children's ability to read (Shaywitz, 2003). Reading intervention has the best potential for positive outcomes when implemented during the early years of elementary school (Moats & Foorman, 2008). This poster will provide data for first and second graders who were identified by their teachers as having reading deficits and who were in danger of reading failure. The children were paired with Ohio State Universitystudents in a special education program for tutoring. The students were taking a reading course from the presenters. The course required a field placement, in an urban school, where students tutored children in reading twice a week. Most children were tutored for two quarters. This poster will provide pre- and post- benchmark DIBELS data, CBM (i.e., oral reading fluency and comprehension), and DIBELS progress monitoring data. The data indicates that all students improved their reading skills and most students reading failure risk level decreased.

Research on the effectiveness of direct instruction (DI) programs, characterized by the integration of a variety of effective instructional practices largely based on principles of behavior analysis, has spanned over 40 years, consistently supporting the assertion that all children can learn. With the need to make conclusions about which educational practices are evidence-based, meta-analysis holds promise for combining the results of many studies within an area. The most recent meta-analysis that comprehensively evaluated the effects of DI programs on student achievement was conducted 14 years ago. Since 1996, more than 120 articles involving direct instruction curricula have been published, with 11 of these studies employing random assignment and many others utilizing strong quasi-experimental designs. This paper will present the results of an updated meta-analysis conducted on the effects of DI programs, drawing from an extended research base, to explore whether DI continues to impact student achievement. Conclusions based on the results of this proposed meta-analysis have the potential to carry more weight, not only due to the inclusion of more recent studies, arguably providing a more valid assessment of DI effects on today's children, but also by exploring additional variables that may act as mediators of the effects demonstrated.

The purpose of the present study was to evaluate the effects of the direct instruction flashcard (DIF) procedure combined with the Reading Racetrack procedure on accuracy of first-grade core words by two elementary students diagnosed with learning disabilities within a resource room setting. A single subject multiple baseline design across three sets of core words was used to evaluate the effects of theDIF and Reading Racetrack procedures. A clear functional relationship was shown between reading accuracy and implementation ofDIF and Reading Racetrack procedures. During baseline the students had mastered 13 to 17 out of 38 words, but by the end of the study, they had mastered 29 to 31 words. The procedures used were inexpensive and required little time or effort to implement.

Computer touch-screen technology determined if overselective attention occurred in four young children when words were presented. Assessing whether a child can attend to individual letters within words is critical for reading instruction. Multiple stimulus-control tests were automatically administered. One test assessed how many letters of word discriminations were attended to by recording response choice when letters comprising the S+ and S- words were presented separately. In a second test, word choice was determined when the S+ word appeared with three words that differed from the S+ word by only one letter. Another test measured response topographies by recording which letters the children touched when words were presented. Nondifferential (NDR) and differential-reinforcement (DR) contingencies were employed during the stimulus-control tests. Although most children demonstrated overselective attention when words were presented, they differed in the degree of their overselective attention. In addition, the effect of repeated testing on whether the children attended to all three letters of training words depended on the type of reinforcement contingency. Repeated testing with nondifferential-reinforcement did not result in attention to all three letters of the S+ words. In contrast, although most children revealed overselective attention during the differential-reinforcement test trials, repeated testing with differential-reinforcement eliminated their overselective attention. Assessing visual attention under different test conditions revealed the intensity of overselective attention in children and not merely its presence as previous investigations have done.

This study evaluates the effectiveness of repeated readings with contingent reinforcement on improving reading fluency of an English Language Learning (ELL) student. ELL students often experience significant difficulty in reading and may fall behind their peers in multiple academic areas. While a phonics-based approach to reading instruction is ideal for long-term gains, quick approaches, such as sight-word training, are beneficial in making immediate gains in reading fluency. This enables the student to continue to operate on grade-level with his or her peers in various academic areas while addressing core reading skills (i.e., phonics) in other training programs. A sight-word training program was developed to use contingent reinforcement for performance improvement over repeated readings. At the beginning of a training session, the student selected a prize from a set of options. The student was required to improve reading accuracy and speed with each reading. Meeting criterion progressed the student toward acquisition of the prize. Rapid and significant gains were observed with each training session. The effects appeared to generalize to some new passages, but not all. The results suggest repeated readings with contingent reinforcement are beneficial for rapidly improving reading fluency in struggling students. Results and implications are discussed.

We investigated the effects of two types of intervention combined with repeated reading on reading fluency and accuracy of six fourth-grade students with learning disabilities: (a) repeated reading with corrective feedback (RRCF) and (b) repeated reading with word study (RRWS). Each RRCF session consisted of the teacher's corrective modeling contingent upon the students error during the first passage reading and three additional practice readings with the same passage, followed by the fifth reading for data collection. The RRWS intervention was similar to RRCF except that the corrective modeling was replaced by explicit instruction with intensive scaffolding. Using a multiple-baseline design, data were collected on the fluency (i. e., the number of words read correctly per minute) and accuracy (i.e., percent of words read correctly in the total number of words read correctly and incorrectly), using unpracticed and practiced AIMSWeb passages. The results indicated that the two interventions were equally effective on practiced passages on both measures. However, no evidence was found to demonstrate their effectiveness on the unpracticed passages, suggesting that the effectiveness of both interventions was limited to practiced passages. Implications of the results will be discussed along with the results on the social validity survey.

Developed by Ogden Lindsley and his graduate students in 1964, precision teaching measurement procedures, which are based in the principles of behavior analysis, are a robust set of measurement practices used to pinpoint skills needed in schools, provide a consistent and standard method for data collection and visual analysis of student's performance, and advocates a dynamic decision making process based on the student's actual performance of these skills within the curriculum already used within the classroom (Cooper, 2005; Lindsley, 1990; Sweeney, 1992). Most of the school based literature in the area of Precision Teaching focuses on the development of basic skills, such as math (Oskar, 2008), reading (Heath, 2007; Sweeney, 2003), and writing skills (Brunner et al., 1993). Even so, Precision Teaching approaches are flexible enough for use with a variety of other pinpoints (e.g., foreign language acquisition - Bolich, 2006), in a variety of different settings (e.g., gymnasium- Ward et al., 1992), and to improve a variety of creative behaviors (e.g., Ladenburg, 1994). Music educators often advocate repeated practice approaches for the acquisition and to build proficiency in playing an instrument or in a choral ensemble, recognizing musical notation in a composition, and performing in front of an audience, as well as a host of other important skill related areas related to musical appreciation. Although repeated practice approaches are often advocated by music educators, after a thorough review of the literature, the authors discovered a significant void in the music education research related to empirically based research to validate these pedagogical approaches Additionally, although the technology of precision teaching is very robust measurement approach, little empirical research was available on the effectiveness of combining repeated practice techniques with precision teaching measurement approaches. The purpose of this study was to investigate the effectiveness of using a SAFMEDS (i.e., Say All Fast One-Minute Each Day Shuffle) flashcards combined with precision teaching measurement approaches to build fluency in the recognition of musical notation with elementary students during a summer school program. Three first- and second-grade students participated in this study during a structured summer day-school program in a small university town in the upper Midwest. Results from the study show promising results related to the combination of SAFMEDS.

This study examined the effects of a modified version of "spellography" (Moats & Rosow, 2003) on the spelling skills of elementary school students with learning difficulties. Spellography is a program that teaches spelling rules explicitly and systematically and includes exercises to promote not only improved spelling but phonemic awareness, decoding, reading fluency, written expression, and vocabulary as well. We modified the program by (a) scripting the lessons, (b) incorporating mastery criteria that would allow students to "test out" of lessons once mastered, and (c) adding a research-based practice/self-correction procedure (copy-cover-compare) for students who completed a lesson without mastering the rules/words taught in that lesson. Findings suggest that our scripted version of spellography was effective in improving the spelling skills of struggling spellers. We also found that adding the copy-cover-compare practice component may be necessary for some students. Limitations, recommendations for practice (including for whom this program is appropriate), and directions for future research will be presented.

Staff training and development are issues that directly impact the quality of an applied behavior analysis program. Many studies have documented strategies to train staff in the use of effective teaching methods, such as role playing, instructions, feedback, reinforcement, self-monitoring, or prompting techniques. Training approaches and skill development differ vastly throughout the literature. Wood, et.al., (2007) and Sarokoff & Sturmey, (2004) believed that instruction and feedback were key elements to train employees. Others used the literature to validate that staff training would be successful in conjunction with direct feedback (Bolton & Mayer, 2008), reinforcement (Ducharme & Feldman, 1992), or with the use of prompting techniques (Browder, et.al., 2007). The focus of this study is to provide a literature review of staff training for individuals working within an applied behavior analysis program model. Training provided on specific educational interventions such as fluency training, discrete trial instruction, and self-monitoring will be reviewed. There is also discussion about the use of varied training methodologies and the need for further research.

A modeling agency operating in the UK was found to have a high rate of workers dropping out of bookings with little or no notice to the employer. We used an ABAB reversal design to study the effects of implementing a short-delay fee payment. Under standard company policy (baseline conditions: a), workers at the agency (n=1,049) received payment for each booking approximately six weeks after the job completion. During the short-delay phases (Interventions: b) the workers were paid the next day following the completion of a booking. Worker 'drop-out' rates decreased from between 15 and 66.5% in baseline to between 4 and 28.5 % during the first and the second intervention phase. The decrease in workers 'drop-out' rates further resulted in a decrease in the amount of hours used by office staff to rectify the problems, from an average of 4.8 per week down to an average of 0.33 per week. The combined effects of both resulted in an average weekly savings of £138.00 and a potential annual savings of over £7,000.00. Results are discussed in terms of the practicalities of short-delay payment for companies, the implications of high rate cash flow, the relation to net profit as well as turnover, and the potential effects on company reputation that are more difficult to quantify.

The current study looked at customer service and up-selling in a large home improvement store. Prior to the intervention, these customer service and up-selling were only assessed once a month with a simple and lenient mystery shopper checklist. Task clarification on proper greetings, closing and up-selling was provided to participants in the first phase of the interventions. Feedback and goal setting were then provided using a performance matrix. The effects of task clarification, goal setting, and individualized feedback were assessed using a multiple baseline across departments of the store.

Group contingencies can be an effective means of changing behavior. In the workplace, group contingencies have proven to save time in administration and have demonstrated effectiveness in producing behavior change. Group contingencies have also been proven effective due to the peer influence component which allows peers to act as change agents. A state early intervention system devised a method of performance improvement that utilized monetary incentive awards for attainment of ten specific criteria relative to components of Federal Part C Law. To earn these incentives, a regional entity of the system was required to perform better than thirteen other regional entities within the state. A data based system of tracking individual performance and group performance was created within the entity. Baseline data was obtained and posted for each of the ten dependent variables so that individual employees could see their specific performance in comparison to others in the group. The independent variables were measured through once-monthly queries, graphed and posted for employees to examine. Improvement in performance and achievement of each of these measures resulted in an interdependent group contingency in which all members of the group were rewarded upon meeting the criterion as a group.

Currently three methods of assessing staff preference are found in the orgnaizational behavior management(OBM) literature. Preference for items has been assessed by stimulus ranking procedures, stimulus survey, and modified multiple stimuli without replacement. The current study will evaluate each of the three methods by means of reinforcer assessments across several participants.

Goal setting, task clarification and performance feedback is an area that has been researched and results support its effectiveness when applied appropriately. The company that participated in this study manages trucks that carry cargo from one place to another and allots a certain number of miles. Overage miles are those miles that exceed the allotted miles per route, and that is the focus of this study. Overage miles increase time of delivery, and fuel expenses. This study is aimed at decreasing overage miles and fuel expenses. Goal setting was already in place during baseline. Task clarification included providing drivers with a form to identify mileage and fuel expenses of the trip. Feedback is used in the form of drivers tracking their own mileage and fuel expenses, then reviewing that with the manager to determine how far over miles and fuel expenses the truck accumulated per trip. Results from this study should show by adding task clarification and feedback, overage miles and excess fuel expenses per trip will decrease. Implications should suggest applicability of this treatment package to other areas of behavior management, including organizational and corporate settings.

A supervisor mentor program (SMP) was implemented as a step toward developing internal resources to meet the growing needs of applied behavior analysis (ABA) community based service provision and teacher training. In order to meet the burden of internal quality control and shrinking budgets a proactive approach to providing supervision and training to community- based teachers was developed. Teachers were selected and then taught higher-level behavior analytic skills and then provided supervision and training to less experienced teachers in the field as part of their training program. The SMP assessed the trainee teachers skills and basic behavior analytic knowledge prior to training and then again after the training program was completed through both self evaluation and trainer observation. Supervision consisted of individual and group supervision/monitoring opportunities. Competency and mastery of principles were assessed throughout the 9-month training program both in situ and in group supervision meetings. Although only pre-test and post-test measures were collected, the SMP provides a model of training and supervision that can be used by other community based agencies as new regulations are formed and less funding is available for ABA services.

Functional behavior assessment (FBA) is defined as a range of behavior assessment procedures that are used to identify or clarify functional relationships between behavior and environmental events (Carr, 1994). Assessment procedures are used to identify specific environmental contingencies operating on the individual to implement a function-based intervention to reduce problem behavior and increase appropriate behavior (Gresham, Watson, & Skinner, 2001). The current literature regarding the psychometric properties of descriptive assessment methods, functional analysis and treatment based-interventions is varied. Current reviews of the literature have identified a need for the evaluation of functional assessment methodology to validate the procedures used (Floyd et al., 2005; Sturmey, 1994). The overall purpose of this study is to extend the current FBA research to provide preliminary support for the psychometric properties, including reliability, content validity, and convergent validity of FBA methods with both school and clinic-based assessments. The evaluation of newly designed functional assessment interviews (Functional Assessment Informant Record series; Edwards, 2001) is included. Preliminary results suggest appropriate psychometric evidence that support the utility of functional behavior assessment methods across settings.

Prinicples derived and applied in the study of public health can, often surprisingly, be found to be directly applicable to the focused change of behaviors of the individual. Haddon's Strategies and Matrix, foundation concepts of injury control, can be easily applied to theapplied behavior analysisprocesses of functional assessment, determination of reinforcers, and development of alternative behavior sequences. Those developing evaluation and treatment plans can utilize the matrix to force consideration of approaches relative to the targeted individual, the environment, or the presenting stimuli that would perhaps not be readily apparent .

For a teaching demonstration, we have been working on shaping/acquisition of novel behaviors with koi fish. Koi can consume a large quantity of food pellets so satiation is minimal. Some of the procedures are operant shaping but others employ sign tracking-mechanisms. We have shaped swimming vertically up into a hollow tube, farther and farther, to obtain food, with data collection on-going and progress being made. We are also shaping swimming through a series of tubes laid out in a pattern resembling a simple maze for rodents, and we are working on shaping a nose poke response for mouse pellets using off-the-shelf operant equipment designed for mice. Originally a RotaRod operandum was employed but we found that the fish would never bump the rod with sufficient force to operate the pellets dispenser. Now we are using a hoop equipped with IR sensors to detect a head-nose poke by a fish, contingent upon which a 14 mg mouse pellet is delivered or which can be delivered with a hand-shaping switch. The hoop can be immersed into the water and we are developing a stand alone operant chamber for use with koi using components developed for use with mice.

This study is an extension of a series of articles by Harcum, Rosen, and their colleagues. In these studies, the authors concluded that the Skinnerian analysis of freedom and dignity was incorrect and did not account for reported innate dignity. This study aims to correct for several methodological flaws found in the original research, and to up hold the Skinnerian conceptualization of perceived freedom and perceived dignity. To accomplish this, prominent behavior analysts utilized the Skinnerian definition to rank order collections of vignettes. Based on the amount of perceived freedom, and the amount of credit earned by the individual in each vignette, participants were then asked to assign the vignette a number 1-10, on a Likert scale, across several components of freedom and dignity. The pilot data support the Skinnerian analysis stating that the less aversive the control that is observed, more freedom is ascribed to the behaviors, while the more overtly controlled a behavior, the less credit the behavior is ascribed. Participants were undergraduate students in psychology courses. This study was conducted as an online study.

This study was designed to address the integration of speaker and listener relations involving signed tacts and signed intraverbals and categorization. Specifically, the current study investigated the emergence of signed tact and intraverbal categorization in three normally developing five-year-old boys. The experimental stimuli consisted of colored pictures of animals, fruit and tools. Teaching was introduced first and consisted of imitating signs (duplic) and choosing a picture in the presence of the sign of an item or of a category through automated matching-to-sample tasks (listener relations). After criterion was met on all teaching relations testing was introduced and consisted of (a) presenting a picture and the instruction for the child to sign (tact) the corresponding item or category, and (b) presenting the question "What signs of [sign of category] can you remember?" for which the child should sign (intraverbal) the items. Results indicated the emergence and maintenance of all tact responses (items and categories) and the emergence of most intraverbal responses for the three categories used. Teaching imitation and listener behavior may generate verbal responses not directly taught, showing functional dependence among verbal operants under the specified arrangement.

The present study employed a multiple probe design to assess the effects of tacting and sorting training trials on learners' ability to intraverbally list items according to common categories (e.g., furniture, body parts, things you write with), a language concept typically included in language intervention for young children with autism. Three children with autism, ages 4 to 6, were taught to tact the category of common items when presented with pictures and then sort pictures of items according to category. Post-test probes were conducted to determine if the children could answer questions about categories without pictures present based on a history of learning to tact items according to category and sorting trials. Preliminary data indicate that this instructional sequence is effective in developing derived intraverbal responding.

Verbal behavior is significantly present in the most important aspects of a person's life (Cooper, Heron, & Heward, 2007), and it makes possible "socially significant" behavior such as language acquisition, academics advancements, problem solving, and others. Multiple exemplar training (MET) has been used as an instructional tool to teach skills across different verbal operants and considered as the responsible for the emergence of untaught verbal operants. Using a multiple probe design across participant, the current study evaluated the effect of MET in the emergence of intraverbal response (vocal spelling) when taking dictation was taught to young adults with developmental disability at a living developmental center in the Midwest. Instruction session in taking dictation involved verbal praise for correct response and modeling and repeated trials for incorrect response. Preliminary data showed that untaught intraverbal responses emerged when participants reached criterion for taking dictation and that MET was not necessary for such outcomes. The results show that intraverbal in the form of vocal spelling is a verbal operant related to taking dictation and can be acquired without direct training.

We tested the effects of multiple exemplar instruction training sets across selection and production behaviors on the induction of Naming and Observational Learning capabilities for elementary school students. The participants were selected because pre-intervention probe data indicated that the participants lacked Naming, the ability to learn language incidentally, and observational learning, the ability to learn new and higher order operants by observing contingencies delivered to a peer. The design of the study was a delayed multiple probe design across participants with the study being conducted concurrently across second and third grade classrooms. The study took place in an elementary education setting approximately 30 miles outside of a large metropolitan area in a school district that received Title 1 funding. The dependent variables in the study were Naming and observational learning. The independent variable was multiple exemplar instruction across selection and production responses delivered in a small group instructional setting. The design of the study will provide insight into the assessment and induction of the observational learning and Naming capabilities using research based tactics in a group educational setting. The capabilities assessed in this study are essential for academic readiness and success in a general education setting.

We tested the effects of multiple exemplar instruction (MEI) on the emergence of untaught mands or tacts for two-dimensional stimuli, using a multiple-probe design across three participants with developmental disabilities. Prior to the study, instructors conducted probe trials to ensure that participants did not emit mands or tacts for the three stimuli sets. During the baseline condition, instructors taught mands or tacts (Set 1) to mastery and probed participants' responses to the untaught function. During intervention, participants mastered a different set of stimuli (Set 2), via multiple exemplar instruction that alternated across establishing operations for mand and tact functions. Next, instructors probed for the untaught speaker functions that were not present in participant repertoires' during the initial baseline condition (Set 1). Post-experimental probe data indicated that the untaught speaker function emerged for each participant, following MEI. Subsequently, instructors taught a novel set of stimuli to mastery under mand or tact conditions, and probed for the untaught function. All three participants achieved mastery of the untaught speaker responses for the novel set of stimuli, demonstrating transformation of establishing operations across mand and tact functions.

A hatchling bird is said to "imprint" to the first stimulus it encounters. This stimulus is treated as both a parent and potential mate. Human-reared birds imprinted to human caretakers often develop inappropriate reproductive behavior. Although imprinting is thought to be irreversible, behavioral techniques may be used to establish species-appropriate responses in human-imprinted birds. In this experiment, procedures are used to modify behavior of adult pigeons that were human-reared in isolation from other birds. Baseline measures determine what responses indicate imprinting by recording the subject's behavior when presented with human and conspecific stimuli, individually and simultaneously. To increase responding to conspecifics, a sexual conditioning procedure is used. This involves presenting a conspecific for a few seconds before presenting a human stimulus, to build a contingency between the stimuli. To decrease responding to human stimuli, negative punishment is used, which involves removing access to the human stimulus when the subject responds to it. Repeating baseline procedures demonstrate the continuing effects of experimental conditions. Data for one subject indicate high responding to human stimuli and low responding to conspecific stimuli during baseline. Experimental procedures increased responding to the conspecific and decreased responding to the human stimulus. This trend continues throughout the experiment.

When training new behaviors, irregularities in performance are accidentally reinforced during the shaping process. One solution is to remove reinforcement of unwanted behaviors. However, because these are part of a chain, it is difficult to extinguish some links without extinguishing others. Another option is to train the behavior using an errorless procedure and only reinforce perfect behavior. In the first phase of this experiment, a domestic dog is trained to perform a simple behavior under the control of a "training cue." All trials are reinforced, regardless of irregularities. Data show that after extensive practice, the irregularities remain stable and the number of perfect trials remains low. In Phase 2, the same behavior is retrained using an errorless procedure and put under control of a "performance cue", where only perfect trials are reinforced. After the percentage of perfect trials per session stabilizes, Phase 3 consists of alternating training cue and performance cue sessions to examine the independence of stimulus control between the two conditions. In the fourth phase, reinforcement criteria for the training cue are changed to match that of the performance cue. In the final phase, both conditions will undergo extinction to study the resurgence of irregularities and variability of performance.

It is well known that high rates of reinforcement are important for learning new behaviors. One way to achieve this is to use a direct method of increasing reinforcement; shaping. However, at some point the behavior has been divided into so many approximations that it cannot be divided any further. Are there other methods of achieving higher rates of reinforcement? In what ways do indirect reinforcers improve learning and the strength of the response? The first phase of this experiment refined procedures from an earlier study to explore the use of indirect reinforcers as a technique for increasing rates of reinforcement. Two equally difficult novel behaviors were trained. Using a multiple-element design, one behavior was trained following the usual shaping schedule and the other was trained similarly but at various intervals an easy behavior was interspersed during shaping to further increase the rate of reinforcement. In the second phase of this study, extinction was implemented to analyze the strength of behavior produced from of each method of reinforcement. The subject of the experiment was a 10-year-old female dog. Baseline data show less than four left paw movements or one right paw movements per session over 13 sessions. Further results pending.

Clicker training is a primary method in training animals, especially dogs. The clicker is a loud, sharp noise and because of these qualities it is the tool of choice for trainers when capturing discrete behaviors systematically. The same features of the clicker that makes it ideal for training can evoke fear responses in some animals. To be effective a clicker must act as a conditioned reinforcer, but when the clicker operates as an aversive stimulus, training will be ineffective. This study utilizes a fading procedure to change an aversive click into not just a neutral stimulus, but also a conditioned reinforcer. One dog, a 2-year-old Border collie mix, exhibits fear responses, eloping, freezing and tail-tucking, when introduced to the clicker. Baseline data demonstrates behavior prior to the click, tail wagging, head up and ears erect, and after the click, all at zero after the dog elopes. Results for treatment are pending.

Generalization across trainers is often desirable, however, it does not always happen. Two methods to train for generalization include training a behavior with either multiple trainers or with one trainer and then retrain the behavior with other trainers one at a time. This project sought to compare these methods of training for generalization of two novel behaviors with two Labrador retrievers (5-months and 4-years-old). Rate of initial behavior acquisition and time to generalization to multiple trainers was tracked. In each condition the behavior of going to and lying at a specific location was trained (different locations per condition). The first condition utilized three trainers. The second condition used one trainer at a time. Probes for generalization were taken before and after training. This poster will describe the shaping plans for each condition and the rate of acquisition as well as time to generalization for each behavior. Baseline data shows that the already trained behavior "Sit" generalized to all trainers. Baseline for untrained behaviors show that the behavior is not in the animals" repertoires for any trainers. Further results pending.

Dogs that display aggressive behavior are a threat to society, their owners, and themselves. Classical counterconditioning and differential reinforcement of alternative behavior (DRA) are commonly used in practice to reduce such behavior. While both seem to be effective treatments for aggressive behavior there has not been a direct comparison between the two in the current context. The current study compared counterconditioning and DRA with two dogs. A reversal design was used to determine the effectiveness of both procedures. Both procedures demonstrated functional control over aggressive behavior. Aggressive behavior was quickly reduced to near zero levels with either program in place. Implications for use are discussed. Despite owners being trained to criteria, follow-up data suggest that aggressive behavior returned. Recommendations for future research may compare owner acquisition and preferences for counterconditioning and DRA. Additionally, analyzing treatment integrity and sustained use of each treatment by owners would be beneficial for practitioners.

Calm crating is crucial for safe transportation of animals. The subject, a blue and gold macaw (ara ararauna), avoided a crate in the presence of the crate door but reliably entered the crate when the door was absent. Stimuli associated with aversive environmental events often gain a discriminative function. It was hypothesized that the macaw had been transported in the crate when the door was present and exposed to training conditions when the door was absent. The present study consisted of three phases. Phase 1 demonstrated the aversive control of the door by cueing the macaw into the crate with the door absent and with the door present. Phase 2 and 3 used a changing-criterion design to assess the effectiveness of a negative reinforcement procedure, constructional aggression treatment (CAT), on reducing the aversive function of the crate door. The door was removed contingent on previously defined behaviors incompatible with escape. Phase Three used free-shaping to train the macaw to exhibit calm behaviors during transportation. Results for treatment are pending.

In more than 70 countries around the world, landmines do great harm by denying people access to their homes and land, as well as by causing bodily harm, death, and psychological duress. Several techniques for detecting landmines have been developed, using both automated devices and trained animals, typically dogs. In recent years, personnel from APOPO, a Belgian non governmental organization, have explored the possibility of using giant African pouched rats (Cricetomys gambianus) for mine-detection. The rats are currently accredited as mine-detection animals and used operationally in Gaza Province, Mozambique. Because this is the first operational use of the rats, extreme care has been taken to ascertain their accuracy in detecting mines. We report herein the performance of the rats in searching 96,400 square meters of land. Teams of two rats searched this area and found a total of 180 landmines. Humans using metal detectors also searched the area and found no mines further than two meters from a rat's indicator response. False alarm rates for the rats were low, with an overall value of 1.03 responses per 100 square meters for teams of rats. These findings suggest that the rats are accurate mine detectors and merit further investigation as mine-detection animals.

There have been relatively few outcome studies involving electronic augmentative and alternative communication devices (AAC)-interventions involving technologically sophisticated devices to support communication. The use of these devices has increased dramatically in recent years with individuals diagnosed on the autism spectrum and other communication disorders. The National Autism Center's (NAC) National Standards Report (2009) found only 14 outcome studies examining AACs as an intervention utilized with individuals diagnosed on the autism spectrum, and the limited nature of the research resulted in the NAC designating these devices as an "emerging treatment" for autism-that is, an intervention currently without empirical support. There are even fewer studies that specifically evaluate the effects of AACs on pre-existing skills within the individual's repertoire, specifically those involving verbal and social skills. Therefore it is unknown as to whether these devices enhance or are detrimental to skills including spontaneous speech, joint attention, and eye contact. In the current study, the frequency of spontaneous speech and eye contact of a 9-year-old girl diagnosed with autism was examined prior to and after the implementation of an AAC. The results and implications are discussed in light of the usefulness of these devices in behavior analytic programming and intervention.

Children with autism show substantial delays in social communication development. Even though early intervention can increase language in preschoolers with autism, some children with autism may not respond to the interventions. The purpose of the study was to test the effects of a blended version of three extensive treatments, each designed to promote aspects of social communication. The blended intervention targeted joint attention engagement, symbolic play, and productive language. The first goal was to increase functional unprompted communication, and the second goal was to increase joint attention while increasing complexity and diversity of play skills. A multiple-probe design across three trainers was used to evaluate spontaneous language use and generalization of communication skills by a 55 month old child with autism. The child received 30-min intervention sessions with a trainer in a clinic setting using various toy sets. Videotaped sessions were transcribed and coded for language, play, and joint attention. Interobserver agreement and procedural fidelity were collected. The results indicated the intervention was generally effective for increasing child communication. However, these skills were not generalized to other trainers. It is important for individuals working with children with autism to promote generalization across people for maximum benefits.

Increases in spontaneous initiation is a reported outcome of pivotal response treatment (PRT) (Koegel & Koegel, 2006), however, research focused on initiation rate is scarce. The following study incorporated a multiple-baseline design replicated across two children with autism spectrum disorders to evaluate the effect of two-hour home-based sessions in which pivotal response training was employed. Child initiations were scored using event recording for the five categories of requests, calming, social, play suggestions and play comments. Fidelity of intervention was recorded for 25 percent of sessions using a pivotal response training checklist. Rates of initiations were scored at home in the intervention setting between the child and his therapist and a generalization setting between the child and his parent and were compared with baseline rates. Results will reveal changes in rate and category when initiations are targeted during pivotal response training sessions.

Recalling details from oral information is a critical skill for successful participation in classroom settings for gaining important information from a teacher's lesson and for recalling the details related to tasks and directions. This poster will present data on using fluency based instruction to teach a 7-year-old girl with high functioning autism to recall details from oral stories of increasing lengths. This student attends a preschool/ kindergarten program for children with autism and socially typical peers 30 hours per week. Teachers identified story length, practice duration, and story type (narrative vs. expository) as the critical features for this instruction. Each instructional step manipulated one critical feature at a time working towards the final goal of recalling 80% of details from a story at a speaking rate that predicts fluent outcomes. Empirical validation of fluent outcomes will be measured through retention, endurance, stability, and application (Fabrizio & Moors, 2003) as well looking for generalization of information recall to natural environments. Measurement included words correctly recalled, details recalled, and off topic words. All student performance data will be presented on standard celeration charts.

Social and communication skills deficits are a defining characteristic of children with Autism Spectrum Disorders (ASD). The purpose of this Institute for Education Sciences funded project is to investigate of the effects of the Peer Networks Intervention on social-communication, literacy, and adaptive behavior for young children with ASD in school settings. Two sites are participating in the investigation: the University of Kansas and the University of Washington-Seattle. Participants with moderate to high functioning autism are selected from kindergarten classes and parent consent secured. Twenty-eight students were enrolled in Year 1; an additional 30 students have enrolled in Year 2. This poster will focus on the fidelity and procedures of the two Peer Networks Interventions, Reading Mastery groups and Social Networks. Session data (10-min probes) were collected during Reading Mastery groups. Children averaged 3-4 responses per minute during groups, and showed improvements in word identification. The Observer XT 9.0 NOLDUS Information Technology system is being used for direct observation of social, communication, and engagement behaviors of participants. Data collected during social networks and generalization probes showed improvements in skill use. Teacher ratings on Teacher Social Impression Scale will be included with favorable findings in Year 1.

Facilitating play is important for the development of young children with autism spectrum disorders (ASD) and using visual supports is one strategy for teaching play skills. This study assessed the effectiveness of a visual supports intervention package consisting of: (1) a computerized visual play book and (2) a visual cue strip for improving play behaviors during dramatic play activities inthree young children with ASD. The participants' mean percentage of play steps completed independently during baseline ranged from 6% to 16% and after implementation of the intervention ranged from 90% to 100%. The number of teaching sessions required for each child to reach criteria ranged from 4 to 8 sessions for the first toy set and 0 to 7 sessions for the second toy set. Data suggests that the visuals supports served as an organizing structure for the learning of new dramatic play sequences since learning occurred more quickly with the second toy set. Results of this study suggest that the visual supports intervention package successfully improved dramatic play behaviors of young children with ASD. These findings are consistent with a number of empirical studies that support the use of visual supports as an educational intervention for children with ASD.

Joint attention (JA) is the ability to use the information conveyed by eye gaze or other nonverbal gestures to discern what has captured another person's attention. It is considered a pivotal skill for children with autism. This study examined a 12-objective task analysis of JA used to successfully develop this skill in several children with autism. The task analysis was designed using developmental guidelines (e.g., typically developing children respond to an adult's head turn before they respond to changes in eye gaze) supplemented by a series of successive approximations to the target behavior. Empirical data indicating which of these objectives may be necessary and which is superfluous are not available. Consequently, valuable teaching time can be wasted. Results indicated that after mastering some preliminary steps, several children mastered some apparently more advanced steps with minimal or no instruction. While this can be interpreted as indicating that certain steps were sufficient prerequisites for more advanced steps, the analysis is complicated by the fact that different children showed different mastery patterns. Preliminary results from this study provide some empirical basis for redesigning the task analysis.

This study compared two methods of evaluating the generalization of joint attention (JA) in children with autism and cognitive impairment. Upon completion of a 12-objective JA discrete trial teaching program, the children's ability to use JA beyond the teaching setting was assessed during a series of 30-minute naturalistic observations and 10 quasi-naturalistic trials. The naturalistic observations took place during different activities including academics, gym and lunch. The quasi-naturalistic trials were administered throughout the day and involved getting the child's attention while placing an attractive item beyond his reach. JA was defined as the child's making eye contact with an adult and then alternating his eye gaze between a desired object and the adult's face. The results indicate that both boys showed generalization of JA from the teaching situation to the quasi-naturalistic trials although their rate of spontaneous JA behaviors, indicated by the lack of generalization to the regular classroom, remained low. The more successful generalization to the quasi-naturalistic trials probably resulted from the similarity to the original teaching situation, i.e. both involved adult initiation. The generalization patterns of other children completing the program and a third method of evaluating generalization will be discussed.

Research has documented that children with autism can learn to engage in scripted conversation through the use of script fading procedures (Krantz, & McClannahan, 1993). In this study, a 9-year-old child with autism was taught conversational scripts using text and audio-taped scripts. We hypothesized that scripts taught via audio-taped prompts would yield improved intonation related to the scripted statements, in comparison to scripts taught via text. A social validity measure was developed to assess naive observer's impressions of the participant's responses during conversational interactions. Four scripted conversations (two text and two audio-taped) were taught. Once scripted conversations were learned, four observers watched video-tapes of the conversational interactions and rated the conversation to determine their impressions of the participant's intonation, eye contact and rate of scripted statements. Observers' scores were computed to means and compared to determine the differences in ratings across the sets of video tapes.

In the current study, the experimenter will be systematically replicating and extending previous research on facial expression identification training. The effects of facial expression identification training will be evaluated using a multiple baseline design across subjects with individuals with autism spectrum disorder (ASD), and data will be analyzed using visual inspection of line-graph data. The study will be conducted in following four phases: 1) baseline, 2) a discrimination phase training discrimination of characteristics of expressions that demonstrate the emotions of happy, sad, angry, and surprised, as well as verbally labeling those expressions, 3) a fluency phase building facial expression identification to fluency aims, and 4) a generalization phase demonstrating expression identification skill acquisition of the same facial expressions with novel stimuli using new photographs.

For an adolescent with an autism spectrum disorder, learning many ways of effectively communicating is a necessity. The appropriate use of a cell phone can be a highly beneficial communication tool with benefits reaching to the areas of safety, quality of life and age-appropriate activities. Our goal was to teach an adolescent girl with autism to use her cell phone in a variety of ways in order to help increase and diversify communication opportunities and ultimately increase her safety and quality of life through stress reduction and increased independence in communication and community access.

Conversational skills are a primary deficit in children with an autism spectrum disorders (ASD; American Psychiatric Association [DSM-IV-TR], 2000). The primary purpose of this study was to examine the effectiveness of a teaching interaction procedure (Leaf, Dotson, Oppeneheim, Sheldon, & Sherman, 2009) in improving the conversational skills of four children with ASD within the context of an outpatient social skills group. This intervention addressed behaviors within the participant's speaker repertoire (i.e., beginning a conversation, ending a conversation, and asking a question) and listener repertoire (i.e., maintaining eye contact, taking turns, and nodding and smiling). A multiple baseline design across behaviors was utilized over the course of 12 weeks. The results for each participant suggested that using the teaching interaction procedure was effective in improving and maintaining the targeted conversational skills . Generalization probes indicated that conversational skills learned were exhibited with novel clinicians.

Impairments in social interaction are one of the core deficits in individuals with autism. The Wing Subgroup Questionnaire (WSG; Castelloe & Dawson, 1993) categorizes individuals with autism into one of three subgroups based on their preference for engaging in social interaction. The purpose of the current study was to evaluate whether the caregiver ratings generated from the WSG correspond to directly observable behavior, and whether the subgroup that best describes a child changes over time as a result of behavioral interventions. Participants were exposed to a series of concurrent operant conditions to determine if attention was a potential reinforcer when offered concurrently with no social interaction. Participants indicate preference by choosing between two sides of a room that had the two social interaction options. Three different types of social interaction were tested separately and patterns in choice responding were categorized into aloof, passive, and active-but-odd subtypes. The child's preference for social interaction was then compared to the subtype score according to the WSG. In order to evaluate changes in preference for social interaction following treatment, the procedure was completed twice for one participant; once at the start of an intensive behavioral intervention, and once after.

Peer mediated interventions teach typically developing peers to apply principles of behavior change to facilitate the acquisition of social skills in children with an autism spectrum disorder (ASD). Some researchers have focused on siblings serving as the peer mediator (Tsao & Odom, 2006). However, these studies have focused on the outcomes for the child with an ASD and have not addressed the impact on the typically developing sibling (Coe, Matson, Craigie & Gossen, 1991). Researchers concerned with the psychological adjustment of siblings of children with an ASD have cited heightened levels of responsibility as one factor to explain findings of negative adjustment (Damiani, 1999). Surprisingly, these two areas of research have not previously been integrated. This poster will present the results from a study of the relationship between sibling psychological adjustment and responsibility. Thirty-two mothers of typically developing siblings of children with an ASD completed measures of adjustment and responsibility. Significant positive relationships were found between conduct problems and household, family and total responsibilities. The results will be discussed in terms of the implications for behavior analysts considering siblings as peer mediators regarding factors impacting the adjustment of the typically developing sibling, and considerations and procedures to mitigate negative impact.

Many students with autism demonstrate repetitive, non-purposeful behaviors. Yet only 2% of students with autism are also diagnosed with obsessive-compulsive disorder (OCD). Research suggests that as many as 81% of children with autism would meet criteria for a diagnosis of OCD. Repetitive behaviors demonstrated by children with autism are often treated utilizing interventions based on the principles of applied behavior analysis (ABA). Repetitive behaviors demonstrated by children with OCD are often treated utilizing cognitive behavior therapy (CBT). Recent literature suggests that CBT interventions may be successful at reducing OCD like behaviors in students with autism; however, additional research is needed. The current study investigated the effectiveness of traditional ABA strategies and modified CBT strategies to decrease repetitive, non-purposeful behaviors that present similarly to OCD in three children with autism (two males, one female, all 13-years-old). ABA interventions utilized included conditioned reinforcement systems, ignoring and redirecting, self-monitoring and self-management and/or teaching appropriate alternative skills. The modified CBT interventions included a 4-step model utilizing gradually fading visual supports. A multiple baseline across participants was used. Preliminary data collected on target behaviors during the ABA intervention phase has demonstrated variable rates of responding for two out of three participants.

Many families place their children with autism spectrum disorder (ASD) on specialized diets such as the gluten-free and casein-free (GFCF) diet. We conducted a double-blind placebo controlled challenge study to test the safety and efficacy of the GFCF diet in 14 children with ASD (12 boys), age 2.5-5.5 years. All children were receiving >10 hours/week of ABA therapy. Children were placed on the GFCF diet for >4 weeks and then received one dietary challenge per week for 12 weeks. Four challenge conditions were presented in random sequence in a single-case, multi-element experimental design: placebo, gluten only, casein only, and gluten + casein. Data for individual children were examined in two domains of a behavior observation measure, the Ritvo-Freeman Real Life Rating Scale: social interaction and communication. Visual inspection of these data revealed no consistent differences among conditions for any of the 14 children in either domain. Thus, no evidence for reliable behavior change was found. Because the study included a small sample based on stringent eligibility criteria, it remains possible that different results would be obtained in subgroups not represented.

With the increasing prevalence of autism spectrum disorder (ASD), there has been an associated surge in fad treatments (Metz, Mulick, & Butter, 2005). For example, some theorists have suggested that the gluten-free, casein-free (GFCF) diet decreases "autistic" behaviors (e.g., aggression) and gastrointestinal (GI) problems commonly found in individuals with ASD (DePinna & McCabe, 2010). However, this practice relies on a shaky conceptual basis and little to no empirical support (Mulloy, Lang, OReilly, Sigafoos, Lancioni, & Rispoli, 2010). Despite this, many parents and care providers report the effectiveness of this intervention. This study evaluated the GFCF diet in an adolescent diagnosed with autism. Dependent measures were problem behavior (i.e., self-injury, aggression, and disruptive behavior), stool frequency, and GI discomfort. Initially, the participant was on a strict GFCF diet; however he occasionally gained access to small quantities of restricted food items when food stealing was not successfully blocked. In the second phase of the study, foods containing gluten and casein were systematically introduced into his diet. Data were analyzed with respect to the occasional diet violations and food introductions on an hourly and daily basis. There was no orderly difference in any of the measures relating to consumption of gluten or casein foods.

The study examines the research questions: (a) Does passive music affect the communication and/or engagement skills of young children with autism; and (b) If music does have an effect, is there any difference between the types of music presented? An alternating treatments design is implemented to allow assessment within and across participants; Treatment A is music; Treatment B is no music. All of the participants are enrolled in a non-public school for young children on the autism spectrum, and are in a self-contained class, designed specifically for children between the ages of 5-7 years who have some verbal communication skills and typical cognition. The independent variable is the presence or absence of (passive) music presented during structured play. The types of music will vary across intervention including instrumental music and music with accompanying vocals. Each type of music will be played for at least 10 consecutive sessions, with all music played for equal time within and across the sessions. The dependent variables are: (a) frequency of spontaneous verbalization, and (b) social engagement as measured by frequency of physically leaving a situation or ending an interaction. In addition, qualitative measures will be recorded for the participants' overall affect.

Despite difficulties with gaze following behaviors in autism spectrum disorders (ASD), limited neuroimaging studies have examined the neural correlates of direct gaze in ASD and no studies have directly examined the chronometric properties of this behavior in ASD. To examine aberrant connectivity, brain activation during direct versus averted gaze was compared in individuals with ASD and IQ, and gender-matched controls. Six participants (Male=4), three with ASD and three controls, underwent magnetoencephalography (MEG), a noninvasive technique that maps magnetic fields arising from cortical activity, during a direct versus averted gaze cueing paradigm. Brain activity was analyzed with MR-FOCUSS, a current density technique (Moran et al., 2005). Controls demonstrated earlier activation during direct and left gaze conditions in inferior frontal (IFG)(=138ms), inferior temporal (ITG)(=135ms), and superior temporal gyri (STG)(=149ms). Differences in onset were also observed during the left gaze condition in the superior frontal gyrus (SFG)(=148ms). ASD participants demonstrated higher amplitudes of activation during left gaze, ipsilaterally and in the left orbitofrontal gyrus (OFG) and precuneus. Controls demonstrated higher amplitudes, contralaterally and in right orbitofrontal (OFG) and superior frontal gyri (SFG). The data suggest possible reversed asymmetry in frontal and temporal regions necessary for processing social cues (i.e. gaze direction) in ASD.

Evidence-based practices (EBPs), originated in the field of medicine, enable both medical and educational professionals to determine whether or not they have enough data to validate their practices when working with individuals with disabilities (Wheeler, 2007). Yet this is a challenge given the heterogeneity of the participants and the educational contexts that serve individuals diagnosed with autism spectrum disorders (ASD) (Wheeler; Odom et al., 2005). Thus, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to applied practice in order to better assist practitioners and better serve people with ASD and their families (Wheeler). The purpose of this research synthesis is to evaluate the evidence base and to analyze the effectiveness of gluten-free and casein-free diets for individuals with ASD by using a systematically analysis model. Four hundred and seventy articles were screened among all peer-reviewed English language journals published to 2010 using ERIC and PsycINFO search database and twenty-one studies were selected. Quality indicators proposed by Horner et al. (2005) for single-subject design studies and Gersten et al. (2005) for group experimental design ones were used to evaluate the effects.

Parent participation is an important component of effective behavioral intervention with children with autism. Many parents of children on the autism spectrum participate in their children's developmental education by learning to conduct discrete trial training (DTT). Lafasakis and Sturmey (2007) showed that behavioral skills training was an effective and efficient method of teaching discrete trial training (DTT) to parents of children with developmental disabilities. The current study extends that research by evaluating a similar method for teaching DTT to parents of children receiving early intervention services. The current study also reviews the effects on generalization of discrete-trial teaching skills to non-target skill programs. A training package consisting of written instructions, feedback, model and rehearsal was used. A multiple baseline across subjects designs was implemented to evaluate effects of the training package. Results indicate an increase in appropriate DTT presentation following implementation of the training package.

Risperdal is currently the only medication with FDA approval for children on the autism spectrum. This study presents data on the efficacy of Invega for children on the spectrum whose behaviors have not responded favorably to Risperdal. Nine participants in a residential school who were on Risperdal on enrollment were changed to Invega when their challenging behaviors proved resistant to change. Data are presented on the participants that reflect improvement/no deterioration in behaviors following the medication change.

A variety of psychotropic medications are used to decrease problem behavior in children and adults with autism spectrum disorders. Although some research indicates that medication can differentially affect topographies of behavior with differing response classes, there is limited research that presents systematic data on the specific behavior-altering effects of these drugs. In the present study, we examined the relations between doses of psychotropic medication and levels of a number of different topographies of behavior. Findings are discussed as a step toward a data-driven method of prescribing, titrating, and tapering psychotropic medication.

A prompt is an additional stimulus presented in order to occasion a specified response. Types of prompts include verbal, nonverbal, gestural, or physical. In the current investigation, an ABA design was used to evaluate the effects of a water prompt to encourage continent voids during toilet training with a twelve year old male diagnosed with autism. During baseline, no water prompt was provided and toileting trips occurred every hour. During treatment, the interval for toileting trips was held constant and a container of tepid water was placed on the floor, with the participant's feet submerged. Results indicated that once water prompting was introduced, continent voids increased.

An important area in the learning and development of individuals with autism is the acquisition of independent, age-appropriate leisure skills. A procedure to teach a child diagnosed with autism to play several songs using a keyboard and computer software program was evaluated. All songs were broken down into individual bars and the bars were taught successively using a forward chaining procedure and least-to-most prompting. Approximately 35 trials were presented in 45-minute sessions. A series of AB designs with intervention implementation staggered across songs showed that the subject was able to play all songs independently after the 19th session. Generalization data were obtained on the 20th session where the responses generalized to another setting and another keyboard.

There continues to be various understandings and misunderstandings surrounding the field of applied behavior analysis (ABA). Related professional's knowledge and attitudes about the field may have a significant impact on the population of individuals who may benefit from treatment using the evidence-based methods derived from ABA. Opinions regarding ABA may vary across states for a variety of reasons including the knowledge of leaders and the number of training programs. These differences ultimately influence state funded services to individuals. In the State of Rhode Island, there are limited training programs in ABA. However, in Massachusetts, there are a variety of training programs. A questionnaire was developed to gather demographic information in addition to data on knowledge and attitudes towards ABA. The purpose of this study was to compare across states the attitudes and knowledge of professionals regarding ABA. Results from the questionnaire are presented and discussed along with implications and recommendations.

Research has consistently documented that children with autism are not motivated to socially engage (e.g., Mesibov, 1983). Therefore, it is up to service providers to find ways to motivate these individuals to engage in appropriate social behaviors. Two previous studies successfully used game based strategies to teach social skills to individuals with mental retardation (Foxx, McMorrow & Schloss, 1983; Foxx, McMorrow & Mennenmeier, 1984). A follow up study also successfully used game based strategies to teach social skills to individuals with developmental disabilities (Lalli, Pinter-Lalli, Mace, and Murphy, 1991). The present study extends previous research on teaching social skills using game based strategies to target social and stress management skills in children with autism. Three children with autism, ages 4 to 7 participated in this study. Two popular childrens board games were modified to target various social skills (e.g., question asking, manners and stress management skills). Results demonstrated that the game based strategies were effective in teaching new skills and that the new skills generalized and maintained when the games were no longer present. Results are discussed in terms of extending the research on game based interventions and the importance of utilizing novel teaching approaches in motivating individuals with autism

The American Optometric Association states nearly 25% of school-age children have vision problems. Mentally disabled children are reported to exhibit an incidence rate of vision anomalies at least twice as high as normally developed children. However, many of these individuals do not respond to standard vision screening procedures. Communication deficits inherent in autism directly impact a professional's ability to diagnose visual problems in this population. This leads to questions surrounding the accuracy of diagnosed visual problems as well as eyeglass prescriptions for individuals on the autism spectrum. The current investigation was designed to evaluate the effectiveness of glasses in individuals who had already received prescription eyeglasses. The assessment was completed by evaluating whether or not the student voluntarily wore his or her glasses during demands (e.g., academic schoolwork) and during conditions where there were highly preferred visual stimuli (e.g., video) present. Results varied across participants, suggesting that students may remove glasses to avoid task completion (they would not wear the glasses during work), while others chose not to wear glasses under any circumstances. The difference among participates could indicate that the accuracy of eyeglass prescriptions may vary across students.

This study examined the effects of Social Stories™ on the talk-out behavior of a 12-year-old boy with autism in both a traditional life skills classroom and in an independent study math class. The individualized Social Stories™ were first read to the participant and then the student read the Social Stories™ independently, out loud, at the beginning of each treatment session. The single-subject reversal research design included observations recorded in continuous 5-min intervals in two different settings. In the life skills setting, activities consisted of whole class instruction, group work with peers, and writing tasks. In the math section, when the participant worked for 10 minutes without a talk-out or completed a row of problems, he was rewarded with a play break or allowed to do an errand. The Social Stories™ intervention proved effective in reducing talk-outs when used in the math setting where contingent rewards were also given for quiet work, but did not appear to be effective in reducing talk-outs during the life skills class where no reward system was in place.

Differential reinforcement of high rates of responding was implemented as an intervention to increase appropriate commenting in an 11-year-old student with autism. Anindividualized education planobjective required the participant to make at least 80 appropriate and relevant comments per day. Baseline levels indicated an average of 50 comments per day. Five activities were chosen from the participant's daily schedule as appropriate times to comments. Activities included a game with a peer, a cut and paste task, and three free-choice play activities. A multiple baseline and changing criterion design were used across five activities. Reinforcement was delivered contingent on the participant meeting criterion for rate of comments during one minute intervals of play and task sessions. Upon implementation of reinforcement procedures across all activities, rate of commenting increased to over 200 comments per day and was maintained even as visual reminders of the contingency were faded. Although the current intervention was not formally programmed to generalize increased commenting to other settings, the participant showed strong generalization to other appropriate settings such as recess and lunch and even in his home environment.

This study was designed to empirically assess a sensory-based treatment for out-of-seat behavior and to compare the practical effects of sensory and function-based treatments in an applied setting. Initially, individualized function-based treatments were designed for each of three participants based on the results of structured assessments. These antecedent treatments included functional communication, non-contingent attention and non-contingent reinforcement. The effects of these treatments on out-of-seat behavior were compared to the use of a therapy ball as a chair in an alternating treatments design. The results indicate that while function-based treatments did not further reduce rates of out-of-seat behavior, the use of therapy balls as chairs increased rates of this maladaptive behavior. This study highlights the risks of implementing treatments without prior assessment and supports the need for empirical evaluations of sensory-based treatments in applied settings.

Among the diagnostic features of autism, relatively little research has been devoted to restricted and repetitive behavior, particularly, forms of repetitive behavior that have been described as "higher-level" (e.g., rigidity in routines or "compulsive" behavior such as arranging objects in patterns or rows; Turner, 1999). This is problematic because, like vocal or motor stereotypy, higher-level repetitive behavior can be associated with negative outcomes such as interference with skill acquisition, negative social consequences, and severe problem behavior associated with interruption of stereotyped behavior. In the present study, we extended the functional assessment model to the assessment and treatment of arranging and ordering and other compulsive-like behavior (e.g., washing/cleaning and "completeness") of two individuals diagnosed with an autism spectrum disorder. Arranging and ordering was maintained by automatic reinforcement for both participants. The functional assessment model was useful for developing treatments for arranging and ordering and other compulsive-like behavior. Interobserver agreement (IOA) was collected for a minimum of 33% of sessions across conditions and exceeded 80%.

We examined the function of and treatment for two different topographies of self-stimulatory behaviors. Data for flicking and shaking flimsy materials such as paper and string within the participant's visual field suggested an automatic positive reinforcement function. Multiple interventions including response blocking, self-talk, and positive reinforcement procedures were implemented resulting in a decrease in flicking and shaking materials. Generalization measures across people, environment, and materials were also collected and treatments were implemented under these conditions. The second topography was comprised of jerky movements of the arms, hands, and head, widening of the eyes, and raising onto toes when walking. An investigation of multiple antecedent conditions suggested that this group of behaviors may be maintained by automatic positive reinforcement. The data showed that competing response training, positive reinforcement, and other habit reversal procedures demonstrated a decrease in those non-functional behaviors.

Deficits in joint attention (JA) have been clearly shown in children with autism. JA usually emerges within the first year of development and deficits in JA can be detected prior to language acquisition. JA is a potential predictor of responsiveness to early intervention for children with autism, and may help in early identification. In this study 8 (3 with parent reported autism, 2 with other developmental delays, 3 typically developing) children were asked to perform a motor imitation task during electroencephalography (EEG) data collection using a high density electrode cap. After the motor imitation task, a brief behavioral assessment of JA developed by MacDonald, et al., (2006) was administered. Data were examined for relationships between mirror neuron activity, (measured as EEG spectral power differences between observe and imitation conditions), and the child's level of JA initiation. Visual analysis suggests that JA is related to mirror neuron activity in children with autism but not for typically developing children or those with other developmental disorders. Data is considered descriptive due to low sample size. Future work seeks to further develop an understanding of the potential importance of the relationship between mirror neuron activity and joint attention.

Intensive behavioral intervention (IBI) curricula typically target imitation early in intervention. These skills are considered building blocks of communication by behaviorists and cognitive scientists alike. Evidence from adults with autism suggests persons with autism show smaller differences in scalp electrical activity while watching a behavior compared to while doing the behavior. In this study we asked 13 children (four with parent report of autism, three with other developmental delays, six typically developing) aged 24- to 117-months, to perform a motor imitation task while collecting electroencephalogram (EEG) data using a high electrode cap. Visual analysis suggests children with autism showed smaller differences in activity between observing and imitating than other children. Additionally, a negative relationship is observed between child vocalizations in home contexts and level of mirror neuron activity. These results suggest a link between brain activity and commonly taught behaviors for children with autism. This data is considered exploratory and descriptive due to low sample size and lack of experimental control of imitation instruction. Future work seeks to examine the relationship between imitation skill acquisition during IBI therapy and changes in mirror neuron activity.

Hispanic children are diagnosed with autism at a disproportionately low rate even though total rates are rising (Dyches, Wilder, Sudweeks, Obiakore, & Algozzine, 2004). Reasons for this diagnostic disparity are unclear. However, it is hypothesized that a parental knowledge gap preventing access to services may be caused by cultural and personal factors such as acculturation (Daley, 2004), socioeconomic status (Thomas et al., 2007), social support (Zhang & Bennet, 2003), fatalistic beliefs (Dyches et al., 2004), religious importance (Mandell & Novak, 2005), and parenting experience. A five-section survey measuring autism knowledge and these target variables was administered to 64 Hispanic clients ranging from 18-65-years-old. The respondents were primarily parents (86%) and female (84%). Data analysis was conducted with correlations, t-tests, and multiple regression statistics set at a 95% confidence level. Results showed socioeconomic status greatly affects knowledge of autism, with other factors playing some role. These findings support autism professionals specifically targeting low-income families for autism information activities in order to reduce disparity in autism diagnosis and increase treatment utilization in minority groups. Furthermore, consideration for cultural values in service delivery is recommended.

Various empirical investigations have focused on training children with autism as well as typically developing children to be compliant with dental exams. But few studies have evaluated strategies on how to train dental staff to be able to work with children with autism for increased compliance. Using a multiple baseline design, the current investigation evaluated behavioral skills training procedures to teach four dental staff basic behavior analytic skills, such as differential reinforcement, positive and negative reinforcement, and escape extinction, to implement while performing dental procedures on children with autism. The procedures included instructions, modeling, rehearsal, and feedback. This training resulted in an improvement from baseline performances for each participant in steps completed correctly, as well as decreased levels of problem behavior and noncompliance displayed by the children. These results suggest that behavioral skills training is an effective way of teaching dental staff basic behavior analytic techniques to use while working with children with autism.

Video modeling may be an effective intervention to teach learners with autism to initiate greetings when other's make eye contact. Specifically, point-of-view (POV) video models provide the learner with a model of the greeting filmed from the visual perspective of the learner. In the current study, a multiple baseline design across subjects is being used to evaluate the effects of POV video modeling on the acquisition of greetings. During baseline, the video model is not used and participants are instructed to walk through the hallway as confederates make eye contact with participants. During intervention, participants will view POV video-taped segments modeling the greeting, (i.e., "Hi") before walking in the hallway. In addition, differential reinforcement will be used when participants initiate a greeting following eye contact with the confederate. We propose that systematic increases in the percentage of trials during which participants initiate greetings when others make eye contact will occur across participants with the introduction of POV video modeling and differential reinforcement.

An adolescent girl with autism who engages in tantrum episodes of low frequency but high volume will be taught to use a decibel meter to monitor and lower the volume of tantrum episodes. During all conditions, the experimenter will view 3-min-video-taped segments of tantrum episodes and record volume using a decibel meter and a 15 s momentary time sampling procedure. Average volume in decibels will be computed for each tantrum episode. During baseline, the participant is excused to another room upon the onset of a tantrum episode and the self-monitoring procedure is not used. During intervention the participant will be excused to another room upon the occurrence of a tantrum episode and taught to check the decibel meter and self-deliver rewards contingent upon tantrum of a particular volume indicated by a textual cue attached to the decibel meter. This self-monitoring procedure will be evaluated using a changing-criterion design. Criterion for reinforcement for each phase of the intervention will be systematically decreased. It is hypothesized that decreases in volume will be observed that correspond to predetermined criteria for reinforcement in each phase of the intervention.

Positive practice is an overcorrection procedure in which the learner is required to repeatedly engage in a response incompatible with the maladaptive response for a specified duration (Cooper, Heron, & Heward, 2007). In the current study, a positive practice plus differential reinforcement procedure will be used to teach a 7-year-old male with autism to engage in three multi-step tasks (i.e., build a model, complete a worksheet, and clean his desk) in the absence of stereotypic vocalizations. The intervention package will be evaluated using a multiple-baseline-across-responses-experimental design. During baseline, the participant is differentially reinforced for tasks completed in the absence of stereotypic vocalizations. During intervention, in addition to the use of differential reinforcement, upon the occurrence of stereotypic vocalizations, the participant will be required to repeat the steps in the response chain until they are performed in the absence of stereotypic vocalizations. It is hypothesized that increases in the percentage of trials completed in the absence of stereotypic vocalizations will be observed with the introduction of the intervention package across the three response categories.

As computers become used as instructional agents, the question of how they may be useful in the teaching of skills to very young children with autism is raised. Early research into applying a personalized system of instruction usingapplied behavior analysisprinciples (Keller, 1968) suggests that personalizing instruction to allow the student to move through material at their own pace results in a more efficient learning environment. Today, specific software programs can be specifically tailored to the needs of the individual student. In the current study, a comparison was made wherein traditional table-top discrete trial training was used to teach four visual discrimination tasks. Two of those four tasks were also being taught via a computer based instructional teaching program called the discrete trial trainer (DTT). The questions being posed were as follows: Will parents utilize the software program, will the DTT software program accelerate learning on the teaching programs being implemented when compared with teaching programs not utilizing the DTT program, and lastly; will those teaching programs generalize more easily if they were also taught using the DTT program?

Intensive behavioral intervention (IBI) therapists are typically trained to deliver trials at high rates to maximize learning, but few researchers have systematically documented average rates of trial delivery or tested interventions to increase pace. Behavioral research in areas such as direct instruction and fluency-based instruction has established the importance of maintaining high rates of trial delivery. This study compares two trial delivery interventions to didactic video based staff training in an alternating treatments design with returns to post staff training baselines (condition sequence AA2B A2CA2BA2). For the prompting intervention staff wore a small electronic media player that delivered audiovisual prompts to increase trial delivery and decrease length of reinforcement and transition time. For the self-monitoring intervention staff received a graph of their previous week's average trial pace and a goal for the current week. Goal paces for both interventions was based on staff's baseline rates. Initial findings show average baseline trial delivery was 53 trials per 30 minute session. Implementation of the staff prompting intervention reduced variability compared to baseline and resulted in an average increase of 15 trials per session. Future work will test these interventions across two additional staff currently in baseline with the same child.

The purpose of the study was to generate several levels of description of what does the child behavior therapist. Two behavior therapies were videotaped and the sessions were categorized by an outside observer. Therapist A (tA) had forty years of experience and treated a 6-year-old boy (cA) with learning difficulties,attention deficit hyperactivity disorderand oppositional behavior. Therapist B (tB) had 30 years of experience and treated a 9-year-old girl (cB) with family relationship problems. One of the levels of description was playing activities. Seven categories were created: (1) Playing, (2) Fantasizing; (3) Tasks, (4) Talk due to play, (5) Parallel talk, (6) Talk about playing, (7) Other talks. Results showed that the sum of the first three categories was equivalent to more than half of interactions. Differences between therapies were observed. TA mainly worked with tasks (32.72%), whereas TB mainly used fantasy activities (25.14%). These strategies were consistent with the objectives of each therapist, based in functional analysis. Each therapist was able to evoke and shape clinically relevant behaviors. Child cA learned to read during the sessions and cB learned to express feelings about her family and new ways of interacting.

The aim of this study was to evaluate the fit of children's behavior respect to mother social attention in function to Herrnstein's (1971) matching equation and Baum's (1974) generalized matching equation in ten abusive dyads before and after an intervention focused on teaching mothers to respond appropriately to positive and negative social approaches of their children. According to the law of Herrnstein equation, only five dyads reached a better adjustment to the equation after treatment and eight from Baum's equation with an explained variance of between .39 and .95. Of the latter, the sensitivity to changes in the frequency of mother social attention to children appropriate behavior increased in five dyads. Although the amount of time spends in children appropriate behaviors to academic activity depending on the rate of mother social attention was a positive role, only three children overmatching after treatment. These results indicate a possible influence of the mother social attention over child appropriate behavior; however, more research is needed.

The objective of this study was to evaluate the covariation between mother's responsivenessand the use of do and don't instructions with conduct problem children and their mothers. The sample wascomprised of20 mother-child dyads. The dyads were observed at clinic in three sessions of 30 minutes in an academic activity, by a group of trained observers using System of Capture of Observational Data SOI-I (Vite, Garcia & Rosas, 2006). Results showed that mothers were less responsive and more inclined to don't instructions. The children were less compliant with don't instructions than do and mothers' responsiveness scores were positively correlated with their use of do instructions. There was evidence that use of these instructions mediated the high correlation between mothers' responsiveness and their children's compliance. Thus, it would make sense to argue that a mother's choice of directives will mediate or "carry" the impact of her responsiveness on her child's readiness to comply.

Noncompliance is a child behavioral problem with social relevance; it is related with the development of antisocial behaviors such as delinquency and drug abuse. Health professionals have developed effective interventions to provide behavioral management skills in order to prevent an inadequate behavior progression. The aim of this study was to describe the relation between instructional skills from parents and child compliance. Participants were three parent-child pairs. The children's age was between 2 and 7-years-old. An AB design was used. The data were recorded by a direct observation system, one for parent skills and another for child behavior. The intervention consisted of a training phase based in modeling, role playing, positive practice and positive feedback of the parental skills and those were based on differential positive reinforcement of goal behaviors and extinction of not desirable behaviors. Results showed for all parent-child's pairs significant increases in child compliance (from 50% to 100%, 55% to 100% and 0% to 85%) as well as increases in correct instructional behaviors in parents (from 0% to 100%, 0% to 90% and 0% to 100%). That reflects the functional relationship between variables in the study.

The interactions between different family members can be studied as social behaviors, in which the behavior of a family member is an occasion or a consequence for the behavior of other family members. Two Brazilian families interacted in 4 tasks in 3 baselines and 2 experimental conditions. The tasks were Snack (10 min), Poster (10 min), Play (10 min), Organization of the room (5 min), presented one after another in each session. An A-B-A-C-A design was used, where B and C were experimental conditions. The social interactions of family members were categorized in 1 of 11 categories and partial interval recording was used to measure each family members interactions with all other family members. The independent variable was a written text (read to them and available to them to read) describing behaviors of a traditional family (Condition B) and a contemporary family (Condition C). Interactions in both families differed more among the tasks, independent of condition, than between baseline and experimental conditions. The father in Family 1 interacted more with his sons in both experimental conditions than in baseline conditions. Data on family interactions suggest that performances were similar to those observed in families in the natural environment.

Children exhibiting conduct problems (CP) comprise the largest source of referrals to children's mental health services in this county. The treatment for CP that possesses the greatest amount of empirical support is behavioral parent training (BPT). Yet BPT fails to address behaviors and risk factors that are present during a child's early development. Preventive BPT (PBPT) is a very brief primary prevention strategy designed to prevent the development of chronic and age-inappropriate display of CP. This study focused on identifying young children at-risk for developing CP to participate in an initial longitudinal assessment examining the merits of PBPT as a primary prevention strategy in the development of CP. This presentation utilizes single-case methodology in displaying pre-, post-, and longitudinal data describing the effectiveness of PBPT in altering children's disruptive behaviors in the home and within a lab setting. This project contributes to our understanding of the utility of a modified approach to BPT that can be utilized to train parents to effectively manage their young child's typical misbehavior, thereby preventing the development of clinical levels of CP. The long term impact of PBPT on child behavior is discussed.

Social skills groups often include homogenous populations, although many programs for children with autism spectrum disorder (ASD) depend on modeling and reinforcement from typical peers. A social skills group was designed using Operant and Social Learning procedures to promote social skills (e.g., approaching, inviting, sharing, taking turns, interaction) among 9 typically-developing children ages 5-9 with externalizing (i.e., aggression, taking) and/or internalizing problems (i.e., freeze, avoidance). Each individual learned social skills that they were lacking as well as modeled skills that peers were lacking. Parents participated in a group designed for social support and generalization of skills to daily life. Partial interval data was coded in 10-second intervals from 10 minute free play observations at the beginning of each of nine sessions. Behaviors included negative or positive engagement, parallel play, and alone play/peer avoidance. IOA=90% across 40% of observations. Data from all 5 completers showed gains on positive engagement (n=3), reductions in negative engagement (n=4), and reductions in alone play/peer avoidance for all 3 children who were alone/avoidant at least 10% of intervals at baseline. Parallel play changes were commensurate with reductions in alone play/avoidance and increases in positive engagement or social awareness. Further analyses pending.

The current study provides a replication of Cooper et al.'s (1990) outpatient assessment of problem behavior displayed by typically developing children. We present data from one patient referred to a behavioral outpatient clinic because of behavioral concerns including tantrums (e.g., yelling, screaming) and destruction (e.g., throwing toys). Interobserver agreement was calculated across 33% of all sessions and averaged 92%. The current study was conducted within a multielement design, with parents conducting all sessions. An antecedent analysis of problem behavior was conducted by the patients parents to identify the conditions that may evoke problem behavior. After identifying the context (i.e., attention) most likely to evoke problem behavior, we implemented a treatment package to reduce this patients problem behavior. The treatment package included providing contingent access to attention after successful completion of a small activity and an appropriate mand for attention. Results suggest that structuring the antecedent conditions that have been found to evoke problem behavior via an antecedent analysis conducted by the patients caregivers may reduce problem behavior. These data will be discussed in terms of their potential clinical application for the assessment of treatment of typically developing children.

The current study replicated previous studies (e.g., Cooper, et al, 1990) demonstrating that parents can successfully conduct brief functional analyses to identify the maintaining variables of severe problem behavior displayed by typically developing children. We present data from one participant, Kyle, referred to a behavioral outpatient clinic for behavioral concerns including aggression, self-injury, and noncompliance. Kyle was an 18-month-old male twin born prematurely at 29 weeks gestation. Kyle received a shunt to alleviate cranial pressure, but his development has been within normal parameters. Data were collected using a 10 second partial interval recording system. Interobserver agreement was calculated across 83% of all sessions and averaged above 90%. Using a multielement design described by Cooper, et al (1992), Kyle's brief functional analysis was conducted by the participant's parents with coaching provided by clinic therapists. Kyle displayed an average of 81.65% problem behavior during demand sessions compared to averages of 0.83% and 8.3% problem behavior during control and attention conditions, respectively. Providing escape from demands contingent on task completion and an appropriate mand for playtime successfully managed the participant's problem behavior. Data will be discussed in terms of their potential relevance to the behavioral assessment and treatment of typically developing children.

A token economy was developed to reduce the frequency of tantrums exhibited by a 5-year-old boy. In consultation with his parents, a reinforcement system was created that rewarded the boy for the completion of alternative behaviors and the absence of tantrumming. This token system utilized the contingent delivery of stickers and, once sufficient stickers were earned, the choice of a preferred activity. Tantruming was measured the hour before leaving for school each week day. Interobserver aggreement was measured in 25% of sessions and exceeded 85%. An ABAB design was utilized and results demonstrated that the intervention was successful in reducing tantrumming. Informal social validity assessment indicated that the intervention was acceptable and easy to use.

Sensory stimulation has long been hypothesized to be a source of reinforcement for some problem behaviors (e.g., Carr, 1977). Provision of competing stimuli can be an effective strategy for reducing automatically maintained problem behaviors that may have a sensory component (e.g., DeLeon et al., 2005). In this investigation, we examined the effects of both competing stimuli and functional communication training (FCT) for forceful chin-pressing and squeezing of others in 17-year-old male diagnosed with autism and intellectual disability. Functional analyses indicated that the target behaviors were maintained by automatic reinforcement, with highest rates in the Play and Demand conditions. Escape from demands was ruled out due as compliance averaged 96.2%. For treatment, collaboration with an occupational therapist assisted in the identification of items and caregiver-delivered procedures hypothesized to match the sensory consequences of the target behaviors. Continuous access to two items that effectively competed with the target behaviors in both session conditions resulted in decreased target behaviors while compliance in the Demand condition remained high (98.1%). The implementation of FCT to access deep pressure from caregivers further reduced rates of the behaviors. The resulting intervention allowed for the acquisition of multiple functionally equivalent and socially appropriate mechanisms to access sensory stimulation.

The use of a stimulus correlated with a treatment to suppress automatically-maintainedpica was evaluated. A functional analysis revealed thatpica was maintained by automatic reinforcement. The treatment package consisted of reprimands and response blocking contingent on physical contact with simulated pica items in the clinic setting. The participant wore cloth wristbands during all treatment sessions. A combination multielement and reversal design was used to evaluate the effects of treatment. Results showed that the treatment resulted in decreases inpica during the reversal analysis but was ineffective during the multielement analysis. Following a final treatment within the reversal design in the clinic setting, baseline probes with the wristbands were conducted in natural environment settings. No decreases inpica were observed in the natural contexts, andpica temporarily increased during treatment sessions in the clinic. Treatment sessions were then conducted in the natural environment settings in a multiple-baseline design. Results of this study indicated that the wristbands did not acquire stimulus control, and that either interspersing sessions with baseline contingencies (during the multielement analysis) or placing wristbands on the participant in nontreatment settings (during the generalization assessment) compromised the effects of the intervention.

Automatic reinforcement refers to conditions in which behavior is maintained by operant mechanisms independent of the social environment. Behaviors sensitive to automatic reinforcement are among the most difficult to treat (Fisher, Lindauer, Alterson, & Thompson, 1998; Vollmer, 1994). The primary challenge is to occasion the discovery of unknown functional relations when our current hypotheses and assessments prove inadequate (Kennedy, 1994; Patel, Carr, Kim, Robles, & Eastridge, 2000). Developing effective, function-based treatments may require an extended series of assessments beyond standard functional analyses to determine the specific sensory stimuli that maintain the target behavior. Past research has employed antecedent assessments (Patel et al.), competing stimuli assessments (Goh, Iwata, & Kahng, 1999), and sensory extinction procedures (Rincover, 1979); however, few studies go beyond the traditional analogue analyses. The current study demonstrates the use of modified functional analyses incorporating sensory extinction manipulations and an investigation of "matched" stimuli (Favell, McGimsey, & Schell, 1982; Piazza et al., 1998) to assess the disruptive behavior of one 7-year-old boy diagnosed with autism. Findings are discussed in terms of treatment implications and a subsequent function-based treatment is evaluated.

For automatically maintained pica, the reinforcer cannot be directly controlled (Vollmer, 1994); therefore, it may be more effective to identify treatments that compete with or alter the response-reinforcer relationship rather than attempt to eliminate it altogether. McCord, Grosser, Iwata, and Powers (2005) disrupted the response-reinforcer relationship by blocking pica earlier or later in the response chain and found blocking earlier was effective while blocking later was not. The current study sought to extend the work of McCord and colleagues by examining the effects of various treatments on altering the initial and terminal links in the chain. A developmentally delayed 19-year-old-male with pica participated. Treatment involved interrupting the chain of responses leading to pica and providing differential reinforcement of the alternative response that was incompatible with pica. The initial response in the alternative chain involved "clean up" prompts and later, the presence of baited and/or naturally occurring pica materials. The initial response functioned as a discriminative stimulus (SD) for picking up pica items, which then became an SD for discarding items in a trash receptacle, putting items away, using items appropriately, or engaging in an incompatible response. Pica was significantly decreased and maintained at low rates across a variety of settings.

A behavioral level system was implemented in order to differentially reinforce independent eating in two children diagnosed with pediatric feeding disorders. Participants earned access to different levels of preferred items/activities according to mealtime criteria based on independent eating and low levels of prompting throughout the meal. For both participants, a reversal design was implemented to evaluate the effects of the intervention on independent self-feeding and prompted bites. The children were promoted to Level 3 status which involved a level 3 badge and increased access to preferred activities and peer/caregiver attention following meals contingent upon completion of the meal with low levels of prompting (i.e., high levels of independent eating). If the child did not obtain Level 3 status, the child wore a Level 2 badge, and was provided access to less preferred activities and lower levels of peer/caregiver attention until the next scheduled mealtime. Results demonstrated that the level system was effective in increasing independent eating, and decreasing prompted bites for both participants.

Escape prevention procedures implemented in the treatment of food refusal may vary across clinical settings. We compared the efficacy of two physical guidance variations referred to as the finger prompt (FP) and the jaw prompt (JP) using a multielement design. We conducted the comparison with a 5-year-old girl who had an extensive history of food refusal. To meet her nutritional needs, she was completely dependent on formula that she would only accept from a bottle. We evaluated the effectiveness of both procedures with novel foods and liquids consumed from an open cup. For both solids and liquids, therapists implemented the JP or the FP if acceptance did not occur within 5 s of the initial presentation. Results showed that both procedures were effective for increasing acceptance and decreasing refusal. Although both procedures resulted in clinically suitable levels of acceptance and refusal, we observed more variability in acceptance when therapists implemented the JP. We discuss the benefits of evaluating multiple treatments in terms of the behavioral side effects of particular procedures.

We evaluated the delivery of known reinforcers during caregiver-conducted meals prior to and at various points of caregiver training. To date, a 3-year-old boy diagnosed with autism who engaged in disruptive behavior and severe food refusal participated. First, a functional analysis was conducted which demonstrated that food refusal was maintained by escape from presentation of novel foods. We then evaluated caregiver-conducted meals to determine if his caregiver typically provided escape following child food refusal. To do this, the probability (p) of escape given food refusal was compared to the unconditional p of escape during caregiver meals during the initial descriptive analysis (baseline), following caregiver observation of therapist-conducted meals (post-observation), and following caregiver training (post-training). Results showed a potential positive contingency for escape during the baseline and post-observation conditions, and a potential neutral contingency for escape during the post-training condition. These results suggest that the potential contingencies identified during the Baseline and post-observation phases corresponded with the outcome of the functional analysis, and a shift in possible contingencies was observed following caregiver training.

Edible preference assessments were conducted for children with food refusal prior to and following the implementation of interventions to evaluate changes in children's food preferences after repeated exposure to new foods. To date, fourchildren admitted to a treatment program for the assessment and treatment of food refusal have participated. All participants exhibited food selectivity, meaning that they consumed only a small variety of food and refused to try new foods. Paired-choice food preference assessments were conducted at the beginning of each child's 6 to 8 week admission and again after approximately 5 weeks of behavioral treatment for food refusal. All participants demonstrated an increase in the number of foods consumed during their second preference assessments compared to their initial assessments. For each participant, a minimum of 4 foods consumed during their initial assessment were consumed more frequently during the second assessment. Additionally, forthree of thefour participants, the food that was consumed most frequently differed during the first and second assessments.

While self-injurious behavior (SIB) is a serious problem affecting many individuals with intellectual disabilities, little is known about its early childhood course. An understanding of why SIB persists in some children and not others is needed to develop prevention and early intervention strategies. Initial findings from a longitudinal study designed to identify risk factors for persistent SIB are presented. Participants were 32 children under the age of 5 years, and their parents. It was hypothesized that SIB would persist for some children and not others, and that parental stress and depression would be related to the differences between the 2 groups. Data on SIB, and parental stress and depression were collected every 3 months for a 2-year period. Two groups emerged during the course of the study, a Non-Persistent SIB group and a Persistent SIB group. Initial results indicated that for parents in the Persistent SIB group, higher ratings of SIB severity were associated with higher parental stress and lower mood ratings. In contrast, no such associations were observed for parents in the Non-persistent SIB group. Additional findings will be reported, and potential areas for further study will be discussed.

Punishment is defined as a consequence following an operant response that decreases the likelihood of that response occurring in the future. The contingent delivery of stimuli to decrease behavior is often called positive punishment. The contingent removal of stimuli to decrease behavior is often called negative punishment (i.e., response cost, time-out from positive reinforcement, over correction, etc.). This presentation examines the effects of discontinuing commonly used punishment procedures, at a state-operated residential facility for individuals with intellectual and developmental disabilities. These include: seclusionary time-out, response cost, mechanical restraint, and programmatic physical restraint. The data over a 4-6 year period indicate that when these procedures are discontinued on an agency-wide basis, or in the case of response cost significantly reduced, there is little if any increase in the use of emergency crisis procedures. It is possible that when consequences like these are not available that behavior support plans must emphasize and rely on positive reinforcement-based replacement behaviors to decrease interfering behaviors that are barriers to more independent living.

The use of aversive and punishment procedures in the treatment of severe behavior disorders is a controversial topic in the field of developmental disabilities. Advancements in functional assessment technology have allowed behavior analysts to more effectively employ reinforcement-based behavior intervention plans. For some individuals, however, these interventions are not effective in reducing challenging behaviors to acceptable levels. The least restrictive treatment model indicates that an ethical clinician balance the risks and benefits of intrusive treatments with the risks and benefits of allowing dangerous behavior to continue. This case study investigates the benefits of implementing a contingent physical restraint for an individual who displayed severe aggression and property destruction. Specifically, the effects of contingent physical restraint are depicted in an A-B design on the rate of aggression, the rate of property destruction, the frequency, and the duration of physical restraints. Ancillary measures on intensity, indicated by the frequency of 911 calls, and adaptive behavior progress, indicated by the number of goals implemented, are also reported. For this individual, the implementation of a contingent physical restraint resulted in an overall improvement in quality of life.

Individuals with Prader-Willi syndrome often exhibit a range of challenging behaviors including aggression towards others (ATO) and self-injurious behavior (SIB) (Ho & Dimitropoulos, 2010). Many of these individuals require specialized residential care and significant behavioral supports. In this field-based case study, ATO and SIB of a 30 year old male diagnosed with Prader-Willi are assessed under three conditions: baseline, response cost, and positive reinforcement. This study assessed the effectiveness of a punishment procedure (25 cent fine) as compared to a positive reinforcement procedure (25 cents earned) on the daily frequency of SIB and ATO and completion of activities of daily living (ADL) in group home setting. Results from the case study indicate the participant completed a greater number of ADLs and decreased target behaviors (SIB/ATO) under the positive reinforcement condition compared to baseline and punishment (response cost) conditions.

Sleep disturbances are common among young children, but limited research is available on how sleep disturbances affect problem behavior (Kataria, Swanson, & Trevathan, 1987; O'Reilly, 1995). The present case study depicts the relationship between sleep and aggression for a 17-year-old male diagnosed with pervasive developmental disorder, not otherwise specified (PDD-NOS) and developmental delay. Data were collected using 30-minute whole-interval recording for sleep and frequency data collection for episodes of aggression. The baseline data revealed an inverse relationship between sleep and aggression. Treatment consisted of prompting an average of 10.5 hours of overnight sleep, which was chosen based on behavioral stability in relation to sleep during baseline. A second intervention included adding an afternoon nap for1 hour to increase sleep during appropriate times. Results show that aggression decreased substantially in response to providing consistent sleep.

Previous research has suggested that it is imperative to account for and measure typically uncontrolled for, idiosyncratic variables which may impact outcomes of assessments of problem behavior (Kuhn et al., 2009). Specifically, medication manipulations should be controlled for during assessments, as they may serve as motivating operations for problem behavior (Dicesare et al., 2005).The purpose of this study was to assess problem behavior when identical assessment conditions were conducted at different times of the day. The participant was a 13-year-old boy diagnosed with autistic disorder, admitted to an inpatient facility for the assessment and treatment of self-injurious, aggressive, and disruptive behavior. He received Depakote and Haldol at 9 am and at 8 pm. During morning sessions (1 hour following medication administration), problem behavior was substantially lower than during afternoon sessions (5.5 hours following administration), while all other variables remained constant. Interobserver agreement was collected for 61% of sessions and averaged 98%. Results of this study demonstrate the effects of medication dosage time on problem behavior, wherein differences in behavior may be explained by motivating operations (Michael, 1982). This study promotes the control and measurement of idiosyncratic variables that may affect behavior during assessments in order to yield accurate and efficient results.

For children who display pervasive problem behavior (e.g., self-injurious behavior), reinforcement procedures alone may not be a sufficient treatment. To achieve a socially significant reduction in such instances, it may be necessary to also incorporate punishment. However, the use of punishment has been a controversial topic (Lerman and Vorndran, 2002). One argument against the use of punishment (LaVigna & Donnellan, 1986) is the perceived increase in emotional reactions (e.g., crying or negative affect). However, in spite of controversy, "punishment happens" (Vollmer, 2002) and will continue to occur in many settings. The purpose of the study was to compare the levels of positive, neutral, and negative affect displayed across three phases with different behavior contingencies in place. The participant was a 13-year-old boy admitted to an inpatient facility for the assessment and treatment of self-injury, aggressive and destructive behavior. Function analysis results suggested that his problem behaviors were maintained by access to food, attention, and escape. Data were collected by direct care staff during all waking hours on levels of problem behavior and affect when treatment (functional communication) was implemented with either extinction, or punishment. Results suggest that there were no significant differences between extinction and punishment phases.

Use of standard celeration charts is not widespread among clinicians working in applied settings. The present research represents a demonstration of the potential benefits of collecting raw data on hand-drawn standard celeration charts, and the use of visual analysis of the charts by staff, managers, and supervisors. Visual analysis was used to make decisions with regard to a 15-year-old male diagnosed with autism and traumatic brain injury. Target behaviors included aggression, property destruction, elopement, and operant urination, maintained-as determined through clear differentiated responding during a functional analysis-by attention and escape from/delay of demand situations. Initial treatment phase was to place and reinforce successful completion of high-probability demands and approximations to the target response. Analysis of data showed a decrease in high-magnitude categories of aggression, but higher than baseline rates of low-magnitude aggression and increases in latency to task completion ranging up to 2 hours. In the second and final treatment phase prompting was changed to a most-to-least sequence through completion of the task. Data shows an extinction burst followed by a reduction in all problem behaviors. Other data are presented on programs trained in the home using standard celeration charting as the primary means of data collection.

The purpose of this study was to evaluate whether specific dimensions of reinforcement biased responding towards compliance with health related tasks. Participants were two school-aged girls. A description of one of the participants' evaluation is described. Sarah was a 10-year-old who engaged in noncompliance with placing eye drops in her eye for strabismic amblyopia. All procedures were conducted within a 90 min evaluation in an outpatient clinic. During Phase 1, a forced choice preference assessment conducted within a concurrent schedules design identified the class of reinforcement preferred by her. Results showed that gaining access to attention was relatively more preferred than gaining access to tangibles. During Phase 2, Sarah ranked leisure activities and household demands. Results showed that preferred leisure activities included activities both with and without attention, and the target task was identified as more preferred than most other household demands. During Phase 3, contingent rewards for the target task were evaluated based on the ranked preferences of activities and the amount of time earned with an activity. Allocation to the target task occurred when it was paired with increased amounts of reinforcement time with her highest preferred activity or access to attention.

A comprehensive shaping program across behaviors and response classes was implemented with a 29-year-old male without functional communication. He had a history of self-injurious behavior (SIB), aggression toward others (ATO), and self-gagging leading to hospitalization and institutionalization. A functional behavior assessment indicated his behaviors served multiple functions including access to attention/tangibles, escape/avoid demands and indicate pain (automatic reinforcement). The shaping program addressed communication and inclusion within group activities. Client had limited mobility (in a wheelchair and functional use of only one arm) and limited vision field, therefore, forced choice stimuli preference assessments were conducted to identify items to use in communication training. The shaping program for communication started with touching the palm of staff's hand to indicate wants and needs. This was shaped into functional use of a communication device along with pushing his wheel on his chair to indicate to leave an area or task, and turn his head to the side to refuse items. Inclusion within group activities included slowly introducing stimuli from the natural setting into training settings and decreasing distance between the client and the group activity. The shaping program resulted in increased communication responses, decreased aberrant behaviors, and inclusion within group activities.

The effects of engaging in spitting during a game in an effort to decrease rates of inappropriate free operant spitting were examined in this study. The participant, a 20-year-old male diagnosed with mental retardation and autism took place in a non-profit residential school setting. This type of positive practice overcorrection did not change the topography ofthe behavior, but allowed the participant to take part in a game where spitting was encouraged following an instance of inappropriate spitting in an effort to place the behavior under stimulus control. Spitting was operationally defined as anytime the participant expels fluid from nose or mouth. The frequency of spitting prior to the intervention was an average of 266 spits per day. After the introduction of the game, rates of spitting dropped to an average of 5 spits per day. The participant also self-reported that he found spitting aversive. The intervention was discontinued due to a change in residential environment for the participant and staffing issues. Following the conclusion of the "spitting game" the frequency of spitting began to climb and reached frequencies higher than prior to the intervention.

The current study extends previous research on conditional compensatory responses and illicit drugs to smoking by exposing adult smokers (n = 5) and nonsmokers (n= 5) to smoking and non-smoking related imagery in an ABCBC reversal design. P- and post-slide show carbon monoxide (CO) levels were taken using a CO monitor as the main measure of compensatory responding. Heart rate and blood pressure readings also were recorded. Results indicated that, compared to pre-slide show CO levels, CO levels of smokers were lower following a visual presentation of smoking-related images as compared to a presentation of non-smoking-related images. This drop in CO levels was not evident in (a) nonsmoking participants, (b) smoking participants following a non-smoking visual array, or (c) a smoker-control participant. In addition, no differential patterns of heart rate or blood pressure were observed in any participants during any condition. These data suggest that compensatory responses occur in smokers and this may have important implications for our understanding of "withdrawal" and "cravings" as conditioned physiological responses.

The study and discussion of the effect of drugs on behavior, contingencies, and sensitivity to environmental variables have long occupied behavior analysis researchers. While research has demonstrated how and why a particular intervention can decrease behavior, few of these efforts have examined the potentially accelerative effects of drugs on these interventions. Recently, experiments on the effects of N-acetylcysteine (NAC) on extinction and reinstatement of behavior in the literature on drugs of abuse highlight potentially ameliorative effects. The question yet to be adequately explored is the effect of NAC on positively reinforced operant behavior maintained by primary reinforcers, such as food. Such a pursuit is warranted based on the potential for NAC to ameliorate the extinction and reinstatement of a range of positive reinforcement contingencies. The experiments herein examine (a) the effect of NAC on the extinction and reinstatement of positively reinforced operant behavior maintained by food and (b) the potential for differential effects of NAC across different schedules of reinforcement within an animal model.

We evaluated if the performances on simple discrimination, conditional discrimination, and stimulus equivalence tasks are related with the learning difficulties showed in elementary reading skills by children. Twelve children of the first grade of elementary school participated. We use EDICEE, a computerized test with a touch-screen monitor to assess the children's skills in simple and conditional discrimination of colors, pictures and sounds; we also teach the baseline conditional discriminations required for the formation of two 3-member classes of arbitrary stimuli, and then we evaluated the emergence of relations not directly trained using transitivity and equivalence probes. The data show a high correlation between the ability to form stimulus classes and the achievement in elementary reading skills assessed by the elementary school teacher. We discuss the importance of the simple and conditional discrimination probes as well as the stimulus equivalence probes for diagnostic and predictive purposes when assessing the pre-reading behavioral abilities in children.

Many studies have shown the protective effect of maternal milk in the children's development and learning. Its nutritionals functions and protective effects are important for the adequate development of the central nervous system. Many substances can arriveto baby through maternal milk. One of these substances is ethanol, considered the drug most used in the world. The present study verified the ethanol's effects in the development and learning in rats that drink ethanol during the period of lactation. The mothers and rats were divided into: Control (rats that had received water as source from liquid), Manipulated (rats that received water as source from liquid) and Ethanol (rats that received ethanol). Parameters of physical development had been evaluated from second day of lactation until day 14. When the rats were 2 months and 15 days, they had been submitted to the modeling of the level bar and two different reinforcement schedules: fixed rate and fixed interval. It was observed that the rats received ethanol during the lactation presented differences in the reflex's development, but did not present statistical significant differences in physical development. The results showed that the effect of ethanol in learning of the adult rat are very subtle, not being evidenced in the reinforcement's schedules used in this study. The data showed that the differences in the learning had been caused by the manipulation's history of the rats and not the ingestion of ethanol.

Although much is known about the types of foods that contribute to obesity, the conditions under which self-control can overcome impulsivity in food intake still must be fully understood. This study investigates choice and preference for foods with and without caloric values with pre-obese individuals with intellectual disabilities from 7-13 years of age. On the initial link pressing in FR-1 one specific button of two available buttons was followed by pressing a bell, also in FR-1, to receive a small piece of candy. Responding to the other button on the initial link led to exactly the same chain except that the participant received a piece of non-caloric candy. The candies were of two kinds: caloric and non-caloric, and were identical regarding their organoleptic features. The data of interest were response rate in the initial links of the concurrent chain schedules. Results showed initially no preference. Next, a second piece of candy was added to one chain. For one participant a preference was shown when two non-caloric candies were presented, but when the non-caloric candy was introduced with the caloric candy, the results showed no preference. In this particular case, a carryover effect may have been observed.

This study aimed to verify in the lab if culturants can be selected by cultural consequences. Thirty-sizuniversity students, divided in 3 groups (two experimental and one control) consisting of 10 generations of 3 members, participated in this experiment. In each session of 15 min the experimental groups were exposed to an experimental design A-B or B-A, depending on the group. At the end of the session the oldest member was substituted by a new member. In both conditions, the participants should do a distractive task that was followed by a choice made consensually by all the members between two different cards. In Condition A, the choices were between the blue card ($0,25 - 30s of timeout) or the orange card ($0,10 - no timeout). In Condition B, the choices were between yellow card ($0,05 - no timeout) or red card ($0,10 - 180s of timeout). In control group, no money was given, only the timeout programmed for each card choice. The measure used was the preference for the choice that maximized earnings. The results for the experimental groups show preference over 0.7 for the card that maximized earnings in Conditions A (blue) and B (yellow). In the control group the preference remained close to 0.5, showing that the cultural consequence was determinant to the selection of culturants.

Eye-tracking behavior has been sometimes studied as a kind of pre-choice behavior for predicting the final choice from items. We observed this behavior under the multiple-choice test, because researchers have reported that people tend to choose an item from a central area of alternatives if all these items are unknown for them and are displayed horizontally. Using seven flags arranged horizontally on a CRT display as items of each five trials, we recorded the locations of saccade movements every 17ms from four participants. Three out of four participants chose items from a central area in the first trial which consisted of all unknown flags as items. After calibrating between recorded and displayed locations and filtering out high speed eye-movements, we analyzed these data in relation to the choice locations. Results showed that the eye's staying time on the finally chosen item starting from the beginning of the trial was relatively longer and more frequently repeated than on other items, although there was no convincing evidence that any particular eye-tracking behavior could induce a final choice of the item in multiple-choice test.

The Brushtail possum, Trichosurus vulpecula, is reported to eat vegetation, fruit, invertebrates, and occasionally insects and meat in the form of birds (e.g., Starlings, Blackbirds) and their eggs. However, this omnivorous behaviour and ability to adapt to a varying diet has not been investigated systematically. The first experiment involved a direct observation of possum's consumption of individually presented food items that included: meat, eggs, native foliage, fruit and invertebrates. The second and third experiments used forced choice and concurrent schedule procedures to establish ranked preference and demand curves for these different food types. Results suggest that captive possums display similar opportunistic feeding behaviour observed in wild possums. Further studies will examine the development and influence of food choices by other possums on the transmission of taste preferences between possums. This research will help to elucidate factors that control taste preference in a major pest species in New Zealand. In addition, these studies may provide information relevant to maintaining captive populations of possums for behavioural research by contributing to the knowledge of methodologies compatible with possums and provide strategies and practices for the management of the pest problem in New Zealand.

This study examined the engagement in a low-preferred and high-preferred concurrent activity during self-control training to determine their differential effects on training time to the desired delay criterion. Adults and children with developmental disabilities were provided with a choice between a small immediate reinforcer and a large delayed reinforcer. During baseline both participants consistently selected the smaller reinforcer. Two training conditions, including a progressive delay to reinforcement featuring either a preferred concurrent activity or non-preferred concurrent activity during the delay to reinforcement, were presented in an alternating fashion. Participants reached the target delay criterion in fewer sessions in the preferred activity treatment than in the non-preferred treatment.

Economic games are useful tools for decision-making studies and aim to analyze how participants allocate resources. In a within-subjects design, two experiments were conducted involving repeated-trials over 20 opportunities in which 636 male and female undergraduates made choices to distribute resources between themselves and an unseen, passive other, either optimally but non-competitively, equally but non-optimally, or least optimally but competitively. It should be clear from the point of view of maximizing money earned, participants should always choose the option that gives them more money. The questions were presented in a paper and pen format and the experimental sessions run in a room at a North American university. The results showed some gender difference, men consistently behaved more optimally (in a strictly economic sense) than women. Amount of money showed difference in the results, raising the amount of money drove participants to be more optimal. These games are important because they analyze the contingencies involved in decision making; characterize the choices, such as ideal, fair or competitive, and bring under scrutiny the exam of the possible effects of other variables on the distributions of choices to determine whether these are stable or influenced by such variables.

The generalized matching equation (GME) is a quantitative equation that illustrates relative occurrence of concurrent behaviors in relation to relative rates of reinforcement for those behaviors. The GME has been successfully applied to both basketball (Vollmer & Bourret, 2000) and American football (Reed et al., 2006) in previous studies. Moreover, contemporary applications of the GME have yielded interesting findings regarding the effects of situational factors such as different three-point line lengths (Romanowich et al., 2007) and ability (Alferink et al., 2009) in basketball, and game scenarios in football (Stilling & Critchfield, 2010) on operant models of athletic decision making. The proposed poster demonstrates preliminary attempts to further understand the effects of athletic context on matching by examining the effects of defensive abilities on opponents offensive play calling tendencies. Specifically, we report data that suggests that relative ranking of defensive ability influences opponents offensive play calling bias towards passing and rushing in both professional and collegiate American football leagues.

Three pigeons responded in a peak procedure embedded in a concurrent-chains arrangement to examine the role of temporal discrimination in preference for variable schedules. The peak procedure was implemented on concurrent-chains schedules with fixed interval (FI) and random interval (RI) terminal links. The RI sampled a probability distribution after the programmed reinforcer delay available on the FI alternative elapsed, and thus the RI never produced a component schedule value shorter than the FI. The probability of the minimum delay to reinforcer availability on the RI schedule was manipulated across conditions and as the probability increased preference for the schedule increased while the discriminated time of RI reinforcer availability decreased. RI schedules with a high probability of producing the minimum delay to reinforcer availability generated counterintuitive preferences for the RI and systematic inaccuracies in temporal control. The final phase of the experiment attempted to eliminate these sub-optimal preferences through the implementation of a RI composed of a backward exponential in which probability values increased over time elapsed in the terminal link. The results support that preference may be mediated by temporal discrimination, and at least under certain conditions this process likely plays a role in preference for variability.

Recent research investigating impulsivity has employed a procedure introduced by Evenden and Ryan (1998). In this procedure, rats chose between a lever that resulted in the immediate delivery of a small reinforcer (1 pellet) and another lever that resulted in the delivery of a large reinforcer (3 pellets) after a delay. The delay to the large reinforcer increased across blocks of 8 trials. Each block consisted of 2 forced-choice trials and 6 free-choice trials. In the first block, the delay to both reinforcers was 0 s. Across the remaining 4 blocks, the delay to the large reinforcer increased. The delay at which rats chose the small immediate and large delayed reinforcers equally is termed the indifference point and provides a measure of impulsivity with indifference points being inversely related to impulsive choice. The present experiment employed the aforementioned procedure with the delays to the large reinforcer (0, 10, 20, 40, and 60 s) presented either in ascending or descending order. Results-to-date indicate that with increases in delay, the rats exposed to descending delays showed a higher indifference point than rats exposed to ascending delays.

Four male rats lever-pressed for food reinforcement under a multiple Variable Interbal (VI)30-s, VI 30-s schedule. A differential reinforcement of low rate (DRL) requirement was added to one VI 30-s component and a differential reinforcement of high rate (DRH) was added to the other component of the multiple schedule with the values of the DRL and DRH derived from interresponse time distributions obtained from the initial multiple schedule exposure. Thus, lever presses had to be separated by a slightly longer amount of time than average in the DRL component and had to be separated by a slightly shorter amount of time than average in the DRH component. Next, a switch contingency was added to a second lever such that a single press of that lever would switch between components. Reinforcement rates were similar in the two components under the original DRL and DRH values, and the amount of time spent in each component remained equal with little switching between components. As the DRL value was increased to 5 and then 20 s, reinforcement rates dropped in the DRL component and all rats began switching out of the DRL into the DRH component. Preference between the two schedules returned to baseline levels when the rats were returned to their original DRL values.

In a matching-to-sample (MTS) task, participants may learn to choose the correct choice under control of S+ (select control) and/or S- (reject control). In order to analyze both controls, the present study manipulated observing responses toward the comparison stimuli. An AB BC training was followed by equivalence tests. In a modified two-choice MTS task, all stimuli were hidden behind a window that could be opened by a mouse click. Participants from select-control group had to observe S+ in every trial before choosing a comparison; observing responses toward S- did not produce the appearance of the stimulus in 75% of the trials. Participants from reject-control group had to observe the S- in every trial; observing responses toward S+ did not produce it in 75% of the trials. Three out of five participants from select-control group showed high scores in all equivalence tests, as it would be expected for select control. Three out of five participants of reject-control group showed very low scores in equivalence, transitivity and reflexivity tests, as it would be expected for reject control. Apparently, the manipulation of observing responses toward the comparison stimuli is a relevant variable to establish select and reject controls.

In a matching-to-sample task, select or reject control (i.e., a correct choice controlled by S+ or S-, respectively) may yield to different outcomes in equivalence tests. This study aimed to bias reject control during training AB BC relations in a two-choice matching-to-sample task previously to running equivalence tests. Effects of reject control would be indicated by low scores in equivalence, transitivity, and reflexivity tests. In Experiment 1, each S- was presented with one out of four different S+, and effects of reject control were not observed in any five participants. Experiment 2 replicated the former procedure, but S+ was covered by a black square in 25% of the training trials. In this case, effects of reject control were noticed in two out of five participants. Finally, in Experiment 3, the same number of S+ and S- was used, and S+ was covered in 75% of the training trials. Again, effects of reject control were not observed in any of five participants. In summary, the procedures employed in Experiments 1 and 3 did not generate reject control. The procedure used in Experiment 2 established reject control for some participants. Possibly, better outcomes would result from manipulating observing responses toward S-.

The present study asked about the origins of the meaning of words in instructions. Words can become members of equivalence classes with other stimuli (their referents) such as objects, actions, relations. This study investigated whether pseudo-sentences (stimulus Set A) would function as instructions after their participation in stimulus classes with videotaped actions directed to objects created specially for the study (stimulus Set B), and abstract pictures (stimulus Set C). Matching-to-sample procedures were used to establish conditional discriminations among stimuli of Sets A and B (AB relations) and Sets A and C (AC relations) and test for class formation (BC and CB). Ten of11 children learned the baseline of conditional AB and AC discriminations and demonstrated the formation of equivalence classes relating, without direct training, pseudo-phrases, videotaped actions and abstract pictures. Tests for instructional control, conducted as pre- and post-tests, demonstrated that after class formation children followed both kinds of "instructions" (auditory and pictorial) acting upon the concrete objects. The results support the notion that equivalence class formation may be one of the mechanism by which instruction following could emerge, without explicit training.

Simultaneous protocols typically yield poorer stimulus equivalence outcomes than other protocols commonly used in equivalence research. Five participants demonstrated two independent groups of three three-member equivalence classes in two conditions, one using the standard simultaneous protocol and the other using a hybrid simultaneous training and simple-to-complex testing. Stimulus sets used for these conditions in a previous study (Warner & Imam, 2008) were reversed. Although percent change in accuracy appears inconsistent, participants tend to form equivalence with the hybrid than with the standard protocol. The significance of alternating stimulus sets remains unclear.

Certain monitoring problems arise during a functional analysis designed to test the hypothesis that severe problem behavior functions to escape or avoid social interaction. We had reason to believe that the severe assaultive behaviors and extensive property damage caused by a teenage student was controlled by escape from particular teachers. Our functional analysis included an "avoid teacher" condition, during which the student and one of his teachers were in the classroom. Problem behavior resulted in the teacher leaving the classroom. Monitoring was critical in case the student's problem behavior escalated and risked his safety. The student also needed to be monitored to determine if and when his behavior returned to comparative calm, at which point the teacher would reenter the room. The classrooms have windows for observation, but they are two-way windows and monitoring him through the classroom window would not fully satisfy the contingency being tested. We oriented the classroom computer's video camera in the direction of the student and sent the video and audio signal to the computer in the adjoining classroom by way of "Skype." This method proved unobtrusive and the signal permitted observation and timely decision making.

Stimulus preference assessments have become routine during program development for children with developmental disabilities, but may require some specialized training. Behavioral skills training (BST) and video modeling are both techniques which have been employed to teach instructional staff a variety of skills. The present investigation employed a non-concurrent multiple baseline design to compare the effectiveness of these two strategies in teaching instructional staff working with children with autism to conduct three different preference assessments (i.e., multiple stimulus without replacement, paired choice, and free operant). Participants were either exposed to a training package that consisted of role-play, practice and feedback; or were asked to view a video module which depicted each of the steps of the assessments to be trained. Each participant was first trained with a confederate learner, followed by probes for generalization with a student learner. Preliminary results indicate both strategies may be equally effective in teaching these skills. These results will be discussed in light of cost-effective procedures and enhancing staff competency to reduce high turn-over rates, which are a common problem in human service settings.

Modeling is an effective, economical method of teaching appropriate classroom behavior to increase academic engagement in classroom settings. The effects of self-modeling have been found to be immediate and generalize across situations, people and environments. The purpose of this presentation is to describe a recent study that examined the effects of a video self-modeling intervention on elementary-aged students' behavior during teacher-led instruction. The study was conducted in a classroom of a public alternative school, which specialized in providing intensive behavior supports for kindergarten through high school students. A multiple baseline, single-subject research design across students was employed. The results indicated a change in level in the desired direction for on-task classroom behavior across all three students, as measured by direct observation (momentary time sampling). This study extended previous research as the students viewed their self-modeling videos within the natural classroom environment, rather than leaving the classroom to view the videos. Video self-modeling has tremendous potential as a socially valid classroom-based intervention for students with disruptive behaviors.

c-Train is a behaviorally based computer system for training safety behaviorsdirected to populations with little formal education. One important feature is the use of training modules in different idioms to attend specific populations. A training program for safety behaviors was developed and applied in rural workers of a farm outside Brasilia. The study was carried out in three stages: (a) definition of the behaviors to be trained, (b) elaboration of the training module, and (c) training. The behaviors defined were body postures involved in planting, weeding and raking. Twenty-three workers participated in the training program, which consisted of a pre-test, 4 training topics, and 2 post-tests. Comparisons between Pre- and Post-test 1 revealed an improvement in knowledge about safety behaviors, with a gain of 48%. Post-test 2, 3 weeks after training, revealed the maintenance of the learned material. Behavioral observations at the working site, 4 weeks after training, indicated changes in the execution of the working tasks in the direction of the instructions trained. Along with positive reactions of the participants, these results supportc-Train as an important tool which can be used for similar trainings with Brazilian populations with little formal education.

The effectiveness of elevating critical thinking skills among the first-year university students was evaluated using a Computer-Aided Personalized System of Instruction (CAPSI) which based on principles of learning. The experimenters provided a CAPSI program to one group of students to answer 5 high-order thinking questions (one question per unit) related to course knowledge. In another group, students were asked to write an essay in which the topic was chosen on their own. All course components of both groups demonstrated functional similarities in terms of improving course performance for students. The Applied Critical Thinking Measure (ACTM, Renauds critical thinking assessment tool) was assigned to both groups to assess the critical thinking level before and after either completing the CAPSI program or the essay. The result suggested that the critical thinking level increased more sharply to the students who have completed a 5-unit mastery-based assignment related to course knowledge in the CAPSI program than to those who have done a 1000-word APA-formatted essay.

The present study examined the effect of cover-copy-compare (Skinner et al., 1989) for number family combined with timed practice to improve accuracy and fluency of addition and subtraction facts. Three 2nd grade students in Japanese public elementary school participated in this study. We used a multiple-baseline design across two sets of materials for each student. Throughout the study, we measured the number of correct/incorrect digits in 1-min assessment of addition and subtraction facts and in 1-min assessment of missing numbers (e.g., 5 6 _). Intervention consisted of teaching the concept of number family, cover-copy-compare for number family, and reward contingency for beating one's previous score in 1-min practice of filling missing numbers. First, we taught students the relationship between addition and subtraction facts. Then they learned number family through cover-copy-compare in choral responding format. Finally, they practiced missing numbers in one-minute with beat your score contingency. If they beat their previous score, we gave stickers they preferred. Results showed that with the introduction of the intervention for missing numbers, the number of correct digits per minute increased and incorrect digits decreased in 1-min assessment of addition and subtraction facts.

A quick transfer procedure was employed to teach a middle school male with autism to mand for items. Follow up data showed a reduction in spontaneous mands so component analyses were conducted to study the effects of a visual stimulus on the spontaneous manding of the participant, and generalization to the classroom teacher. Higher levels of spontaneous manding were found for conditions in which a visual stimulus was present. Concurrent to mand training, prompting and contingent rewards were used to increase task completion in the classroom. Data showed that although the participant was completing all assignments, he was not accurate. Math instruction with and without rewards was used to successfully increase accuracy in basic math skills, and generalized to the classroom teacher. Aberrant behavior was tracked across the interventions for task completion to determine correlations.

An important topic in educational research is improving the beginning reading skills of struggling students and special populations. To help these students succeed, it is essential to create and empirically validate reading skills interventions that are both effective and efficient. In this study, a multiple-baseline across behaviors (i.e., word lists) design was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading automaticity of a sixth-grade student with autism. The researchers designed a computer-based intervention that could be independently administered by the student every school day. The student was assessed for improvement in sight-word knowledge on each day that he completed the intervention. Across three lists of primer and first-grade Dolch words, the student immediately increased his automatic sight-word reading after the CBSWRI was applied. Overall, the student learned 25 words in 16 brief (i.e., 200 s) sessions. Visual analysis of the data shows no overlapping data points, indicating strong evidence that the intervention caused the increases in sight-word knowledge. This research expands the field of education by validating the use of an independently implemented, computer-based sight-word intervention with struggling readers and by generalizing its use to children with autism.

Written expression is a fundamental skill for individuals in educational and community contexts. Unfortunately, researchers have suggested that individuals with autism spectrum disorders (ASD) may have difficulty acquiring writing skills (Gabig, 2008; Myles et al., 2003). This is especially problematic in light of the data indicating that many students with ASD may not be able to rely on the use of sufficient vocal repertoires to communicate effectively (Miranda-Linne & Melin, 1997). Few researchers have evaluated the effects of instruction on the writing skills of individuals with ASD. In this investigation, the researcher evaluated the effects of simultaneous prompting on the acquisition of computer-based story construction responses across 5 participants with ASD. The researchers used a multiple probe across behaviors for each participant. Data indicated that the participants acquired targeted responses. In addition, they emitted generalized responses across different topographies. Finally, the data indicated that students acquired non-targeted information (e.g., sight word reading responses) during instruction.

In this study we conducted a functional behavior assessment and treatment analysis. The participant was an 11-year-old male identified with mild mental retardation, emotional disability, and severe language impairment. The target behavior was self-injurious behavior. Self-injurious behavior was defined as hitting head with his hand and hitting his head on other objects. Components of thefunctional behavior analysisincluded indirect assessment methods and a functional analysis. The functional analysis was conducted in a clinical setting. Conditions included escape, attention, ignore and play, The results of the functional analysis indicated that the individual's behavior was maintained by escape. The treatment analysis included systematic assessment of varying types and intensity of function based treatments. Functional communication training, and varying fixed ration schedules were assessed. The identified treatment was a fixed ratio schedule. During the final stages of the study, the teacher was trained to deliver the intervention and follow up was conducted in the classroom setting.

Attention deficit/hyperactivity disorder (ADHD) is one of the most commonly diagnosed mental health disorders in children. The purpose of this review is to evaluate the use of functional analysis procedures to facilitate intervention for children with ADHD in school settings and focus on peer mediated treatments for attention maintained behavior. Of the articles found pertaining to interventions for children with ADHD in school settings, only seven reported utilization of functional analyses to determine the function of problem behavior. Attention maintained behavior predominantly resulted as a function, and it was evident that teacher and peer attention played a pivotal role in maintaining the problem behaviors. Reviewed articles reported decreases in disruptive behavior through peer mediated interventions such as non-contingent reinforcement of attention, extinction, a combination ofdifferential reinforcementand extinction, contingency reversal, and reinforcement plus prompting. Despite these findings, there are still many avenues left for research. This poster will provide a meta-analysis of the current literature base as well as suggestions for future research.

Organization in the classroom has been shown to be a contributing factor to school success and a variable noticeably deficient in children with ADHD and other disabilities. However, organizational skills are often overlooked and not taught to children in primary and secondary education. Desk organization has been used as an effective means of evaluating student organization and identifying children with attention deficit hyperactivity disorder (ADHD). This study investigated a school wide intervention for student desk organization. The intervention consisted of a social story and continuous reinforcement followed by intermittent positive reinforcement of the criterion behavior. The effectiveness of the intervention was evaluated using a combined multiple baseline design with reversal. More than 200 student desks in a rural midwestern school district were included in the study. Data were analyzed via visual inspection of rate of change, data trends, level and percentage of nonoverlapping data points. The results indicated the intervention was effective in markedly improving desk organization for all age groups, kindergarten through 6th grade.

Attempts to improve the accuracy of descriptive analyses have focused on methods for analyzing descriptive assessment data. These methods typically involve the calculation of conditional and background probabilities. The current study evaluated three descriptive-analysis methods to determine whether the analyses produced similar results. In addition, the putative reinforcers identified by each descriptive-analysis method were experimentally manipulated during a treatment phase. Three elementary school students served as participants in the study. The three methods of analysis did not consistently identify similar reinforcers. In addition, events identified as putative reinforcers by the analyses did not reliably lead to effective interventions.

As part of the Individuals with Disabilities Education Act (IDEA), individualized education program (IEP) teams are required to conduct functional behavior assessments (FBAs) and implement behavior intervention plans (BIPs) to address behavior that interferes with learning in the school setting. Currently, the state of Iowa does not have a way to systematically evaluate the FBAs and BIPs that education teams write. This poster will discuss the challenging behavior service (CBS) rubrics that were developed by behavior analysts at The University of Iowa Children's Hospital (UICH). The CBS rubrics evaluate various assessment and intervention components that are included in FBAs and BIPs in the State of Iowa. In addition, the rubrics were designed to assess whether there is a match between the function stated in the FBA and the function identified by UICH behavior analysts following review of the FBA, as well as whether there is a match between the function(s) stated in the FBA and the intervention strategies stated and described in the BIP. Data obtained from the CBS rubrics will be highlighted in this poster.

Iowa has nine area education agencies (AEAs) that are responsible for delivering a variety of services to local school districts. AEAs employ specialty disciplines, including school psychologists, school social workers, behavior analysts, educational consultants, and speech-language pathologists to assist in the evaluation and intervention of students. To help address behavior needs in the AEAs, the Iowa Department of Education (DE) contracted with behavior analysts from The University of Iowa Children's Hospital to provide training in the area of applied behavior analysis. This is the second year the Iowa DE has supported an initiative for each AEA to develop and train a challenging behavior team to conduct functional assessments and develop intervention plans for children who exhibit problem behavior at school. An assessment of each teams' experience and training needs was conducted at the end of year one so that consultation and training was customized to fit the needs of each team during year two. Training focused on the development of skills in conducting functional assessments, applying behavioral principles when developing functional assessments and intervention plans, and learning fundamental behavioral principles. This poster will describe and highlight data from the second year of the project.

The need to functionally assess behavior across environments and monitor treatment effects remains a challenge for educators, yet a student's academic success is often contingent upon this endeavor. The purpose of this study was two-fold, to assess the effects of function-based interventions on five public school students engaging in challenging behaviors and the ability of their teachers to implement the functional based assessment protocols with fidelity. A series of single-subject designs (multiple baseline, ABAB and AB) were employed to assess the effects of the hypothesis driven interactions on the five students engaging in the challenging behaviors. Dependent variables (off-task and on-task behaviors) for all five students were recorded using 30-second partial interval measurement systems for 30-minute sessions across all phases of the studies. Fidelity of treatment checklists was also administered on a weekly basis to assess the implementation of the function-based interventions for each student. Results of this study showed positive behavioral increases for all five students and high rates of teacher fidelity of the function-based treatments (as evidenced by the attached graphs).

Training parents to implement academic interventions to improve the academic skills of their children has a long history in clinical practice (e.g., Patterson, Reid, Jones, & Congor, 1975) and some positive empirical support (Erion, 2006). However, continued research is needed to evaluate the effectiveness of training parents from diverse backgrounds and for children presenting with a variety of academic problems. This poster presents data on the academic outcomes of children who attended two university-based clinics in two midwestern cities focused on training parents to implement academic interventions. Over 240 case files were reviewed for complete data sets including baseline and treatment data points for individual children. The families represent a diverse population demographically and almost half of the children had some type of identified disability. Academically, the children presented with problems in reading, math, spelling, and/or writing. Demographic information and type of intervention will be presented. Outcome data were analyzed based on each child's learning rate prior to treatment and learning rate during treatment. In addition, percent of academic gain was examined for some academic areas (reading comprehension). Implications for parent training in academic interventions and for future research are presented.

Educational programs for young children with autism have been implemented in county and school district programs for a number of years. The educational outcomes for participants in these programs have not been systematically evaluated in educational contexts. The current program evaluation will discuss the implementation of the components of the educational preschool programs for children with autism operated under the Riverside County Office of Education Special Education Reach Autism Program. The components of the program include (a) model classroom programs that utilize empirically-based methodologies, (b) intensive behavior intervention, (c) parent involvement and support, (d) ongoing professional development for teachers and staff, and (e) community connections. The evaluation will also identify the socially valid student outcomes demonstrated by student participants in the program from 2008 to 2010. Factors that may be related to outcomes will be identified. The implications for designing educational programs for young children with autism to address specific socially valid outcomes will be discussed.

The effectiveness of behavior analytic techniques in educational and clinical settings is well documented and extensively practiced, however substantial gaps in service delivery remain for consumers who may benefit remarkably from these technologies. One such population is incarcerated youth. According to statistics provided by the Office of Juvenile Justice and Delinquency Prevention, approximately one in eight violent crimes are attributable to a juvenile. Further, in 2008, juveniles were involved in about 10% of arrests for murder and about 25% of arrests for robbery, burglary, larceny-theft, and motor vehicle theft. Incarceration estimates for juveniles range between 93,000 and 100,000 on any given day in the U.S. These youth present a composite of challenging behaviors that may be resistant to typical intervention efforts, yet remain under or ineffectually served by state and private facilities. The basic premise of juvenile incarceration is to intensively treat antisocial and maladaptive behaviors prior to the age of majority. However, several behavioral and institutional barriers to service delivery exist. This poster will present the issues and challenges of behavior analytic consultation and intervention in medium and close security juvenile correctional facilities. Implications for improved intervention practices and service delivery options will be discussed.

Results from an ongoing school-wide positive behavior support at a K-8 elementary in rural setting with an enrollment of over 600 students are presented. During the baseline year preparations for school-wide positive behavior support (SWPBS) were conducted including defining target behaviors (respect, responsibility & cooperation), developing a ticket reinforcer system, school celebrations of student performance, and measures of student outcomes and faculty SWPBS implementation. Following baseline, school staff taught the target behaviors to students, implemented the ticket system and conducted regular school-wide celebrations for students with at least one ticket during a grading period (games, activities, etc.). Measures included office daily referrals (ODRs), counts of reward tickets, and an adapted version of the behavior intervention rating scale to assess staff perceptions of SWPBS. First year results indicated that following implementation of the SWPBS program, the overall rate and variability of ODRs per day per student were reduced. Also, ticket data revealed that teachers usually gave more tickets in the last week of each 6 weeks. An inverse relationship between reinforcer tickets given and ODRs was found. SWPBS intervention rating scale data showed generally positive social validity results. Factors other than SWPBS that contribute to its success will be discussed.

The purpose of this presentation will be to describe a university-based technical assistance model designed to provide behavioral consultation to regional schools in a rural and underserved 21-county region. The 16-year project was aimed at building the capacity of Pre-k-12 schools to implement best and effective practices to learners who were at-risk or experienced challenging forms of behavior through the development of trained behavioral support teams. Process and outcome data will be presented that address the efficacy of this project. Within the state of Tennessee approximately 14.7% of children between the ages of 2-21 received special education services in 2008 (TNDOE Report Card, 2008). These figures do not address the large numbers of children at-risk for delay and or subsequent learning and behavioral difficulties because of staggering poverty and high rates of abuse and neglect that have been reported statewide. The PBSI Project (formerly known as the Make a Difference Project) has provided behavioral consultation and support to the 21-county Upper Cumberland region of the state; perhaps the area in greatest need given the rural isolation and poverty that exists within this region for the past fourteen years. The Upper Cumberland region is an area that is characterized by low SES as evidenced by per capita incomes ranging from $20,405 to $28,000. The demographics are comprised of rural and underserved counties with high rates of poverty as evidenced by 17 of the 21 counties served reporting greater than the statewide average levels of poverty. To better understand these data, when comparing these per capita income ranges against the Department of Health and Human Services Poverty Guidelines (2008) one can better understand the challenges faced by people within this region of the state. The project provided LEAs within the 21-county service area a resource for training and consultation in evidence-based practices in the areas of behavioral interventions and supports to regional schools that would otherwise be non-existent. In addition, supports in the form of professional development, consultation, collaboration and technical assistance were extended to schools at-risk for low performance. Technical assistance in the design and delivery of behavior supports were deemed most effective by personnel in the service area as affirmed by social validity data measuring efficacy of services rendered and level of satisfaction.

In the Neol-Levitz 2009 National Student Satisfaction and Priorities Report, a total of 549,740 students from a variety of secondary academic facilities were asked to assign importance ratings to 70 items covering the full range of college experience. Out of 11 categories, academic advising was consistently among the top three most-important aspects to college students. However, no adequate measure of the psychometric properties of student satisfaction with academic advising, specifically as provided by academic advising centers, has been established. In an attempt to reconcile this gap, we conducted a preliminary study of psychometric properties of an instrument to measure student satisfaction with academic advising. The 12-item Working Alliance Inventory (WAI) was adapted for the advising setting. The measure was completed by 139 undergraduate students after receiving services in one of three different academic advising settings at an urban university. Exploratory factor analysis revealed two factors, pre-session experience and advisor-advisee coherence, and rendered a reliable 8-item questionnaire, the Advising Satisfaction Inventory (ASI). This measure may assist in more efficient data collection, more precise identification of drivers of satisfaction, and thus aid pinpointing of behaviors that can leverage increased student satisfaction with academic advising.

A multiple-baseline design was used to examine the effects of proximity, written prompts, and public posting to increase recycling on two floors and a study area of an academic building at a university. Data were collected on the number of recyclable bottles and cans in the trash and recycling bins. During the treatment phases, the recycling bins were placed in a central location on each floor and study area. A written prompt to recycle bottles and cans was placed above each recycling bin. A written prompt labeling "TRASH ONLY" was placed on each trash bin. Public postings of the number of recyclable bottles and cans collected for each treatment phase were placed on the two floors and study area. Results showed a larger increase of the number of recyclables in the recycling bin in one floor than relative to the second floor (40 bottles and cans) by the last intervention phase. The data showed a dramatic increase in the number of recyclables in the recycling bin in the study area. Potential limitations and extraneous variables are discussed.

In a study by Barker, Bailey, and Lee (2004) the authors used verbal prompts to increase the use of child safety-belt use in shopping carts in two different settings. The current study was a replication and extension of this previous work. Using an ABAB reversal design, customers were verbally prompted upon entering the store to use child safety belts. In addition, the current study included data on the proportion of customers still using safety belts upon exit from the store, social validity data examining the acceptability of the procedures, and a 2-month follow up. Results indicate that the procedure was effective at increasing child safety-belt use and that most patrons continued to use the belts until they exited the store. The social validity of the procedures was high, yet the 2-month follow up indicated that, without vigilance by the establishment, customers ceased using the safety belts when no longer prompted to do so.

Organizational behavior management (OBM) focuses on the behavior of individuals, and groups, within organizational units. The current study increased employee morale and customer satisfaction at a locally-owned grocery store. Four key factors (friendliness, cleanliness, services, show) were identified by the manager in response to the question, "What does the business look like when it's operating to your satisfaction?" Measures of these factors were collected using a short survey based on current practice as well as the Performance Diagnostic Checklist (PDC). With this baseline data in hand, a system-level token economy was created to encourage desirable employee behaviors. Managers and some customers were given tokens to distribute on the occasion of desirable employee behavior. Finally, the value of the tokens was dynamic, changing as the feedback from customers was collected. Like a stock market, if the customers were "happy" then tokens were worth more. At the end of the study, the results indicated that customers were more satisfied with their shopping experience and employees were happier in their positions.

As the only licensed childcare center in Labette County, the Parsons State Hospital Child Care Center is an invaluable resource for rural southeast Kansas. Developing routine teacher training and performance monitoring with a minimum of teacher and administrator time and effort is the purpose of this research. Child and teacher performance data are collected multiple times each week. Data are analyzed for the center as a whole. Teacher training consists of watching a 20-minute video once per month and recording data on target behavior(s). Videos are made of the first author and center administrators working with the children in the center. Teachers use a prepared data sheet that includes only the target behavior(s) identified for training. Occurrence/nonoccurrence data are collected in 4 5-min intervals followed by a brief discussion of the results. Updated graphs of the data on the target behavior(s) collected throughout the week are posted in the center each week. A multiple baseline across teacher skills has revealed increased rates of correct implementation of skills trained compared to stable, incorrect implementation of skills untrained.

Motivating staff to utilize effective time management skills in order to capitalize on all facets of clinical services can be a challenge. Supervising clinicians must learn to maximize their time with the clients while the clients are on-site and do other non-direct service tasks, such as read/respond to email, make/return phone calls, complete "housekeeping"type paperwork, and perform staff supervisory duties as well as other job responsibilities after client hours. Additionally, not recording all time spent with the client results in lost revenue for the agency. In this research, supervising clinicians were offered monetary bonuses based on reaching a monthly billing goal of 70%. Baseline data revealed that over a 3-month period, supervising clinicians averaged a monthly billing rate of 45%. After being offered a bonus contingent upon a minimum of 70% billing for a month, supervising clinicians averaged 78% billing. This was then replicated with a return to baseline and then intervention that yielded 49.5% billing rate and 75% billing rates respectively.

Occupational safety training is important for teaching workers skills that are needed to behave safely. University students were taught safe leg postures through a computer task in which the number of examples of safe and at-risk postures varied. The experiment used a 2 x 2 between-subjects factorial design (N = 96) to determine the effects of relative number (i.e., ratio; 4:1 vs. 1:4) and absolute number (10 vs. 40) of safe (S+) and at-risk (S-) training examples in two tasks. A classification task assessed the extent to which participants discriminated safe and at-risk leg postures. Participants' leg angles were measured in a demonstration task to determine the amount of extension either within or beyond the limits of safe behavior. Results show that training with more at-risk (S-) examples relative to safe (S+) examples increased correct classifications of at-risk leg angles and decreased demonstrations of leg angles that extended beyond the safe limits. The absolute number of safe and at-risk examples did not affect safety-related performances. Results show that safety skills are enhanced by training methods that include many examples of at-risk behavior.

"Greatness and misery in the teaching of the psychology of learning" was the title of the JEAB article by Machado and Silva (1998). They argued strongly for teaching more principles and less popular examples. IT (interteaching) initiates the use of behavior analytic principles in the actual teaching in higher education, utilizing the three-term-contingency, and highlighting dyadic activity, or peer learning (Boyce & Hineline, 2002). In this presentation we have reviewed the behavioral literature on IT. The typical research questions in behavioral journals have been (1) if a point on completion of preparation guides is effective, and (2) if IT is more effective than traditional lectures in big classes. Furthermore, we have raised some central research questions for the future, i.e., the maximum number of participants in IT, may be paramount for the use and dissemination of the strategy.

Equivalence based instruction (EBI) incorporates stimulus equivalence principles in the design and application of teaching approaches. A few particular relations are directly trained in such a manner that novel or derived relations emerge. The derivation of these untrained relations makes EBI a highly effective and efficient method of instruction. Training of behavioral functions and interventions lends itself to the EBI approach given that discrete functional categories (e.g., social positive, social negative, and automatic) include different representations (e.g., definitions, behavioral examples, function-specific interventions, etc.). Learning this repertoire is important for students and clinicians asapplied behavior analysisprograms and services continue to expand. The present study examined the effects of EBI on learning the principles of behavioral functions. A three group pretest-posttest control group design was used to evaluate the interventions. The partial instruction (PI) group learned about characteristics of behavioral functions and function-specific interventions. The full instruction (FI) group experienced additional lessons on principles of reinforcement and types of interventions. The control group received no instruction. Outcome measures included pre- and post-test comparisons on the written tests, trials-to-mastery, and time-to-mastery. Implications for college instruction in behavioral principles and potential applications in clinical settings will be discussed.

The topic for this poster session is important as the study was completed to help undergraduate students in a classroom management course learn how to develop an intervention, collect data and make decisions from the results of the data. The subject of the study was a 48-year-old man who had a bad habit of not washing his hands before eating a meal or after using the restroom. The objective of the study was for the subject to wash his hands before eating and/or preparing any meal or snack and after using the restroom for one straight week. The researcher set up the intervention by having the subject watch a hand washing video. This 2 minute video demonstrated the correct way to wash hands and discusses the importance of washing hands. The subject viewed the video on Sunday, March 16th one day prior to the beginning of intervention. After watching the video with the subject, the researcher decided to make small cut-out signs stating "Wash" that the subject could use as a reminder to wash his hands. During baseline out of the 39 times he could have washed his hands, 29 hand washings were neglected by the subject. However, at the end of the intervention the subject washed his hands 33 out of 37 opportunities. The study was performed as an assignment for a behavior management class the first author was taking from the second author. Again, the author (researcher) was to develop a behavior change project for herself or another person. She was to decide upon a behavior, develop an intervention, and decide how to collect data, collect baseline data, implement the intervention, analyze the data and write a report on her findings.

A variety of studies regarding student performance on computer based courses (Crosbie and Kelly, 1993; Kritch and Bostow, 1998; Kritch and Bostow, 1999; Pear and Novak, 1996; and Wooyong and Reiser, 2000) have shown that students often procrastinate in accessing materials and completing assignments. Student procrastination has been attributed to many factors including personality, readiness/preparedness, motivation, "student syndrome", physical disorders and lesion in the brain, anger/hostility, and "self downing." The current research investigates the effect of scheduled and unscheduled testing procedures and their effect on accessing course of material and test performance across eight exams. The course was an introductory course in applied behavior analysis that utilized Behavior Modification 4th Ed. (Miltenberger, 2008). Students who participated with scheduled exams accessed materials in a typical fixed-intervalscallop pattern whereas students who participated with unscheduled exams did not show scallop patterns with the first exams, but did so with the later exams in the course.

Some research investigating the effectiveness of various instructional technologies suggests that students who actively respond during instructional periods better learn the material presented. Identifying the most efficient technology for the delivery of information in training settings would be beneficial in many contexts. The present study evaluated the effects of different course content delivery methods and the topography of student interaction with the material on test performance in an online behavior analysis course. In the first analysis, students were given the opportunity to choose the course content delivery format with which they would interact on a weekly basis. In the second analysis, students were assigned to one of two delivery methods for the duration of the course. For both analyses, the content of the course remained constant, however the way in which the student interacted with the presented material varied by delivery method. The first data set is complete and the second data set is currently being collected.

DeBell and Harless (1992) and Lamal (1995) reported that undergraduate students (majors and non-majors in psychology) held specific misconceptions regarding behavior analytic principles that were resistant to change. The purpose of this study was to examine whether students enrolled in an undergraduate program approved by the Behavior Analyst Certification Board held misconceptions similar to these previously reported studies. Further, the study sought to assess whether students' misconceptions changed over the three-semester program. Results indicated beginning students held similar misconceptions as previously reported. Contrary to previous studies, however, the number of misconceptions decreased throughout yearlong participation in the program.

A pre-post was used to investigate graduate students’ inferences of, and agreement with, experts on functional relations from multiple baseline across participants (MBL-P) graphs when change in the dependent variable (DV) was delayed. A within-subjects group design was used to test whether graph characteristics and student experience covaried with students’ judgments. Seventeen students indicated their confidence in inferring a functional relation in response to 16 graph sets before and after a 1-hour lecture on relevant content. Consistency of latency of change, length of latency, and expectancy of whether change would be delayed were manipulated. Ratings of four experts were averaged, providing a standard against which to judge students' inferences. Level of students' experience with MBL-P was measured before training. Students were more likely to infer a functional relation in graphs with short latencies between treatment onset and initial change in the DV than in graphs with long latencies (d = 2.12). Students with prior visual analysis experience were more likely to learn to consider consistency when inferring functional relations than students without prior experience. Finally, students were more likely to agree with experts for graph sets with consistent (d = .64) or short latencies (d = .85) regardless of instruction.

Previous publications in The Behavior Analyst have drawn parallels between radical behaviorism and Buddhism (Diller & Lattal, 2008; Haydon, 2009). Such points of comparison between these philosophies are employed here for additional review. This inquiry further explored complementary views of these philosophies and the benefits that may arise by sketching a picture of where Buddhist philosophy fits in the realm of human experience in terms of behaviorism. That is, Buddhist philosophy may complement behaviorism by providing a way to explore byproducts of behavior. Furthermore, Buddhism is viewed from a pure philosophical rather than a religious standpoint. Looking at Buddhism secularly allows for a common ground comparison with radical behaviorism. This is possible considering that many original precepts of Buddhism are not particularly religious according to previous analysis of this philosophy (Batchelor, 1997). We agree with previous authors' assertions that this type of dialogue between principles enhances both philosophies and provides for a wider acceptance of radical behaviorism.

Rates of behavior often appear to change gradually when examined as the average of multiple epochs, but abruptly over the course of a single temporal or behavioral epoch. Whereas response rate in fixed interval (FI) schedules is described by a Gaussian function of time since food responses are cumulated across many intervals, a "break-run" pattern with a stepwise switch from a low to high response rate characterizes responding in individual intervals. A similar phenomenon occurs in concurrent chains with FI terminal links that change unpredictably across sessions. Based on performance in many sessions, average sensitivity to immediacy gradually increases over successive initial links. However, response allocation in individual sessions typically switches abruptly from indifference to overmatching and then does not change for the rest of the session. These seemingly incompatible characterizations arenot due to different levels of analysis, but rather different degrees of aggregation. Quantitative models that minimize errors of prediction will produce aggregated rates of behavior. Models that minimize errors of precision will identify those points at which abrupt changes occur. Are these equally important goals for behavior analysts? More importantly, is it possible to integrate the two approaches in a "best-of-both-worlds" model that accomplishes both goals?

Evaluations of stimulus-stimulus pairing (SSP) to increase vocalizations have produced inconsistent results in the literature. The purpose of Experiment 1 was to systematically replicate the enhanced pairing procedure methodology utilized in Esch, Carr, and Grow (2009) with three children with autism, including collection of within session data, use of an observing prompt (i.e., "look") prior to each trial, interspersal of target and non-target vocalizations, and conducting formal language and preference assessments. SSP of vocal sounds was found to be effective in increasing target vocalizations for all participants. The purpose of Experiment 2 was to evaluate the differential effects of an SSP procedure that varied only on the number of sounds presented per pairing trial on the rate of production of low-frequency vocalizations in children with autism. Sounds were presented either one time per pairing trial (1:1) or three times per pairing trial (3:1). Both participants, children with autism, showed differential increases of target vocalizations in the 1:1 condition over the 3:1 condition. Suggestions are made for future research to further refine additional procedural variables of SSP.

This study tested the effects of an auditory matching procedure on full echoic responses emitted by two participants using a time lagged multiple probe design. The participants in this study included one 8-year-old boy and one 10-year-old boy, both diagnosed with autism. The participants were chosen due to inexact echoic repertoires previous to the intervention of auditory match-to-sample instruction. The dependent variable in this study was the number of full echoic responses with point-to-point correspondence with that of the instructor and included a predetermined set of target word sets. The independent variable was an auditory match to sample procedure. Experimenters conducted probe sessions with participants to determine the number of full echoic responses to both English and Korean words. Results of this study showed increases in the numbers of correct echoic responses throughout the intervention phases showing a correlation between the auditory matching procedure and the number of full echoic responses emitted by the participants.

The current study tested the effects of a speaker immersion protocol on the number of autoclitic mands, duration of tantrum behavior, attempts to gain access to stimuli, and the occurrences of stereotypy of a 7-year old male diagnosed with autism. The participant took part in baseline sessions, which measured the number of mands emitted during both instructional and non-instructional settings as well as attempts to gain access to stimuli, occurrences of stereotypy and the duration of tantrum behavior. Once stable state responding was reached, the participant entered the speaker immersion intervention where experimenters used frequent establishing operations so that the student had to emit mands to engage in desired activity, or acquire a certain stimulus. The student met criterion for the intervention in five sessions. After the fifth session of the speaker immersion protocol, the student participated in post-intervention sessions. Results showed that autoclitic mands increased across both instructional and non-instructional settings. In addition, occurrences of stereotypy, attempts to gain access to stimuli without a mand, and the duration of tantrum behavior decreased.

Children with autism may not often mand in the form of questions and it may be difficult to teach them this skill. Therefore, the purpose of this experiment was to increase mands for information in three children with autism. Three participants with autism were taught to mand for information about a hidden object using a backward chaining and time delay procedure. Participants were first taught to mand for the preferred item. Following acquisition of this response, participants were taught to mand for information about an unknown item in a box. The results of the study were that all 3 participants acquired the response chain and continued to emit the target question when a low preferred item was hidden in the box but did not mand for the item. Future research should examine increasing in the form of other "wh" questions such as "when" and "why."

This poster will present a longitudinal study of a 4-year-old male participant's communicative skills and factors affecting skills development (e.g., problematic behavior). The effectiveness of behavioral teaching strategies and empirically-based procedures used with an initially nonverbal child is discussed. Baseline and treatment data supporting the procedures are presented up to the present in which the participant has acquired verbal communication skills. The strategies and procedures include functional analysis, parent training in observation and measurement of the behavior, differential reinforcement of an incompatible behavior (DRI), sign language and pictures exchange communication system (PECS) training for both child and parents, and tact/mand training for the child following acquisition of PECS. Functional analysis was conducted initially with this child, including observation, parent interview, parent questionnaire, preference assessment, motivation assessment scale, infant developmental assessment, and Rossetti language scale. DRI was used to decrease and eliminate nonstop motor activity which prohibited the child from being in touch with his family or environment. Sign language, PECS, and tact/mand training were introduced following the elimination of the undesirable behavior. Data support the procedures in effectively increasing verbal communication skills and eliminating undesirable behaviors.

Children with autism benefit from early and intensive behavioral treatment (Lovaas, 1987; Smith, 1999). Although behavioral treatment is effective for children with autism, research needs to be conducted to identify procedures that facilitate treatment as effectively and efficiently as possible. For example, using procedures to teach skills that results in generalization to untaught skills results in more efficient treatment. A few studies have assessed generalization between receptive and labeling skills and found inconsistent results (Guess & Baer, 1973; Goldstein, 1992; Miller, Cuvo, & Borakove, 1977; Wynn & Smith; Keller & Bucher, 1979). Further research needs to be conducted due to the paucity of studies. The present study will examine whether teaching one skill will generalize to untaught skills.