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| AUT Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 1. Modifying Cognitive Behavioral Intervention for OCD: Addressing Obsessive-Compulsive Behaviors in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELANIE DUBARD (Kennedy Krieger School), Claire Donehower (Kennedy Krieger School) |
| Abstract: Children with autism frequently exhibit behaviors characteristic of obsessive compulsive disorder. However, it is less common for children with autism to exhibit severe enough symptoms to warrant an OCD diagnosis in addition to their autism diagnosis. When children do exhibit severe symptoms it is difficult to separate stereotypical behaviors from obsessions and compulsions. Two students with autism who presented with ritualistic behaviors that could be characterized as obsessions and compulsions were referred for treatment. Their behaviors were interfering with presentation of academic demands and when blocked were resulting in aggression, disruptive behaviors, and leaving the area. A cognitive behavioral intervention for OCD was modified for use with both students (who had limited verbal skills) in the school setting. Data were collected during all components of the treatment. Reductions in ritualized behaviors were observed post-treatment. Generalization and maintenance will also be discussed. It is important for school staff to have strategies to address obsessive compulsive behaviors when they interfere with a student's functioning in the academic environment. |
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| 2. Treating Obsessive-Compulsive Disorder in Children With Pervasive Developmental Disorders: A Group Cognitive Behavioural Therapy Approach |
| Area: AUT; Domain: Service Delivery |
| ELIZABETH ROMBOUGH (Brock University), Tricia Corinne Vause (Brock University), Maurice Feldman (Centre for Applied Disability Studies, Brock University) |
| Abstract: Research has demonstrated that up to 81% of individuals with Pervasive Developmental Disorders (PDD) have Obsessive Compulsive Disorder (OCD) (Leyfer et al., 2006). To date, no study has evaluated group Cognitive Behavioral Therapy (CBT) with family involvement as a treatment for OCD in children with PDD. Using a multiple-baseline design across OC behaviours, three participants, between the ages of 8-12, will receive an adapted version of March and Mulle’s (1998) CBT treatment protocol. Obsessions and compulsions will be identified using standardized measures, with targeted OC rituals consisting of excessive hand washing, hoarding, and repetitive counting. The group CBT treatment package will involve 12 one-hour weekly sessions situated around three components: awareness training, a protracted cognitive component, and exposure plus response prevention (E/RP). Awareness training will be conducted for all participants’ obsessions and compulsions, while brief cognitive training and E/RP will be applied to participants’ OC behaviours. Pre and post-measures of OCD, as well as secondary outcome measures of participant/family satisfaction and quality of life will be conducted. Maintenance of treatment gains will be evaluated at a 3 and 6 month follow-up. |
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| 3. Assessment of Fears and Phobias in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA B. TURNER (Binghamton University), Raymond G. Romanczyk (Institute for Child Development, Binghamton University) |
| Abstract: While phobias have been reported in up to 64% of children with autism spectrum disorders (ASD; Muris, Steerneman, Merckelbach, Holdrinet & Meesters, 1998), the phenomenology of fear is not well understood in this population. Given this, valid and reliable assessment techniques are crucial to a clearer understanding of fear in this population. Further, it has been suggested that the phenomenology of fear in children with ASD may be related to the language delays, social impairments and restricted behaviors characteristic of ASD (Evans et al., 2005; Sukhodolsky et al., 2008), but this speculation has not been sufficiently tested. The purpose of this study was to investigate the relationship between the content and intensity of fear and presenting symptoms in children with ASD. The content and intensity of fears were measured through direct behavioral observations, in addition to parent report. During observations, children were exposed to either auditory or pictorial representations of parent-rated neutral and feared stimuli. Parents also completed the Pervasive Developmental Disorder Behavior Inventory (Cohen & Sudhalter, 2005) as a measure of current ASD symptoms. Additionally, the amount of agreement between parent report and direct observation of child fears was determined. Implications of the results will be discussed. |
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| 4. Evaluating Effects of Caregiver Training With a Three-Step Prompting Procedure; a Replication |
| Area: AUT; Domain: Applied Behavior Analysis |
| ADRIENNE MUBAREK (CaliforniaPsychCare), Rebecca M. O'Gorman (Western Michigan University), Erin Guzinski (CaliforniaPsychCare), Alison L. Costa (CaliforniaPsychCare), Eric L. Carlson (CaliforniaPsychCare), Ali Sadeghi (CaliforniaPsychCare) |
| Abstract: This study extended previous research conducted Tarbox, Wallace, Penrod & Tarbox (2007) which evaluated the effects of caregiver training on the child’s frequency of problem behavior. Participants included parents of children with low levels of compliance, as in the Tarbox et al. (2007) study. All participants received in-home behavior intervention through a behavioral agency and intervention was conducted in the home and in the community. A multiple-baseline across participants was used to assess behavior change in children before and after parent training with a three-step prompting procedure. Data are being collected. Results and discussion will focus on the effects of training parents on the three-step prompting procedure and the effect of that training on the child’s behavior. |
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| 5. The Analysis of Multiple Treatments on Increasing the Rate of Trial Presentation of Paraprofessional Staff in an
Early Intensive Behavior Intervention Program- A Revision and Extension |
| Area: AUT; Domain: Service Delivery |
| CARA M. CAPPALLI (ACES, Inc.), Cyndi Giordano (ACES, Inc.), Lisa Tereshko (ACES, Inc.) |
| Abstract: Early Intensive Behavioral Intervention programs have consistently proven to be effective in educating young children with autism utilizing, among other methods, discrete trial instruction. Intensity within this type of programming hinges on both the accuracy and rate of trials presented. The motivation of paraprofessional staff to complete trials at an optimal rate within an educational program can be an ongoing challenge. A study aimed at increasing this rate using a multiple treatment with reversal design was previously conducted. Independent variables included self-monitoring, goal setting, and anonymous public posting. Results of this study suggested that a treatment package including all of these variables increased the rate of trial presentation. The purpose of this poster is to revise the previous study in consideration of limitations encountered in the implementation and continuation of the treatment package. Further extension of the study will also be conducted looking at a larger sample, as well as additional independent variables, and maintenance of the targeted effect. |
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| 6. Pivotal Response Training: A Special Education Teacher’s Experience |
| Area: AUT; Domain: Applied Behavior Analysis |
| RANGASAMY RAMASAMY (Florida Atlantic University) |
| Abstract: For the purpose of this poster presentation, the author selected the pivotal response training procedure with peers in special education to facilitate play behavior in children with autism. Fellow special education teachers were taught the strategies using modeling, role playing and feedback. After they learned the strategies they implemented pivotal response training strategies with the children with autism. Picture prompts were provided to assist peers in recalling the strategies. Once they recalled, the prompts were faded and procedures were implemented without providing any instruction. Through this model, fellow teachers learned to redirect, respond, and reinforce children with autism to increase play and social activities. The goal of this presentation is to highlight peer-mediated interventions to teach and facilitate play in children with autism. The participants that attend this poster session will learn the use and effectiveness of PRT with peers in special education to teach specific skill area for children with autism. |
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| 7. Parents' Ability to Identify Social Communication Behaviors in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA MULFORD (University of Wisconsin-Madison), Jennifer M. Asmus (University of Wisconsin-Madison), Cara Vaccarello (University of Wisconsin - Madison) |
| Abstract: A central and defining feature of children diagnosed with Autism Spectrum Disorders (ASD) is a difficulty engaging in reciprocal social interactions. Researchers have identified two key areas (i.e. joint attention and symbol use) of social-communication skills that are instrumental in the development of social reciprocity, language, and communication skills. However, comprehensive interventions for families with young children with ASD remain limited. In response to this limitation, researchers have studied parent-implemented interventions (PII), which provide a method for parents to provide treatment to children in a naturalistic setting. Studies of PII demonstrated that children with ASD made positive gains in language and social development. However, parents have reported that although PII programs are generally acceptable, they were unsure of what behaviors to look for and why. The present study demonstrated a method for training parents to identify social communication behaviors. A single case design will be presented highlighting parents’ increased ability to accurately identify their child’s social-communication behaviors after training. Data was collected including parents’ identification of antecedent, behavior, and consequence of their child’s social-communication behavior at baseline and treatment. IOA was collected on at least 25% of sessions and agreement exceeded 85%. |
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| 8. The Effects of a Staff Training Package on Incidental Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| HEGE TRYGGESTAD (Centre for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Astri Valmo (Centre for Early Intervention), Silje Haugland (University of Agder), Tone Kristensen (Centre for Early Intervention), Hege Aarlie (Centre for Early Intervention) |
| Abstract: Using a multiple baseline design across 5 persons we evaluated the effects of a staff training package on incidental teaching. The intervention package was a combination of scoring a video of themselves lasting about 5 minutes, a specially prepared written and verbal information pack on incidental teaching, and 5 video clips of correct incidental teaching episodes and role-play. The intervention lasted a total of 1 hour and 40 minutes. Four participants showed 0 incidental teaching episodes on the pretest, and between 4-6 episodes in posttest and at follow up. The last participant showed no change between pretest and posttest/follow up. |
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| 10. Current Trends in the Use of Alternative Interventions for the Treatment of Autism |
| Area: AUT; Domain: Service Delivery |
| STEPHANIE M NIEVES GWIZDZ (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzanne M. Buchanan (Autism New Jersey), Linda S. Meyer (Autism New Jersey), Vanessa Falcon (Autism New Jersey), Elizabeth Neumann (Autism New Jersey) |
| Abstract: Autism is a complex, heterogeneous disorder characterized by significant impairments in language development, social interaction and stereotypical/ritualistic behavior. As such, a variety of different interventions have been developed for use with this population. To determine the prevalence of different interventions for autism, a brief survey (15-20 minutes) was sent to the parents of children diagnosed with autism. Items in the survey included demographic information about the child (i.e., age, functioning level). In addition, respondents were asked if they used behavioral interventions (e.g., ABA), medical interventions (e.g., medication, vitamin therapy, chelation) or other non-medical, non-behavioral treatments (e.g., horse therapy, dolphin therapy) to intervene. Questions were asked about the perceived effectiveness of the treatments and the measures they used to evaluate effectiveness. Data on different types of therapy, perceived effectiveness and procedures for evaluating intervention effectiveness will be summarized. |
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| 11. Determining the Most effective Treatment for Increasing Active Engagement and Decreasing Inappropriate Work Behavior for an Individual With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CATHLEEN M. ALBERTSON (Devereux CARES), Jean Hirst (Devereux CARES) |
| Abstract: This study assessed the effects of several interventions, including the Wilbarger Protocol (modified), use of a weighted vest, contingent reinforcement and non-contingent reinforcement on out of seat behavior during work sessions using an alternating treatments design. The participant was a male student with autism, age 6, who attended an approved private school for children with autism. In addition to initial pilot data, the experimenters will examine the effectiveness of various intervention packages on both reducing out of seat behavior and increasing active engagement. Results have implications for collaboration with multiple disciplines and person-centered research. Inter-observer agreement data was collected on approximately 40% of sessions. |
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| 12. Conducting Cross-Country Research With Parents of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ELLIE KAZEMI (California State University, Northridge), Grace Mihyun Cho (Namseoul University), Xochitl C. Swanson (California State University, Northridge), Dae-Eun Son (Namseoul University), Lovely Tapuro (California State University, Northridge), Stacy Blanco (California State University, Northridge), Youngmi Park (Namseoul University) |
| Abstract: Prevalence of autism is 1 in 150 in the U.S. (CDC, 2007) with similar prevalence reported in South Korea (Grinker & Kim, 2008). Since autism affects so many lives, finding factors that affect intervention seeking and outcomes are important. Out of an estimated 408 different types of treatments proposed for autism, only a few have empirical evidence of effectiveness. Comparing treatments, considerable empirical evidence reveals that early intensive behavior intervention produces lasting improvements in many children with autism in social, adaptive, self-help, and communication skills as well as decreased maladaptive behaviors. Such findings offer compelling reasons to investigate factors that affect parents’ decisions, globally, in seeking interventions for their children with autism. However, little is known about factors that affect parents’ likelihood to seek evidence-based interventions. In this presentation, based on parent-reports, we will discuss factors such as cultural and religious differences as well as parental attitudes toward healthcare, knowledge of autism, self-reported stress, marital satisfaction, beliefs in the medical myth model, and familial social support between Koreans and Americans. We will further encourage cross-country research, discuss the strengths as well as challenges in international collaborations, and share data regarding the current status of service delivery in South Korea. |
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| 13. An Assessment of the Effectiveness of and Child Preference for Forward and Backward Chaining |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH K SLOCUM (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: While response chaining is used to teach complex tasks to children of all abilities, there is an insubstantial amount of evidence suggesting either forward or backward chaining as consistently differentially effective in promoting skill acquisition. Individual sensitivity to each teaching procedure may be idiosyncratic across learners; however, it has not yet been determined how to predict which method will engender the most rapid skill acquisition on an individual basis. The current study developed a brief teaching assessment in which we taught children with autism short sequences of motor tasks and compared the outcomes of these brief assessments with the same children’s acquisition of longer chains of motor tasks. Our preliminary results indicated (a) individual differences in sensitivity to backward and forward chaining and (b) correspondence between differential sensitivity on the short assessment task and the longer assessment tasks. |
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| 14. Standards for Monitoring Quality of Behavioral Intervention Programs in Mainstream Schools |
| Area: AUT; Domain: Applied Behavior Analysis |
| ASTRI VALMO (Centre for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Hege Tryggestad (Centre for Early Intervention), Tone Kristensen (Centre for Early Intervention), Grethe Brandsar (Centre for Early Intervention), Birgitte Kaldhussater (Center for Early Intervention), Elisabeth Ulvestad (Centre of Early Intervention) |
| Abstract: In Norway almost all children with autism attend their local mainstream school. Implementation of behavioral intervention programs in this setting may be difficult. In an effort to monitor and improve quality a monthly measurement system was implemented.The quality standards are both an instrument, to help management assess the level of quality in the services they provide, and a system, to help improve that quality. Monitoring includes measuring procedural routines, criteria for testing and evaluation, therapeutic skills, available resources and educational quality. We will present quality criteria, routines for data collection and results. |
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| 15. An Evaluation of the Effects of a Class-Wide Preschool Life Skills Curriculum |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN MALONEY (New England Center for Children), Danielle Ostrowsky (The New England Center for Children), Katelyn Elizabeth Waterhouse (The New England Center for Children), Rebecca Seban (New England Center for Children), Ashley Williams (new england center for children), Gregory P. Hanley (Western New England College), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The Preschool Life Skills Curriculum was developed to decrease problem behavior and promote social skills in preschool age children (Hanley et al. 2007). The purpose of this study was to evaluate the effects of the class wide Preschool Life Skills curriculum on four typically developing children and four children with autism and to examine generalization across teachers and settings. Participants were observed during evocative situation to see if they would display an appropriate response (a preschool life skill). The preschool life skills Unit 1 consisted of: responding to name and following one and two step instructions. A multiple probe design was used to evaluate the effects of the Preschool Life Skills Curriculum. Results indicate that the Preschool Life Skills Curriculum increased appropriate responses to classroom situations in the typically developing children and the children with autism. Generalization across and teachers and setting was also observed in both groups of children. |
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| 16. Promoting Generalized Imitation of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIKO HARA (Keio University), Hitomi Kuma (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: It has proved that one of the central problems in autism is the deficit of imitation. In the present study, the following two points were investigated: 1) what type of children have difficulties with what class of imitation? 2) Can they imitate difficult imitation tasks by teaching another class of imitation? First, we presented various classes of imitation, such as self-directed imitation, other-directed imitation, motor imitation, minute motor imitation, oral imitation, verbal imitation and facial imitation to 20 children with autism. Then we investigated correlations of their imitation scores and some developmental scales. The results showed correlations in facial imitation to verbal imitation, and minute motor imitation to developmental age. Second, we taught another class of imitation that children have difficulties by using the Discrete Trial Teaching methods. Another investigation was based on a question, “does generalized imitation which we do not teach promote?” The result showed that all participants increased imitation score and promoted generalized imitation. These results support the effectiveness of imitation intervention for promoting not only various imitation especially oral imitation and verbal imitation but also some developmental scales. |
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| 17. Evaluating Strategies for Teaching Observational Learning to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), GIZEM TANOL (University of Minnesota) |
| Abstract: Observational learning has been defined as learning that results from observing the responding of others and/or the consequences of such responding (Catania, 1998). In the present study, the observational learning sequence was defined as a peer modeling a response and encountering consequences delivered by an instructor, the participants monitoring that response, and the participants engaging in a similar response following a delay in the absence of the peer model. Using a multiple baseline across participants design, three children with autism were taught to monitor the responding of a peer while observing the peer label pictures during analog training. The monitoring response consisted of both a verbal response to the question, “What did she say?” and a matching response in which the participant was required to match the picture labeled by the peer to a picture grid. The effects of teaching a monitoring response on the acquisition of observational learning were later measured by presenting the same pictures used in analog training and asking the participants to label them in the absence of the peer. Additional probe measures were used to evaluate generalization of the observational learning skills acquired during analog training to new stimuli (i.e., novel pictures labeled by peers). |
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| 18. Reducing Errors in a Matching-to-Picture Task: The Irene Method Improves Depth Perception in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KENDRA MCDONALD (The Aurora School), Jelena Djordjevic (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: It has been hypothesized that children with autism have problems with visual distortion caused from an overload of sensory activity. Light and shapes, and contrast in colors and objects, cause their vision to become distorted producing errors in matching to sample tasks. To improve their visual perceptual skills, the Irene Method uses changes in color (i.e., colored filter papers or glasses with colored lenses) creating a more balanced appearance to the surroundings of the child. The present study assessed the efficacy of the Irene Method in reducing or preventing errors in a matching-to-picture task. Two children with autism and deficits in visual perceptual skills participated in the study. An ABAB design was used, condition A measured the number of errors in a matching-to-picture task that children made when colored-filter papers were not used to support the task, and condition B estimated improvements (error reduction) in the children’s visual perceptual skills when colored-filter papers were used to support the task. Because each child reacted differently to every color, a trial and error method was used to identify the color deflecting the unwanted light. The number of pictures and the order of presentation in the task were controlled across conditions. Differences in results between conditions A and B suggested that the children’s visual perceptual skills, particularly depth perception, improved with the Irene Method. It was concluded that the Irene Method should be tested in children with autism having problems seeing things clearly. |
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| 19. An Effective DRO Procedure in Just Two Hours A Day |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICOLE L. BANK (The PartnerShip), Erin Lacey (Private Provider) |
| Abstract: Head hitting and other self injurious behaviors quickly make a learner with autism stand out in a group of peers. Moreover, approaches from teachers and socially competent peers decrease dramatically upon the onset of self injurious behavior. This DRO procedure was initiated for a 5-year-old boy with autism when head hits gradually increased to 300 hits per 2-hour teaching session. Head hitting was initially occasioned by the presentation of a demand however it appeared to be multiply-maintained by the time treatment began. Treatment sessions were provided for only 2 hours per day. A 5-minute DRO session was successful if head hitting did not occur when a small edible was provided given 30-seconds of zero instances of head hitting. Academic demands were systematically faded into each 5-minute session upon success. Demand fading ceased when the rate and difficulty of demands matched those of a typical teaching session. For this particular participant, 2 hours per day of a 5-minute DRO with demand fading decreased head hitting to zero levels in 6-weeks. |
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| 20. Assessment and Treatment of Vocal Stereotypy in an Adult With Mental Retartdation |
| Area: AUT; Domain: Applied Behavior Analysis |
| PAMELA ANN SINCLAIR (The New England Center for Children), Michael McSweeney (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The purpose of the current study was to assess and treat the vocal stereotypy of an adult diagnosed with mental retardation. Vocal stereotypy was assessed using a pair wise functional analysis similar to Iwata, Duncan, Zarcone, Lerman and Shore (1994). The results of the functional analysis indicated that the behavior occurred most frequently in the alone condition, suggesting that vocal stereotypy was maintained by automatic reinforcement. Based on this assessment, the treatment introduced was response interruption and redirection, similar to Ahearn, Clark and MacDonald (2007). The treatment was presented in a multiple treatment reversal design and consisted of two types of RIRD, vocal (matched) and motor (unmatched). Results of the treatment analysis indicated that vocal RIRD was an effective treatment to reduce vocal stereotypy. RIRD motor seemed to be ineffective as it resulted in baseline levels of vocal stereotypy. |
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| 21. Decreasing Vocal Stereotypic Behavior of a Male Student in Public School Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| BETH SLAWINSKI (Fannie E. Proctor Elementary School, Northborough/), Jennifer Ostroff (Frannie E. Proctor Elementary School), Paula Ribeiro Braga-Kenyon (The New England Center for Children) |
| Abstract: Previous research (Ahearn et. al., 2007) examined using a response interruption and redirection procedure (RIRD) to reduce vocal stereotypy (VS) of four children diagnosed with an Autism Spectrum Disorder. The results of presenting demands contingent on the occurrence of VS were promising. The current study replicated and extended previous research by using RIRD to reduce VS behavior of a 9-year-old male student at a public school setting. A functional analysis was conducted and the results indicated that VS was likely not maintained by social consequences. Following assessment, RIRD was introduced following a multiple baseline design across three different settings (work, meals, and group activities). When RIRD was introduced, VS decreased considerably across all settings. Follow up probes indicated that the VS was maintained at levels similar to those from the intervention phases. Four instructional aides were trained on how to implement RIRD across all conditions. Social validity data indicated that the implementation of RIRD in the work condition was more difficult to implement then in the group and meal conditions. The instructional aides agreed that the procedure was effective in decreasing VS. IOA was collected during 22% of the sessions and and agreement averaged 99%. |
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| 22. Stereotypic Behaviors and Exercise: Is There Any Functional Relationship? |
| Area: AUT; Domain: Applied Behavior Analysis |
| LUCY VANESSA MARTINEZ (The Aurora School), Jennifer Bush (The Aurora School), Lauren Fouts (The Aurora School), E. J. Lee (The Aurora School), Ashley Stultz (The Aurora School), Heather Chandler (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: Stereotypic behaviors inhibit learning behavior and interfere with the acquisition of adaptive behaviors necessary for the individual’s academic and social integration. Research investigating the use of aerobics to reduce stereotypic behavior suggests that stereotypic motor patterns can be altered with exercise, but the origin of the stereotypic behaviors remains unchanged. Thus, research has focused on altering the nature of the sensory reinforcement, using exercise to reduce stereotype and inappropriate behaviors. We hypothesized that multiple-frequency-exercise could reduce the rate of stereotypic behaviors while increasing the duration of on-task behaviors. Three children with autism participated in the study. An ABAB design was used. Condition A determined the baseline of stereotypic behaviors (echolalia, flapping hands, rocking back and forth, jumping up and down, and vocal stereotypy) in video tape structured teaching activities. Condition B scheduled 10-minutes of exercise three times per day prior to video tape structure-teaching time. On-task behavior was the child’s verbal and/or motor response appropriate to the situation. Changes in the frequency of stereotypic behaviors occurring in condition B after each sessions of exercise were analyzed and compared to baseline. Results were consistent with the limited research in the area of multiple frequency exercise programs to reduce inappropriate or stereotypic behaviors. |
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| 23. Teaching Children With Autism Spectrum Disorders to Attend Church |
| Area: AUT; Domain: Applied Behavior Analysis |
| JESSICA ROTHSCHILD (Caldwell College), Sharon A. Reeve (Caldwell College), Linda S. Meyer (Autism New Jersey), Patrick R. Progar (Caldwell College) |
| Abstract: Much research has been conducted on methods to successfully include people with disabilities in school, work settings, and their neighborhood. Little research, however, has been devoted to teaching people with disabilities to participate in their faith communities. The present study investigated the use of a treatment package that included shaping, reinforcement, and backward chaining to teach four children with an autism spectrum disorder to attend a Roman Catholic Mass. The shaping procedure consisted of reinforcing on-task behavior for successive increases of time spent in the church during the mass, beginning with 5-min intervals at the end of the mass. Intervals were increased contingent on success during the prior interval until the participant remained in the church for the entire mass. A changing-criterion multiple-probe design across participants was conducted. The results indicated that all participants successfully attended the full duration of a Roman Catholic Mass. Such skill acquisition may provide additional opportunities for family-based activities for children with autism spectrum disorders. |
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| 24. Demand Fading With Reinforcement to Increase Consumption of Nonpreferred Foods |
| Area: AUT; Domain: Applied Behavior Analysis |
| BROOKE M. HOLLAND (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Robert Haupt (Autism Spectrum Therapies) |
| Abstract: Research over the past decade has suggested escape extinction to be the main component for increasing nonpreferred food consumption. Studies, have displayed that escape extinction alone or in combination with other procedures as a treatment package to be the most effective. In addition, behaviors have been noted to decrease following the implementation of escape extinction. However, limited studies have shown fading with reinforcement in absence of escape extinction to be an effective procedure for increasing food consumption. Thus, we looked to evaluate the effects of demand fading with differential reinforcement in absence of escape extinction with a four-year old child diagnosed with Autism Spectrum Disorder. Procedures were similar to that of Najadowski, Wallace, Doney, and Ghezzi (2003), which consisted of increasing the nonpreferred bite ratio based upon previous session levels. Bite ratios of nonpreferred food began at one bite with reinforcement delivered contingent on consumption in absence of behaviors. We hoped to provide parents with a procedure that does not evoke high rates of behaviors or aversive reactions, as well as increase consumption of nonpreferred foods. |
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| 25. Evaluation of Stimulus Control in the Treatment of Automatically Maintained Stereotypic Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| LARA SPEROFF (The Chicago School of Professional Psychology) |
| Abstract: Treatments have been developed to reduce both motor and vocal stereotypy in children with autism. For example, response interruption and redirection (RIRD) was effective in reducing automatically maintained vocal stereotypy (Ahearn, Clark, MacDonald, & Chung, 2007). One alternative to reducing stereotypy is to develop stimulus control over an intervention so that the child can discriminate when the response is available. For example, Brusa and Richman (2008) paired a neutral stimulus with RIRD for motor stereotypy during discrimination training and found that behavior decreased in the presence of the stimulus associated with the intervention. In the current study, functional analyses suggested that stereotypic behavior was maintained by automatic reinforcement and RIRD was evaluated as a treatment in a reversal design. During discrimination training, a neutral stimulus was then paired with the treatment using a multiple schedule design (Tiger et al., 2008) to quickly establish stimulus control over the behavior. Results are described in terms of the implications for establishing stimulus control with treatments for stereotypic behavior. |
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| 26. Descriptive Analysis of the Properties of Vocal Stereotypy Under Free-Operant Conditions |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARC LANOVAZ (McGill University), Ingrid E. Sladeczek (McGill University) |
| Abstract: Although vocal stereotypy has several dimensions (e.g., duration, pitch, timbre, intensity), most if not all studies on the topic have used a one-dimension approach to measuring the behavior (i.e., duration). Examining how other dimensions of vocal stereotypy vary under free-operant conditions may explain why some researchers have found that prior access to stereotypy decreased subsequent engagement in the behavior (e.g., Rapp, 2004, 2007) whereas others have found the converse (e.g., Ahearn, Clark, Gardenier, Chung, & Dube, 2003; Lanovaz, Fletcher, & Rapp, in press). We compared the duration, perceived loudness, intensity, and pitch of vocal stereotypy emitted by five children with autism spectrum disorders during 5, 30-min free-operant conditions. The results indicated that vocal stereotypy did not typically decrease across sessions and that some dimensions of vocal stereotypy varied together (i.e., correlated). The implications of the results for the assessment and treatment of vocal stereotypy and how they relate to conjugate reinforcement schedules will be discussed. |
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| 27. Assessment of Vocal Stereotypy Using a Three-Component Schedule |
| Area: AUT; Domain: Applied Behavior Analysis |
| Sara M. Bartlett (St. Cloud State University), John T. Rapp (St. Cloud State University), Stephanie Sheridan (St. Cloud State University), Lauren Shrader (Coyne & Associates), Diana Maltese (Coyne & Associates), Ethan S. Long (The Bay School), GREGORY J. SWANSON (The Bay School), Marc Lanovaz (McGill University) |
| Abstract: The vocal stereotypy of 16 individuals aged 7 to 12 years was assessed during 5 sessions containing 3 consecutive 10-min components with no social consequences. Results showed that 75% of the participants consistently exhibited the lowest level of stereotypy in the third component. Consistent with prior studies (Rapp, 2004, 2007), the results suggest that prior access to stereotypy in the first or second component exerted an abative effect on subsequent engagement in vocal stereotypy. Nevertheless, this finding is not ubiquitous (e.g., Lanovaz et al., 2009). Thus, the purpose of this study was to further evaluate this pattern. The results have at least two potentially important implications. First, evaluations conducted with the 3-component methods must include control conditions to account for decrease in automatically reinforced behavior in the absence of an independent variable. Second, providing free access to stereotypy prior to critical training periods may decrease stereotypy during those training periods and increase engagement in appropriate behavior. Future research should address the latter possibility. |
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| 28. An Evaluation of the Differential Effects of Caregiver and Therapist on the Function of Aggressive Behavior in a Child Diagnosed with Autistic Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| JAMIE L JOHNSTON (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies), Diana Morris (Autism Spectrum Therapies), Hayley Watarz (Autism Spectrum Therapies) |
| Abstract: It has been demonstrated that functional analyses have provided differential results when conditions were implemented by a child’s caregiver verses conditions conducted by clinical staff (Ringdahl & Sellers, 2000). Ringdahl & Sellers (2000) demonstrated that the environmental conditions of escape, attention, etc., not only had an effect on the problem behavior but also who was delivering the consequences in each of the conditions. A functional analysis was conducted to determine the function of aggressive behaviors displayed by a four year old girl diagnosed with autism. Furthermore, the functional analysis included both the caregiver and therapist implementing conditions to determine if maintaining variables differed as a function of the experimenter (i.e., caregiver or therapist). The functional analysis consisted of ten conditions (play, ignore, attention, demand, and tangible with caregiver and with therapist) and was implemented in a multi-element design. A function-based treatment was selected based on the results of the analysis. |
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| 29. Using Video Modeling to Teach Affection Skills to Preschoolers With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARIN ANN CAMERON (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: Children with autism have difficulties relating appropriately to other people. Although their relationships with adults often improve, peer relationships usually remain impaired. One specific area of interaction that is impaired is affection behavior towards peers. Children with autism need specific skill instruction to develop friendship skills. Video modeling has been an effective strategy in increasing a variety of skills in children with autism such as self help, communication and play skills. This is because children with autism respond well to visual cues. Furthermore, video modeling is a time and cost efficient approach, and also allows multiple students to receive intervention since it can be reused. However, very little research has been done on using video modeling to teach affection skills. The purpose of this study is to evaluate the effectiveness of video modeling to promote affection skills of preschool children with autism. A multiple baseline design across 3 children were will be used to evaluate the effectiveness of the intervention procedures. |
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| 30. Group Instruction of Turn-Choice Skills to Children With Autism and Developmental Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHIGEKI SHIMADA (Tokiwa University) |
| Abstract: One of the behavioral characteristics of autistic disorder is stereotyped behavior. Some participants often persisted in the same turn in the group activity, so progress of the activity was disturbed. Five children participated in the study, aged from 11 to 15, 3 of 5 were autism or PDD. Group activity session was held for 90 minutes, 11 sessions in a year. Each session consisted of meeting, group activity, and snack time at judo facilities. Several university students served as a peer. Instruction of the turn-choice skill had three phases. Baseline phase consist of 4 sessions. Participants were observed which turn he/she selected at the game. Intervention phase consist of 4 sessions. In this phase, each participant was reinforced, if he/she chose a turn other than previously chosen. Participants were able to get a sticker on their name card. But if they chose the same turn, they could not get a sticker. Second baseline phase conducted 2 sessions. In baseline phase, each participant chose the same turn more than 50%. In intervention phase, all participants chose the different turn. Some participants chose different turn, other participants chose same turn in the second baseline. |
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| 32. Matching Social Skill Instruction to Individual Preferences |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER E. COPELAND (Melmark), Kate Langston (Melmark), Alicia Brough (Melmark) |
| Abstract: Copeland et al. (2006, 2007) showed that students with disabilities could be trained by their peers to engage in social skills that were functionally equivalent to their inappropriate social behavior. Copeland et al. (2008) showed that the “enthusiasm” of a peer partner could substantially influence the manding behavior of a communicative partner. The purpose of this extension study was to investigate whether or not participants would select peers with whom they had previously been the most “enthusiastic” or with whom they had most frequently used appropriate communication. Four adolescents ranging from 17-20 years old that were diagnosed with autism and other developmental delays served as student participants. Peers ranged from 17-22 years old and presented a variety of different skills and abilities. We investigated what type of peer each participant would self-select when a choice was made available during daily, 10-minute social interactions. Choice of peer varied across participants; some individuals primarily selected peers with whom they were most frequently appropriate in their communications, and some did the exact opposite. Inter-observer agreement ranged from 67% - 100% with a mean of 93% during 30% of sessions across all behaviors and participants. |
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| 33. Comparing the Effects Between First-Person Perspective and Second-Person Perspective Video Modeling in Teaching Children With Autism Social Interaction Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| HUI HUNG CHEN (SEEK Education Inc. - Taiwan) |
| Abstract: Two types of video modeling were compared to determine their relative effectiveness in training 2 children with autism to study social interaction skills. In first-person perspective video, the subjects can only see hands and hear some speeches that the demonstrator said. The subjects can see what the demonstrator looked, but cannot see the demonstrator. In second-person perspective video, the subjects can see the demonstrator and the person who talked with. Multiple-baseline design across 2 children was used in this research. Social interaction skills in this research are defined in three categories: get attention, eye contact and verbal initiation. |
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| 34. Teaching Children With Autism to Take Part in Conversation |
| Area: AUT; Domain: Applied Behavior Analysis |
| ELISABETH ULVESTAD (Centre of Early Intervention), Birgitte Kaldhussater (Center for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Hege Tryggestad (Centre for Early Intervention), Astri Valmo (Centre for Early Intervention), Tone Kristensen (Centre for Early Intervention), Grethe Brandsar (Centre for Early Intervention) |
| Abstract: Teaching children with autism conversation skills has typically been based on script-fading procedures. However, multiple - exemplar training has been used successfully to promote new untrained responses in number of skill areas. This study investigates whether the use of multiple - exemplar training will lead to new untrained responses when taking part in and initiating a conversation. The participants in this study were 5 children with autism, aged between 5 and 14 years. The child’s responses to an adult’s initiative to conversation and the child’s initiative to start a conversation are targeted, along with the length of the conversation. |
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| 35. Using Activity Schedules and Video Modeling to
Teach Children With Autism to Play a Video Game |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALYSSA R. BLUM (Wyckoff Board of Education), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Hannah E. Hoch (Rethink Autism) |
| Abstract: Autism is characterized by severe and pervasive impairment in three main areas: Social interaction, communication, and repetitive and restrictive behaviors. These impairments often restrict people with autism from engaging in independent activities such as leisure skills. There has been little research to date on effective ways in which to teach leisure skills to individuals with autism and related disabilities. The purpose of the present study was to teach young children with autism to engage in an age-appropriate leisure skill, specifically playing Guitar Hero II ™, through (a) the use of an activity schedule to set up, turn on, and turn off the game and system, (b) the use of video modeling and manual prompts to manipulate the Guitar Hero II ™ controller to play the game, and (c) the use of multiple exemplar training to develop a generalized repertoire of playing Guitar Hero II ™. A multiple-baseline probe across participants design was used to evaluate the treatment package for four students diagnosed with autism. Results demonstrated that all of the participants successfully learned to play Guitar hero II™ and the results generalized to novel songs and settings thereby increasing independence and the likelihood of playing with their siblings and friends. |
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| 36. Teaching Learners With Autism to Establish Eye Contact When Making Play Comments |
| Area: AUT; Domain: Applied Behavior Analysis |
| JAIME M. SCHILLING (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group) |
| Abstract: Many individuals with autism fail to establish eye contact when speaking. This study assessed the effects of a reinforcement package (verbal praise and edibles) on the percentage of play statements made with eye contact. A four-year-old boy with autism who made play comments but did not establish eye contact was the participant. A multiple baseline design across activities was used. Play sessions were conducted in which a play activity was set up and the learner was given a verbal reminder to talk while playing. Data were collected on the first ten comments made. Data indicated the participant initially did not consistently establish eye contact when making play comments. With the introduction of the reinforcement package, the percentage of play comments made with eye contact increased across all activities. Interobserver agreement and procedural integrity data were calculated for at least 30% of sessions. |
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| 37. The Effects of Precision Teaching Frequency Building of Language Component Skills on the Performance of Language Composite Skills in Adults With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARY SENS AZARA (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Marlene Cohen (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Donna L. Sloan (Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Joseph Novak (Douglas Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Each year, many learners with autism are aging out of school programs and moving into adult programs. More needs to be done to provide quality services in the least restrictive environment possible for these adults. Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed to extend previous clinical demonstrations of the impact of Precision Teaching with frequency building procedures to the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate that the application to new untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill. |
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| 38. The Application of PowerPoint to Improve Functional Communication of Adolescents With Autism and Reduce Stigma Associated With Traditional Adaptation Strategies |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAORI NEPO (PAAL), Avram Glickman (PAAL), Gloria M. Satriale (PAAL) |
| Abstract: The rapid advancement of technology made tremendous amount of software applications available, and made the devices extremely portable. The traditional adaptive strategies for communication such as voice output devices or pictures in a binder can be not only stigmatizing, especially in the community, but also the cost of devices or system is tremendous. The authors developed the highly customizable PowerPoint application on PDAs as a voice output system to improve communication and to reduce the stigma associated with the bulky appearance of the traditional strategies. A 17-year old female student diagnosed with moderate to severe autism will participate in the present study. The student will communicate via PDA by selecting visual representation on the touch screen. The frequency of using sentences will be collected 5 times per week over 2-month period. The social validity data will be also collected to validate social acceptance in the community. Authors hope to demonstrate the improved communication, independence, and social acceptance of the participant with autism through communication using power point application on a PDA. |
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| 39. Teaching an Adolescent With Autism to Ask Clarifying Questions |
| Area: AUT; Domain: Service Delivery |
| ERICA FOSS (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: Adolescents with autism are often faced with unclear expectations or directions from people in their daily lives. Asking questions to gain necessary information, identify the meaning of unknown vocabulary, and to clarify vague or unclear information can lead to greater success when interacting with others and can improve overall self advocacy skills. We aimed to teach a 16 year old girl with autism to ask clarifying questions when faced with a variety of unclear information by first teaching under contrived conditions and then assessing and teaching as needed under more naturally occurring opportunities. This poster focuses on both the process and result of that intervention. |
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| 40. Using Fluency-Based Instruction to Increase the Length of Echoic Responses of a Child With Autism |
| Area: AUT; Domain: Service Delivery |
| PATRICIA K. SOLANO-FAH (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: This poster highlights the improvement in echoic behavior of a 4-year-old boy with autism and developmental delays who participated in an behavior analytic integrated preschool program 5 days a week. Upon assessment the student was identified as having weak echoic and tacting repertoires. To increase the student’s echoic repertoire, fluency based instruction was used to teach Hear/Say words and phrases. Interventions using differential reinforcement of higher rates of behavior (DRH) were employed contingent on the student achieving a daily improvement goal. Student performance data, measured in frequency of syllables correct, correct words, and incorrect words per minute, will be displayed. Criteria for data-based decisions as well as systematic changes to interventions will be discussed. |
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| 41. Using Embedded Scripts and Script Fading to Increase Question Asking for a Student With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARK R. GRISSOM (NYCA Charter School), Jessica Seeman (New York Center for Autism Charter School), Julie Fisher (New York Center for Autism Charter School) |
| Abstract: Impairments in social and communication skills are two of the core deficits seen in individuals diagnosed with autism. Script and script fading procedures have been used to increase spontaneous language in students with autism in a variety of contexts. In the current study, textual scraipts are embedded into salient stimuli within a joint activity schedule and systematically faded from back to front to increase question asking in one student diagnosed with autism. The projected data will likely show the student engaging in zero or low rates of question asking during baseline. Once scripts are introduced, it is hypothesized that data will show an increase in question asking and that this will remain at high rates as scripts are faded. |
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| 42. International Outreach: Providing Picture Exchange Communication System and Pivotal Response Treatments Training to Increase Communication of Students With Autism in Ghana |
| Area: AUT; Domain: Applied Behavior Analysis |
| Lori Beth Vincent (Southwest Autism Research & Resource Center), Brad Herron (Southwest Autism Research & Resource Center), Casey McFeely (Global Autism Project), MOLLY OLA PINNEY (Global Autism Project) |
| Abstract: The Global Autism Project seeks to empower the communities it serves to effectively address the needs of individuals affected by autism through education, outreach, training, and the promotion of acceptance and compassion. On a training visit to an autism center in Accra, Ghana, clinical team members of the Global Autism Project provided training and consultation to staff members of the center. Baseline data was collected on the frequency of prompted and unprompted social communication for eleven children and adolescents with autism at the center. Training was provided to staff at the center on implementing the Picture Exchange Communication System (PECS) and Pivotal Response Treatments (PRT) to increase functional communication of children with autism. Intervention strategies on how to create communication opportunities and prompt appropriate communication were taught to staff members through lecture and in-vivo feedback. PECS and PRT strategies were implemented with the children solely by staff members of the centre. Social communication data was collected before and after staff training. Data shows a significant increase in social communication for all eleven participants both during and following training. Staff evaluations were also completed to measure the social validity of training provided. |
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| 43. Evaluating Choice-Making Opportunities in Activity Schedules on Problem and On Task Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA J. HALL (San Diego State University) |
| Abstract: Research demonstrates that learners with autism can be taught to use activity schedules to complete a variety of tasks/activities independently. The sequence of activities, however, is typically designed by a parent or educator rather than by the students themselves. A multiple-baseline design across participants was used to evaluate the effect of embedding student choice into activity schedules of three participants with autism spectrum disorders to determine the effects for on-task and problem behavior in the classroom setting. Following the baseline condition, staff provided students with the order of the tasks to be completed using an activity schedule. In the choice and maintenance conditions, students were provided both pictures and text of various tasks and were asked to choose the tasks and the order of the tasks to be completed. Results of the activity schedules alone and the activity schedules when choice is included will be evaluated using whole-interval time-sampling to estimate on-task behavior, and event recording to record problem behavior. Fidelity of intervention will be scored and interobserver agreement on participant and staff behavior will be collected. |
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| 44. An Evaluation of Skill Generalization Across Programs for Learners With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA J. HALL (San Diego State University) |
| Abstract: Although best practice calls for evaluation of program goals and objectives across environments, research completed when participants are engaged in multiple programs is rare. The following study evaluated the maintenance of target skills that had been mastered in a private, nonprofit educational program implementing strategies based on applied behavior analysis during participation in a community program held after school and on weekends. Three boys with autism spectrum disorder who attended the educational program full-time were the participants in this study. Each of the students also attended the community program that focused on developing community living and social skills. A multiple baseline design was used to evaluate the generalization of the targeted skills mastered at school to the community context which is the focus of the after school program. Staff working in both programs are trained in procedures based on applied behavior analysis and both program collect ongoing data. The intervention will include consultations presented via group trainings in which the community coaches (employed by the after school program) will watch video (taken at the school program) showing students (A) during skill acquisition and (B) at mastery level, engaging in target behaviors. Data to be collected. |
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| 45. Using a Prepared Teaching Sequence to Teach an Adolescent With Autism to Navigate Within the Community |
| Area: AUT; Domain: Service Delivery |
| ALISON J. MCMANUS (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: Learning to independently navigate across locations in a community setting can be a critical step toward independence for an adolescent with autism. We began instruction on this skill by first identifying the critical features (those features we intended to systematically manipulate during the course of instruction) and variable features (those features we planned to vary freely throughout instruction) of instruction that were likely important for our learner and created a teaching sequence based on those features. Baseline data were collected and instruction began within the teaching sequence based on those results. We aimed to teach an 18 year old adolescent with autism to safely navigate between community locations by systematically targeting instruction toward each of the critical features identified. This poster focuses on both the process and result of that intervention. |
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| 46. Effects of a Shaping Procedure on Food Acceptance With ASD Clients |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN E. BRINKMAN (Spalding University), Kim Francia (Spalding University), Sami Baker (Spalding University), Keith Hersh (Spalding University), David Morgan (Spalding University) |
| Abstract: Children with Autism Spectrum Disorders (ASD) typically exhibit undesirable eating repertoires, frequently exhibiting selectivity and escape from non-preferred foods (Ahearn, Castine, Nault, & Green, 2001). Food selectivity can have profound effects on several dimensions of health, making it a topic that clearly meets the criteria of being applied. This study examined a shaping procedure which combined elements of desensitization, reinforcement, and Premack principle with three children diagnosed with ASD. A changing criterion design was utilized to assess progress across a sequence of steps involving progressively closer approximations to the terminal behavior of interest, eating the non-preferred food. A functional assessment was first conducted to determine that the function of food refusal was escape from non-preferred foods. A list of preferred and non-preferred foods was then obtained from parent report and direct observation. Next Premack principle was implemented in conjunction with a shaping protocol in which the child had to meet the current criteria in order to access the preferred food item. Results indicated varied effectiveness of the shaping procedure combined with Premack principle at increasing food acceptance behavior across all participants. However, all participants successfully met the criteria for at least some of the successive steps of the shaping procedure. |
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| CBM Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 47. On Cognitive-Behavioral Thearpy and Token Economies: An Analysis of Two Psychosocial Treatments for Schizophrenia |
| Area: CBM; Domain: Applied Behavior Analysis |
| ABBE C. MACHI (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Despite the establishment of antipsychotic medications as an effective treatment for schizophrenia, recent decades of research have demonstrated that these medications are not equally effective for all consumers. This view has prompted research on alternative treatments for the disorder, particularly cogintive-behavioral therapy (CBT) and token economies. The presnt study computed Cohen's d, a measure of effect size, for four studies, each of which was selected on the basis of several criteria. All four studies produced large effect sizes, suggesting that CBT and token economies have large effects and play an important role in the improvemnt in overall symptomology that a patient may experience. While the results support previous research, effect sizes do not account for what the principles underlying CBT and token economies are that contribute to their effectiveness; as such, a brief discussion about these principles is provided. In addition, various limitations of the study are briefly mentioned as ell as proposals for future research. |
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| 48. Effects of Feedback on Social Skills in Patients With Schizophrenia |
| Area: CBM; Domain: Applied Behavior Analysis |
| CHUNG-WON LEE (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: The goal of this study was to improve voluntary talking of patients with schizophrenia. Participants were three patients with schizophrenia at H Community Mental Health Facility in S. Korea. A-B-C-CD within subject design was adopted and voluntary talking was measured with behavioral checklist by self-reported. After baseline (A), written feedback on the frequency of voluntary talking measured in a previous day was delivered before each experimental session (B). In the next phase, written feedback on the frequency of voluntary talking measured during each session was delivered after each session ended (C). In the final phase, supervisor’s positive comments were added to the previous experimental condition (CD). Results showed that written feedback delivered both before and after session were effective in increasing the frequency of voluntary talking. However, there were no differences in the effectiveness between before and after. In addition, adding supervisor’s positive comments to the written feedback delivered after session did not show an additional effect. |
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| 49. Evaluation of the Implementation of a Developmental Screener by a Rural Pediatric Office |
| Area: CBM; Domain: Service Delivery |
| RACHEL J. VALLELEY (Munroe-Meyer Institute), Jody L. Lieske (Munroe-Meyer Institute, University of Nebraska Medical Center), Keith D. Allen (Munroe-Meyer Institute), Jennifer Kazmerski (Munroe-Meyer Institute, University of Nebraska Medical Center), Joseph H. Evans (University of Nebraska Medical Center) |
| Abstract: Screening has been recommended as an efficient tool to improve physicians’ early identification of developmental delays. Evidence suggests that when physicians refer because of a suspected developmental disability, there can be reasonable certainty that developmental delay actually exist. Dozens of Type 1 (efficacy) studies have demonstrated that the Ages and Stages Questionnaire (ASQ) is a screening measure that has relatively good sensitivity and specificity in identifying children with possible developmental delays. However, few Type 2 (effectiveness) studies have demonstrated that the ASQ actually results in increased identification of children with developmental needs in every day practice. Furthermore, we know little about the effectiveness of the ASQ in rural settings. This poster will present results on the implementation of a developmental screener by a rural pediatric office. A random sample of well-child visit medical records for five pediatricians was reviewed for infants and young children. Data collected includes rates of identification and referral for developmental delays by pediatricians during baseline, following independent implementation of ASQ, and following feedback on rates of identification and referral. Results will provide information on whether the ASQ functions as intended as well as whether performance feedback produces increased identification and referral. |
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| 50. Using Telemedicine to Provide Supervision and Feedback for Novel Procotols |
| Area: CBM; Domain: Applied Behavior Analysis |
| ROBERT N. DAVIDSON (Center for Autism and Related Disorders, Inc.), Emily Barba (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders) |
| Abstract: Telemedicine is a way to communicate information and feedback via communications technology (i.e. web cams, video phones, etc.). The field has grown quickly over the past years, having been applied to medical consultations, patient monitoring and counseling, radiology, psychiatry, and cardiology (Roine, Ohinmaa, & Haily, 2001). Especially popular is the using of telemedicine to provide services to rural areas or allowing access to clients who have very specialized disorders (Clawson, et al, 2008). Telemedicine has also been expanded to include behavioral consultation services that incorporate functional analysis (Barretto, Wacker, Harding, Lee, & Berg, 2006). The use of telemedicine can be used not only for direct client consultation, but for specialists and professors to supervise training (Smith & Skandalakis, 2005; Moorman, 2006). The current study used telemedicine to provide supervision and training to two masters level behavior analysts who were implementing a feeding protocol targeting food selectivity. Neither of the behavior analysts had prior experience with these specialized feeding protocols. The supervisor used Skype™ to communicate over 500 miles to provide direction and immediate feedback to the behavior analysts. Supervision was eventually faded out, and both behavior analysts were successful in carrying out the feeding protocol independently. |
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| 51. Interventions to Improve Pill Swallowing and Adherence in an Adolescent With Depression and Renal Disease |
| Area: CBM; Domain: Applied Behavior Analysis |
| Jessica C. Hankinson (Kennedy Krieger Institute), ADRIANNA M. AMARI (Kennedy Krieger Institute), Melissa Ann DeMore (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: The benefits of behavioral interventions to reduce barriers to medication adherence and to improve procedural abilities in children and adolescents with chronic medical conditions are well documented. This case demonstrates the use of stimulus shaping and fading procedures to teach pill swallowing combined with antecedent management and positive reinforcement to increase medication adherence. Reduction of barriers to adherence through improved ability to swallow pills and cognitive-behavioral therapy to decrease anxiety resulted in increased adherence with medication for depression and sleep, in this adolescent. Treatment involved graduated stimulus fading using cake decorations and candies of gradually increasing size to rehearse pill swallowing. Differential positive reinforcement with praise and social attention contingent on successive approximations of successful practice pill swallowing was implemented. Cognitive-behavioral skills training (e.g., positive self-statements) also was provided along with differential reinforcement of self-monitoring of adherence and use of coping strategies. Results demonstrate that treatment was successful in ameliorating behavioral avoidance of daily pill swallowing, increasing adherence and independence with medication treatments, and improving self-reported ratings of depressed mood. Data that support the effectiveness of the behavioral interventions to promote positive behavior change across domains are presented. The relationship between non-adherence, anxiety avoidance, and skill deficits are discussed. |
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| 52. Antecedent Management of Behavioral Distress During PRN Medication Wean in a Child With Chronic Pain |
| Area: CBM; Domain: Service Delivery |
| KIMBERLY E. BANCROFT (Helen DeVos Children's Hospital), Adrianna M. Amari (Kennedy Krieger Institute), Melissa Ann DeMore (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Pro re nata (P.R.N.) medications are prescribed for immediate symptom relief and administered when patients deem it necessary. Concerns with using P.R.N. medications in pediatrics include that symptoms must be experienced before medication is provided and there is a delay in medication request and delivery, leading to higher doses and exaggerated pain behavior (McGrath, 1990). Polypharmacy (i.e., combination of maintenance and P.R.N. medications) for chronic pain has become increasingly common in the medical literature, especially in patients with psychiatric comorbidities (Fishbain, 2005). This practice runs the risk of P.R.N. medications becoming used regularly and as a “rescue” intervention. This case describes a 13-year-old female with chronic headache pain who exhibited high levels of pain behavior, anxiety and poor participation during an inpatient interdisciplinary pain rehabilitation hospitalization, and specifically, during narcotic medication weaning. An antecedent intervention was implemented in which a P.R.N. analgesic was changed to a regular schedule during the weaning process. Antecedent management was effective in reducing the patient’s anticipatory anxiety, pain behavior and pain ratings during weaning. Other analgesics and anxiolytic were also successfully reduced or discontinued and the patient was better able to learn and apply behavioral pain and anxiety coping strategies and participate in daily activities. |
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| 53. Developmental Coordination Disorder:
a Review of Research on Co-Morbidities |
| Area: CBM; Domain: Theory |
| HO-JUN SONG (Daegu University), Su-jung Jang (Daegu University), Yu Mi Kim (Daegu University), Mihyang Choi (Daegu University), Gyeong Hee Seo (Daegu University), Hyo-Shin Lee (Daegu University) |
| Abstract: Developmental coordination disorder (DCD) is one of the types of disorders who are very often shown to children with developmental disabilities (DD) in elementary school.
Nevertheless, DCD has been largely known to have characters concomitant with developmental disorders in clinical and education settings in South Korea.
The purpose of this study was to analyze papers about coexistence with DCD and other disorders. We examined papers published from 1994 to 2009 and found 20 studies concerning DCD defined from M-ABC and DSM-IV.
The result of this study showed that DCD has co-morbidity; Overlap with ADHD, emotional behavioral disabilities (EBD), learning disabilities and language disorders.
Therefore, we need to recognize DCD as a coexisting disorder and to deal with it carefully in the early of assessment and intervention in the field of special education, even including assessment of EBD and DD. |
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| 55. The Analysis for Building Evidence-Based Practice Through Quality Indicators and the Road Map: Focus on the Study About Positive Behavior Support Intervention in South Korea |
| Area: CBM; Domain: Applied Behavior Analysis |
| YUNHEE SHIN (Daegu University), Ju yeon Yun (Daegu University), Kyung seo Kim (Daegu University), Ku Hyun Jin (Daegu University), Won OK Gu (Daegu University), Sang Bok Lee (Daegu University) |
| Abstract: The purpose of this study was to analyze papers about positive behavior support strategies(PBS) and to find the characteristics and trends.
We examined papers published from Jan. 2001 to July. 2009, and classified them according to general features, quality indicators for evidence-based practice (EBP), and the road map for EBP.
We found 19 studies concerning PBS; 17 single-subjected studies and 2 Group experimental studies.
In analysis through quality indicators for single-subject and group experimental research studies, the studies satisfied the indicator in terms of participants, variables, intervention program and observer’s reliability, but were inadequate in terms of intervention fidelity, inter validity, and quality of implementation.
The quality of data analysis was especially insufficient in the group-experimental studies. Also, there was an absence of efficacy stages and monitoring stages according to the road map for EBP.
Therefore, we discussed the research in relation to practices and suggestions for future studies were made. |
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| 56. An Evaluation of Motivating Operations Within Brief Functional Analyses |
| Area: CBM; Domain: Applied Behavior Analysis |
| PATRICK ROMANI (University of Iowa), Kelly M. Schieltz (University of Iowa), David P. Wacker (University of Iowa), Thomasin Hall (University of Iowa) |
| Abstract: The present study evaluated using functional analysis conditions as motivating operations to identify the maintaining variables of problem behavior. We will present data from two clients referred to a behavioral outpatient clinic because of behavioral concerns including noncompliance with task demands, physical aggression, and property destruction. Inter-observer agreement was collected across 30% of all sessions and averaged 90%. Each participant’s functional analysis suggested that problem behavior was maintained by access to adult attention. For the first participant, free play sessions preceding diverted attention sessions resulted in high percentages of problem behavior. Conversely, demand sessions preceding diverted attention sessions resulted in comparatively low percentages of problem behavior. These data suggested that demand sessions might have functioned to abolish motivation for attention. Similar results with a second participant showed a similar abolishing effect for a separate function (i.e., tangible). Results will be discussed in terms of their potential relevance to clinical practice. |
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| 58. Evaluating the Effects of Matched and Unmatched Stimuli on Nail Biting in Typically Developing Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| ANDREA ZAWOYSKI (University of Florida), Amanda Bosch (University of Florida), Timothy R. Vollmer (University of Florida), Danielle Broome (University of Florida) |
| Abstract: Piazza, Adelinis, Hanley, Goh, and Delia (2000) found that matched stimuli were more effective at reducing stereotyped behavior for individuals with developmental disabilities; however, when Ahearn, Clark, DeBar and Florentino (2005) replicated this study, results indicated that unmatched but highly preferred stimuli were more effective at reducing stereotyped behavior. We evaluated the effects of matched and unmatched stimuli on nail biting in three typically developing children, ages five-fifteen. All sessions were conducted in the participants’ homes. Antecedent-based functional analyses were conducted to determine the condition during which participants were most likely to engage in nail biting. This condition was then used in the treatment comparison in which participants were given access to highly preferred items which did or did not match the oral, tactile, or oral and tactile stimulation provided by nail biting. We will present data demonstrating the effectiveness of these treatments to suppress nail biting. Furthermore, we will show the effects of matched and unmatched stimuli on both nail biting and task completion; preliminary data suggests that unmatched and tactile stimuli compete with task completion. We will also discuss possible extensions of this treatment to different populations and to situation in which more intensive treatments may be impractical. |
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| 59. Parent Training, Acceptance, and Mindfulness as a Pediatric Obsessive Compulsive Disorder Treatment |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER YARDLEY (Utah State University), Clint Field (Utah State University) |
| Abstract: The incidence rate of pediatric OCD has been cited as affecting as many as 2% of children. CBT and CBT with medication are currently the only probably efficacious treatments for pediatric OCD. There appears to be at least two major limitations to these treatments. First, current treatments largely preempt parental involvement both within the treatment session as well as outside of sessions in the context of therapeutic homework. Thus, valuable benefits that could be gained through parental involvement have been neglected. Second, CBT and medication primarily target cognitions and overt symptomotology while neglecting hypothesized underlying processes such as psychological flexibility and individual values. Evidence now suggests that such processes may be of clinical importance. This study evaluates the effects of a 10-week protocol that emphasizes parent-child interaction as a method for facilitating treatment with child-focused acceptance and mindfulness techniques integrated across sessions. Participants are four children age 7 to 12 with obsessive compulsive disorder. A multiple baseline design will be used to evaluate treatment effects of the pediatric OCD protocol to control for the effects of time. Data to be collected. Research will show how a parent-facilitated acceptance and mindfulness-based treatment affects client functioning, symptoms, and psychological flexibility. |
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| 60. On the Impact of Environmental Variables on Obsessive Compulsive Disorder-Related Behavior |
| Area: CBM; Domain: Applied Behavior Analysis |
| CAITLIN J. SMITH (Munroe-Meyer Institute), Henry S. Roane (SUNY, Upstate Medical University), Terry S. Falcomata (University of Texas at Austin), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: In the current study we evaluated specific environmental variables impacting the occurrence of obsessive behaviors exhibited by an adolescent diagnosed with obsessive compulsive disorder (OCD). First, we conducted a free play condition in which only the participant and her mother were present in a therapy room baited with items that were reported to evoke the obsessive behaviors. High rates of obsessive behaviors were observed when only the participant and her mother were present in the room. Next, we implemented a condition in which a therapist joined the participant and her mother in the baited room and rates of obsessive behaviors were observed at zero rates throughout the condition. Following a series of reversals in which high rates of obsessive behavior were observed in the absence of the therapist and zero rates were observed when the therapist was present, we implemented a fading procedure in which the presence of the therapist was systematically faded from the room. The fading procedure was eventually successful as rates of obsessive behavior occurred at zero rates when only the participant and her mother were present in the room following the fading of the presence of the therapist. Results are discusses in terms of the potential environmental impact on OCD-related behavior. IOA was collected on at least 30% of all sessions and averaged over 90% agreement. |
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| 61. Evaluating Effective Treatments for Pediatric Feeding Disorders: A Review of Published Research and Data From an Intensive Home-Based Feeding Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: There is a paucity of research evaluating effective treatments for children with feeding problems. The current research in the area of pediatric feeding disorders suggests that escape extinction is an effective intervention; however, in some cases escape extinction may be necessary but not sufficient in increasing feeding skills. The purpose of this study is to evaluate the pediatric feeding disorders literature by calculating the percentage of studies using different treatment components that have been shown to be effective. In addition, data will be presented from at least 80 patients from a home-based feeding program to show what percentage of patients required different treatment components and which treatment components were necessary is resolving various feeding problems. Data suggest that 100% of the children in the sample from the home-based feeding program required escape extinction but often times escape extinction was paired with other treatment components. Data will be discussed in relation to evaluating the gaps in the pediatric feeding disorder literature and what treatment components still require more empirical data. |
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| 62. The Treatment of Food Selectivity in Children With Autism: Going Beyond Escape Extinction |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with autism often display severe food selectivity by type (i.e., highly selective preferences for specific foods or presentations; e.g., chicken nuggets only from McDonalds, only eating crunchy foods), which can cause health risks (i.e., failure to thrive, dehydration, obesity). It is unclear why these types of preferences develop; however, research has shown that these children typically will learn to refuse nonpreferred foods by engaging in a variety of refusal behaviors (e.g., crying, pushing the food away etc.). These refusal behaviors are generally maintained by negative reinforcement in the form of escape. Therefore, escape extinction has been a viable treatment to decrease food refusal and increase consumption of different types of food. The purpose of this presentation is to evaluate case study data from children who were admitted to an intensive home-based feeding program for food selectivity. Data were collected on the number of foods consumed at different points in the treatment program. Data indicated that escape extinction alone was not effective in increasing consumption of a variety of foods and in most cases other consequence-based procedures such as reinforcement was necessary. However, in most cases antecedent-based interventions such as fading was also necessary. All participants showed an increase in the number of foods consumed relative to baseline when a treatment package was implemented. |
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| 63. Negative Reinforcement Using Previously Refused Foods as Treatment for Food Selectivity |
| Area: CBM; Domain: Applied Behavior Analysis |
| Petula Vaz (Munroe-Meyer Institute), VALERIE M. VOLKERT (Munroe-Meyer Institute), Victoria Stewart (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Food selectivity is characterized by a preference for some foods and an excessive negative response to non-preferred foods. One potential method of capitalizing on the child’s food preferences is to use preferred and non-preferred foods as consequences for acceptance and refusal (Kelley, Piazza, Fisher, & Oberdorff, 2003). Kelley et al. compared positive- (presentation of a preferred food following acceptance of the liquid) and negative (presentation of a non-preferred food following refusal of the liquid) reinforcement-based treatments alone and in combination to treat the liquid refusal of 1 child. The 3 treatments were equally effective. The current study extended the findings of Kelley et al. by using a non-preferred food as negative reinforcement for 1 child’s food selectivity. First, we conducted a paired-choice food preference assessment to identify a preference hierarchy of the child’s non-preferred foods. We labeled the child’s least preferred food the avoidance food and the remaining foods the target foods (i.e., those foods targeted for treatment). During treatment, the feeder used escape extinction to present the avoidance and target foods if the child refused to accept the target foods. Results indicated that the avoidance procedure was effective in increasing acceptance and consumption of non-preferred target foods. |
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| 65. Behavioral Treatment of Food Selectivity and Refusal in a Typically Developing Eight-Year-Old Girl |
| Area: CBM; Domain: Service Delivery |
| VALERIE PAASCH (Kennedy Krieger Institute), Katherine Simpson Spencer (Kennedy Krieger Institute), Hannah Pennington (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Food selectivity and refusal are behaviors typically seen in youth diagnosed with autism or other developmental disabilities. Although less common, these behaviors also present problems for children without disabilities and their families. Data will be presented on a typically developing 8-year-old female treated in a pediatric psychology outpatient clinic for food selectivity and refusal (chewing non-preferred food excessively before spitting it out) following an alleged traumatic event. Assessment identified parent-child mealtime interactions and highly preferred food (e.g., desserts) offered following refusals as maintaining factors. Interventions focused on compliance with food-related demands rather than food volume, given appropriate weight for age. In-session treatment involved verbal prompting, pairing preferred and non-preferred foods, distraction, contingent reinforcement, and escape extinction. Parent-implemented home interventions included shaping compliance during dinner using contingent reinforcement and mealtime rules to increase swallowing non-preferred foods. Tangible reinforcement was provided to the child for willing consumption of additional bites of non-preferred food.
Following 10 weeks of treatment, the child increased the variety of foods consumed, eliminated food refusal behaviors at home, and generalized non-preferred food consumption to all meals. Treatment continues to target increases in food preferences and general principles of behavior modification to maintain positive mealtime behaviors. |
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| DDA Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 66. Analysis of Response Class Hierarchies for Aberrant Behavior Maintained by Access to Tangibles |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAITLIN CORYAT (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Paul A. Niesen (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute) |
| Abstract: Behavioral responses of varying topographies that produce the same effect on the environment are described as being part of the same response class (Catania, 2007). If one behavior in the response class has a greater probability of occurring, a hierarchy is formed (Lalli, Mace, Wohn, & Livezey, 1995). Such hierarchies may pose a challenge during functional assessment if only the more frequently occurring topography is displayed. Previous research has demonstrated that manipulating reinforcement schedules may change the order of the response hierarchy (Lalli et al., 1995). The purpose of this assessment was to determine whether aberrant behavior was maintained by access to tangible items. Results of the analysis indicate that disruptive behavior, inappropriate verbal behavior, and aggression displayed by an individual were maintained by access to tangible items. In addition, results further demonstrated that the behaviors form a hierarchy of responses. Disruptive behavior was most likely to occur; however, when this behavior no longer resulted in access to tangibles, inappropriate verbal behavior emerged. Finally, when both disruptive behavior and inappropriate verbal behavior no longer resulted in access to tangibles, aggression was observed. These findings provide a demonstration of an analysis to identify a response class hierarchy. |
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| 67. Further Evaluation of Functional and Alternative Reinforcers Under Progressive Schedule Requirements |
| Area: DDA; Domain: Applied Behavior Analysis |
| KASEY STEPHENSON (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (SUNY, Upstate Medical University), Alison M. Betz (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: An effective treatment for destructive behavior is to deliver a functional reinforcer contingent upon an alternative response. Providing contingent access to highly preferred alternative reinforcers (i.e., those that do not maintain problem behavior) also has been demonstrated to be effective at decreasing destructive behavior. Recent research has suggested that preference assessments may not be optimal for identifying stimuli to be incorporated into interventions, particularly when the response requirements of the intervention vary. In the current study, a functional analysis was used to identify the reinforcer that maintained one participant’s aggressive behavior and a preference assessment was used to identify an alternative reinforcer. Next, the reinforcing effects of the functional and alternative reinforcers were assessed under progressive ratio (PR) schedules. Finally, a treatment was developed in which the participant accessed either reinforcer following the omission of aggressive behavior for a specific interval. The reinforcer associated with less responding under PR schedules was associated with lower levels of aggressive behavior during treatment, which was contrary to previous research. Thus, additional analyses were conducted to further examine this effect. Results are discussed in terms of using PR schedules to evaluate functional and alternative reinforcers for use in behavioral interventions. |
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| 68. Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Year Four Summary Results |
| Area: DDA; Domain: Applied Behavior Analysis |
| SHAWN PATRICK QUIGLEY (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Carrie M. Brower Breitwieser (Idaho State University), Jessica E. Frieder (Armstrong Atlantic State University), Elizabeth Dayton (Utah State University), Stuart M. Mullins (Star Valley School District) |
| Abstract: A summary of results from the first, second, third, and fourth year of a 4-year Federal grant project funded by the Institute of Education Sciences, Serious Behavior Disorders-Special Education Research Grants Program will be presented. Project participants included students with a variety of disabilities, all presenting severe escape-motivated problem behavior, ages 5 to 12 years, and grades K-6 in five school districts across the states of Idaho and Michigan. Summary results of initial analyses and choice-making interventions that pitted compliance, break requests, and problem behavior against each other will be presented. Summary data will be presented for at least one participant. Social validity data will be highlighted, as will follow-up data to demonstrate the participant’s progress over time. |
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| 69. The Prerequisites of Choice and Chosing to Choose |
| Area: DDA; Domain: Experimental Analysis |
| GIOVANA ESCOBAL (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: Four mentally retarded adults learned a work task with and without environmental work support that consisted of assembling notebook covers. The environmental support displayed containers to place its different components and was designed to provide immediate feedback, to increase or maintain the rate of work response and to prevent errors during the task routine. Work performance was assessed as a function of conditions chosen. Following initial training the subjects worked individually either under multiple schedules or under concurrent-chain schedules according to a multiple-element design. When the multiple schedules condition was on, the components were either presence or absence of environment support, quasi-randomly distributed. In the concurrent-chain schedules condition it was used a FR-1, on the first link, and either one of the presence-absence of environmental support condition, on the second link. The results showed that when choice opportunities were given, the work support condition and choice condition were chosen more often and time spent to task completion and average number of errors performing the task decreased. The results also suggested that the environmental work support yielded greater control over work and the opportunity to make choices engendered more motivation and work independence on the participants. Key Words: choice, preference, concurrent chain schedules, vocational training, mentally retarded adults. |
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| 70. A Program of Translational Research in Maladaptive Behavior: Significance of Postreinforcement Pause on Aberrant Behavior |
| Area: DDA; Domain: Experimental Analysis |
| MAMBU S. SHERMAN (University of Kansas), Adam T. Brewer (University of Kansas), Shannon L. Tierney (University of Kansas), Claudia L. Dozier (University of Kansas), Yusuke Hayashi (University of Kansas), Michael Perone (West Virginia University), Dean C. Williams (University of Kansas) |
| Abstract: Previous research has illustrated disruptive effects of discriminable transitions from relatively rich to relatively lean schedule components as measured by the duration of pauses. Translationally, these pauses in the laboratory setting may be functionally similar to maladaptive behavior in more naturalistic settings. Along these lines, this research presents the program of translational research that we have conducted in both laboratory and naturalistic settings. In all experiments, subjects were exposed to a two-component multiple schedule in which each component ended with reinforcer delivery. The components differed in terms of the richness of the reinforcement condition (e.g., reinforcer value, ratio requirement, and/or response efforts). In each session, components were arranged semi-randomly such that four types of transitions (rich-to-rich, rich-to-lean, lean-to-rich, and lean-to-lean,) occurred equally across sessions. Comparisons across subject types and settings in multiple experiments showed that the duration of pauses was the longest and maladaptive behavior occurred most frequently during the rich-to-lean transitions. This provides further evidence that pausing and maladaptive behavior are controlled by the same variables. The findings move towards the establishment of a laboratory model and a potential treatment of maladaptive behavior generated by transitions between activities. |
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| 71. Assessment and Treatment of Problem Behavior Maintained by Attention and Escape From Social Interaction |
| Area: DDA; Domain: Applied Behavior Analysis |
| YANERYS LEON (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Results of a pairwise functional analysis suggested that a participant’s self-injurious behavior (SIB) and aggression were maintained by attention. Within session data illustrated a sequential pattern in which SIB would occur before attention delivery while aggression would occur during attention delivery. An attention analysis was conducted to isolate the evoking or reinforcing effects of attention on the participant’s problem behavior. Three conditions were evaluated: (1) a contingent attention condition in which problem behavior resulted in 30 s of attention in the form of a reprimand, (2) a contingent escape condition in which neutral attention was delivered continuously and problem behavior resulted in 30 s escape from social interaction, and (3) an ignore condition in which the therapist did not interact with the participant and all problem behavior was ignored. The ignore condition served as the control. Within each phase, only one topography of problem behavior received consequences. Results suggested that the participant’s SIB was sensitive to attention while his aggression was sensitive to escape from social interaction. A treatment evaluation consisting of functional communication for attention and escape from social interaction was successful in reducing the participant’s problem behavior by 80%. |
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| 72. Functional Assessment of Multiply Maintained Disruptive Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| Kristin Anne Kiel (Kennedy Krieger Institute), Katherine Campbell (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute), ASHLEY HOGAN (Kennedy Krieger Institute) |
| Abstract: It is not uncommon for problem behavior to be maintained by multiple sources of reinforcement (Smith, Iwata, Vollmer, Zarcone, 1993; Borrero & Vollmer, 2006). In such cases, the results of initial functional analysis may not adequately reveal all variables maintaining the problem behavior, and further investigation may be warranted. In the current investigation, results of the initial functional analysis indicated that the individual’s disruptive behavior was maintained by escape from demands, yet when disruptive behavior no longer resulted in escape disruptions persisted. Subsequent analyses revealed that the disruptive behavior occurred independent of antecedent and consequence manipulations involving both demands and attention, and persisted in the absence of social consequences. Further analysis revealed that disruptive behavior also occurred to gain access to tangible items. These results indicate that this individual’s disruptive behavior was maintained by sensory reinforcement and social reinforcement in the form of access to tangible items. These results demonstrate an example of behavior maintained by multiple variables. Initial findings from functional analysis were not sufficient and may have lead to false positive findings; subsequent analyses were necessary to identify what variables maintained the individual’s disruptive behavior. |
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| 73. Effects of Using a Multi-Reinforcer Picture Card in the Treatment of Multiply-Maintained Severe Problem Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| MARIANA I. CASTILLO IRAZABAL (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute) |
| Abstract: Functional communication training is among the most common and effective interventions for individuals with severe behavior problems (Hagopian et al., 1998; Kurtz et al., 2003). Selecting a communicative response is often difficult, since individuals are differently adept at acquiring alternative appropriate responding (e.g., picture exchange, sign language). Selection-based systems, which require the individual to scan an array of stimuli and discriminate between them, may be challenging for individuals with disabilities (Wraikat et al., 1991). Discrimination training may be time consuming and despite training efforts, some individuals may fail to discriminate. The purpose of the current study was to evaluate the use of a multi-reinforcer card for a 13-year-old boy admitted to an inpatient facility. He was non-verbal, diagnosed with autistic disorder, and FA results suggested that his problem behaviors were maintained by access to food, attention, and escape. After failing to discriminate between a picture card and a blank card, he was taught to use a multi-reinforcer card in differing contexts. Results suggest that functional communication (via multi-reinforcer card) with an interruption procedure was an effective treatment. Interobserver agreement was collected for approximately one-third of sessions and averaged above 80%. |
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| 74. Mand Denial as an Evocative Stimulus for Problem Behavior Maintained by Access to Edibles |
| Area: DDA; Domain: Applied Behavior Analysis |
| JESSICA BECRAFT (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute), Kristin Anne Kiel (Kennedy Krieger Institute) |
| Abstract: A functional analysis (FA) of problem behavior, as describe by Iwata and colleagues (1994), is a commonly used tool in assessing environmental variables that maintain problem behavior. However, some behaviors have idiosyncratic functions that are not always captured in the standard FA (Vollmer, Borrero, Lalli, & Daniel, 1999; Tiger, Fisher, Toussaint, Kodak, 2009). This study investigates manipulations to the FA with a 12-year-old boy with autism and mental retardation. The initial FA included toy play, demand, attention, ignore, tangible (edible), and tangible (toy) conditions, and was inconclusive. In particular, rates of problem behavior in the tangible (edible) were low (M = 0.10 RPM). During these sessions, when the participant manded for the edible, the mand was ignored. Anecdotally, outside of these sessions he would engage in bursts of behavior when told food was not available. Therefore, a modified analysis of the tangible (edible) condition was assessed in which the therapist verbally denied all mands for the item. Rates of problem behavior were significantly higher (M = 1.04 RPM) with this manipulation. Results suggest that manipulations to the standard FA conditions may need to be made in order to identify the function of a given problem behavior. |
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| 75. Functional Analysis of Problem Behavior Exhibited by Identical Twins |
| Area: DDA; Domain: Applied Behavior Analysis |
| CAROLINA F. REYES (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Terri Parsons (Kennedy Krieger Institute) |
| Abstract: Functional analyses are designed to identify the antecedents and consequences that may occasion or maintain problem behavior (Iwata et. al., 1982/1994). In the current study, we evaluated the effects of the presence or absence of a sibling during a functional analysis. Two, 8-year-old identical twins diagnosed with mental retardation were included in this assessment. A functional analysis was initially conducted with each child individually and was followed by a joint functional analysis in which both siblings were present and received consequences for problem behavior. Results indicate that for one of the participants, Brennan, the functional analysis suggested his problem behavior was sensitive to escape from demands and access attention in both the presence and absence of his sibling. For the other participant, Dale, results of the functional analysis in the absence of his sibling suggested that his problem behavior was sensitive to access to tangible items and attention. When his sibling was present, Dale exhibited high rates of problem behavior in the tangible condition; however, rates of problem behavior were lower in the attention condition. Results suggested that adult attention may not be as valuable when sibling’s attention was available. |
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| 76. Parent Assessments: Informing Assessment and Treatment |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLIANNE M. MONTGOMERY (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Andrea Marie Goffus (Kennedy Krieger Institute) |
| Abstract: Previous research suggests there is a minimal degree of correspondence between the results of descriptive and functional analyses (Thompson & Iwata, 2007). However, information gathered during descriptive analyses may inform experimental manipulations during functional analyses. Following an inconclusive functional analysis, a parent assessment was conducted. Results of the parent assessment indicated that problem behavior was associated with demands to play with toys in a specific manner. Modifications were then made to the functional analysis to better simulate interactions between the individual and caregivers. Results of the modified functional analysis confirmed that the individual’s problem behavior was maintained by social reinforcement in the form of escape from demands. Treatment aimed at increasing the child’s compliance and decreasing problem behavior associated with demands as well as training caregivers to refrain from presenting demands during leisure periods. The behavioral intervention, which incorporated signaled availability of leisure and demands periods, noncontingent reinforcement, demand fading, extinction, and differential reinforcement of alternative and other behavior, resulted in an 85% reduction in problem behavior from baseline. These results demonstrate the utility of conducting parent assessments to inform empirical analyses and treatment programming. |
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| 77. Using Functional and Contingency Space Analyses to Design a Function Based Treatment |
| Area: DDA; Domain: Applied Behavior Analysis |
| AARON D. LESSER (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute) |
| Abstract: A wealth of behavior analytic research has focused on the development of function-based treatment for problem behavior. Of the various methods for identifying the maintaining variables of problem behavior two include functional analyses (FA) and contingency space analyses (CSA). In the current investigation, a CSA was conducted during free play periods to identify relations between the participant’s tantrums and a caregiver’s subsequent response (e.g., escape from demands, delivery of tangible items, access to social attention). Results suggest that social positive reinforcement (i.e. attention and tangible delivery) occurs frequently in the presence and absence of tantrums. A typical FA was also conducted indicating that tantrums are sensitive to social positive reinforcement in the form of tangible delivery and negative reinforcement in the form of escape from demands. Functional Communication Training (FCT) with a micro-switch was implemented during free play and high demand situations (e.g., speech/language sessions) to increase independent requests for a tangible item and decrease tantrums during high demand situations. During treatment, a decrease in tantrums and an increase of independent mands for the tangible item was observed. |
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| 78. Further Analysis of the Modified Visual Inspection Criteria for Evaluating Functional Analysis Data |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLY J. BOUXSEIN (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (State University of New York, Upstate Medical University), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Joanna Lomas (The Marcus Autism Center) |
| Abstract: Functional analysis methods have permitted for the identification of the reinforcers maintaining an individual’s aberrant behavior. In the current study, single-subject analyses were conducted to identify the reinforcing functions of the destructive behavior (for 186 functional analysis data sets). These data were evaluated using modified visual inspection criteria based on Hagopian and colleagues (1997) for use with functional analyses of varying lengths. Of the original sample, the functional analyses based on the test conditions described by Iwata et al. (1982/1994) yielded differentiated outcomes for 66% of the data sets. The remaining 34% of data sets included modified functional analyses designed to evaluate specific idiosyncratic response-reinforcer relations (e.g., social escape). Using the same visual inspection criteria differentiated results were obtained for 96% of data sets. In addition, validity of the structured criteria was evaluated by comparing expert visual inspection results with and without the revised criteria. Reliability data were assessed by comparing the expert panel’s results for 100% of data sets and averaged over 99% for agreement. |
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| 79. The Use of a Function-Based Level System to Improve Medical Compliance and Food Intake |
| Area: DDA; Domain: Applied Behavior Analysis |
| ELIZABETH SPEARES (Hillside Children's Center), Deborah A. Napolitano (University of Rochester) |
| Abstract: Level systems are often used to treat the problem behavior of persons who display challenging behavior. They, however, often are not function-based. The participant in this study was a 14 year-old-girl with TBI, living in a residential Intensive Support Unit. She was admitted for aggression and non-compliance with medication, medical procedures, and food intake. Based on previous functional analyses (conducted in prior settings) and observational data, the function of the participant’s problem behavior appeared to be control. A function-based level system was implemented that provided the participant control over many aspects of her treatment contingent on compliance with targeted areas and the absence of aggression (Level III). Two additional more restrictive levels were implemented contingent on engaging in problem behavior or non-compliance with targeted behaviors. Using a changing criterion design, increases in compliance and a significant reduction in aggression was observed. Medical compliance increased from 67% to 99%; whereas verbal aggression decreased from 21% daily to less than 1%. Additionally, improvements in compliance generalized to other, untargeted behaviors, including school participation and peer interactions. This study indicates that a function-based level system can be successful in reducing problem behavior and increasing compliance. |
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| 80. The Influence of Habituation on the Effectiveness of Punishment-Based Interventions for Severe Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE M. POWELL (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Natalie A. Parks (Marcus Autism Center) |
| Abstract: When reinforcement based interventions are unsuccessful at reducing problem behaviors it is sometimes necessary to utilize punishment based strategies. Research has demonstrated that stimulus avoidance assessments such as the one proposed by Fisher Piazza, Bowman, Hagopian, Langdon (1994) can be an effective method of identifying likely punishers. However, in some cases punishment procedures may lose effectiveness over time due to habituation. Conducting periodically recurring stimulus avoidance assessments may be one means to identify when habituation to punishment is occurring. Three individuals who engaged in severe problem behavior participated in the current study. For each participant several reinforcement based strategies had been unsuccessful at reducing problem behavior prior to conducting a stimulus avoidance assessment and beginning punishment based treatments. Utilizing procedures described by Fisher et al. the rate of avoidant movements, crying, and negative vocalizations were summed to create an avoidance index and identify the consequence most likely to function as a punisher. Additional stimulus avoidance assessments were also conducted every other day to assess for habituation to procedures. For all three participants, decreases were observed in the avoidance index for the item rated as most aversive, suggesting the possibility of habituation. However, corresponding treatment degradation effects were only inconsistently observed. |
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| 81. Assessment of Problem Behavior Given False-Positive Functional Analysis Results |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALLISON T. SCHULTZ (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Yanerys Leon (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Often, the results of functional analyses (FA) are inconclusive warranting additional modified analyses. In this study, the disruptive behavior of an 11-year old boy occurred in the attention and alone conditions of an FA. A pair-wise FA was conducted, results of which suggested attention-maintained disruptive behavior. However, anecdotal report suggested disruptive behavior occurred when non-contingent attention was provided. Therefore, a second FA was conducted including a series of extended alone sessions. Disruptive behavior persisted throughout the extended alone sessions suggesting behavior maintained by automatic reinforcement. A final attention assessment was conducted to determine if disruptive behavior was also sensitive to attention. Four conditions were evaluated in which the contingency placed on disruptive behavior or the level of toy preference was manipulated. Disruptive behavior only occurred when low preference toys were available, regardless of the contingency in place. Results corroborated those of the FA (i.e., automatic reinforcement). Furthermore, results suggested that disruptive behavior observed in the attention condition of the FA may have been an artifact of automatically-maintained behavior that occurs at elevated rates when high preference toys are not available. Collectively, this series of assessments suggests item preference is an important variable that should be controlled across functional analysis conditions. |
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| 82. An Alternate Method of Extended Alone Graphing |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER M. HODNETT (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Vollmer et al. (1995) have suggested that an extended series of alone or ignore test conditions can be a useful adjunct to undifferentiated FA results because results may help determine whether or not problem behavior is maintained by automatic reinforcement. However, it is not always possible to conduct a sufficient number of sessions in sequence without providing the individual a break from the sessions. There may be a higher likelihood of problem behavior re-emerging following a break than if sessions had continued uninterrupted. The resulting data can appear variable and can therefore mistakenly suggest an automatic function. The current study proposes an alternate method of graphing data from extended alone analyses for 3 participants in which the rate of problem behavior in each session was averaged across series by session order. By taking the averages of sessions across series, the data clarified whether there was a decreasing trend across the sessions (suggesting extinction and a social function) or persistence (suggesting an automatic function). |
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| 83. Systematic Replication of a Response Repetition Error Correction Procedure for Acquisition of Math Skills |
| Area: DDA; Domain: Applied Behavior Analysis |
| LISA PAANANEN (St. Cloud State University), John T. Rapp (St. Cloud State University), Kendra L. Wickland (St. Cloud State University), Aaron R. Nystedt (St. Cloud State University), Gregory J. Swanson (The Bay School) |
| Abstract: Rodgers and Iwata (1991) identified functions of error correction procedures delivered as environmental events: (a) the development of stimulus control evoking a correct response in the presence of a given discriminative stimulus and (2) a negative reinforcement contingency where emission of the correct response results in avoidance of the aversive consequences resulting from an incorrect response. Response repetition, a negatively reinforced error correction procedure, is characterized by repeated emission (e.g., 5 times) of the correct response following an incorrect response to a trial. Previous research on response repetition examined the effectiveness of response repetition to matching and sight word readings applications (Magee & Ellis, 2006; Worsdell et al., 2005). Results showed that response repetition resulted in a shorter acquisition rate than single repetition error corrections. In this study, we extended the utility of response repetition to the learning of mathematical equations (i.e., addition, multiplication) utilizing a multiple baseline design. The results for 3 individuals showed that response repetition produced acquisition of mathematical concepts. |
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| DEV Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 84. Non Contingent Reinforcement and Treatment of Problem Behavior of Elderly in Long-Term Residential Care in Norway |
| Area: DEV; Domain: Applied Behavior Analysis |
| JORN ARVE VOLD (Raade kommune), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: Elderly individuals in long-term residential care often exhibit problem behaviors such as physical aggression, wandering, and repetitive vocalizations. Despite common occurrence of problem behaviors in residential care units, only a limited number of studies have examined the functional determinants of problem behaviors, and implemented functionally based interventions. As far as we learned from behavior analytic literature, only four participants with dementia have been treated with NCR (Non Contingent Reinforcement) or NCE (Non Contingent Escape) procedures (Baker, Hanley & Matthews, 2006; Buchanan & Fisher, 2002; Dwyer-Moore & Dixon, 2007). Applied behavior analysis is almost unknown in the Norwegian geriatric ward system. In the current study, bachelor students have been trained in functional assessment, reinforcer assessment, and NCR procedures. We report data from the assessment and NCR treatment of wandering and other problem behaviors in a long-term residential care institution in Norway. The interventions are designed to facilitate generalization over time and therapists – from students to staff. Results are promising with clinically significant reduction of problem behavior. |
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| 85. Responsiveness, Effectiveness and Social Reciprocity of Preschool Age Children: A Longitudinal Study. |
| Area: DEV; Domain: Applied Behavior Analysis |
| CARLOS SANTOYO (Universidad Nacional Autónoma de México), Maráa Celia Espinosa Arámburu (Universidad Nacional Autónoma de México) |
| Abstract: Based on the Coyoacán Longitudinal Study an observational sampling of six preschool age children trough five consecutive semester cohorts was conducted in situ. The Observational System of Social Interactions was used to identify the contents, direction, quality, social agents involved and sequence of social episodes. The observational study of behavioral stream permits to identify social episodes where responsiveness, social effectiveness and reciprocity of target children with their peers can be analyzed. Observations where obtained in classroom and playground. Trajectory of effectiveness, responsiveness, and reciprocity of targets as a social and behavioral mechanisms are exposed, as well as social behavior directed to and received from peers. Reciprocity is important for the maintenance of social relations, while social effectiveness is important for initiate an interaction and social responsiveness is relevant to act in response to other acts. Data are analyzed and described on the basis of social competence implied. A theoretical discussion about social development from a behavioral perspective is presented. |
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| 87. Induction of Vocal Imitation in Children With Language Delays |
| Area: DEV; Domain: Applied Behavior Analysis |
| Martha Pelaez (Florida International University), JOSE JULIO CARNERERO (Centro Al-Mudarïs), Guadalupe Osuna (Centro Al-Mudarïs), Ana Pastor (Centro Al-Mudarïs) |
| Abstract: This study explored the effects of motherese speech as an eliciting stimulus and contingent adult vocal imitation as a reinforcing stimulus to increase infant vocalizations. The study was conducted with two children, one of them was 2 years and 4 months with autism and a girl of 8 months with developmental delay. The procedure consisted of 2 phases of 1 minute duration each. During the first minute motherese-speech spoiled emitted for 10 seconds, to elicit the children's vocalizations. If the child emitted a vocalization, the teacher child imitated the vocalization immediately trying to copy its topography, tone and intonation. In the second phase, the therapist presented the same sounds that the child delivered during the first phase for another minute. If the child emitted the sound produced by the adult the child was reinforced repeating the sound and giving a smile. We continued to introduce other sounds in that time. These two steps were repeated for 5 times consecutive cycles for 10 minutes. The data show that the function of vocal imitation meets enhancer and an increase in the vocalizations of children. The data should be replicated with more children with language delay. |
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| 88. Crying in 6-Month Old Infants: A Sign of Jealousy or Are They Manding Interaction? |
| Area: DEV; Domain: Applied Behavior Analysis |
| MARIA G. VALDOVINOS (Drake University), Adam Gallenberg (Drake University), Samantha Nelson (University of North Texas), Dustin F. Baker (Drake University) |
| Abstract: In developmental psychology, it is generally presumed that those younger than 2 yrs of age have not developed emotions such as jealousy; however, recent research suggests that jealousy may be present in infants as young as 6 months (Hart, Carrington, Tronik, & Carroll, 2004). The purpose of this study was to evaluate the negative behaviors observed in infants during conditions of divided attention from a behavior analytic perspective. Three infants (21-29 weeks of age) and their mothers participated. Seven conditions were run with the mother-infant dyads (i.e., control, neutral interaction/no toy, neutral interaction/toy, no attention/no toy, no attention/toy, divided attention/no toy, divided attention/toy). Infant negative behaviors were measured to determine if they occurred more often when mothers did not fully engage with their infants (i.e., neutral stare, reading a magazine, or talking to a life-like, life-size infant doll) or when infants did not have stimuli with which to engage (i.e., infants either had a novel toy to interact with during sessions or they had no toy). Negative behavior occurred more often in the absence of toys regardless of maternal behavior suggesting that negative behaviors are more likely accounted for by the lack of interaction rather than a mother’s divided attention. |
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| EAB Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 89. Is “Refraining” From Eating a Case of Self-Controlled Behavior in Pigeons? |
| Area: EAB; Domain: Experimental Analysis |
| RAUL AVILA (Universidad Nacional Autonoma de Mexico), Juan Carlos Gonzalez (National Autonomous University of Mexico), Patricia Miranda (Universidad Nacional Autonoma de Mexico), Maria de Lourdes Guzman (Universidad Nacional Autonoma de Mexico) |
| Abstract: Self-controlled eating behavior was studied in three food-deprived pigeons that were exposed to pairs of 3 s food- hopper presentations. The first food-hopper was always presented within a 64-s time cycle and the other could be presented once the cycle elapsed, according to the following contingency. Trying to eat during the first food-hopper presentation interrupted it and cancelled the second food-hopper presentation. Otherwise, eating during the second food-hopper presentation could occur. In five experimental phases, the first food hopper was presented 3, 32, 16, 8 and 3 s before the end of the time cycle, in this order. Each phase was in effect for 60 sessions. For each phase, in the first 20 sessions the first food-hopper presentation was signaled by a key-color change, in the second 20 sessions the signal was withdrawn and in the last 20 sessions the signal was presented again. It was found that when food presentations were contiguous, self-controlled eating was facilitated by the stimulus presentation and this stimulus effect decreased as the interval between food presentations was lengthened. The implications of this self-control eating procedure for self control theory are discussed. |
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| 90. The Effect of Shaping Parameters and Task Difficulty on Behavioral Variability |
| Area: EAB; Domain: Experimental Analysis |
| BRETT GRANT KELLERSTEDT (Salem State College), Darlene E. Crone-Todd (Salem State College), Jena C. Shepard (Salem State College) |
| Abstract: Shaping involves successive approximations to a target response. Shaping parameters, such as stepsize, are manipulated using a computer-based sub-hunt game in which subjects are shaped to locate invisible targets, in randomized positions, in a 400 x 400 pixel (p) computer screen by clicking on a screen. The target radii values define task difficulty (i.e., the smaller targets are more difficult tasks). Target size (3, 8 or 13 p) and forward stepsize (FSS = 8 or 15 p, the amount by which the reinforcement criterion shifts) were manipulated to determine the effect and interaction between these two parameters. All participants were exposed to both FSS values, and one of the following target size comparison conditions: (a) 3 vs 8 p; (b) 3 vs 13 p; or (c)8 vs 13 p. Response variability is measured as the total distance traveled in a trial, divided by the initial distance from the target. Results show an increase in response variability between target sizes 3 and 8 p, and for smaller target sizes, there is an increase in variability as FSS increases. This suggests extinctions bursts that result in increased behavioral variability are more likely with smaller targets, or more difficult tasks. |
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| 91. How You Say It Does Matter: Framing and Discount Rates |
| Area: EAB; Domain: Experimental Analysis |
| LORI PARKER (University of Central Arkansas), Shawn R. Charlton (University of Central Arkansas) |
| Abstract: A growing literature supports the connection between temporal discounting and problem behavior. The outcomes of this literature suggest one main conclusion: high discounters engage in more problematic behaviors than do their lower discounting counterparts. Given the consistency of these findings, developing methodologies to decrease discount rates may provide effective approaches to treating problem behavior. The current study explores the effect of reframing the discounting question. Participants in the study were given the immediate option as “$100 minus X amount right now” or “$100 in Y days”. This reframing of the question places the emphasis of the task on the costs incurred by choosing the immediate option. According to much of the decision-making literature, emphasizing losses should decrease the value of an option. Results of the present study indicate that participants discounted significantly less in the “framed” condition compared to a typical discounting condition, despite the fact that the earnings were identical in both conditions. These findings suggest that highlighting the negative outcomes of the immediate choice may indeed increase preference for more delayed outcomes. |
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| 92. Development of a Program to the Application of Computerized Matching-to-Sample Procedures for Reading |
| Area: EAB; Domain: Applied Behavior Analysis |
| MARILEIDE ANTUNES DE OLIEVIRA (Federal University of Sao Carlos, Brazil), Camila P. Penariol (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: The goal of the present study was to develop a teaching program for undergraduate students to implement a computerized Matching-to-Sample procedure to teach reading. Considering A, B and C as stimulus sets in which A = dictated words; B = pictures; and C = printed words, relation AB may represent an important component of rudimentary reading. Twelve words were chosen to teach four undergraduate students. Data collection comprised three successive phases: 1) MTS task elaboration, 2) MTS task application, 3) analysis of student data report. In Phase 1, participants were taught to elaborate a computerized matching-to-sample (MTS) task comprising 12 trials of AB relation with three words. Teaching sessions consisted of experimenter demonstration followed by instructions to follow demonstration. Correct responses followed verbal praise and incorrect responses followed instructional feedback. Criterion to finish the session was 100% of correct responses. Next, participants were presented with generalization tests comprising elaboration of a computerized MTS task using three novel words. During testing sessions, there were no scheduled consequences for participant responses. Criterion to finish the session was 100% of correct responses. In Phase 2 participants were taught to apply a MTS task with a research staff playing the role of a student and, finally, in the Phase 3 participants were taught to analyze student’s data report. Teaching and generalization sessions in the Phases 2 and 3 were conducted in the same manner as described in the Phase 1. Results showed that the teaching procedure may be used as a sound basis for teaching the remainder of the relations for equivalence-based reading and writing for new and more complex words. The procedure, however, may have to be adapted to serve on-the job training for elementary school teachers. |
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| 93. Effect of Positive and Negative Feedback on the Choice of Novel Stimuli in Humans |
| Area: EAB; Domain: Experimental Analysis |
| ARELI MORANDO (Universidad de Guadalajara (CEIC)), Jose' E. Burgos (Universidad de Guadalajara (CEIC)), Maria Antonia Padilla Vargas Vargas (Universidad de Guadalajara (CEIC)), Mayra Hernandez (Universidad de Guadalajara (CEIC)), Salma Guadalupe Garcia Hernández (Universidad de Guadalajara (CEIC)) |
| Abstract: Humans often face situations where they have to choose between novel and familiar things. This paper explores the effect of the type of feedback on the choice between familiar and novel stimuli. For this purpose, the concept of novelty was defined as an abrupt change in a repetitive sequence of stimulation. One-hundred and twenty high-school students were divided into four groups. All participants were first given five trials where left-clicking with a mouse on a colored geometric figure that was presented on a computer screen (e.g., a blue square) was followed by either positive feedback (“CORRECT”), a negative (“INCORRECT”), or absent feedback. Then, all participants were given a choice between figure they had previously received and a new figure that differed in color. The results indicated that feedback type had an effect on the choice between novel and familiar stimuli. Positive feedback for responding to familiar stimuli tended to induce a preference for novel stimuli. |
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| 94. The Effects of Baseline Reinforcer Rate on Resistance to Extinction and Resurgence |
| Area: EAB; Domain: Experimental Analysis |
| MEREDITH S. BERRY (Utah State University), Robert N. Johnson (Utah State University), Amy Odum (Utah State University) |
| Abstract: Six pigeons were exposed to baseline conditions in which key-pecking was reinforced on a multiple variable-interval (VI) 120-s (lean) and 30-s (rich) schedule of food presentation, with each schedule associated with a different key color. Following baseline, pecking on the original key was placed on extinction, and responding on an alternative key provided food on a VI 75-s schedule. After 6 sessions, reinforcement was removed on the alternative key and responses on the original key remained on extinction. Baseline conditions were reinstated and a similar procedure was employed with the presentation and removal of an alternative key associated with a VI 45-s schedule. When food delivery was discontinued on the alterative key in both conditions, responding returned on the keys originally associated with rich and lean VI schedules. Resurgence of response rates during extinction were greater on the key previously associated with the relatively rich schedule than the lean for most subjects. |
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| 95. Delayed Disruption of Fixed-Interval Responding |
| Area: EAB; Domain: Experimental Analysis |
| MIRARI ELCORO (Armstrong Atlantic State University), Kennon A. Lattal (West Virginia University) |
| Abstract: To examine the resistance of fixed-interval (FI) responding to change in pigeons, response-independent food was delivered during inter-trial intervals (ITIs) of FI 150 s (Experiment 1) and FI 30 s (Experiment 2) schedules. Two locations of response-independent food were examined: at the beginning and at the end of the ITI. Also, ITI duration was changed across conditions (135 s or 35 s). Each location of response-independent food was examined for each of the ITI durations. In general, location of response-independent food yielded no systematic effects in FI 150 s schedules. In FI 30-s schedules, with both ITI durations, disruption of response patterns was reflected by increased responding at the start of the interval relative to conditions in which response-independent food was absent. When response-independent food was delivered at the end of the ITI, the QL values for FI responding were lower than when response-independent food was delivered at the beginning of the ITI. The duration of such disruptive effects on response patterns was examined by conducting 15 sessions with response-independent food with all pigeons. Results are discussed in relation to parameters such as delay of disruption, disrupter frequency, ITI duration, and baseline differences in overall response rates and patterns. |
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| 96. The Rate of Response-Independent Events as Discriminative Stimulus |
| Area: EAB; Domain: Experimental Analysis |
| ANDRES H. GARCIA-PENAGOS (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: A conditional discrimination procedure was employed to examine the discriminative properties of discrete events distributed in time. Three White Carneau pigeons were exposed to different stimulus rates (number of stimuli per units of time), but different to previous studies a procedure was developed to isolate the presentation of these number-related stimuli from adjunctive behavior. A different number of blackouts were presented at different temporal positions throughout a FI 12-s schedule, and reinforcement was provided contingent to pecks on side keys depending on the number of blackout presentations. By separating the number of responses from the number of stimuli presented, a more precise identification of the control by stimulus events was possible, above and beyond control by the time between stimuli. The stimulus rate effectively controlled the conditional discrimination performance in all the subjects, independently from the differing temporal configurations on which the response-independent blackout presentations occurred. Implications of the study for the understanding of control by events distributed in time are discussed. |
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| 97. The Effects of Response-Independent Food Frequency and Delay of Water Reinforcement on Schedule-Induced Drinking |
| Area: EAB; Domain: Experimental Analysis |
| VARSOVIA HERNANDEZ ESLAVA (Universidad Nacional Autonoma de Mexico), Jorge A. Ruiz (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: In a Schedule-Induced Drinking (SID) situation water reinforces the water-producing response. The results of a previous study showed that under a constant frequency of response-independent food the rate of a water-producing response decreased as the response-water interval was lengthened. In the present experiment the effect of decreasing the rate of response-independent food was determined in combination with either delayed or immediate water reinforcement. For six food-deprived rats the rate of response-independent food was decreased from .93 to .05 s using a random time schedule. For three rats lever-pressing was reinforced with water on a random interval 8 s schedule. For the other three rats lever-pressing was reinforced with water on a tandem random interval 6 s fixed time 2 s. Decreasing the rate of response-independent food decreased the rate of the water-producing response for both, immediate and delayed reinforcement. However the effect of decreasing rates of response-independent food was more pronounced in the three rats with delayed water reinforcement. It was concluded that decreasing the rate of response-independent food and lengthening the delay between the water-producing response and water delivery have additive effects because each contributes to a decrease in the reinforcing value of water. |
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| 98. Compliance With and Effectiveness of Self-Selected, Low-Cost Behavioral Intervention |
| Area: EAB; Domain: Applied Behavior Analysis |
| JENNA L. WAZ (The Chicago School of Professional Psychology), Tracy L. Kettering (The Ohio State University), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: When people think of applied behavior analysis (ABA), they typically think of autism and developmental disabilities and of decreasing problem behavior. Yet ABA is effective across all types of behaviors and populations. The current study seeks to help adults without intellectual disabilities to improve their behavior, either by decreasing “bad” habits or increasing good habits, like working out and eating healthy food. Preliminary data suggest that least intrusive procedures (e.g. self-monitoring) produce weaker effects than more intrusive procedures (e.g. response cost, such as losing money for failing to meet exercise goals). The present, ongoing study uses a changing-criterion design in which participants self-select their own intervention contingencies. These techniques include treatments that are inexpensive or free, easy to implement, and may be likely to be continued after study participation is over (e.g. self-monitoring, public posting, social feedback, contingency contracting, etc.) Results will be discussed in terms of effectiveness and feasibility of procedures, and compliance of participants with the procedures. Descriptors: self-monitoring, contingency contracting, contingency management, self-selected consequences, adult humans. |
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| 99. Avoidance Response Affects Judgment of Cue-Outcome Contingency |
| Area: EAB; Domain: Experimental Analysis |
| KEITARO NUMATA (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: The experiment with a PC-controlled videogame was conducted for the study of human contingency learning. In this experiment, participants were required to destroy invaders for increasing their score by pressing the offense button, and to avoid the invaders’ attack (i.e., outcome) which decreases their score by pressing the defense button. The invaders’ attack occurred after colored signals (i.e., cue) were presented. Two groups of participants were trained to discriminate between a warning signal (W) and a safety signal (S). 5+ group could prevent losing the score by pressing the defense button over 5 times from the onset of W to the offset of W, while 10+ group could prevent by pressing the defense button over 10 times (interval DRH schedule). At the end of a video game, all participants were asked to judge the contingency between each cue (i.e., W, S) and outcome. As a result, the number of the defense button press for W of the 5+ group was larger than that of the 10+ groups. And judgment of the 5+ group was more correct than that of the 10+ group, although the cue-outcome contingency was same. These results suggest that avoidance response affects judgment of cue-outcome contingency. |
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| 100. Switching Incrementing Chain Type in an Incremental Repeated Acquisition Procedure |
| Area: EAB; Domain: Experimental Analysis |
| KRISTEN AMANDA SPENCER (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Rats behaved under an incremental repeated acquisition (IRA) procedure using either forward (7 animals) or backward (7 animals) chaining. A “performance” and a “learning” condition was implemented. Following several months of drug challenges (not presented here), a “crossover” phase was imposed: the animals were presented with the alternative incrementing training procedure (“forward” animals were given “backward” chaining and vice versa). Animals trained under a forward chaining procedure acquired the “performance” chain more rapidly than those under the backward chaining procedure did. For the “learning” condition, there was no difference between forward and backward chaining during initial acquisition. During the crossover phase, there was little or no decrement in either the performance or learning condition for either group. Thus, forward chaining was better for acquiring a chain that did not change from day to day. Surprisingly, after a long history of backward (or forward) chaining, crossing over to a forward (or backward) training procedure did not disrupt behavior. |
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| 101. Gambling on a Concurrent Gamble and Token Production Task |
| Area: EAB; Domain: Experimental Analysis |
| ANDREW E. BRANDT (Albion College), Cynthia J. Pietras (Western Michigan University) |
| Abstract: In many laboratory investigations of gambling, wagering is possible because participants are staked with tokens prior to the start of a session. As a result, the contingencies for wagering are dissimilar to the contingencies found in the natural environment (i.e., gamblers typically risk their own money). Moreover, there is evidence that these procedures may elevate participants’ level of risk proneness compared to when risking their personal money (see Thaler & Johnson, 1990). To test the possibility that staking participants has a similar effect on gambling (i.e., increased risk proneness), a concurrent gamble and token production task was developed in which participants could start a session without being staked with tokens, but would have the opportunity to earn tokens within the session that could also be gambled. Across two 25-min gambling sessions, 7 participants were or were not staked with tokens prior to the session. The simple main effects tests indicated that preference for the gamble option was significantly higher in the first session, but not in the second session, when gambling with staked versus earned tokens. These findings may have implications for the amount of exposure participants are given during studies of gambling. |
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| 102. Validation of the Virtual Water Maze as a Behavioral Measure of Cognitive Flexibility |
| Area: EAB; Domain: Experimental Analysis |
| LINDSAY MARTIN (Towson University), Amy Neal (Towson University), Rekha Tiwari (Towson University), Adam Schuman (Towson University), Charlotte Eyring (Towson University), Kerry C. Whiteman (Towson University), Alix Timko (Towson University), Bryan Devan (Towson University) |
| Abstract: Recent research indicates that women with Anorexia Nervosa (AN) have pronounced deficits in their ability to shift between response sets or from one stimulus to another (Tchanturia et al, 2001), potentially impairing treatment. While there are several neuropsychological measures specifically targeting cognitive flexibility, there is a paucity of behavioral measures. Given the significant clinical implications of cognitive flexibility in individuals with AN, it is necessary to develop more behavioral measures. This study hypothesizes that the Virtual Water Maze (VWM: Hamilton & Sutherland, 1999) can provide such a test. Its use as a model behavioral task will contribute to research on cognitive flexibility in humans, and its easy-to-administer, computerized format would considerably aid in future research. Before using it to inform clinical research with AN however, the validity of the VWM as a measure of cognitive flexibility must be established. This study will employ a repeated measures design, where the performance of normal college men and women on neuropsychological measures will be compared to performance during a specific VWM task. Completion of the task requires individuals to shift their 'place' response within a familiar virtual environment. Data to be collected. |
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| 103. Free Food Prevents Response Acquisition With Delayed Reinforcement Regardless of Delay Stimuli |
| Area: EAB; Domain: Experimental Analysis |
| ANDREW T. FOX (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: Previous research has shown that food-paired stimuli at the end of long response-reinforcer delays can attenuate acquisition of lever-pressing in rats. In one such study, a light was paired with food that was delivered response independently on the average of once every 90 s. At the same time, a single lever press resulted in a 30-s non-resetting delay followed by reinforcer delivery. For half of the subjects, the light was also presented at the end of the 30-s delay just before food delivery; these subjects showed slower lever press acquisition than controls. The present study attempted to replicate this finding using the same procedure; however, seven out of seven subjects failed to acquire lever pressing. When the response-independent food deliveries were terminated, four out of seven subjects acquired lever pressing, two each from the experimental and control groups. All four of these subjects continued to response at similar levels when response-independent food deliveries were reinstated. Implications for the previous research and for contingency-based theories of learning are discussed. |
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| 104. Studies on the Effects of, and Relations Between, Behavioral Contingencies and Metacontingencies |
| Area: EAB; Domain: Experimental Analysis |
| BROOK B. WHEETLEY (University of North Texas), Leslie S. Burkett (University of North Texas) |
| Abstract: The theoretical concept of metacontingency was investigated in a series of experiments in an attempt to answer the question of how changes in metacontingencies affect the interrelated behavior of participants and the product resulting from those interrelations. Goals of the investigation were 1) to identify the measurable properties of cultural level entities comprising the behavior or two participants, and to study the effects of metacontingencies on those properties and 2) to study the effects of metacontingencies on the changes in the interlocking behavioral contingencies supporting the behavior of the participating individuals. Participants responded by making selections in a computer program. Participants worked in separate rooms and on separate computers which communicated with each other via a common database. A reversal design was used to analyze the frequency measures collected. Data indicate that interlocking behavior and the aggregate products that were produced were selected by the cultural level consequence in the metacontingency. |
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| 105. Reinforcement Context, Differential Delayed Emergence, and Pausing in College Students |
| Area: EAB; Domain: Experimental Analysis |
| KAITLYN P BRIERLEY (College of Charleston), Vanessa Minervini (College of Charleston), Adam H. Doughty (College of Charleston) |
| Abstract: College students were exposed to a variant of the Perone and Courtney (1992) procedure such that arbitrary-matching-to-sample trials were embedded within a two-component multiple schedule. The Rich component involved distinct non-representational forms as stimuli and 3-cent reinforcers, and the Lean component involved similar letter/number combinations and 1-cent reinforcers. The two components alternated such that there was an equal number of each transition type (e.g., rich-to-lean transition) in each session. Accuracy and latency measures were analyzed as a function of each transition type under baseline conditions. Subsequent stimulus-equivalence probes occurred after baseline-discrimination accuracy was equally high across components. Reinforcement-context effects were obtained in baseline conditions and in the stimulus-equivalence tests. Specifically, there were instances of more pronounced pausing in rich-to-lean transitions during baseline conditions. Also, there were instances of delayed emergence in the Lean, but not Rich, component (despite the absence of programmed consequences). These procedures may prove useful for wedding together the analysis of reinforcement-schedule effects with the study of complex stimulus-control effects. |
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| 106. Stimulus Modality and Rule-Governed Behavior |
| Area: EAB; Domain: Experimental Analysis |
| MARIO SERRANO (Universidad Veracruzana), Augustin Daniel Gomez Fuentes (Universidad Veracruzana), Enrique Zepeta Grcia (University of Veracruz), Cecilia Magdalena Molina Lpez (University of Veracruz) |
| Abstract: Following a group design, children observed, listened, or read the fable “The fox and the crow” and then were exposed to five functionally different tasks: a) identify true or false sentences about the fable; b) fill the blanks of uncompleted sentences about the fable; c) matching-to-sample trials in which parts of the fable served as sample and comparison stimuli; d) apply the moral maxim of the fable in hypothetical daily-life situations; and e) produce and/or explain proverbs that include the fable’s moral maxim. Percentage of correct responses decreased across tasks independently of the stimulus modality, except for the group exposed to the auditory stimulation in the conditional discrimination task. Results are discussed in relation to previous studies on verbal memory, generalized matching-to-sample, and rule-governed behavior. |
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| 107. Assessment of the Relatedness of Equivalent Stimuli Through the Implicit Relational Assessment Procedure |
| Area: EAB; Domain: Experimental Analysis |
| RENATO BORTOLOTI (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Previous experiments employing a semantic differential showed that abstract stimuli acquired functions of meaningful stimuli equivalent to them, but this depended on experimental parameters such as delayed matching and nodal distance. The present work attempts to verify if the same pattern of results is achieved with the Implicit Relational Assessment Procedure (IRAP). Participants of two experimental groups will establish two equivalence classes comprising pictures of human faces expressing emotions and nonsense words. The classes will be established with simultaneous matching to sample trials for one group and with delayed matching to sample trials for the other. Then, some nonsense words and the faces will be respectively presented as “attributive” and target stimuli in IRAP tasks. It will be evaluated if the participants are faster in consistent IRAP trials involving attributive and target stimuli from the same equivalence class and if the delay parameter interferes in this performance. Data are being collected. |
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| EDC Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 108. Defining Criteria for Inclusion: What Repertoires Are Necessary for Success? |
| Area: EDC; Domain: Applied Behavior Analysis |
| SANDY PIH (Manhattan Childrens Center), Noelle A. Inzano (Manhattan Childrens Center), Shana J. Sabatini (Manhattan Childrens Center), Patricia Paloma (Manhattan Childrens Center) |
| Abstract: This study examines the effectiveness of a criterion based assessment on predicting the success of inclusion into a less restrictive educational program with respect to social and verbal behavior repertoires. The independent variable, the criterion based assessment (generated from goals found within the ABLLS-R), consists of 84 items from 7 different social, verbal, and academic categories. Two dependent variables were measured: generalization of learned skills to the inclusion setting and independent participation in inclusion activities. The study implemented a multiple baseline across and within subjects design wherein one group consisted of 3 students who met criterion and a second group that consisted of 3 students who did not meet criterion on the assessment. Results are discussed in terms of the efficacy of a criterion based measure in predicting gains from inclusion programs. |
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| 109. A Descriptive Analysis of Outcomes After Early Intensive Behavioral Intervention |
| Area: EDC; Domain: Applied Behavior Analysis |
| Janice Doney (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), REBECCA S. RAAS (The ABRITE Organization) |
| Abstract: The outcomes of early intensive behavioral intervention on preschool-aged children are described. These children displayed delays in communication, or were considered at-risk for autism, or already had a diagnosis. Children ranged in age from 14 to 34 months at intake. All children exited the program by the age of 3, or exited before the age of 3 if he or she was displaying skills in the normative range. Several assessments were utilized to evaluate a child’s performance after exiting EIBI: 1) The Battelle Developmental Inventory, 2) a trajectory analysis of acquired skills in relation to typically developing peers. Other variables were examined to aid in predicting success in an EIBI program: 1) percentage of IFSP goals met and in progress, 2) implementation of the provider’s recommendations upon exiting the program by the school district. Detailed information is displayed in accordance with each learner, as well as group data to highlight any significant trends in outcomes and predictors of success in the EIBI program. |
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| 110. Quality and Quantity of Redirection in Relation to Off Task Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| NELL MALTMAN (Hope Institute Learning Academy), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: The poster will address the quality and quantity of redirections in relation to off task behavior in the classroom. Within a special needs classroom, off task behavior can be addressed in a number of ways, including both ignoring the student's actions as well as redirecting the student to demonstrate on task behavior. The study will observe off task behavior using the Shared Educational Accountability Program data sheets through the Hope Institute Learning Academy. Redirection will be recorded as the amount of times an off task student was redirected as well as their subsequent behavior in the classroom. Furthermore, the type of redirection will also be recorded as either a positive or negative command, a redirection paired with a reinforcer, an action to obtain the student's attention, or otherwise. Exploration of both quality and quantity of redirection may provide insight into positive educational techniques and ways to improve on task behavior within a special needs population. |
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| 111. The Effects of the Speaker Immersion Procedure on the Number of Vocal Verbal Operants Emitted in Non Instructional Settings |
| Area: EDC; Domain: Applied Behavior Analysis |
| Nirvana Pistoljevic (The Fred S Keller School and Teachers College, Columbia University), Claire S. Cahill (Teachers College, Columbia University), FABIOLA CASARINI (University of Parma) |
| Abstract: We studied the effects of a Speaker Immersion Procedure on the numbers of vocal verbal operants emitted in the Non-Instructional Settings (NIS) by two preschoolers diagnosed with language delays. The participants were selected for the study because of the low rates of independent vocal verbal behavior emitted when not engaged in direct instruction. The dependent variables in the study were the numbers of vocal verbal operants emitted in three different NIS and numbers of mands emitted in the presence of contrived establishing operations (EOs). The Speaker Immersion Procedure is an instructional tactic that uses multiple contrived and naturally occurring establishing operations to increase opportunities to teach speaker behavior for individuals with limited mand and tact repertoires. The results showed an increase in numbers of vocal verbal operants emitted by both participants in the study following the implementation of Speaker Immersion Procedure. |
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| 112. The Effects of Using the Countoons Behavior Management Strategy with Young Children in an Early Childhood Special Education Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| MELISSA K. PUHRMANN (Northwest Area Education Association), William J. Sweeney (University of South Dakota) |
| Abstract: The purpose of this study is to investigate the effectiveness of Countoons on self-monitoring behavior when used with children between the ages of four and five years old who are identified as exhibiting developmental delays and in need of early childhood special education services. Most of the recent research with young children using pictures or illustrations as a means of building behavioral repertoires focuses on developing communication or social skills, such as those used in Picture Exchange Communication Systems (Schwartz, Garfinkle, & Bauer, 1998). However, little research was found using pictorial illustrations, such as Countoons, as a self-management technique for use with young children in early childhood special education settings. The significance of this study is two-fold. First, there is need for current research addressing the impact teaching preschool age children strategies for self-monitoring, which is a component of self-determination. Additionally, this study will focus not only on teaching children Countoons, a self-monitoring strategy, but will also use a visual support displaying the desired behavior and the reward for engaging in the desired behavior as part of the intervention approach. This study will take place at an Early Childhood Special Education classroom in the Upper Midwest of the United States. Data is collected during activities that occur in the Early Childhood Special Education classroom. The primary dependent measures evaluated are on-task behavior and activity completion during both normal school days as compared to class days when the Countoon self-management system is in place. Additionally, the on-task behavior and activity completion measures evaluate the maintenance and generalization effects of the Countoon self-management system. Further, teachers and other caregivers perceptions of the effectiveness and acceptability of the self-management intervention are evaluated in this study. Finally, the implications of the intervention are also discussed as they relate to successfully in increasing time on-task and activity completion with young children in an Early Childhood Special Education classroom. |
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| 113. The Effects of Self-Monitoring on a Paraprofessional's Praise Statements |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNIFER SWEENEY (Kent State University), Melody Tankersley (Kent State University), Christine Balan (Kent State University), Carrie E. Yasenosky Miller (Mayfield School District) |
| Abstract: Positive behavioral supports (PBS) is an approach grounded in the principles of applied behavioral analysis and is used to promote prosocial skills. The focus of PBS is on teaching replacement behaviors which result in a positive behavior change that is both durable and sustainable (Carr et. al., 1999). Behavior change can be achieved by utilizing positive evidence-based strategies such as praise and self-monitoring. Descriptive praise is simple to use, is readily available in the classroom, and does not require special resources or preparation (Kalis, Vannest, & Parker, 2007; Landrum, Tankersley, Callicott, 1998). Self-monitoring is a strategy that promotes independence and self-assessment (Rankin & Reid, 1995). Using a technology such as self-monitoring, to foster an awareness of positive interactions for educators, may lead to increased skill attainment for students. The purpose of this study was to explore the effects of a self-monitoring system on praising behaviors of a paraprofessional. The study further assessed the impact of increased praise statements on student behavior. |
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| 114. Quality Assurance: Evaluating a Program to Increase Educator Capacity to Apply ABA-Based Classroom Strategies |
| Area: EDC; Domain: Service Delivery |
| BRIEN MANAGHAN (Child Care Resources), Carolynn Irene Sheehan (Child Care Resources) |
| Abstract: Successful outcomes of ABA-based instruction techniques are highly dependent upon the ability of educators to implement them correctly and consistently in the classroom. The Autism Spectrum Disorder School Support Program (ASD SSP) is provided by Child Care Resources (CCR) throughout Northern Ontario, Canada. The ASD SSP program provides a consultation service, employing an ABA-based Brief Behavioral Consult service delivery model, to achieve its goal of increasing the capacity of educators to apply ABA-based strategies to meet the needs of students within the autism spectrum. In order to ensure the ASD SSP is effectively achieving its goal, CCR recently revised its Quality Assurance strategy and created a Program Evaluation protocol to monitor factors affecting the success of educators to effectively learn and apply ABA-based strategies. Factors such as professional competency of ASD SSP consultants, procedurally fidelity of service delivery and educator performance feedback were included. The Quality Assurance strategy and the Program Evaluation protocol will be presented. Successes, challenges and practical recommendations relating to the implementation and application of a Quality Assurance strategy and Program Evaluation for this type of program will be discussed and future research directions proposed. |
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| 115. Effects of Multimedia Goal-Setting Instruction on Students’ Knowledge of the SDLMI and Disruptive Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| VALERIE L. MAZZOTTI (University of North Carolina at Charlotte), David W. Test (University of North Carolina at Charlotte) |
| Abstract: Students are expected to meet behavior and academic expectations from the time they start school until exiting school-age years. For students at-risk for, or with, emotional disturbance (ED) meeting behavior expectations can be challenging and can lead to negative in-school and post-school outcomes. Currently, students with ED are experiencing poor post-school outcomes in all of life’s domains. If educators fail to implement effective behavioral interventions, students at-risk for, or with, ED will continue to experience negative outcomes. This presentation will provide results of a study that focused on teaching students to self-set classroom behavior goals using the Self-Determined Learning Model of Instruction (SDLMI) as a tool to manage disruptive behavior. A multiple probe across participants design was used to determine if students gained knowledge of the SDLMI process and showed improved behavior as a result of the intervention. Subjects included four students at-risk for, or with, ED. Results will be discussed in terms of a functional relationship between independent and dependent variables. Presentation participants will leave with knowledge of an innovative instructional computer program developed to teach students to self-set behavior goals to improve disruptive classroom behavior. Recommendations, implications for practice, and areas for future research will also be discussed. |
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| 116. Fluency Matters: The Relationship Between Response Fluency and Academic Achievement |
| Area: EDC; Domain: Applied Behavior Analysis |
| BRITTANY A. CARSTENS (University of Mississippi), Charles Peterson (University of Mississippi), Kate Kellum (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Behavioral based instructional techniques such as Direct Instruction and Fluency-Training have shown tremendous effectiveness in improving academic performance among students who are struggling or below grade level in core subjects like math and reading. It appears that much of this improvement can be attributed to an increase in fluency— the rate of correct responding. The present investigation explored the relationship between response fluency during math and reading tutoring sessions, the number of correct responses, and future academic achievement. Twenty 1st and 2nd grade children enrolled in a fluency-based based after school tutoring program served as participants. Results and implications for the role of fluency in behavioral based academic instruction will be discussed. |
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| 117. Effects of Copy-Cover-Compare on Acquisition, Maintenance, and Generalization of Spelling Skills for Children with Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN A. MOSER (Olentangy Local School District), Katelyn M. Fishley (The Ohio State University), Moira Konrad (The Ohio State University) |
| Abstract: Spelling is a skill with which many students with disabilities struggle, and remediation of such a problem has proven to be difficult. Previous studies have shown that both rule-based and practice-based methods are effective in teaching spelling. Further studies have shown that immediate feedback and self-correction are also components of effective spelling instruction. The current study examined the effects of the copy, cover, and compare (CCC) self-correction strategy on the acquisition, maintenance, and generalization of spelling sight words for 6 elementary students identified with various disabilities. Specifically, students were taught to practice three or six words at a time using the CCC strategy, and effects were evaluated with a multiple baseline (across word sets) design. Maintenance measures were recorded one and three weeks after intervention, and generalization (i.e., students’ spelling of words within sentences) was measured at least once per phase for each student. Results indicated that CCC was effective in the acquisition, maintenance, and generalization of sight words for all participants. Furthermore, results from student and teacher questionnaires indicate that CCC was a socially valid intervention. |
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| 118. Improving the Reading Vocabulary of Students With Learning Difficulties Using Classwide Peer-Mediated Strategy |
| Area: EDC; Domain: Service Delivery |
| LEFKI KOUREA (European University Cyprus) |
| Abstract: This paper presents the effects of a classwide peer-mediated intervention on the acquisition of Greek reading vocabulary of 16 third-grade students, some of which showed learning difficulties. Specifically, the cumulative number of word/phrases/idioms learned each day, weekly maintenance scores, and tutor learning of the tutee's words were measured. Treatment integrity, interobserver agreement reliability and social validity data were also collected. |
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| 119. It's All Greek to Me! Effects of Repeated Readings on the Reading Development of At-Risk Students |
| Area: EDC; Domain: Service Delivery |
| LIA PAPANICOLAOU (European University Cyprus), Lefki Kourea (European University Cyprus) |
| Abstract: This research study examined the effects of repeated readings strategy on the fluency and accuracy of at-risk learners and learners with learning disabilities. Utilizing a multiple-baseline across subjects design, students were trained in the fluency-building strategy over 25 sessions.
Results showed a strong functional relationship between the strategy and students' reading fluency and accuracy. |
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| 120. The Differential Effects of SAFMEDS and Practice Sheets on Math Facts Acquisition and Physiological Measures Equated to Test Anxiety |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN HOPKINS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Flashcards designated as SAFMEDS (Say All Fast a Minute Every Day Shuffled) are a Precision Teaching procedure used to promote fluency of a verbal repertoire. Although empirical studies have used the Precision Teaching paradigm to consistently produce learning (as defined by positive celeration) in a variety of subjects, the effect of SAFMEDS alone on rate of response or celerations has not been widely investigated. The current study used a multiple-baseline across participants experimental design to explore the isolated effect of SAFMEDS on the acquisition of math facts in students aged 7-15 as compared to math facts learned through daily practice worksheets. Additionally, periodic measures of heart rate were taken during testing situations to determine the effects of each procedure on a common measure of anxiety. Using heart rate as an additional dependent variable represented an attempt to discern whether or not either procedure could decrease anxiety during stress-inducing situations - specially during math tests - a socially significant problem for many students. Key Words: SAFMEDS, Precision Teaching, heart rate, frequency, celeration, practice, worksheets, anxiety, testing, children. |
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| 121. Increasing Appropriate Classroom Behavior by Moderating Barriers to Learning |
| Area: EDC; Domain: Applied Behavior Analysis |
| JESSICA GAMBA (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: In the applied classroom setting and elsewhere, an increase in on-task behavior is associated with a decrease in inappropriate behaviors associated with barriers to learning (Ayllon & Roberts, 1974). Target barriers include inattentiveness and avoidance of tasks. As such, specifically stated contingencies of reinforcement have been put into place in conjunction with a token economy based on individual performance. Participants are students aged 15 in a special education classroom at a Chicago public school. Target levels of appropriate classroom behaviors such as independent work, waiting, and asking for help are consequated daily on a FR schedule with student-chosen activities. Levels of on-task behavior beyond the target are consequated with a student-chosen consumable item out of an array during each classroom period, with the goal of increasing rate of responding beyond stated requirements. While the requirement for terminal student-chosen activity will remain at 90% of available tokens earned, target rate of responding will gradually be increased from three per period. Data to be collected should indicate maintaining higher-than-baseline levels of appropriate classroom behaviors during every period throughout the school day. |
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| 122. The Effect of TAPS ICG on Math Performance and On-Task Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| CLAUDIA L. RIDDELL (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Research has shown a negative correlation between off-task behaviors and academic performance. Gilbertson, Duhon, Witt and Dufrene (2008) suggested that off-task behaviors may be a function of task difficulty. Research also suggests that teaching problem solving skills and prerequisite skills of the given task, may increase task persistence and improve academic performance. This study examines the effect of teaching problem solving skills using Think Aloud Problem Solving (TAPS) in a general education classroom to six high school students in Chicago. Specifically, this study measures the effect of TAPS with and without interdependent group contingencies (IGC) on academic performance and on-task behaviors. A multiple probe design across participants was used. The precurrent problem solving skills, pre-requisite task skills and accuracy on math worksheets were measured over time. The Math tasks presented were based on a mastery based curriculum. Students were given a pre-test and post-test on their problem solving abilities. An instructional program that uses TAPS and a mastery based curriculum, may maximize the accuracy on problem solving in Math and decrease off- task behaviors. |
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| 123. Effects of Methylphenidate on Motivation in Children With Attention-Deficit/Hyperactivity Disorder |
| Area: EDC; Domain: Experimental Analysis |
| JOHN J. CHELONIS (National Center for Toxicological Research), Teresa A. Johnson (University of Arkansas at Little Rock), Sherry A. Ferguson (National Center for Toxicological Research), Brian M. Kubacak (University of Arkansas for Medical Sciences), Mark C. Edwards (University of Arkansas for Medical Sciences), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: This research examined the effects of methylphenidate (MPH) on motivation in children who were prescribed MPH for the treatment of ADHD using a progressive ratio (PR) task. Twenty-three children 7 to 12 years of age completed two test sessions, one on medication and one off. During each session, children pressed a lever to earn nickel reinforcers, where the first press resulted in a reinforcer and ten additional presses were required for each subsequent reinforcer. Children on MPH made significantly more responses during than when off medication. This MPH-associated response increase was reflected in a significant decrease in the inter-response times (IRT). Further, MPH administration resulted in a significant decrease in the variability of IRTs. In contrast, the MPH administration had no significant effects on the means and variability of post-reinforcement pause durations. These results suggest that MPH increased motivation in children being treated for ADHD. However, the inability of MPH to significantly reduce post-reinforcement pauses while simultaneously decreasing IRTs suggests that while MPH may increase motivation to perform an ongoing task, it may have little effect on the initiation of a task. |
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| VRB Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 124. The Effect of Audience Control on the Frequency of Stereotypy Emitted by Students Diagnosed With Autism and Emotional Disorders |
| Area: VBC; Domain: Applied Behavior Analysis |
| VENETA B. DIMITROVA (Columbia University), Victoria Sterkin (Teachers College, Columbia University) |
| Abstract: We investigated the effects of different audiences on the frequency of stereotypical responses emitted by four participants with autism or emotional disorders who functioned at a listener, speaker, reader, writer, and emergent self-editor levels of verbal behavior. The dependent variable was the number of intervals in which the participants emitted stereotypy; the independent variable was the different audience control. An alternating treatment design was used to test for the functional relation between the presence of different audiences and the frequency of stereotypy. Collected data showed significant differences between the emitted stereotypic responses in the self-contained classroom setting in comparison with the regular education classroom setting. The results are discussed in terms of verbal development and audience control. |
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| 125. The Effects of Handwritten and Typed SAFMEDS on Performance and Retention of Sequelic Intraverbal Behavior |
| Area: VBC; Domain: Applied Behavior Analysis |
| SHANNON DUNCAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology) |
| Abstract: This study will show data collected on the use of handwritten versus typed “See-Say” SAFMEDS. SAFMEDS are a Precision Teaching (PT) learning tool named after their method of “say all fast a minute each day shuffled.” SAFMEDS are flashcards that facilitate learning new material through quick timings that lead to fluency. Each card is a visual stimulus for a paired associate response. Learners “See” a term on one side of a card and then should “Say” the term which is the paired associate. In the study, participants will train to fluency using one set in either handwritten or typed typography, then test out on the other set. The visual typography of the SAFMEDS will be compared to see the effects on performance and retention of sequelic intraverbal behavior. Graduate students at The Chicago School of Professional Psychology will serve as participants. Participants will be between the ages of 22 and 26 years old. Data will be collected. |
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| 126. Infant Sign Training and Functional Analysis |
| Area: VBC; Domain: Applied Behavior Analysis |
| MYCHAL MACHADO (University of the Pacific), Kristin M. Hustyi (University of the Pacific), Matthew P. Normand (University of the Pacific) |
| Abstract: Thompson et al. (2004, 2007) recently published a structured methodology for teaching sign language to infants. The current study attempted to teach signs to 5 typically developing infants (8 mos to 2 yrs 3 mos) utilizing Thompson et al.’s methodology in a non-concurrent multiple-baseline across participants design with reversals. Individual signs were selected for each participant based on reinforcers nominated by caregivers. During baseline, reinforcers were delivered on a time-based schedule. During intervention, individual signs were trained using a progressive prompting schedule. Following sign training, an experimenter will conduct a functional analysis to assess the function of the signs and assess the utility of the FA methodology for verbal behavior. Mean reliability for 43% of sessions is 97% (range: 75-100%). Results thus far suggest that age and reinforcer selection may be critical factors in determining sign acquisition. |
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| 127. Does Performance on the ABLA Test Predict Receptive Name Recognition in Children with Autism? |
| Area: VBC; Domain: Applied Behavior Analysis |
| GENEVIEVE N. ROY-WSIAKI (St. Amant Research Centre, University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba), Steven Duvenaud (University of Manitoba) |
| Abstract: Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. However, research has not yet investigated the specific relationship between performance on ABLA Level 6 (an auditory-visual discrimination), and the ability to discriminate the names of objects for children with autism. The purpose of this study is to investigate whether performance on ABLA Level 6 will predict performance on a receptive language task with children with autism. Six clients who have recently passed ABLA Level 6 and six clients who have passed ABLA Level 4 but failed ABLA Level 6 will be assessed to determine their ability to point to objects after hearing their names. I hypothesize that the ability to pass ABLA Level 6 will be significantly correlated with the ability to demonstrate receptive name recognition. |
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| 128. The Effects of Social Listener Reinforcement Games on the Social Vocal Operants Emitted Between Peers |
| Area: VBC; Domain: Applied Behavior Analysis |
| Joanne M. Hill (Teachers College, Columbia University), DEREK JACOB SHANMAN (Teachers College, Columbia University) |
| Abstract: We tested the effects of social listener reinforcement games with a peer yoked-contingency game board on the number of social vocal operants emitted between peers. A multiple probe across participants design was used. There were four participants, two 8-year old females, and two 8-year old males. The dependent variables in this experiment were the number of conversational units, sequelics, “wh” (who, what, when, where, and why) questions, approvals, disapprovals, mands, tacts, and intraverbals emitted by participants with peers in non-instructional settings totaling 15 minutes in duration before and after the intervention. The independent variable was the implementation of the social listener reinforcement games. These games involved a yoked-contingency in which participants needed to emit speaker-listener exchanges in order to contact specified reinforcers. Results show that a functional relation exists between the number of social vocal operants requiring a listener response (sequelics and conversational units) and the implementation of the social listener reinforcement games. |
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| 129. The Induction of Naming Using Multiple Exemplar Instruction Across Listener and Speaker Responses. |
| Area: VBC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), YIN PING CHAN (Teachers College, Columbia University) |
| Abstract: A multiple probe design across participants was used to test the effects of multiple exemplar instruction on the induction of Naming across both listener and speaker responses. Two participants, diagnosed with an emotional behavior disorder, were selected to participate. Participant A was missing both components of Naming and Participant B was only missing the speaker component of Naming. Criterion for probe sessions were 80% accuracy across one session, and the criterion for MEI training was 90% accuracy across two successive sessions or 100% accuracy across one session. Participant A met criterion with the MEI instructional set of stimuli but did not meet criterion for the probe stimuli. For Participant B, a functional relationship was shown between multiple exemplar instruction and the induction of naming across listener and speaker responses. |
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| 130. Assessment and Treatment of Inappropriate Social Vocalization |
| Area: VBC; Domain: Applied Behavior Analysis |
| LINH B. LY (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Function-based treatments for inappropriate vocalizations and bizarre speech have been successful in reducing these behaviors (Deleon, Arnold, Rodriquez-Carter, & Uy, 2003; Rehfeldt & Chambers, 2003; Falcomata, Roane, Hovanetz, Kettering, & Keenry, 2004). Further, individualized Levels Systems have also been effective in reducing inappropriate social behavior (Hagopian et al., 2002). In the current study, a functional analysis was conducted on the inappropriate vocalization (i.e., inappropriate verbal behavior and inappropriate social comments) of an 11-year-old boy diagnosed with disruptive behavior disorder. Inappropriate verbal behavior and social comments were observed at high rates during the social attention and demand conditions. Based on the functional analysis results, a 3-tiered Level s System was developed which consisted of differential reinforcement of other behaviors and response cost was implemented throughout the day. Additionally, during academic periods, a differential reinforcement of alternative behaviors component was used to increase compliance. This intervention resulted in a 99% reduction in his inappropriate vocalization. |
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| 131. Peer Tutoring |
| Area: VBC; Domain: Applied Behavior Analysis |
| JIWON KANG (Teachers College, Columbia University) |
| Abstract: The study investigated the effects of a peer tutoring procedure on the participant’s social approvals and social disapprovals. The participant was a 12-year old boy diagnosed with autism who functioned as a listener, speaker, reader, and writer level of verbal behavior. He attended a publicly funded middle school, but the study was conducted at his house due to high rates of social disapprovals he emitted towards his sibling. During peer tutoring procedure, his 10-year old brother acted as a tutee. The teacher recorded the frequency of the target behavior using event recording in two different settings: (1) during peer tutoring procedure in his room, and (2) during free play. A multiple baseline across settings design was used to demonstrate the data collected. Interobserver agreement was 96%. The results of this study showed a decrease in the number of social disapprovals emitted by the participant in both settings and a significant increase in the number of social approvals during peer tutoring procedure. |
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| 132. Prerequisite skills of the Simple Visual Perspective Taking |
| Area: VBC; Domain: Experimental Analysis |
| LORENA GARCIA ASENJO (University of Oviedo), Luis A. Perez-Gonzalez (Universidad de Oviedo) |
| Abstract: The goal of this study was to identify the prerequisite skills of the Simple Visual Perspective Taking (SVPT). The SVPT consists on making correct predictions about the visual perception of other person, when both are seeing different objects at the same time. We analyzed 5 possible prerequisite skills of the SVPT with 6 2-year-old children. First, none of the children met the criterion on SVPT and the prerequisites. Secondly, we probed if the skill of responding “yes” or “no” to the question about what oneself and other person can or cannot see was a prerequisite of the SVPT. We taught the participants to respond “yes” or “no” from their perspective. All the participants learned this skill and then showed the emergence of the SVPT. Therefore, the skill of responding “yes” or “no” to the question about what one can or cannot see is a prerequisite necessary for the acquisition of SVPT. |
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| 133. Verbal Behavior, Rule Construction and Rule Following Repertories in Children With Intellectual Disabilities |
| Area: VBC; Domain: Applied Behavior Analysis |
| JONAS FERNANDES GAMBA (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: Children with intellectual disabilities can exhibit language disturb which affects the development of listener and speaker repertories turning rule-governed behavior’s acquisition difficult. This study is an attempt to extend the findings of Ribeiro (2007) that tested the emergence of topography-based tacts and mands through selection-based tact teaching. Nonetheless, the rule following repertoire was not investigated. Therefore, the purpose of this study was to verify the emergence of topography-based tacts and mands and the rule following repertoire through selection-based tact teaching. Participant was one intellectually disabled child with 7 years old. The experimental stimuli were three six-stimuli sets, namely, A, B and C. Set A consisted of signs of Brazilian Sign Language (LIBRAS) for safe box, key, bottle, bottle opener, box, and straw, presented in digital video clips. Stimulus set B consisted of corresponding object pictures to the signs and stimulus set C, the real objects corresponding to the pictures of set B and set A signs. Initially, rule following was pre-tested in the presence of a stimulus from each matched pair of set C (key; bottle opener; straw). Rule following test consisted of presenting the signaled instruction “Give me the key [bottle opener or straw]”. Next, selection-based tacting relations (AB) were taught, through matching-to-sample tasks. After criterion was met in this condition, the emergence of topography-based tacting relations (BA’) and its generalization for objects (CA’ relations) were tested, being stimulus set A’ participants’ responses corresponding to the LIBRAS signs of set A. Then, testing for the emergence of manding relations was introduced. This test consisted of presenting only the first object of each matched pair (safe box; bottle; box) from set C, which held inside a preferred item. Contingent upon signing the missing object, the participant had access to the preferred item. Finally, rule following was re-introduced. Additional procedure was used to teach topography-based tacts. The results showed tact generalization for the objects and emergence of manding and rule following repertoires. Therefore, teaching listener and tact behavior was enough for the emergence of mand and rule following behavior. |
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| 134. Identifying the Missing Prerequisites for Students With Low Reading Comprehension Skills: The Effects of Acquisition of Tacts on the Correct Responses for Reading Comprehension Questions |
| Area: VBC; Domain: Applied Behavior Analysis |
| Lisa Gold (Teachers College, Columbia University), KIMIA TEHRANI (Teachers College, Columbia University), Victoria Sterkin (Teachers College, Columbia University), Veneta B. Dimitrova (Columbia University) |
| Abstract: A multiple baseline design across participants was used to identify the missing prerequisites, capabilities and cusps of students with low reading comprehension skills, and to test the effects of rate of textual responding and acquisition of tacts on the correct responses for reading comprehension questions. Participants were four 9 to 10 year old males diagnosed with autism spectrum disorder. They were selected from two self contained classrooms that employed the CABAS® system of education. Participants were selected because they emitted low number of correct responses to reading comprehension questions. In this experiment we followed parsimoniously the pyramid of reader capabilities (Greer & Ross, 2008) to identify the variables that might influence the participants’ reading comprehension skills. After identifying missing prerequisites capabilities we implemented interventions to increase participants’ reading comprehension and complete the gaps in the participants’ repertoires. We investigated rate of textual responding, acquisition of tacts, wh-questions, cloze sentence procedure and listening comprehension. Results demonstrated that participant A’s number of correct responses to reading comprehension questions increased significantly when he was taught unfamiliar tacts from the reading. Participant B, C, and D’s data are variable and did not show any changes after teaching tacts and increasing rate of responding. More probes were conducted for them to identify the missing prerequisites that led to low number of correct responses to comprehension reading questions. |
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| 135. The Effects of a Yoked Contingency Game Board on the Observational Learning Capability and Acquisition of Tacts |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University Graduate School), Derek Jacob Shanman (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to examine the effects of a yoked contingency game board on the observational learning repertoires of 4 third grade students using a delayed multiple probe design across participants. The dependent variable in the study was students’ observational learning responses following a peers direct instruction. Probes were conducted pre and post using the yoked contingency game board intervention. In the treatment, progression on the game board was contingent upon both participants emitting correct observational tact responses to stimuli previously presented to their peer through direct learn unit instruction. If both participants did not emit the correct response, the teacher advanced on the game board. As a result, the game board created an establishing operation for improving the participants’ observational learning by motivating participants to attend to the direct learn units presented to their peer. The results of the study show a functional relationship between the implementation of the yoked contingency game board and improved observational learning. The results of this study are educationally significant by providing insight on the greater efficiency of learning through observation in comparison to direct instruction and the effectiveness of the yoked contingency game boards as a tactic to teach observational learning. |
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| 136. The Effects of Intensive Tact Instruction on the Emission of Vocal Verbal Behavior by Two Students With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University), Derek Jacob Shanman (Teachers College, Columbia University), Mark P. Correia (Morris School District) |
| Abstract: The purpose of this study was to examine the effects of the Intensive Tact Instruction on the emission of mands, tacts, wh questions, and conversational units by two third grade students diagnosed with autism using a delayed multiple probe design across participants. The participants in this study emitted low numbers of vocal verbal behavior throughout the school day. The dependent variable in the study was the number of mands, tacts, wh questions, and conversational units emitted by participants. Probes were conducted pre, during, and post the implementation of Intensive Tact Instruction in instructional, non-instructional, and transitional settings. During the intervention, participants received tact instruction designed to teach participants a variety of novel tacts related to academic curriculum. The results of the study show a functional relationship between the implementation of Intensive Tact Instruction and the number of mands, tacts, and conversational units emitted by participants. The results of this study are educationally significant by providing insight on how to improve the speaker repertoire of students with limited verbal operants. |
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| 137. Taxonomy of Verbal Behavior |
| Area: VBC; Domain: Theory |
| SEBASTIEN BOSCH (California Unified Service Providers of California State University), Robin M. Kuhn (Central Michigan University), Michael D. Hixson (Central Michigan University) |
| Abstract: Since its publication in 1957, Skinner’s Verbal Behavior has inspired theorists, researchers, and practitioners to explore language from a functional perspective. Skinner’s verbal taxonomy has seen a number of additions and modifications. A visual and textual representation of Skinner’s verbal operants as well as further refinements (e.g., Kolenberg, 1991; Michael, 1982; Vargas, 1982; etc.) may be helpful for teaching and research purposes and to ensure that the taxonomy is complete. The verbal operants are organized by their controlling variables. Controlling variables include audience control, motivating operations, and verbal or nonverbal stimuli and their topographical features such as formal similarity. Further subtypes of verbal operants are identified and included in the taxonomy (e.g., Bosch’s stereotypic mimetic; Kolenberg’s obvious mand and subtle mand). In general, the arrangement is hierarchical such that verbal operants are organized by increasing complexity within each type. Comprehensive descriptions of each verbal operant, examples, and references are included. |
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| 138. Manipulating Motivating Operations to Facilitate Emergence of Mands |
| Area: VBC; Domain: Applied Behavior Analysis |
| BARBARA TOMLIAN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Jessica Becraft (Kennedy Krieger Institute), Molly Gemp (Kennedy Krieger Institute), Nicole Elizabeth Marchetto (Kennedy Krieger Institute) |
| Abstract: The form of a tact and mand may be identical; however, they involve separate functional relations, which can only be explained by separate controlling variables (Skinner, 1957). Research on functional independence of verbal operants has demonstrated inconsistent findings. One explanation may be that the majority of these studies have not manipulated the motivating operation (MO) to facilitate the emergence of mands (Hall & Sundberg, 1987; Lamarre & Holland, 1985). The current study evaluated the effect of MO manipulations on tact to mand transfer following tact training. One individual, diagnosed with autism, participated. He followed simple instructions to imitate caregivers when asked, “What is this?” He did not independently request for items. Experimental control was demonstrated using a combined multielement and reversal design. The individual was taught to tact preferred and nonpreferred leisure items, and acquisition of mands was tested under varying MO conditions. Results for this individual suggested that in a state of deprivation, transfer of stimulus control from discriminative to motivational conditions may occur without training. Additionally, these results suggest that that transfer will occur only with stimuli which are highly preferred. Interobserver agreement was calculated during at least 30% of sessions and averaged above 90%. |
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| 139. Some Effects of a Time Delay Procedure to Increase Spontaneous Mands in Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER GOUBEAUD (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), Kari L. Colwell (The Chicago School of Professional Psychology) |
| Abstract: Many procedures have been established to teach children with autism to acquire vocal mands to make requests for preferred items, but few children will spontaneously mand for items that are not present (e.g., Hall & Sundberg, 1985; Sweeney-Kerwin, Carbone, O’Brien, Zecchin, & Janecky, 2007). Researchers have demonstrated the effectiveness of time delay procedures to teach mands, but few studies have involved manipulation of an establishing operation (EO) during training (e.g., Charlop, Schreibman, & Garrison Thibodeau, 1985; Charlop & Trasowech, 1991). The current study evaluated the effectiveness of a rolling time delay procedure (Sweeney-Kerwin et al., 2007) to teach children with autism to mand for missing items. After presenting a reinforcing item to the participant, the item was removed during a 2 min time delay, to increase the likelihood of spontaneous mands. Results in the present study are discussed in terms of multiply controlled verbal operants, EO manipulations, and generalization to emitting mands for missing items to complete required tasks. |
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| AUT Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 2. A Parent Training Program Combining Discrete Trial Training and Incidental Teaching in the Home Environment |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSEY A. JONES (University of South Florida), Trevor F. Stokes (James Madison University), Debra Mowery (University of South Florida), Mary M. Fuller (Behavior Analysis and Intervention Services) |
| Abstract: This study examined the effects of a parent training program teaching discrete trial teaching (DTT) and incidental teaching (IT) methods using a parent training manual. Three families with children between the ages of 5-6 diagnosed with Autism Spectrum Disorder (ASD) participated. Both parents received parent training although Parent A received training from the experimenter and Parent B received training from Parent A. The parents taught their children one skill each from three categories: communication, self-care routines and a household expectation. This study sought to expand upon the literature in the realm of combining DTT and IT as well as adding the dimensions of training in home environments in a short period of time and examined the role of one parent training the other. Results showed that all of the Parent A’s were able to learn and apply DTT and IT in teaching their children. All Parent A’s were then able to teach Parent B’s how to use DTT and IT without additional training from the experimenter. The generalization effects of learning skills in multiple environments with different people was also examined and discussed. |
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| 3. Implementation of a Culturally Appropriate Positive Behavior Support Plan by a South Asian Grandparent |
| Area: AUT; Domain: Service Delivery |
| PREETINDER NARANG (University of British Columbia), Parbinder Bains (University of British Columbia), Joseph Michael Lucyshyn (University of British Columbia) |
| Abstract: Autism spectrum disorder (ASD) is recognized as the most prevalent neurological disorder affecting children. Despite increases in the prevalence of ASD and the population of visible minorities in North America, there is a dearth of research literature examining the efficacy of behavioral interventions with culturally and linguistically diverse children with autism. Specific to this study is the unique identity of South Asian grandparents, who are often the primary caregivers for their grandchildren and play a critical role in their upbringing. Despite a clear need for culturally sensitive service delivery, no study to date has focused on teaching South Asian grandparents how to engage their grandchildren with ASD. The purpose of this study will be to teach a South Asian grandparent to implement a culturally appropriate positive behavior support (PBS) plan with their grandchild with ASD. A single-subject multiple baseline design across two valued play routines will be employed and both qualitative and quantitative measures will be used. It is hypothesized that, once data has been collected, results will indicate a functional relationship between the implementation of a culturally enhanced PBS plan and both an improvement in child participation and a reduction in problem behavior. |
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| 4. Teaching Parent Implementation of Discrete Trial Teaching: Effects on Functional Communication Skills of Autism Spectrum Disorder Children |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHIH-LIANG CHEN (SEEK Education, Inc. - Taiwan) |
| Abstract: Parent training is an important part of intervention to children with autism spectrum disorder. This research is to investigate the effects of teaching parents implementation discrete-trial teaching to their children with autism spectrum disorder on functional communication skills. Multiple-baseline design across 3 parents was used in this research. The parents were trained by experimenter to use discrete-trial teaching method to teach their children’s functional communication skills. Functional communication skills in this research are defined in three categories: make a request, follow instruction and receptive language. Result shows that after parents learned to use discrete-trial teaching method, functional communication skills of all 3 ASD children were improved. |
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| 5. Using TPRA and Feedback to Train Staff |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARISSA J. TYBOR (The Chicago School of Professional Psychology), Adrienne Mubarek (The Chicago School of Professional Psychology), Eric L. Carlson (The Chicago School, Los Angeles) |
| Abstract: The purpose of the current investigation is to apply the teacher performance rate accuracy (TPRA) as a form of feedback for staff that provides direct services to individuals with developmental disabilities. The Comprehensive Application of Behavior Analysis to Schooling (CABAS) has shown to be an effective tool for teaching in the education systems. However, CABAS has not been used to teach direct staff in in-home intensive intervention settings. The TPRA will measure the amount of learn units that are correctly or incorrectly provided. This will allow direct staff and supervisors to analyze their rate and accuracy of performance and make data based decision when necessary. Data are being collected. Results and discussion will focus on the behavior change of staff before and after the implementation of the TPRA and feedback. |
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| 6. Using Parent Child Interaction Therapy to Teach Functional Language to Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH CROSSETT (Binghamton University), Natalie A. Parks (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Parent Child Interaction Therapy (PCIT) is a behaviorally based, empirically supported parent training program for the reduction of problem behavior in young children (Eyberg & Matarazzo, 1980; Hembree-Kigin & McNeil, 1995). Recently, researchers and clinicians have begun using the PCIT model to address problem behavior in children with developmental disabilities, with positive effects on both problem behavior and adaptive functioning (Mcdiarmid & Bagner, 2005; Solomon, Ono, Timmer & Goodlin-Jones, 2008). Anecdotal observations suggest that the PCIT model may also be worthwhile for increasing language in this population. For the current study, PCIT was adapted for children diagnosed with autism spectrum disorders or severe language delays. Participants were between the ages of 3 and 7 and had limited functional language skills. Specific coaching for parents on evoking and reinforcing appropriate vocalizations during child directed play was added to the program and rates of vocalizations were tracked across sessions. Preliminary evidence on the frequency of utterances and use of functional language during PCIT sessions suggest that the revised model can successfully increase rates of spontaneous vocalizations, prompted and unprompted imitation of language, and prompted and unprompted mands. |
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| 7. An Empirical Evaluation of A Sensory Integration Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA VALENCIA-ZIEBA (BEACON Services), David Robert Dilley (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Applied behavior analytically based treatments are one of only a few empirically validated treatment for children with Autism Spectrum Disorder (ASD) (Howlin et al.,2009; Reichow & Wolery, 2009). However it is not always the only treatment provided. Many families pursue additional treatment options for their children with ASD. These treatments often include Sensory Integration Therapy (SIT). According to some estimates up to 95% of children with ASD demonstrate some degree of sensory processing dysfunction (Tomchek & Dunn, 2007). Despite a relative lack of empirical support, SI therapies appear on treatment plans for a large and growing number of children with ASD. The present study assessed the effects of the implementations of SI recommendations from licensed occupational therapists in two boys diagnosed on the autism spectrum. A reversal design was used to compare levels of “attending” and “stimulatory behavior” with SI procedures in place and absent. Results of this study show that the sensory integration therapies had little to no effect on the levels of targeted behaviors. |
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| 8. The Effects of Sensory Integration Therapy on Behavior and Skill Acquisition During Behaviorally Based Programming |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE A. HICKMAN (Buffalo State College) |
| Abstract: Recent surveys of school-based educational programs for students with autism demonstrate a disconnect between the popularity and scientific basis of certain interventions. One intervention that continues to maintain its popularity among service providers and parents despite a lack of scientific support is sensory integration therapy. The purpose of the current study is to demonstrate the effects of sensory integration treatment on the inappropriate behavior and skill acquisition by elementary aged children with autism spectrum disorders. The participants in this study are 3 boys, ages 7-11, enrolled in a school-based program for children with autism who are receiving sensory integration therapy as well as behaviorally based programming. A reversal design is being used to evaluate the effects of the sensory therapy on inappropriate behavior (stereotypic behavior, aggression, and noncompliance), accuracy and compliance during “table time” work periods, and duration of involvement in instructional activities. Data collection is currently in the initial stages, but is predicted to be completed by February 2010. |
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| 9. The Effects of Music on Language |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHRISTINE M. ACCARDO (The Shafer Center), Janet Preis (Loyola University Maryland), Nita Adkins (The Shafer Center), Lauren Belmonte (The Shafer Center), Heather Priscilla Partanen (The Shafer Center), Maureen June Rushton (The Shafer Center), Brendan Russell (The Shafer Center), Dara Silbert (The Shafter Center) |
| Abstract: Research supports that music is an area of interest and strength for children with autism (Applebaum et al., 1979; Blackstock, 1978; Thaut, 1987, 1988), and recent research is reporting some connections between music and improved functioning across skill areas (see Gold & Wigram, 2006). Since presenting music as a support to intervention is a common practice, a controlled analysis of music’s specific effects on verbal expression and skill acquisition of children with autism continues to be relevant and necessary. Therefore, the purpose of this study is to systematically examine the effects of music across a variety of children diagnosed with autism. Specifically, this study will evaluate the effects of music across 10 participants (ages 3 to 7 years) on two dependent variables: (a) rate of acquisition and (b) accuracy of response to social/conversation questions. Data will be collected over a period of at least 10 sessions during the participants’ individual ABA therapies, using an alternating treatments design with music as the independent variable, presented in equal proportion to a non-music condition. Results will be examined to determine the differences between the two conditions across participants. Further analysis will be conducted to evaluate the impact of the participants’ developmental profile on their rate and accuracy of learning. |
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| 10. A Comparison of Discrete Trial Teaching and Dyadic Instruction for Two Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NAOMI WHEELER (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Farah Bacchus (McMaster University) |
| Abstract: Discrete trial teaching (DTT) has been shown to be effective in producing gains in the acquisition of skills by young children with autism. In DTT, a child with autism is taught a specific skill using a concentrated sequence of highly structured learning opportunities. Typically, as a child with autism progresses in skill acquisition the method of instruction shifts to more naturalistic forms of teaching so that the child’s skills may be more likely to generalize. One of these more naturalistic forms of teaching is small group instruction in which more than one child with autism may be taught the same material at the same time. Dyadic instruction (DI) consists of teaching two children at the same time using small group instruction format (e.g., children answering group- and individual-directed questions, choral responding). A study was conducted comparing DTT to DI on the acquisition and generalization of pre-academic skills for two children with autism. The results indicated that DTT produced faster acquisition of skills but showed less generalization to new settings than did DI. |
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| 11. Programming for Generalization During Intensive Behavioral Intervention |
| Area: AUT; Domain: Service Delivery |
| LEAH C. GONGOLA (Youngstown State University), Jennifer Sweeney (Kent State University) |
| Abstract: Many children with autism spectrum disorders (ASD) do not learn from their natural environment leading to difficulty generalizing skills. As a result, children with ASD require explicit instruction to acquire and maintain skills that they can use in natural environments. Intensive behavioral intervention (IBI), a specialized field characterized by the implementation of systematic ABA principles, has repeatedly been shown as an effective method for teaching children with ASD (Eikeseth, Smith, Jahr, & Eldevik, 2002; Lovaas, 1987). An IBI program is designed to address the unique and individual needs of each child. While IBI has been shown to be an effective treatment of choice for children with ASD, generalization of skills remains a concern throughout programming. An IBI program must emphasize the development of specific procedures to ensure that skills are generalized across various settings, different individuals, and to naturalized contexts (Baer, Wolf, & Risley, 1968). This poster will outline strategies for skill development specifically describing generalization procedures among children with ASD. |
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| 13. Video Modeling Versus Discrete Trial Instruction in the Teaching of Sightwords to a Student With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| NANCY PHILLIPS (The Genesis School), Mary E. McDonald (Hofstra University) |
| Abstract: There has been limited research in the area of teaching children with autism to read. It is helpful to look at existing research on interventions that have been effective for these children in other areas and apply them to reading. Children with autism are more often than not, visual learners. Video modeling has been utilized in the teaching of skills to children with autism. The present study was designed to compare the effectiveness of video modeling with traditional discrete trial instruction in the teaching of sightwords to a student with autism spectrum disorder. An alternating treatment design was used. The student was presented with two sets of sightwords that were comparable in difficulty; one set was taught using video modeling and one set was taught using DTI. The student was tested on his ability to read the words after each intervention. Results suggest that video modeling allowed for faster acquisition of the target words. |
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| 14. Testing the Effects of Touch Math on the Acquisition of Multiplication Math Facts |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON FISH (Mercy College), Christine O'Rourke Lang (Mercy College), Sudha Ramaswamy (Mercy College) |
| Abstract: The study presented herein tested the effects of a Direct Instruction procedure, specifically, Touch Math, on the acquisition of multiplication math facts of a 9-year old student diagnosed with Autism. A multiple baseline design across behaviors (various multiplication families) was utilized. An event recording procedure was used to collect data and data were reported as percentage of correct responses to learn unit presentations. A functional relationship was demonstrated across behaviors. Touch Math Instruction effectively supported the participant in the acquisition of multiplication facts and the results of this study correspond to the published research on the topics of Touch Math and Direct Instruction. |
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| 15. A Comparison of Mastery Criteria in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHELSEA B. HEDQUIST (University of Wisconsin-Eau Claire), Nicole Scharrer (University of Wisconsin - Eau Claire), Allie Marie Hensel (University of Wisconsin- Eau Claire), Jeffrey Robert Miller (University of Wisconsin - Eau Claire), Lindsey Sime (University of Wisconsin- Eau Claire), Kevin P. Klatt (University of Wisconsin - Eau Claire) |
| Abstract: Behavioral therapy for children diagnosed with autism includes a focus on teaching new skills. Skills are often taught using a discrete trial format. In past studies, skills have been taught using varying numbers of trials per therapy session (e.g., Cummings & Carr, 2009; Volkert, Lerman, Trosclair, Addison, & Kodak, 2008). No studies to date, however, have investigated how many trials are necessary each day for skills to be acquired and maintained. The current study investigated the number of trials necessary each day for skills to be acquired and maintained. Two conditions were compared, including one with a minimal number of trials per day (e.g., 5 trials) and one with considerable more trials per day (e.g., 20 trials). The current study investigated the total amount of trials and training time to reach a mastery criterion. Skills were then probed once a week to determine if the skill maintained. |
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| 16. The Effects of Pictorial Self-Management on Children’s On-Task Behavior in a Classroom Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALEXANDRA PETZ (The Chicago School of Professional Psychology), Susan K. Malmquist (Educational Diagnostic & Consulting Services), Charles T. Merbitz (Chicago School of Professional Psychology), Melissa Twarek (The Hope Institute) |
| Abstract: Many children with autism or other developmental disabilities have a difficult time staying on-task during activities, and therefore miss learning opportunities in school and at home. Many children with autism or other developmental disabilities have a difficult time staying on-task during activities, and therefore miss learning opportunities in school and at home. Research suggests that on-task behavior may be addressed directly by systematically reinforcing longer work intervals or providing a stimulus environment that more effectively supports such behavior. This study will assess the effects of pictorial self-management schedules on on-task classroom behavior of kindergarten students diagnosed with autism or another developmental disability. . A multiple baseline design across activities will be utilized to assess the effects of pictorial self-management schedules on on-task behavior and activity duration. Teacher redirection and stimulus generalization will also be evaluated. Expected results include the frequency of off-task behavior, teacher redirection and verbal prompting, and activity duration will decrease significantly post-intervention, showing that the use of the pictorial activity schedule was effective in increasing on-task and on-schedule behavior, as well as decreasing the amount of time it takes the child to complete each activity. |
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| 17. Investigating the Difference Between Step Size Type in a Progressive Ratio Schedule of Reinforcement in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHRYN R. HAUGLE (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (University of Wisconsin - Eau Claire), Allie Marie Hensel (University of Wisconsin- Eau Claire), Jeffrey Robert Miller (University of Wisconsin - Eau Claire), Chelsea B. Hedquist (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin - Eau Claire) |
| Abstract: Roane (2008) urged researchers to further examine progressive ratio (PR) schedules in applied settings. Roane suggested researchers investigate procedural considerations, the use of PR schedules to bridge basic and applied research topics, and the use of PR schedules in applied settings. One procedural consideration researchers need to investigate is the type of progression to use in a PR schedule, arithmetic or geometric. In laboratory settings with non-human animals PR schedules have been implemented with both arithmetic and a geometric progression. Researchers in clinical settings have not examined the difference between the two types of progression. The current study sought to examine any differences between implementing a PR schedule with a geometric progression and a PR schedule with an arithmetic progression in responding of children diagnosed with autism. The current study also sought to examine other variables that could effect responding of children diagnosed with autism during a PR schedule of reinforcement. |
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| 18. Training Children With Autism Spectrum Disorders to be Compliant With a Physical Exam |
| Area: AUT; Domain: Applied Behavior Analysis |
| JULIE A. BRANDT (University of Kansas), Anthony J. Cuvo (Southern Illinois University) |
| Abstract: The purpose of this study was to train children with autism spectrum disorders to be compliant with a 10 component physical examination. After a physician assistant administered an exam pretest, noncompliance on steps of the exam were considered with respect to a skill deficit and escape from aversive stimuli. A package of training procedures was implemented, including preference assessment, priming DVD, various prompts, contact desensitization (i.e., fading in aversive stimuli), shaping, escape extinction, and differential reinforcement of other behavior. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses. The study provides a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. |
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| 19. Reducing Self-injurious Behaviors in a Middle-school Student with Autism: A Case Study |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIRIAM CHACON BOESCH (Purdue University), Teresa Taber-Doughty (Purdue University), Oliver Wendt (Purdue University) |
| Abstract: Because of the relationship between communication and aberrant behaviors, there is a need for evidence-based practices that directly address the communicative and behavioral impairments of children with autism. Therefore, a case study using a changing-criterion design was conducted to evaluate the effectiveness of a treatment package in reducing self-injurious behaviors (SIB) that were escape and tangible-motivated. A treatment package consisting of delayed reinforcement and functional communication training (FCT) was implemented with a middle school-age student with autism and no functional speech who displayed SIB. The student was taught to use manual signs to request wrist-weights, a highly-preferred item. Because the wrist-weights were used as self-restraints and thus, prevented him from engaging in many classroom activities; intervention also consisted of gradually eliminating the wrist-weights while increasing time on task. The primary goals of this study consisted of 1) reducing the student’s dependency on the self-restraints, 2) increasing time on task, and 3) reducing SIB. The data to be collected from this study will help practitioners select a more fine-grained intervention approach for multiply controlled behavior. Results will be discussed in light of their implications for evidence-based practice. |
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| 20. Does Your Grandma Hoard, We Got Help? |
| Area: AUT; Domain: Applied Behavior Analysis |
| LISA GOODSON (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: An individualized behavior program was implemented to extinguish hoarding behavior, decrease running in cafeteria, and aggression behavior such as pulling hair exhibited by a 17-year-old male student living with autism attending high school. The individualized behavior program consisted of scheduled reinforcements, bonus response cost, positive reinforcement, and intercomponent-intravels as the main interventions for the target behaviors. Leadership role such as leader of the line to redirect student's attention while transitioning into a new setting to reduce hoarding. Intercomponent-intervals provided to student before leaving an enriched activity (access to reinforcers) into a less preferred activity (academic assignments) will reduce target behavior (aggression) (Cooper, Heron, Heward, 2007). According to Catania (2007), implemented interventions such as verbally prompting student to place hands into lap before entering his personal space to ensure zero probability that hair pulling would occur while assisting student with assignments. Replacement behaviors were selected and modeled for student to follow after completing tasks to promote the success of extinguishing target behaviors (Catania, 2007). Techniques used in study were based on previously conducted evidence-based research and data was collected to support findings on whether individualized behavior program was effective. |
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| 21. An Evaluation of a "Sit and Watch" Procedure in the Treatment of Disruptive Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL ADLER (California State University, Los Angeles), Courtney Bloom (Shabani Institute), Robert S. Pabico (Center for Behavior Analysis and Language Developm), Daniel B. Shabani (California State University, Los Angeles) |
| Abstract: Contingent observation, known informally as 'Sit and watch', is a variation of time-out that has been demonstrated to effectively reduce disruptive behaviors. In the current investigation, "Sit and Watch" was used to decrease problem behaviors maintained by both attention and escape in a 7-year-old female diagnosed with autism. The procedure involved having the participant sit in a chair next to the play situation within which disruptive behaviors occurred. Results indicated a decrease in problem behaviors when the chair was present and an increase in behaviors when the chair was absent. |
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| 22. Decreasing Inappropriate Behavior of a Classroom Before Decreasing Inappropriate Behavior of a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Daniel L. Fudge (Omaha Public Schools), STACY BLISS FUDGE (Omni Behavioral Health) |
| Abstract: An autistic child was in need of consultation services to try and ameliorate his out-of- seat behavior in a general education first grade classroom. Pre-intervention data revealed that the child was out of his seat 71% of the time during three half-hour observation. When doing peer comparison, it was noted that three quarters of his peers were also out of their seats the same amount or more time (74%). Before being able to help decrease the behavior of the child with autism, his peers’ out-of-seat behavior had to be decreased. A randomized interdependent group contingency was used as the intervention to help the classroom decrease out-of-seat behavior. First, the class was instructed on how the intervention worked. Second, the class practiced using the intervention for three days without data being collected. Lastly, five data points were collected on consecutive days during the intervention phase. Since this was a consultation case an AB design was conducted to observe if the intervention worked. Post-intervention data indicated that as the classrooms out-of-seat behavior decreased (31%) the child with autism (43%) out-of-seat behavior decreased. |
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| 23. The Analysis and Treatment of Vocal Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER M. DERDERIAN (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: Vocal stereotypy is characterized by repetitive vocal responses, which when occur at high rates can interfere with activities of daily living. Few studies have focused on the function and treatment of vocal stereotypy. The current study sought to extend previous research on interventions for vocal stereotypy. The participant was a 17-year-old male, diagnosed with autism. Vocal stereotypy was found to have an automatic function, and was not mediated by social consequences. Following the functional analysis, the effects on vocal stereotypy of response interruption and redirection (RIRD) were compared to differential reinforcement of the nonoccurrence of behavior (DRO) using a multieliment design. During the RIRD procedure, contingent on the occurrence of vocal stereotypy the instructor would deliver vocal demands in the form of social questions or repetition of phrases. During the DRO procedure, contingent on the nonoccurrence of vocal stereotypy for 15 seconds, a small edible reinforer was delivered. RIRD did not reduce levels of vocal stereotypy; however the results of the DRO produced levels substantially lower than rates in baseline. These results do not support recent data suggesting the use of RIRD to reduce vocal stereotypy. |
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| 24. Self-Observation and Correction of Inappropriate Behavior by a Young Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Valerie R. Rogers (University of Nevada, Reno), DAYLEE MAGNISON (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure examined the effects of self-observation (via videotape) and discrimination training on the inappropriate and appropriate behavior of a young child with autism in a home and school setting. Prior to implementation, the young learner engaged in a variety of inappropriate behaviors including noncompliance, elopement, property destruction, aggression, whining, and crying in instructional settings both at home and at school. Specifically, these inappropriate behaviors occurred upon the emission of an error to an academic task. An intervention was developed and implemented at home where immediately following a mistake to an academic task, the child was instructed to observe her behavior (via videotape) and identify if the response to the error was appropriate or inappropriate. In addition, rules were provided at that time regarding the necessity of behaving appropriately. Reinforcement was provided for a correct label of her response to an error as well as responding appropriately to that error. Over time, this intervention resulted in more accurate labeling of her behavior as well as a decrease in the frequency and duration of the inappropriate behaviors, both at home and at school. |
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| 25. A Review of Self-Management Procedures for Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| GEOFFREY D. DEBERY (Eden II Programs), Frank R. Cicero (Eden II Programs), Nancy Phillips (The Genesis School), Nancy Ferrer (Eden II Programs), Panagiota Stathakis (Eden II Programs) |
| Abstract: Self-management has been broadly defined as the personal application of behavior change tactics that produces a desired change in behavior. In the field of autism treatment self-management generally refers to any behavior intervention program in which the individual receiving treatment performs some part of the intervention program. Thus, a successful self-management intervention increases an individual’s level of independence because the individual decreases his or her reliance on other people. In the field of autism treatment, independence is an important treatment goal. Accordingly, many researchers have reported successful self-management interventions across a wide range of behaviors in students with autism. However, successful self-management interventions are highly individualized, and as a result procedures vary greatly across studies. The current poster will review the research on self-management in autism and provide the reader with an organized summary of the procedural variations and behaviors targeted using self-management interventions. Suggestions for future research will be offered. |
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| 26. A Comparison of Reinforcer Assessments for Children With Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON B. VIEIRA (Caldwell College), Patrick R. Progar (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
| Abstract: The effectiveness of caregiver interviews and a paired-stimulus preference assessment in identifying reinforcers for children with diagnoses of autism or pervasive developmental disorder was assessed in the present study. An alternating treatments design was then used during a subsequent reinforcer assessment to measure the frequency of completed tasks. Correctly completed tasks resulted in access to a top ranked item from either preference assessment on a progressive fixed-ratio schedule. If identical stimuli were identified as the most preferred for both preference assessments, the second most preferred stimuli from both the caregiver interview and paired stimulus assessment were used as reinforcers in the reinforcer assessment. Both preference assessments correctly identified potential reinforcers as evidenced by an increase in task completion under both conditions. Response rates increased substantially for all participants when the top-ranked item from the paired stimulus assessment was presented contingent on task completion. However, response rates under the caregiver condition were lower than those of the paired stimulus condtion. In general, task completion occurred at a higher rate when preferred items from the paired stimulus assessment were used as a reinforcer in comparison to items used as reinforcers from the caregiver interview. The results suggested that more potent reinforcers are identified in paired stimulus assessments when compared to the items generated from caregiver interviews. |
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| 27. Assessing Play Interests in Toddlers |
| Area: AUT; Domain: Applied Behavior Analysis |
| MITSURU KODAKA (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Lashanna Brunson (University of North Texas), Rachael E. Shrontz (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Play is a significant part of childhood. Typically developing children exhibit a wide range of interests within their play, but children with autism do not. The purpose of this study was to design and implement an assessment tool that will capture the constellation of behaviors indicating play interests in young children. The Early Play Interests Assessment (EPIA) includes categories of play behavior and their components behaviors. Additionally, measures of child affect were built into the EPIA. All behaviors were observed under various environmental conditions. The results show that the EPIA was useful in observing toddlers’ play behavior within behavioral categories and components and assess the interactions among these measures of play interests. The results are discussed in relation to the importance of creating observational systems to quantify play interests in typical and atypical children and for establishing a link between the information gathered in assessment and the planning and implementation of autism interventions. |
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| 28. Measuring and Evaluating Happiness in Teaching Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CLAIRE ANDERSON (University of North Texas), Megan Geving (University of North Texas), Sara M. Weinkauf (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: The measurement of happiness has received increasing attention in the behavior analytic literature. Happiness in individuals with developmental disabilities has been measured by counting specific behaviors or constellations of behaviors. The purpose of this study was to examine the two approaches while observing nine child and teacher dyads at an autism treatment center. Results showed that, overall, a constellation of behaviors can yield similar patterns as compared to a specific behavior count, but no consistent relationship was found between the affect of the children and teachers or between teachers under similar instructional conditions. The possible implications of these results and future directions are discussed. |
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| 29. Beyond Greetings : Using Social Checklists to Teach a Child with Autism Social Skills. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALICE F. GUTIERREZ (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: Children diagnosed with autism frequently lack the complicated language necessary to interact socially with peers. While some children with autism have a desire to interact with peers, their social skills are frequently limited by their difficulties in initiating verbally to peers or answering a peer’s questions with more than one word utterances. The present research study explores the use of social checklists to concurrently improve social skills and encourage verbal initiations to others. The subject has an autism diagnosis and is mainstreamed in a typical pre-kindergarten classroom. While the subject has delays in speech, he is academically and behaviorally similar to the peers in his class, none of which have an autism diagnosis. The subject has difficulty with complex social interactions, specifically in the areas of initiating to peers beyond a greeting. The study used a social checklist to develop more complex social skills and then faded the checklist to increase independence in social interactions. |
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| 30. Measuring Joint Attention During and After Toy Activation |
| Area: AUT; Domain: Applied Behavior Analysis |
| CATHERINE PARRISH (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The purpose of this study was to examine IJA [Initiating Joint Attention] scores of 28 children with autism [CWA] and 7 typically developing children [TDC] during and after toy activation. Composite scores summarized performance of three behaviors (gestures, eye contact, and commenting) across toys. Performance was evaluated during toy activation only, and two seconds and five seconds after activation. The results of the analysis indicated that for 9 out of 28 CWA and 1 out of 7 TDC, joint attention continued to occur within two seconds after the activation period. When observations included five seconds after the toy stopped joint attention increased for 17 of 28 CWA. Extending the observation period after toy activation from 2-s to 5-s, resulted in the number of joint attention initiations increasing. To obtain the most accurate assessment of joint attention behavior, observation and scoring should continue until 5-s after the activation period. |
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| 32. An Evaluation of the Benefits of Inclusionary Time for Students With Autism and Typical Peers |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Sheila Quinn (Salve Regina University), Brian McGovern (Pathways Strategic Teaching Center), Maureen Doyle (Pathways Strategic Teaching Center), Matthew Maynard (Salve Regina University), Chelsea Bourn (Salve Regina University) |
| Abstract: Public schools are increasingly including students with autism with typically developing peers because the law requires students to be educated in the least restrictive setting possible. Inclusion is not only a legal issue but a social issue and remains a controversial topic. Limited research exists assessing the benefits of inclusion for students with autism and their typically developing peers. The purpose of this study was to evaluate the benefits of inclusionary time for adolescents with autism as well as their typically-developing peers. Typical peers received a presentation and the opportunity to participate in Project New Friends, reverse inclusion time. For the typical peers, pre and post assessments were conducted on self concept and attitude and awareness of disability. Record reviews were conducted on attendance, tardiness, and disciplinary referrals. For the students with autism, data was collected on the frequency of initiations, attention to peers, and responses to peers. Results will be discussed along with recommendations for future research and practice. |
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| 33. Using Applied Behavior Analysis Methods to Assess Prosocial Behaviors in Children With Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA CHRISTIANSON (University of Wisconsin-Madison), Jennifer M. Asmus (University of Wisconsin-Madison), Laura Mulford (University of Wisconsin-Madison), Julie A. Horner (University of Wisconsin-Madison), Cara Vaccarello (University of Wisconsin-Madison) |
| Abstract: Applied behavior analysis (ABA) techniques are effective at assessing challenging behaviors with children with autism spectrum disorder (ASD). Little research has been conducted using these techniques to examine appropriate social behaviors of children with ASD. The purpose of the current study was to adapt descriptive assessment and structural analysis methods typically used to treat challenging behaviors to examine the antecedent variables that maintain appropriate social behaviors between children with ASD and their peers. Participants included three early elementary aged students with ASD and their classroom peers; participants were videotaped in the general education classroom. Descriptive assessment measures and direct observations were used to analyze multiple context variables and adult behaviors, target child and peer initiations, responses, and interactions, and the perceived outcome. Based on the direct observation data, contexts where the most prosocial behaviors occurred for an activity, group size, and adult engagement were compared to the contexts where the least prosocial behaviors were observed in the structural analysis. Information gathered from the assessment assisted in developing individualized interventions for children with ASD. Attendees will learn about a systematic approach to assessing prosocial behaviors with children with ASD that can be applied in a school setting. |
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| 34. Using pantomime to teach a youth with Asperger’s Syndrome discrimination of social cues. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SCOTT D. NIPPER (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: People with Asperger’s Syndrome and other related disorders often have above average verbal repertoires, but still have significant deficits in their social communication. From a behavior analytic perspective one likely cause for this deficit is that the individual is not responding to all of the social cues in his environment. Even a gross task analysis of social communication reveals a complex set of concurrent behaviors that include decoding as a listener and encoding as a speaker not only words ,but voice, face, body, and context clues. By using behavioral social skills training with various theatre disciplines such as pantomime these affective cues can be isolated and combined in a systematic way to shape complex behavior chains. Testing the efficacy of this approach as a package is beyond the scope of a controlled single subject research design. However, this study takes the first step, as data will be collected on a subject’s discrimination of non-verbal affective social cues before and after receiving pantomime based social skill training. By combining the tools of behavior analysis with the craft of drama a technology of teaching emerges for improved social skill training. |
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| 35. Using Activity Schedules and Video Modeling to Teach Adolescents with Autism to Play Nintendo Wii Fit? |
| Area: AUT; Domain: Applied Behavior Analysis |
| JULIA MANDELBAUM (Caldwell College), Sharon A. Reeve (Caldwell College), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College) |
| Abstract: People with autism often have difficulties engaging in independent leisure activities. Currently, there is little research investigating methods to teach these skills to people with autism. In the present study, a multiple probe design across participants was used to assess whether four adolescents with autism could learn to play Nintendo Wii Fit. Specifically, manual prompting, graduated guidance, and reinforcement was used to teach the adolescents to (a) use an activity schedule to set up the Nintendo Wii and to select the exercises, (b) follow the Wii Fit video model to complete the various exercises, and (c) stay on task during the session. In addition, multiple exercises were taught to promote generalization of the use of the Wii Fit? system. The results indicated that all participants independently played Nintendo Wii Fit and these skills generalized to novel exercises not used during teaching demonstrating a generalized repertoire of the use of the Wii Fit system. In conclusion, this study extended the literature by providing an additional way to teach functional leisure time activities for people with autism. |
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| 36. Variables that affect video modeling results in an Early Intervention setting for children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KOJI TAKESHIMA (Fremont Unified School District) |
| Abstract: Video modeling technique is an evidence-based intervention to teach various skills for individuals with Autism. The use of video modeling technique is evaluated in an Early Intervention setting for children with Autism. The siblings of the participants are the actors of short video clips to teach independent and interactive play skills. The participants are two, 2-year-old children with Autism, who shows emerging play skills, and have demonstrated basic gross and fine motor imitation skills through Discrete Trial Training. Dependent variables include scripted and unscripted play actions, vocal statements, and initiation to peers. Multiple baseline design across two different types of play activities is used to evaluate the effects of video modeling intervention. The discussions include variables that may affect the results of video modeling training in this population, including use of siblings as opposed to strangers in video clips, multiple presentations of video clips as opposed to single presentation of video clips, and target play activities, which are an independent play activity and an interactive play activity. |
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| 37. Assessment of Communication Modality Preference in Learners with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TINA RIVERA (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Michele L. Newman Lefebvre (Douglass Developmental Disabilities Center, Rugters, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutger, The State University of New Jersey), Amy Hansford (Rutgers University), Mary Sens (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Individuals with autism have significant impairments in their ability to communicate with others. Estimates indicate that about fifty percent of children with autism are nonvocal (Frankel, Leary & Kilman, 1987). To address these deficits, several supplemental/alternative communication strategies have been developed. Different topographies of trained communication responses have included vocal speech (Carr & Durand, 1985), communication cards/ picture exchange (Bondy & Frost, 1994; Horner & Day, 1991), and sign language (Mirenda, 2003). While these topographies of communication have all been shown to be effective in specific clinical instances, the selection of communication topography has generally been based on arbitrary guidelines, such as the individual’s developmental level, motor skills, and the recommendations of a speech-language pathologist. The selection of communication modality for learners with autism can often be a contentious issue. To this point, relatively little research has evaluated procedures to determine which modality represents a “best fit” with individual learning styles. The purpose of the current investigation is to design an assessment model that evaluates the rate of acquisition and student preference to determine the most appropriate communication modality for use with instruction. |
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| 38. Testing the Effects of a Backward Chaining Procedure on the Independent Location of PECS(Picture Exchange Communication System) Books |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA DEVARIE (Mercy College), Christine O'Rourke Lang (Mercy College), Sudha Ramaswamy (Mercy College) |
| Abstract: Providing an accessible and effective means of communication for individuals with Autism Spectrum Disorders is an essential component in promoting independence and social interaction. The study presented herein tested the effects of a backward chaining procedure on the independent location of PECS (Picture Exchange Communication System) books utilizing a multiple baseline across participants design. Three students, consisting of two females and one male from a K-2 communications classroom participated in the study. All the participants were diagnosed with autism spectrum disorder and had severe speech and language delays. The dependent variable-independent location of the student’s PECS book was task analyzed into five steps and was designed to teach the participants to locate their communication books from another part of the room. The results demonstrate a functional relationship between the independent variable-backward chaining and the dependent variable-independent location of the student’s PECS book. The results add to the literature documenting the effectiveness of backward chaining as a teaching strategy for children with disabilities. |
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| 39. Teaching Vocal Imitation to a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICOLE CARLSON (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning) |
| Abstract: This paper will demonstrate how a non-verbal four year old child with autism was taught to imitate vocal sounds. The student was involved in a home based behavior analytic program that utilized applied behavior analysis (ABA), precision teaching, and fluency based instruction. The young child began her ABA therapy in February 2006, and over the next three years obtained 25-30 hours of ABA therapy each week. The purpose of this program was to teach vocal control of singular sounds as a composite skill to verbally communicating. With the help of a Speech Pathologist (who aided us with the scope and sequence of sounds for this child) we used timed practice and charted data to make data-based decisions. Through direct instruction the student successfully learned to purposefully emit and imitate the sounds /m/ /h/ and /a/ over the span of eleven months. All data observed was recorded and will be displayed on a standard celeration chart. |
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| 40. Generalization of the Picture Exchange Communication System With Nonverbal Students Across Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| REBEKAH L. NICHOLS (Evergreen Center), Jennifer M. Silber (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to determine whether four non-verbal students with a diagnosis of autism would demonstrate generalization of manding using the Picture Exchange Communication System (PECS) across settings. The typical PECS training procedure was modified by using a basket containing the reinforcers for which students could mand. The goal was to determine whether the presence of this additional SD would eliminate the need for a physical prompter in the natural environment, something that typical PECS instruction requires. This study used a multiple baseline design across students to assess the effects of modified PECS training on the generalization of manding behavior across settings. First, students were taught up to phase IIIb of PECS in a separate training setting, in which the basket was present. Following training, students were assessed in their classroom and residence on the frequency of their manding behavior. If students failed to demonstrate generalization across settings, the basket containing the reinforcers was introduced into the natural environment to facilitate generalization. Across all conditions, community probes were done once per week to assess for additional generalization. The results indicated that students demonstrated generalization of manding behavior after participating in modified PECS training. |
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| 41. The Effects of Positive and Negative Reinforcement on Teaching a Young Child with Autism to Mand |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHRISTINE M. COFFMAN (University of Nevada, Reno), Sara L. Stratz (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure compared the effects of positive reinforcement to negative reinforcement when teaching a manding repertoire with a young child diagnosed with autism. Prior to implementation, the young learner demonstrated no manding repertoire for preferred or non-preferred items. First assessments were conducted to determine preferred and non-preferred items to use for training. Following identification of stimuli to be used in training, baseline sessions were conducted to assess the child’s manding repertoire with respect to preferred and non-preferred items. Mand training was then implemented to teach the child to emit a two or more word response for the removal of a non-preferred item or to gain access to a preferred item. Generalization probes were conducted for items not used in training, and two weeks after termination of training a follow-up assessment evaluated if the mand was emitted under similar conditions. The data show that the child reached mastery for the mand maintained by positive reinforcement before mastery of the mand for the removal of the non-preferred item. In both training and generalization probes, manding maintained by negative reinforcement produced more complex appropriate responding than mands for access to preferred items. |
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| 42. Examining the Effect of Community-Based Employment on Maladaptive Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| TODD FRISCHMANN (Rutgers University), James Maraventano (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Christopher Manente (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Although supported community employment is one of the most popular objectives for service providers in the field of autism in adulthood, there is very little evidence to suggest any positive outcomes related to this objective. The present study employed a multi-element design to determine the effects of adapting stimuli from a community jobsite to an adult day program setting for an adult with autism. Sessions were conducted at an adult day program and a community jobsite where the individual cleaned a public men’s room. Data indicated that rates of maladaptive behavior were low in the community setting and high while in the day program setting. To evaluate the effects of stimuli from the community jobsite, specific aspects of the community setting were integrated into sessions conducted at the adult day program setting. The results indicated that integrating specific aspects of the community environment to the day program resulted in a reduction in maladaptive behavior. The findings are discussed as they relate to the importance of employment for adults with autism and especially for those who engage in socially stigmatizing behavior. |
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| 43. Teaching Grocery Shopping Skills to an Adolescent With Autism |
| Area: AUT; Domain: Service Delivery |
| SHERYL COTTON (Erik's Ranch) |
| Abstract: A 17-year-old adolescent with autism often left the proximity of staff and family during shopping trips and community outings. A grocery shopping training curriculum, that utilized a task analytic approach with pictorial prompts, was implemented to teach the participant to identify and select specific grocery items. Each grocery shopping trial consisted of finding five grocery items. Grocery shopping was trained alternating five items from two different shopping lists. Baseline data indicated the participant was unable to identify and select grocery items. After 15 training sessions, the participant achieved master of selecting five items from both lists. Maintenance and generalization data indicated the participant was able to identify and select 40-50 items. Additionally, the participant is able to accompany family members and staff during "natural" grocer shopping trips. |
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| 44. Teaching an Adolescent With Autism to Complete Purchasing Transactions |
| Area: AUT; Domain: Service Delivery |
| ANGELA ENGBRECHT (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: One important component of adult and adolescent independence is the ability to regularly complete purchasing transactions in order to obtain items such as food, hygiene products, and other goods that may be of interest or use. This skill is often taken for granted but can be difficult to master for some people on the autism spectrum. Using a chaining procedure, and a community based instructional arrangement, we aimed to teach a 15-year-old boy with an autism spectrum disorder to complete purchasing transactions across a variety of purchasing locations. This poster focuses on both the process and result of that intervention. |
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| 45. First- and Second-Order Pairing During an Exchange-Only Token-Conditioning Procedure With Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARRIE WEPPLER (QSAC, Inc.), Cynthia E. Pichardo (QSAC, Inc.), Ronald Lee (QSAC, Inc.) |
| Abstract: Weppler et al, (2009) demonstrated the effects of a token-conditioning procedure where a neutral stimulus (NS) was noncontingently delivered to a student and an independent exchange for a back-up reinforcer was trained. This led to a rapid increase in the preference for the previously neutral token. The present study extends those findings by comparing the effects of this conditioning procedure during first- or second-order pairings of a neutral stimulus with back-up reinforcers. During first-order pairing, the NS1 was exchanged for a back-up reinforcer. During second-order pairing, the NS2 was exchanged for a preferred token, which was later exchanged for a back-up reinforcer. The effects of these conditioning procedures on the percentage of trials in which each token was selected during paired-stimulus preference assessments were evaluated within a multiple-baseline-across-participants design. The reinforcing properties of each token stimulus were also evaluated within a multiple-baseline-across-participants design. Results demonstrated that the token-conditioning procedure was effective at increasing the preference for neutral stimuli with both first- and second-order pairings. These stimuli were demonstrated to function as reinforcers. Additionally, the effects of pairing generalized to a novel stimulus that had no history of pairing with back-up reinforcers. |
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| 46. Comparing a Discriminative Stimulus Procedure and a Pairing Procedure to Establish Social Stimuli as Conditioned Reinforcers for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL LEE KOELKER (University of North Texas), Einar T. Ingvarsson (University of North Texas), Duy Dang Le (Child Study Center), Jesse Anderson (Child Study Center), Janet Ellis (University of North Texas) |
| Abstract: Social stimuli such as smiles, head nods, thumb-ups, and OK signs often do not function as reinforcers for children with autism. However, it may be important for such events to acquire reinforcing properties for social skills (as well as other types of skills) to be maintained in the children’s everyday environments without the use of arbitrary, non-social reinforcers. Previous research has shown the effectiveness of a pairing procedure (respondent conditioning) and a discriminative stimulus procedure to condition neutral stimuli to function as reinforcers. However, the relative effectiveness of these procedures is unknown. In the current study, we compared the effectiveness of these two procedures in establishing neutral social stimuli as reinforcers for simple responses with children with autism. Results from the first participant showed that the discriminative stimulus procedure was more effective; however, results from the second participant raised questions about prerequisites that may be needed for either procedure to have the desired effect. We collected IOA during at least 30% of sessions in each condition: IOA averaged above 90% for all participants. Data collection is currently under way with additional participants. |
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| DDA Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 47. Evocative and Abative Effects of Varying Awake Durations on Challenging Nap Time Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| NARISSRA PUNYANUNT (Texas Tech University) |
| Abstract: Evaluating the influence of establishing operations has been demonstrated as highly valuable toward the development of procedures to reduce challenging behaviors (O’Reilly, 1995; O’Reilly, et al., 2007). In this study, the awake time prior to a nap was manipulated in an effort to reduce the challenging behaviors displayed by a preschooler during nap time. The participant was a 2-year-old attending a preschool setting who displayed challenging behaviors such as shouting, crying, running away from assigned area, and slapping others. These behaviors occurred only following instructions to take a nap and were evaluated using a multi-elemental design with reversals. A 10-s partial interval scoring procedure was used to measure challenging behaviors during 30-minute intervals. Challenging nap time behaviors were reduced to near zero by adjusting the amount of time that the child was awake prior to initiating a nap. The study demonstrates the importance of working closely with parents toward adjusting home routines which may have subsequent impact on preschoolers’ behaviors at school. The potential value of manipulating evocative and abative effects of establishing operations within applied settings will also be presented. |
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| 48. Some Effects of Caregiver Integrity Given the Initiation of Training |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAURA ELIZABETH MELTON (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: We evaluated treatment integrity measures for eight caregivers with children admitted to a 6-8 week intensive behavioral program to address food refusal. Typically, caregivers feed meals upon admission (pre-training) and do not feed again until they are trained to implement the mealtime protocol (post-training). Participants were split into two groups, one with caregivers trained during the first three weeks of admission (early training), and the second with caregivers trained during the last two weeks of admission (late training), which is the standard training plan. Data were collected on child behavior (e.g., expelling food) and caregiver behavior (e.g., spoon removal). Conditional probabilities of caregiver behavior were calculated for pre- and post-training meals, and follow-up meals. Although both groups demonstrated higher integrity with the protocol following training, the probabilities of correct protocol implementation were higher for the late training group as compared to the early training group. Higher integrity with the protocol was observed with the early training group during follow-up meals. The implications of providing caregivers with more opportunities to practice mealtime protocols and the potential effects on caregiver integrity will be discussed. |
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| 49. An Evaluation of a Fading Procedure to Increase Liquid Consumption |
| Area: DDA; Domain: Applied Behavior Analysis |
| Charles S. Gulotta (Kennedy Krieger Institute), LACEY LEBLANC (Kennedy Krieger Institute), Tessa Taylor Rivet (Kennedy Krieger Institute) |
| Abstract: Typically, treatment for food refusal initially incorporates reinforcement-based procedures, but ultimately the addition of extinction-based procedures are often needed in order to achieve an increase in food acceptance and a decrease in food refusal. The present investigation served to examine whether treatment gains made using both reinforcement and extinction procedures with solids generalized to a different skill set, cup drinking, with the use of a stimulus fading procedure thus eliminating the need for extinction. An alternating treatment design was employed with a 2-year, 2-month-old male with Down’s syndrome and gastrostomy tube dependence in an inpatient treatment program for feeding disorders. Specifically, the presentation of a standard cut-out cup was alternated daily with the presentation of a variety of stimuli, beginning with a small mother care spoon which was gradually faded up to a standard cut-out cup over the course of the admission. Acceptance levels and refusal behaviors were graphed across time. Results of these data will be discussed. |
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| 50. An Evaluation of the Effects of Observation and Intensive Caregiver Training for Parents of Children With Food Refusal |
| Area: DDA; Domain: Applied Behavior Analysis |
| JULIA N. WOODS (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: Descriptive analyses were used to evaluate child behavior and parent integrity with mealtime protocols at various times during parent training. Participants included three children admitted to an intensive program for the assessment and treatment of food refusal and their mothers. Descriptive observations were conducted immediately following admission (pre-training), after the observation phase of training (post-observation) during which parents observed therapist-conducted meals using a mealtime protocol for approximately five weeks, following intensive training of the mealtime protocol, including role plays and direct feedback (Post-Training), and at 1-3 month follow-up (Follow-up). Child responses included bite acceptance and food refusal, and parent responses included responses following acceptance and food refusal (e.g., spoon removal). Results showed increases in protocol integrity with the mealtime protocol for all parents during the post-observation phase, prior to intensive parent training of the mealtime protocol. Furthermore, intensive training increased correct parent responding to 100% which maintained through follow-up for all participants. For all participants, increases in child acceptance were correlated with increases in parent integrity. |
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| 51. Treatment of Multiply Controlled Inappropriate Mealtime Behavior Using a Multiple Baseline Design |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAUREN M. MALECKI (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Meghan Pangborn (Kennedy Krieger Institute) |
| Abstract: We initially conducted a functional analysis of inappropriate mealtime behavior to identify the function(s) of food refusal (e.g., head turns, negative statements, pushing the spoon away), which revealed that refusal was multiply controlled (i.e., reinforced by escape from bite presentation, access to tangible items, and attention). Following the functional analysis, individualized treatments consisting of differential reinforcement of alternative behavior (DRA) were implemented for each function using a multiple baseline design. Reductions in food refusal and increases in consumption were observed when and only when each function was specifically targeted. Increases in consumption were observed initially without the inclusion of non-removal of the spoon (i.e., escape extinction) for both the tangible and attention treatments. An increase in refusal was observed following the presentation of a novel food in the tangible condition, thus, an escape extinction component was implemented in that condition. Finally, all interventions were combined into one collective treatment package that addressed all functions shown to maintain food refusal. Results of this study provide preliminary evidence of the effectiveness of DRA without the use of escape extinction, and were demonstrated using a novel variation of the traditional multiple baseline design. |
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| 52. Use of a Multiple Baseline Design to Evaluate Extinction Bursts With Parent-Conducted Meals |
| Area: DDA; Domain: Applied Behavior Analysis |
| EMILY SANGKAVASI (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: We evaluated the inappropriate mealtime behavior for one child admitted to an intensive inpatient program during therapist-conducted meals, and parent-conducted meals. Utilizing a concurrent multiple baseline design, the therapist and parent conducted baseline sessions, and treatment components were introduced first with a therapist, then with a parent. Increases in food acceptance and decreases in inappropriate mealtime behavior were observed with both the therapist and the parent. We did not observe initial bursts in responding with the therapist or parent following the initial treatment however less inappropriate mealtime behavior occurred with the therapist as compared to parents. Finally, a burst in inappropriate responding was only observed with the caregiver when additional components were added to the treatment. Preliminary results suggest that children may be more likely to engage in inappropriate mealtime behavior during parent-conducted meals, and providing parents with more opportunities to implement treatment could decrease the likelihood or severity of a burst. |
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| 53. Feeding Problems of Children With Developmental Disorder and Its Impact on Parenting Stress: Coping Strategies and Social Support as Moderators of Parenting Stress |
| Area: DDA; Domain: Theory |
| U-JIN LEE (Yonsei University), Min-Jung Shin (Yonsei University), Jean H. Choi (Yonsei University) |
| Abstract: The purpose of this study is to compare feeding problems between children with developmental disability (DD) and healthy controls, and to predict parenting stress of caregivers of children with DD who had feeding problems. The participants were 134 caregivers of children with DD aged from 2 to 12 (108 boys, 26 females) and, 134 age- and sex-matched controls. Children's eating behavior inventory (CEBI), Korean-parenting stress index (K-PSI), ways of coping checklist, and multidimensional scale of perceived social Support (MSPSS) were used. The results showed that children with DD had more feeding problems and various behavior problems in mealtime than controls. Severity of feeding problems in children with DD predicted caregivers’ parenting stress significantly (p<.001). Caregivers’ coping strategies and social support increased the degree of explanation of the relationship between children’s feeding problem and parenting stress significantly (F(6,90) = 7.90, p <.001, R2=.34). This result implied that many children with DD had feeding difficulty in general and furthermore, children’s feeding problem affected negatively on parenting stress. However, the outcome also indicated that when caregivers were capable of using coping strategies and social support adequately, they could moderate parenting stress because they knew how to handle children's problem behaviors during mealtime. |
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| 54. Examining the Direct and Distal Effects of Noncontingent High- and Low-Calorie Foods |
| Area: DDA; Domain: Applied Behavior Analysis |
| MEGAN L. KLIEBERT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: The noncontingent delivery of edible items is often used to compete with mouthing behavior in individuals with developmental disabilities. However, it is unclear how long this reduction endures once the noncontingent delivery is terminated. Food delivery usually consists of high-calorie foods (e.g., cookies) although it is undetermined if high caloric foods provide any added value over lower-calorie foods. The current study examined the direct and distal effects of non-contingent high and low-calorie foods upon mouthing by measuring mouthing behavior during food delivery and after delivery was terminated. The results indicated that high and low-calorie foods were equally effective in suppressing mouthing, but these effects endure for only brief periods upon terminating delivery. That is, non-contingent delivery of edible items may produce substantial direct effects but limited distal effects, regardless of caloric intake. |
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| 55. Journal of Applied Behavior Analysis Studies of Stimulant Drugs and Attention Deficit Hyperactivity Disorder: Where Are the Social Validity Data? |
| Area: DDA; Domain: Applied Behavior Analysis |
| MARC A. WEEDEN (Western Michigan University), Frans Van Haaren (Autism Early Intervention Clinics), Alan D. Poling (Western Michigan University) |
| Abstract: This study examined the extent to which social validity data were reported in studies examining the behavioral effects of stimulant medication in individuals diagnosed with attention deficit hyperactivity disorder (ADHD) and published in the Journal of Applied Behavior Analysis from 1968 through 2008. Twenty-two such studies appeared and none reported social validity data. Some possible reasons why social validity data were not presented are discussed and a case is made for the importance of collecting and reporting such data. |
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| 56. Behavior Analysis in Brain Injury: A Methodological Approach to Interdisciplinary Treatment Planning for Neurobehavioral Issues |
| Area: DDA; Domain: Applied Behavior Analysis |
| CHRIS M. SCHAUB (ReMeD Rehabilitation) |
| Abstract: A complex array of neurobehavioral sequelae are exhibited within the brain injury population that affect an individual’s ability to participate in and benefit from rehabilitation programming, integrate into other settings or the community, and ultimately maximize their independence. The application of behavior analytic principles and procedures within the rehabilitation process supports efficient and effective neurobehavioral programming for the survivor as well as the treatment team. A pyramidal model will be proposed that broadly categorizes neurobehavioral residuals. Specific behavior analytic principles and procedures will be identified and applied accordingly. Consisting of three distinct components (medical, cognitive/behavioral stability, and stable activity plan) the model structures the identification and development of effective assessment and intervention techniques, guiding interdisciplinary treatment efforts toward establishing and maintaining stability in these critical areas of programming. Each component requires thorough examination by specific team members within their respective areas of expertise. With careful attention paid with respect to the order in which each component is addressed, specific data collection tools and interventions associated with each component then guide overall treatment planning and programming. This comprehensive behavior analytic approach seeks to efficiently and effectively account for and accommodate programming for various combinations of sequelae. |
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| 57. Using Follow-Up Services to Generalize Interventions for Severe Behavior From Intensive to Naturalistic Settings |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER K VALENTINE (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Jason T. Cavin (Marcus Autism Center), Natalie A. Parks (Marcus Autism Center), Joanna Lomas (Lousianna State University) |
| Abstract: Interventions for severe behavior have been shown to be effective and are often implemented in intensive settings such as residential or day treatment programs. However, these interventions frequently must be implemented by caregivers in the natural environment over a long period of time to maintain these gains. Few data exist on the generalization and continued use of these interventions by caregivers following intensive programs. The current study assessed implementation of behavior analytic interventions developed in an intensive day treatment program by three caregivers. All caregivers received up to two weeks of intensive training until procedural fidelity reached at least 90%. Direct observations were then conducted in the natural environment over a 6 month period. Data were collected on caregiver procedural integrity and rates of child problem behavior. Parent reports of frequency and intensity of problem behavior were also collected using the Scales of Independent Behavior-Revised (SIB-R). Following each observation additional training was conducted in treatment implementation. Results demonstrate that procedural fidelity by caregivers was generally poor during the initial follow up appointment. However, additional training conducted as part of the follow-up visits produced maintenance and improved procedural fidelity of the intervention by all caregivers. |
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| 58. Family Centered Behavioral Interventions: Outcome Data for In-Home and Workshop Service Models |
| Area: DDA; Domain: Service Delivery |
| TIMOTHY R. MOORE (Behavioral Dimensions, Inc.), John Hoch (Behavioral Dimensions, Inc.), Richard S. Amado (Behavioral Dimensions, Inc.), Nancy G. Schussler (Behavioral Dimensions, Inc.) |
| Abstract: Since 2006 the Family Centered Behavioral Interventions division of Behavioral Dimensions, Inc. has operated with the mission of empowering parents of children exhibiting challenging behavior to understand key principles of applied behavior analysis and use them to develop and use practical, positive interventions for teaching their children new skills during daily routines, limiting problem behavior, and accessing life’s important events. We offer two service models differing in frequency and duration built around a common problem solving model of four key factors: functional assessment, proactive strategies, reinforcement, and positive responses to problem behavior. The current program description is presented with outcome data indicating efficacy of both models in producing significant reduction in child problem behavior (p<.05, both models), and increase in desirable child behavior (p<.05 in-home, p<.01 workshop). The interaction between treatment integrity and child problem and desirable behavior outcome was significant for both models (p<.01) except behavior decrease in workshop model (p<.80). These outcomes are discussed with respect to generalization, after-care needs, and future experimental research in this clinical model. |
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| 59. Outcomes and Acceptability of Function-Based Treatments Conducted in Home Settings |
| Area: DDA; Domain: Applied Behavior Analysis |
| JOHN F. LEE (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa) |
| Abstract: We briefly describe the procedures and results of our in-home research projects. During the past 17 years, we have conducted 84 reinforcement-based treatments matched to the function of destructive behavior in home settings with young children. All participants were 6-years old or younger, had diagnosed developmental disorders, and displayed destructive behavior. All assessment and treatment sessions were conducted by parents who were provided with 1 hour of weekly consultation by the experimenters. During the consultations, experimenters video-taped sessions for subsequent data collection. Families participated in the projects for up to three years. We will present summaries of the results of the procedures on reductions in destructive behavior and parent ratings of acceptability of the procedures. Acceptability ratings were obtained from parents using the Treatment Acceptability Rating Form-Revised. Overall, 75% of the children displayed at least a 90% reduction in destructive behavior from baseline. Parent acceptability ratings averaged over 6 on a 7-point Likert-type scale, with 7 being the most positive rating. Results will be discussed regarding the effectiveness of function-based treatments in home settings and the acceptability of these procedures to parents. |
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| 60. Socio-Academic Adjustment of Children With and Without Special Needs in Integrated Classrooms |
| Area: DDA; Domain: Applied Behavior Analysis |
| HUGO ROMANO (Universidad Nacional de Mexico), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: Every year many special needs education students (SN) in Mexico incorporate into full time regular instruction through integration educative program. Isoleted studies, in our country, have examined the inclusion benefits not only in disabled children as well as in regular students (RS) who participate in the same setting. To analyze the social and academic adjustment in third graders, with and without special needs, enrolled in elementary integrated classrooms, the students were grouped in two groups (SN-RS) and twelve focal pairs coupled by grades and other demographic issues. The 12 pairs were assesing in academic achievement (AA) and three social variables: sociometric status (SE); friendship relations (FR) and social acceptance (SA), which were measured in two times, elapsed by six moths, to assess stability. The results showed a better AA (+18%) in RS over SN; however there were no statistical differences in the comparison of two groups in the three social variables measured. According to criteria 60% of SN and 83% of RS reached the social adjustment. Lastly, the temporal stability was low for three social variables (SE, FR, SA). Results are discussed in terms of the importance on SN inclusion and the socio-academic adjustment in the regular classroom. |
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| 61. The Effect of a Social Skills and Self-Management Training on Maladaptive Behaviors and Academic Performance Within a Public School Setting |
| Area: DDA; Domain: Applied Behavior Analysis |
| EVELYN SAUCEDA (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Rebecca Kietlinski (Stephen F. Austin State University) |
| Abstract: The subject was a kindergarten student from an elementary school. A functional behavioral assessment was utilized to determine the conditions of maladaptive behavior and to guide the design of treatment procedures. A multiple baseline design across school settings was utilized. Baseline data were recorded with the aid of a hidden camera during classroom instruction in both settings. The treatment conditions consisted of self management and social skills training. Maladaptive behavior and academic performance were recorded. |
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| EAB Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 62. Correlation Between Measures of Conditioned and Unconditioned Anxiety in the Rat: Elevated Plus Maze Versus Fear Conditioning |
| Area: EAB; Domain: Experimental Analysis |
| SANTIAGO RESTREPO MARTÁNEZ (Pontificia Universidad Javeriana), Cristina I. Vargas-Irwin (Fundación Universitaria Konrad Lorenz) |
| Abstract: The purpose of this research was to describe the association between measures of conditioned and unconditioned anxiety in the rat. Unconditioned anxiety-related behavior of these rodents was observed by means of the time spent in the enclosed arms of the elevated plus-maze while the time spent in the open arms will reflect a non anxious state of the animal. Other signals such as the number of fecal boli, and presence of urination were also recorded. The second phase of this research consisted in exposing the experimental subjects to a fear-conditioning paradigm, where an electric shock was paired to a blinking light. The freezing response during CS presentations was automatically scored, and taken as a measurement of conditioned anxiety. This study shows as well findings regarding the differences between anxiety-related behavior in males and females using all the measures obtained during the procedures described above. |
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| 63. Spatio-Temporal Distribution of Behavior Under Three Functionally Different Time-Based Schedules of Water Delivery |
| Area: EAB; Domain: Experimental Analysis |
| MARIO SERRANO (Universidad Veracruzana), Emilio Ribes Iñesta (Universidad Autonoma de Guadalajara) |
| Abstract: The temporal (head-poking, lever-pressing, and accuracy) and the spatial (directionality, preference, variability, and effort) distribution of the behavior of rats were analyzed under noncontingent, contingent, or conditional-contingent temporal-defined schedules of water delivery in a regular size experimental enviroment. Both head-poking and lever-pressing adjusted to the temporal parameters of the schedules, wereas accuracy was near to the chance level across the experiment. Directionality and preference was similar between conditions of water delivery, while variability and effort were higher in the contingent condition. Results are disccussed in relation to previous studies conducted in our laboratory using a 92 x 92 cm chamber, as well as to experiments on stimulus-control, adjunctive behavior, timing, and conditional discrimination. |
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| 64. Does Early Tactile Stimulation Attenuate Adverse Effects of Maternal Separation in Rats |
| Area: EAB; Domain: Experimental Analysis |
| NANCY I. SALINAS (University of Texas Pan American), Frederick A. Ernst (University of Texas - Pan American), Robert Dearth (University of Texas - Pan American) |
| Abstract: Handling has been used as a stressor and a stress-protector in research on development in rats. Pre-treatment with tactile stimulation (TS), on the other hand, has consistently been shown to favorably affect the performance and exploratory behaviors of stressed rats in novel environments and this effect is usually interpreted as evidence of attenuating the emotional consequences of stress. We explored how TS affects behavior before experiencing maternal separation (MS) during a critical period of development. TS was defined by15-min/day of stroking using a soft brush. TS occurred during the earliest period of development (post-natal days 1-7). MS for 150 min/day was implemented post-natal days 8-21. Exploratory behavior in an open-field apparatus and break-point response to a progressive ratio (PR) schedule of reinforcement were employed as dependent measures at juvenile/prepubertal (25 days) and adult (50 days) ages creating a three-way factorial design. It was hypothesized that early TS would attenuate the emotional effects of MS with TS rats revealing more exploratory behavior and a larger PR break point value. Discussion will focus on whether or not the adverse effects of stress in a later period of development can be prevented with enriched tactile experience in an earlier period of development. |
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| 65. Enabling Effect of the Verbal Written Response in a First-Order Matching-to-Sample |
| Area: EAB; Domain: Experimental Analysis |
| Jairo Ernesto Tamayo Tamayo (Universidad de Guadalajara), Emilio Ribes (Universidad Autonoma de Guadalajara), MARIA ANTONIA PADILLA VARGAS (Universidad Autonoma de Guadalajara) |
| Abstract: The linguistic modes were classified into active (signalizing-gesturing, speaking, writing) and reactive (observing, reading, listening). Contact with stimulus in reactive forms can generate a set of functional conditions that allow the response in an active mode, which can be called enabling. Forty-eight people including students from high school, undergraduate psychology and professionals from different areas, men and women aged between 18 and 28 years participated. The experiments evaluated the enabling effect of the verbal written response in a first-order matching-to-sample procedure in which stimuli were presented in three reactive modalities depending on the experimental group. In all cases, the matching response was written. All reactive modalities enabled the matching-to-sample writing response. However, the data suggested that the observing mode enabled at a higher level the written matching response. Additionally, speaking modality combined with reactive modalities produce an interference effect. Also, prolonged exposure to the stimulus arrangements apparently affected the matching response in all cases. We concluded that it will be necessary to evaluate the enabling effect using second-order-matching-to-sample and other tasks that allow the participation and comparison of different linguistic modalities. |
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| 66. Application of Growth Curve Modeling to a Contingency Management
Smoking Cessation Intervention |
| Area: EAB; Domain: Experimental Analysis |
| J. PHILIP ERB JR. (University of Florida), Bethany R. Raiff (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Growth curve modeling (GCM) is a useful approach to characterize individual behavioral trajectories across time as a function of within-subject and between-subject factors. For example, GCM has been used to describe the acquisition of drug self-administration in rodents, and it highlighted the roles of several independent variables (e.g., schedule of reinforcement, drug dose, and sex) in altering the shape of the acquisition curve at an individual subject level. We examined the utility of GCM to characterize changes in smoking behavior of individuals participating in an internet-based contingency management intervention. Specifically, carbon monoxide (CO) value was hypothesized to be a quadratic function of time. Participant group (contingent or noncontingent) and a measure of nicotine dependence, the Fagerstrom test for nicotine dependence total score, were examined as static covariates. The phase of the study (baseline, tapering, treatment, or thinning) was examined as a time-varying covariate. Results suggest that a GCM may be a useful way to characterize the determinants of changes in smoking at an individual level. |
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| 67. The Effects of Variable Ratio Shock on Food Consumption in a Behavioral Economics Paradigm |
| Area: EAB; Domain: Experimental Analysis |
| NICOLE A. CAPIK (University of North Carolina, Wilmington), Ayesha M. Revri (University of North Carolina, Wilmington), Brian S. Coleman (University of North Carolina, Wilmington), Wendy Donlin-Washington (University of North Carolina, Wilmington) |
| Abstract: Operant behavior can be meaningfully examined through an “economic” paradigm. Behavioral economics integrates the traditional field of economics with behavioral principles, in an attempt to explain choice behavior by individuals across various prices. Reinforcers are framed as commodities, responses as costs, with total consumption serving as an important endpoint. The current study characterizes the effects of variable-ratio shock on consumption of a food reinforcer in rats. This type of arrangement may be useful in the examination of over-consumption problems such as overeating and drug use. Sprague-Dawley rats responded to a range of fixed-ratio requirements to obtain food in baseline conditions. Shock was then delivered according to a VR 100 schedule to assess its effects on demand for food. Effects on response rates, total consumption, and functional changes to demand curves will be presented. |
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| 68. Anticipation of Food in Hamsters: The Runway With a Free-Operant Procedure |
| Area: EAB; Domain: Experimental Analysis |
| HECTOR OCTAVIO CAMARENA (Universidad Autonoma de Guadalajara), Felipe Cabrera (Universidad Autonoma de Guadalajara) |
| Abstract: Animals’ anticipation of the presence versus absence of food has been studied with runways in which a trip from the start box to the goal is rewarded by food after several trials without food. Numerous findings show that animals tend to increase their running speed as food is approaching (Capaldi, 1985). The interest in using hamsters is because the different food consumption patterns they show after obtaining food, so anticipation patterns could be different comparative to the observed in rats. In our experiment we used a runway that provided food according to two different patterns of reward (R) or non-reward (N) conditions, and a random sequence. Although in general the anticipation behavior replicates those obtained with rats, results showed some more typical behavioral patterns in hamsters according to the presence or absence of food. |
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| 69. Temporal Discounting of Various Outcomes to Examine Characteristics That Affect Rate of Discounting |
| Area: EAB; Domain: Experimental Analysis |
| KATHRYN R. HAUGLE (University of Wisconsin-Eau Claire), Rochelle R. Smits (University of Kansas), Daniel D. Holt (University of Wisconsin - Eau Claire) |
| Abstract: Many researchers have examined individuals' selection between a small immediate outcome and a delayed large outcome. Results show that as the delay to an outcome increases, the subjective value of the outcome decreases. This phenomenon has been termed temporal discounting (Raineri & Rachlin, 1993). Researchers have examined how individuals temporally discount various outcomes, including consumable and non-consumable outcomes (Estle, Green, Myerson, & Holt, 2007; Odum & Rainaud, 2003). Results suggest that individuals discount non-consumable outcomes (money) less steeply than immediately consumable outcomes (candy, soda, drugs, etc.). Charlton and Fantino (2008) suggest the difference may be due to specific characteristics of the items, one being the characteristic of a metabolic function. Other characteristics, such as the perishability and the fungibility of the item, may also affect the rate of discounting. The present study will compare temporal discounting of various outcomes in order to expose the characteristic that affects the rate of discounting. |
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| 70. Choice Between a Variable-Interval Schedule and Multiple Fixed-Ratio Schedules Differing in Reinforcer Magnitude |
| Area: EAB; Domain: Experimental Analysis |
| VANESSA MINERVINI (College of Charleston), Chad M. Galuska (College of Charleston), Tammy Wade-Galuska (University of South Carolina Salkehatchie) |
| Abstract: Rats responded on a two-component multiple schedule arranged on one lever. Completion of a fixed-ratio (FR) requirement produced either a large or small appetitive reinforcer. For some rats, food pellets served as the reinforcer; for others, the reinforcer was sweetened-condensed milk. Components alternated irregularly yielding four transitions: small-small, small-large, large-small, large-large. Consistent with previous findings, the large-small transition engendered the longest pre-ratio pausing. Subsequently, a variable-interval (VI) schedule was concurrently arranged on a second lever. Completing the VI requirement produced a small reinforcer. Across conditions, the VI value was manipulated. Choice between the VI and FR schedules was measured as a function of the FR component. Rats responded more on the VI schedule when the small component was in effect on the FR schedule. There was a slight tendency for more VI responses to be made during the large-small transition than during any other transition, and this effect was magnified as the reinforcement rate associated with the VI schedule increased. |
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| 71. Effects of Combinations of Response-Dependent and Response-Independent Water Reinforcement in a Schedule-Induced Drinking Procedure |
| Area: EAB; Domain: Experimental Analysis |
| JORGE A. RUIZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: It has been shown that in schedule-induced drinking (SID) procedures responding is directly reinforced by the delivery of water and that lengthening the interval between responding and the delivery of water concomitantly reduces the rate of water-producing response. The interest of the present study centered on the sensitivity of the water-producing response to its contingent relation to water delivery. To vary the degree of contingency between responding and water delivery, the proportion between response-dependent/independent water deliveries was varied as follows: 0/100, 25/75, 50/50, 75/25 and 100/0 percent, respectively. These response-dependent/independent ratios were tested for three rats each under immediate and 2 s delayed water reinforcement. Decreasing the percentage of response-dependent water reinforcement (in combination with increasing percentages of response-independent water reinforcement) resulted in decreasing rates of the water-producing response, regardless whether water reinforcement was immediate or delayed. These findings show unequivocally that water reinforces directly the water-producing response in a SID procedure. |
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| 72. Effects of the Number of Alternatives in Free-Choice Preference |
| Area: EAB; Domain: Experimental Analysis |
| MAYUKO HORI (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: Experiment 1 examined the preference between forced-choice situation which consists of a single alternative and free-choice situation which consists of multiple alternatives with concurrent-chains schedule. Such the choice between choice situations is called meta-choice. The purpose of experiment 1 was to examine whether the choice rate of the free-choice situation increase in proportion as the number of alternatives of free-choice situation increase. Each participant was assigned at random to two groups. Concretely, “Two-group (free-choice situation consists of two alternatives)” and “Three-group (three alternatives)” were set. In addition, this study set three conditions of irrational condition, equal condition and rational condition in each of two groups. As a result, in both groups, significant preferences to the free-choice situation were observed. However, there was not the significant difference between two groups of the choice rate of the free-choice situation. Therefore, experiment 2 examined the preference between choice situation which consists of two alternatives and another choice situation which consists of three alternatives. As a result, higher preference for the choice situation which consists of three alternatives compared with two alternatives was observed. The present study suggests that presenting multiple alternatives function as reinforcer. |
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| 73. An Experimental Approach to Behavior Assessment in the Home Setting |
| Area: EAB; Domain: Applied Behavior Analysis |
| LAUREN LLOYD WITHHART (Kennedy Krieger Institute), Brandy Swain (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Since the 1960's, applied research has focused on conducting treatment assessments in more natural contexts and training caregivers to implement these assessments (Najdowskski et al., 2008; Nordquist et al., 1973; Wacker et al., 1998; Zeilberger et al., 1968). Iwata et al (1982/1994) have illustrated that high validity of treatment is best established through analog functional analysis (FA). In the current study, a standard FA was conducted in the home setting with the parent acting as primary therapist. The results suggested that self injury and aggression were maintained by access to adult attention and tangible items. A treatment intervention consisting of functional communication and extinction was evaluated with the caregivers separately and resulted in an 80% decrease in problem behavior. The functional analysis conducted within the home by the parent resulted in high validity of treatment, facilitated generalization across caregivers, and evidenced high integrity of implementation. Conducting a functional analysis (FA) outside a controlled clinical setting poses many challenges including: how to control for extraneous variables and parent learned behavior. Inter-observer agreement data were collected on 64% of sessions with an average above 85% for parent and child behaviors. |
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| 74. Establishing Equivalence Classes in Preschool Children and Individuals With Mental Retardation With the Control of Baseline Controlling Relations |
| Area: EAB; Domain: Experimental Analysis |
| PRISCILA CRESPILHO GRISANTE (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Recent results suggested that the establishment of Sample- S+ and Sample-S- controlling relations in baseline conditional discriminations can substantially reduce variability found in part of stimulus equivalence outcomes. In this study, preschool children and individuals with Down syndrome had two-choice conditional discrimination training AB and BC followed by testing for equivalence and stimulus control relations. Then, they were trained CD, tests verified class expansion and stimulus control tests were re-applied. In training relations a single-comparison procedure were employed, with one of two comparisons covered by a mask in 50% of the trials. Then, participants selected the displayed comparison if it was related to the current sample, or selected the mask if it was not. With this procedure, participants supposedly had to learn both sample-S+ and sample-S- controlling relations. Stimulus control tests intended to confirm this acquisition: new stimulus replaced S+ or S- in baseline trials. All participants showed CA and AC emergent relations and 5 of 8 showed class expansion. However, stimulus control tests showed variability. The results indicate that sample-S+ and sample-S- controlling relations are important determinants of stimulus equivalence establishment and suggests the necessity of investigate which kind of procedures are capable to measure sample-S+ and sample-S- control. |
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| 75. Do Pigeons Exhibit an Overjustification Effect? |
| Area: EAB; Domain: Experimental Analysis |
| JAMES CERRI (University of Tennessee), John C. Malone (University of Tennessee) |
| Abstract: The overjustification effect is a decrease in behavior that is thought to be “intrinsically” motivated resulting from removal of previously added extrinsic “rewards.” This intensely-investigated effect has been explained as due to “cognitive reevaluation” by the (virtually always human) subject - a change in “locus of causality” from internal to external. To test this hypothesis, White Carneau Pigeons were exposed to different reinforcement frequencies, with several values of richer and leaner VI schedules successively presented in blocks of sessions with a constant stimulus light on the response key. Initial data showed that large changes in response rates can occur without any change in discriminative stimulus such that a “reward contrast” effect occurs. Birds were then exposed to blocks of sessions of various VI schedules signaled by different key-light stimuli. Periods of extinction with those specific stimuli were presented and response rates were compared to baseline response rates attained during initial exposure to the varied VI schedules. In all cases effects were better explained as reinforcement contrast, rather than an overjustification effect and the same account may apply to the results of myriad studies with humans. Additional data will be collected using additional procedures. |
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| 76. Examination of Behavioral History on Student Preference for Choice of Math Problems |
| Area: EAB; Domain: Experimental Analysis |
| ALAYNA T. HABERLIN (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: The purpose of this study was to examine the effects of behavioral history on elementary students’ preference for the opportunity to choose tasks. Previous research on choice has focused on the arrangement of current contingencies and has not accounted for the effects of behavioral history. Therefore, we examined participants’ preference for free choice (i.e., two math problems) or no choice (i.e., one math problem) options based on prior exposure to certain choice conditions. A reversal design (ABA) was used to examine history effects. During baseline, participants were allowed to choose to complete math problems in either a free or no choice condition. During the history-building phase, participants were exposed to either free choice, no choice, or a mixed condition (alternating between free and no-choice conditions). The subsequent return to baseline assessed behavioral history effects on preference for choice. The results demonstrated that students preferred no choice to free choice when the exact same math problems were presented in the choice condition, regardless of prior history. When the choice condition presented different math problems, preference was allocated toward the free choice options, regardless of prior history. These data suggested that preference for choice was related to current rather than past contingencies. |
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| 77. A Comparison of the Discriminative Properties of Two Kinds of Auditory Stimuli in Sprague-Dawley Rats: Pure Tone Versus White Noise |
| Area: EAB; Domain: Experimental Analysis |
| JHORDY J. LYTLE (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: In both laboratory and natural settings, discriminative stimuli can facilitate learning by signaling situations in which responding will be reinforced or extinguished. Many factors could potentially mediate the effectiveness of a given stimulus to act as a discriminative stimulus such as stimulus salience, sensory capabilities of the organism, and environmental context. The present study compared two auditory stimuli, 5 kHz pure tone and white noise, in a successive discrimination task. A two-component multiple schedule was used in which a variable-interval 30-s schedule alternated with extinction every minute. The presence of the auditory stimulus signaled the availability of reinforcement and the absence of the stimulus signaled the nonavailability of reinforcement. An A-B-A design was utilized in order to compare the pure tone and the white noise as discriminative stimuli. For each session a discrimination index was calculated (SD responses / total responses). The results show that discriminative stimulus control was acquired more quickly and to a greater extent when white noise was the stimulus. These results are consistent with research by Segal and Harrison (1978) who found similar differences in squirrel monkeys. Future research is underway to elucidate the factors that could account for these differences. |
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| 78. Head Banging by Pigeons II: A Systematic Replication and Extension of an Animal Model of Psychopathology |
| Area: EAB; Domain: Experimental Analysis |
| ALLISON H. HAHN (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Headbanging is a self-injurious behavior commonly associated with many forms of developmental and personality disorders, and major mental illnesses. Clinical reports traditionally have denied any social benefits that might maintain such self-injury. Nevertheless, numerous successful interventions have been devised on the basis of considering self-injurious behavior as instrumental in producing important reinforcing consequences. Accordingly, Layng, Andronis, & Goldiamond (1997) demonstrated that such behavior in pigeons indeed could be established, maintained, and otherwise modified as operant behavior, not very different from keypecking, lever-pressing, treadle-pressing, or other mundane behaviors typically regarded as “normal.” The present study systematically replicates those initial findings, and extends them to include a different history of behavioral contingencies, strengthening the heuristic value of this animal model for the study of self-injurious behavior. Five experimentally naïve White Carneax pigeons served. They were trained to bang their heads against a chamber wall equipped with a sensor grid that registered instances of the behavior and brought them into contact with experimentally arranged contingencies of reinforcement. In addition to food-maintained headbanging, the current study also demonstrated control by a contingency in which headbangs produced only change in a discriminative stimulus associated with a response-independent schedule of food reinforcement. |
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| 79. A Relational Frame Theory Approach to Understanding Perspective-Taking Using Children's Stories in Typically Developing Children |
| Area: EAB; Domain: Applied Behavior Analysis |
| NICOLE LYNN DAVLIN (Southern Illinois University Carbondale) |
| Abstract: Perspective-taking is a new topic in the field of behavior analysis and has become of extreme interest. Previous research has looked at perspective-taking using a protocol that has been previously developed. Research in this field has looked at whether the lack of perspective-taking (mindblindness) is the cause for social deficits in children diagnosed with autism. The present paper modified the previously used perspective-taking protocol and included story book examples to determine if typically developing children could change perspective from themselves to fictional characters in various children’s books using a Relational Frame Theory approach. Previous research suggests that derived relational responding is responsible for perspective-taking deficits. Preliminary results suggest that after extensive training; typically developing children were able to complete the protocol. |
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| 80. Matching-to-Sample Tasks and Observing Responses |
| Area: EAB; Domain: Experimental Analysis |
| TORUNN LIAN (Akershus University College), Erik Arntzen (Akershus University College) |
| Abstract: In matching-to-sample tasks and research on stimulus equivalence classes, most of the existing papers have reported about requirement of a response to the sample stimulus which is followed by the presentation of the comparisons. Some other studies have not reported about such a requirement, i.e., the sample is presented and then either simultaneously or after a short interval the comparisons are presented without any response requirement. In two previous studies we invested the effects of response requirements versus no response requirement in a simultaneous matching-to-sample task. We found the higher error rates in the condition with no response requirement to sample stimulus, but no pronounced effect on derived responding (Arntzen et al., 2009). The simultaneous arrangement allows participants to look back and forth between sample and comparison stimuli and could have vanished out the effects of response requirements. In the present study we compared all three variations of the procedure, i.e., (1) requirement of a response to sample stimulus, (2) no requirement of a response to the sample stimulus and simultaneous presentation of sample and comparison, and (3) no requirement of a response to the sample stimulus and a 2 s interval between the presentation of sample and comparison. |
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| EDC Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 81. Student Research at Gonzaga University: 1978-2010 |
| Area: EDC; Domain: Applied Behavior Analysis |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Randy L. Williams (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally based special education program. The overall outcomes indicated that student publications and presentations were highest (52) during the 2001-2005 time period. Student publications and presentations ranged from 0 to 27 for the other five designated time periods. Gonzaga University's Special Education Program's students published in peer reviewed journals such as Child & Family Behavior Therapy, Corrective and Social Psychiatry, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Physical and Developmental Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, Open Rehabilitation Journal, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis conferences, Council for Exceptional Children, the Annual Virginia Beach Conference on Behavior Disorders, the Third Focus on Behavior Analysis in Education Conference, the Association for Behavior Analysis conventions, and the Student Intercollegiate Research Conference. |
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| 82. Effects of a Token Economy on Study Skills of At-Risk College Student-Athletes During Study Sessions |
| Area: EDC; Domain: Applied Behavior Analysis |
| Michael Roden (Gonzaga University), RANDY L. WILLIAMS (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of a token economy on appropriate study behaviors of at-risk college student-athletes during required structured study sessions. Three at-risk (GPA below 2.5) college students were the participants in this study. The token system consisted of checkmarks that were earned contingent upon meeting explicit criteria for improvements of being on time, duration of remaining during the study sessions, and on-task behavior during the structured study sessions. Different aspects of the token economy procedure were evaluated using a multiple baseline design, reversal design, and changing criterion design. A clear functional relationship was shown between the token economy and decreases in minutes late, increases in duration of study, and increases in on-task behavior. The procedure was cost effective in terms of time, money, and effort. |
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| 83. An Assessment of a Video Training Protocol to Teach School Teachers Shaping and Fading Methods Using Percentile Schedules |
| Area: EDC; Domain: Applied Behavior Analysis |
| JEFFREY M. GORDON (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: The purpose of this study was to analyze whether an instructional video plus feedback would teach classroom teachers how to fade three step prompting of task completion for a sever year old boy with mental retardation. The video used percentile schedule methods for quantifying shaping as a basis. An assessment to determine independent task completion was conducted. Tasks were then categorized based upon probability of completion. Tasks categorized as low-probability completion were then taught to the participant to develop the training protocol. We then assessed acquisition and generalization of the tasks. After all low-probability tasks were taught to a criterion of 85% of trials independently completed, the protocol was turned over to the classroom teachers. We used video-examples and descriptive feedback to teach the implementation of the protocol. We then assessed the effects the training protocol had on the teachers teaching of new skills. We also examined at what levels of fidelity teachers implemented and whether use of the protocol was maintained. |
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| 84. A Comparison of General and Descriptive Praise With Preschoolers |
| Area: EDC; Domain: Applied Behavior Analysis |
| MAKENZIE WILLIAMS BAYLES (University of Kansas), Paige M. McKerchar (Jacksonville State University) |
| Abstract: Two types of praise, general and descriptive, have been noted in the literature. Descriptive praise includes a description of the behavior being praised, whereas general praise does not. Descriptive praise is frequently recommended as more effective, despite few comparisons of the effects of general versus descriptive praise. The purpose of this study was to further evaluate the effectiveness of both types of praise with preschoolers. Five boys and five girls participated. Baseline, general praise, and descriptive praise conditions were evaluated using multiemelement and reversal designs. Interobserver agreement was assessed during a minimum of 25% of sessions; mean agreement was 98.5% for target responses and 96.9% for nontarget responses. General praise initially increased target responding relative to nontarget responding for three participants, but this effect was not replicated during the contingency reversal. Descriptive praise was only effective in increasing desired response allocation for one participant. For nine of ten participants, neither general nor descriptive praise was effective in increasing target responding relative to baseline responding. Results suggest that for the majority of preschoolers, praise alone may not be effective in producing desired response allocation, and thus, additional research is needed to study methods for increasing the effectiveness of praise. |
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| 85. Sequential Modification of Components That Contribute to Fluent Writing |
| Area: EDC; Domain: Applied Behavior Analysis |
| BLAKE HANSEN (University of Kansas) |
| Abstract: Instruction combined with positive reinforcement was effective in improving writing skills and reducing errors for a child at risk for behavior disorders. Rate of words per minute and sentence completion were modified within a combined reversal and multiple baseline design. After the two skills had been modified sequentially, reinforcement procedure was reinstated for the rate of words per minute. While rate of words per minute was explicitly reinforced, sentence completion maintained at rates similar to the instructional phase, showing generalization using this procedure. Results are discussed in terms of generalization across skills and time. |
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| 86. Using Technology for Classroom Management: Self-Monitoring of Off-Task and Disruptive Behavior With a Cell Phone |
| Area: EDC; Domain: Applied Behavior Analysis |
| COLIN QUILLIVAN (University of Tennessee), Christopher Skinner (University of Tennessee), Meredith L. Hawthorn (University of Tennessee) |
| Abstract: A self-monitoring intervention using a cell phone to prompt a kindergarten to self-record off-task and disruptive behavior during independent seatwork was implemented. Off-task and disruptive behavior consisted of a variety of behaviors, particularly the student’s tendency to fixate and manipulate random objects. Study is from a behavioral consultation case that included collaboration among the target student, the kindergarten teacher, and a school psychology doctoral student in developing, implementing, and evaluating the intervention. A withdrawal design revealed that a clear and immediate decrease in levels of off-task/disruptive behavior was present upon implementation of the intervention, with a return to baseline levels after its withdrawal. These results extend the self-monitoring research by demonstrating a kindergarten student’s ability to discriminate and record on- and off-task behavior as well as using a cell phone to occasion self-monitoring. The guidelines for implementing such an intervention, procedures to facilitate maintenance of the intervention’s effects, implications for using self-monitoring interventions for high levels of fixation, and using technology for classroom management are discussed. |
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| 87. Academic Choice Behavior: Do Students Choose Lower-Effort Assignments or Finishing What They Started? |
| Area: EDC; Domain: Experimental Analysis |
| MEREDITH L. HAWTHORN (University of Tennessee), Elisha Conley (Monroe County School District), Christopher Skinner (University of Tennessee), John Parkhurst (University of Tennessee), Daniel H. Robinson (University of Texas at Austin) |
| Abstract: Educators can assign academic tasks, but students’ skills will not improve unless they choose to engage in effortful academic behaviors. Although students may be more likely to choose to engage in behaviors that require less effort, they also may be motivated to complete assignments that they have already begun. In the current study, researchers investigated two variables that may influence student assignment choice: effort and partial assignment completion. Age appropriate math tasks were used to examine whether seventh-grade students (N = 88) preferred to complete a worksheet they had already started or one requiring approximately 10% less effort. Significantly more students (n = 54) chose the assignment requiring less effort and most of these students indicated they chose this assignment because it required less work. However, approximately 38% of the students chose to complete the assignment they had already started and most indicated they chose the more effortful assignment because they wanted to finish what they started. These results suggest that most students are more likely to choose an assignment that requires less effort than one they have started. Discussion focuses on the need to enhance students’ basic skill fluency and directions for future research. |
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| 88. The Use of Stimulus Control to Reduce Attention Deficit Hyperactivity Disorder Symptoms in a General Education Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| JASON M. STRICKER (Sanger Unified School Distict), Melissa Freitas (California State University, Fresno) |
| Abstract: This study assessed the effectiveness of stimulus cards to signal the availability of a teacher for two typically developing children who were 6- and 8-years old. Target behaviors were defined as getting out of seat and blurting out to the teacher who was at least five feet away from the child. Following baseline, the effectiveness of the stimulus cards were evaluated within a multielement design embedded within a nonconcurrent multiple baseline across participants. Responses were measured as rate per minute. During baseline, target behaviors occurred at an average of 2 times per minute for one child and 3.5 times per minute for the second. During the treatment comparison phase, target behaviors in the absence of intervention were comparable to baseline, while the stimulus cards resulted in reductions in problem behaviors to .3 times per minute on average for both participants. Inter-observer agreement averaged 97% (range 96% to 100%) for both children. For both participants the cards were effective with little effort on the part of teachers. Implications for implementing such procedures in a typical elementary classroom are discussed. |
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| 89. Using Direct Instruction to Remediate Reading Difficulties in a Boy With Attention Deficit Hyperactivity Disorder: A Clinical Case Study |
| Area: EDC; Domain: Applied Behavior Analysis |
| ROSEMARY A. CONDILLAC (Brock University), Danielle Pessah (Brock University), Anastasia Rossinsky (Surrey Place Centre), Alyssa Goldberg (Surrey Place Centre) |
| Abstract: Children with attention deficit hyperactivity disorder (ADHD) often present with other learning challenges including reading disabilities and these issues are often difficult to remediate. Despite the large body of evidence on the effectiveness of direct instruction in regular education and reading remediation, it is not commonly used in schools. Few studies have examined the effectiveness of direct instruction in remediating reading difficulties in children with ADHD. Our poster will present a clinical case report of a 9-year-old male participant with ADHD who participated in tutoring using the DISTAR corrective reading program. The intervention was delivered by tutors in the child’s home in the morning before school which was reported by him as optimal for learning and concentration. Results of pre- and post-testing suggest that this program was beneficial to the child’s learning, and his anecdotal reports suggest that he found the tutoring to be helpful. This poster provides support for the use of direct instruction to augment reading skills in a child with ADHD. |
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| 90. Teaching Coin Discrimination Skills to Children With Visual Impairments Within a Stimulus Equivalence Paradigm |
| Area: EDC; Domain: Applied Behavior Analysis |
| NICOLE M. HANNEY (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: Monetary skills involving coins require a number of conditional discriminations including the abilities to (a) state the name or each coin (b) identify each coin given its name, (c) state the value of a coin, (d) identify each coin given its value, (e) name a coin given its value, and (f) state the value of a coin given its name. These skills have been taught within a stimulus equivalence paradigm to individuals with mental retardation using visual cues (e.g., color, size, and emblem differences) as the relevant discriminant features. This type of training will likely be unsuccessful for individuals with visual impairments who must rely on tactile cues (e.g., the presence or absence of ridges and comparative size) to discriminate between coins; however, this type of training has not yet been systematically evaluated. In the current study, we sequentially taught children with visual impairments to (a) identify the presence or absence of ridges on coins, (b) identify larger or smaller coins, (c) select a coin when presented with its name, and (d) select a coin when presented with its value. We then assessed for the cross-modal emergence of coin-name, coin-value, name-value, and value-name relations based on the stimulus equivalence paradigm. These relations emerged only after mastery of the name-coin and value-coin relations. |
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| 91. Using a Multiple Baseline Design Across Students to Determine the Effectiveness of an Independent Contingency With Randomized Components in Improving Academic Performance and Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| VANESSA MIZUTOWICZ (Stephen F. Austin State University) |
| Abstract: The experiment is a case study that includes a functional behavior assessment (FBA) of two elementary school students that display a wide range of behavior problems during baseline conditions. In addition, it includes a specific behavior intervention plan (BIP) developed as a result of the FBA, reliability measures, student performance prior to and subsequent to treatment, and other assessment measures, such as student and parent interview, behavior checklist, and curriculum-based assessment (CBA) that add support to the findings from the FBA. The intervention derived from the FBA was effective in reducing a wide range of maladaptive behaviors. |
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| 92. Comparing the Effects of Using Rule-Governed Checklist and a Modeling Procedure on the Independent Completion of Daily Living Domestic Tasks |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN JACKSON (Nicholls State University), Grant Gautreaux (Nicholls State University) |
| Abstract: We compared two commonly used techniques for teaching sequentially based domestic skills in order to measure differences in the efficiency of each method. Students diagnosed with an autistic spectrum disorder attending a day treatment school participated in this investigation. These students had instructional histories of excessive prompting for task completion resulting in few steps of the domestic task analysis being completed with accuracy or independently. Results are reported in terms of learn units to criterion. |
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| 93. Increasing Oral Reading Fluency in a Third Grade Accelerated Independent Learner in a Comprehensive Application of Behaviour Analysis to Schooling Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| HILARY SARAH ZELLER (Teachers College, Columbia University) |
| Abstract: We tested the effects of an Oral Reading Fluency Tournament on 13 students in a third grade Accelerated Independent Learner (AIL). Researchers collected baseline data before the tournament on correct number of words per minute and number of errors each student read aloud during a one-minute reading. The participants were divided into three groups according to their developmental reading assessment instructional text levels. Each day the students received a novel passage. The students worked in groups to segment troublesome words and read in rotated partner pairs. At the end of the session, each student read aloud in front of the group for one minute while an adult recorded correct words read per minute and the number of errors. At the end of the week the top students from each group competed in a class wide competition. Once the tournament was over, researchers returned to baseline conditions and collected data on the correct number of words per minute and number of errors each student read aloud during a one-minute timing. The results showed an increase in correct words per minute for seven out of the ten participants. |
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| 94. A Comparison of the Intensive Tact Procedure and Multiple Exemplar Instruction on the Emergence of Naming With Academically Delayed Middle School Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), NOOR YOUNUS SYED (Teachers College, Columbia University) |
| Abstract: This study investigated the effects of multiple exemplar instruction versus intensive tact procedure on the acquisition of Naming with academically-delayed middle school students diagnosed with emotional and behavioral disabilities prior to the onset of the study. Two 12-year-old males in the sixth grade acted as participants. Participants were matched regarding level of verbal behavior. Using a time-delayed multiple probe design, both participants were pre-probed for the target untaught listener (point-to response) and speaker (tact and intraverbal responses) components of Naming following baseline match instruction for Set 1 stimuli. Participant A then began multiple exemplar instruction with a training set as Participant B began intensive tact instruction with a training set. Participant A met criteria on the four response topographies in three sessions (240 learn units total) and Participant B was matched for the number of learn units Participant A had required to meet criteria. Participants were post-probed on the target responses. After baseline match instruction, participants were probed on the untaught responses for a novel set. Results of the study indicate that Participant A acquired Naming at 100% accuracy across all response topographies. Naming did not emerge for Participant B. |
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| 95. The Effects of a Functional Writing Procedure on the Structural and Functional Components of Writing |
| Area: EDC; Domain: Applied Behavior Analysis |
| Joanne M. Hill (Teachers College, Columbia University), JESSICA ADELE VANDERHOEF (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The study tested the effects of a functional writing procedure on six, fourth grade participants selected from an accelerated independent learner classroom that implemented the comprehensive application of behaviour analysis to Schooling model of instruction. The dependent measures were the functional components; the number of steps completed by a naïve peer reader, the number of words written, the number sentences written as well as the structural components; the number of accurately spelled words, and the correct use of punctuation and capitalization during post-probe sessions. The independent variable was the functional writing procedure. Treatment phases included various how-to tasks and were selected upon the participants’ level of verbal behavior and according to grade level curricular objectives. Results showed that the functional writing procedure increased the number of functional components completed by a naïve peer reader, the percentage of correct structural components, and the number of words and sentences written during the post-probe for Participants A, C, D, E, and F. |
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| 96. The Effects of a Yoked Contingency Game Board on the Classwide Acquisition of Tacts Through the Observational System of Instruction |
| Area: EDC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College, Columbia University), KATHERINE ANNE BAKER (Teachers College, Columbia University) |
| Abstract: We conducted two experiments to examine the use of a yoked contingency game board on the acquisition of novel science tacts by observation for eight middle school students in dyads and in classwide learning. A delayed multiple probe design was used in both experiments. The yoked contingency game board consisted of the participants competing as a team against the experimenter to acquire tacts and win a pre-selected reinforcer. In order to move up the game board all participants on a team were required to emit correct responses to observational learn units. If any member of the participant team responded incorrectly the experimenter advanced on the game board. In both experiments after the completion of the intervention phase, the baseline probe phase was reintroduced. Results showed that the yoked contingency game board was a successful tactic in teaching the acquisition of science tacts. |
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| 97. The Effects of Writer Immersion on the Functional and Structural Components of Writing for Five Elementary Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Susan Buttigieg (Teachers College Columbia University), Alison M. Corwin (Teachers College Columbia University), Sharlene Joo (Teachers College, Columbia University), TOBYE VALENCIA (Teachers College Columbia University) |
| Abstract: The purpose of this study was to test the effects of writer immersion on the writing and reading responses for 5 second grade students. Five students were selected from a CABAS® second grade Accelerated Independent Learner classroom located in a suburban district outside a metropolitan area. The students were selected because they did not have structural or functional components of writing in repertoire. Participants G, M, N, and T functioned at reader-writer, emergent self-editor levels of verbal behavior, while Participant J functioned at emergent reader, emergent writer levels. A pre- and post- probe design across participants was used. The first probe consisted of reader responses to 20 functional writing components. A second probe was conducted after participants mastered criterion to the first probe, to measure writing responses to the same 20 functional writing components. The first phase of this study required readers to correctly identify an object from a basket of 18 objects based upon the writer’s description. Writers were required to revise writing until the reader could identify the object. The next phase of this study required readers to successfully build a block formation based upon the writer’s description of a teacher-drawn picture. The number of accurate reader responses increased for all 5 participants in the first post-probe. |
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| OBM Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 98. Road Safety Around the World: Contributions of Behaviorally Based Safety Procedures |
| Area: OBM; Domain: Theory |
| COURTNEY POLENICK (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Behaviorally based procedures for increasing safety (BBS) have been successfully applied to numerous safety issues, including automobiles and driving. Various procedures using feedback, goal setting, prompts, reinforcement, penalty, and punishment have demonstrated effectiveness for reducing safety violations, injuries, and fatalities on the roadway. The World Health Organization’s (WHO; 2009) “Global Status Report on Road Safety” has called attention to the worldwide toll of speeding, driving under the influence, and driving without seatbelts, child restraints, and helmets. A descriptive meta-analysis of effective BBS procedures found that specific procedures have been shown to be effective with specific behaviors. For example, prompts and feedback have been almost exclusively used to increase seat belt use. Some BBS procedures are effective across safety behavior. The current study describes the ways in which BBS procedures have been used most effectively for specific driving behaviors and offers behavioral recommendations for responding sufficiently to the WHO report on road safety. |
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| 99. Increasing the Use of Reusable Grocery Bags Using Prompts, Reinforcement, and Feedback |
| Area: OBM; Domain: Applied Behavior Analysis |
| CHRISTA HOMLITAS (Youngstown State University), Courtney Polenick (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Increasing sustainability of natural resources has become an increasingly popular topic. Recycling is one way to increase sustainability. Plastic grocery bags are petroleum based and frequently found in the oceans, scattered around the environment, as well as in landfills. Further, energy and resources are expended to manufacture plastic bags. Although plastic grocery bags are recyclable, use of reusable grocery bags could provide a greater contribution to sustainability of natural resources. The current study used a multiple baseline across settings design at two grocery stores to compare the effectiveness of prompts, feedback, and reinforcement for increasing customer use of reusable grocery bags. Customers may have experienced any combination of verbal prompts, signs, and incentives aimed at promoting use of reusable grocery bags. The procedures were generally effective and results show clearly which procedures, and combinations, were most effective. The intervention was well received by the management, employees, customers, and local community revealing satisfaction with sustainability contributions in the area. |
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| 100. The Relative Effects of Global Feedback and Specific Feedback on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| KYEHOON LEE (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: The main purpose of this study was to examine relative effects of global feedback and specific feedback on safety behaviors at a construction site. An additional purpose was to examine whether providing feedback on target behaviors has spread of effects on non-target behaviors. Participants were 30 full-time workers at a construction site. Nine safety related behaviors were identified as critical behaviors, five of them served as target behaviors and the other four behaviors served as non-target behaviors. An ABCB within-group design was adopted. After baseline (A), participants received global feedback on their average percentage of all five target safety behaviors (B). In the next phase, participants received specific feedback on the percentages of individual target behaviors (C). In the final phase, the global feedback condition was reintroduced (B). Results showed that both global feedback and specific feedback were effective in increasing the frequencies of safety behaviors and there were no differences in the effectiveness between the two types of feedbacks. The data also showed that when feedback was provided on the target safety behaviors, the frequencies of all of the non-target safety behaviors were increased as well. However, the two types of feedback did not produce differences in the effectiveness. |
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| 101. Relative Effects of Supervisory Feedback and Peer Observation Plus Feedback on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| Yong joon So (Chung-Ang University), SHEZEEN OAH (Chung Ang University) |
| Abstract: The purpose of this study was to examine relative effects of supervisory feedback and peer observation plus feedback on safety behaviors at a construction site. Participants were 15 construction workers. Eight critical target behaviors were identified. An ABACD within-group design was adopted. After baseline (A), supervisors provided verbal feedback to workers on the target safety behaviors (B). Then, the supervisory feedback was withdrawn in the next phase (A) which was followed by a training phase for peer observations. In this phase, all workers had a 30 min training session per day for three consecutive days (C). In the final phase, the peer observation plus feedback conditions was introduced (D). Results showed that both supervisory feedback and peer observation plus feedback conditions were effective in increasing the target behaviors. However, there was little difference in the effects between the two conditions. |
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| 102. Improving in Store Credit Card Promotion Using Performance Management Techniques |
| Area: OBM; Domain: Service Delivery |
| GENEVIEVE K. COXON (Florida Institute of Technology), Tara Loughrey (Florida Institute of Technology), Alana Bellizzi (Florida Institute of Technology) |
| Abstract: The purpose of this project was to increase cashier’s proportion of customers asked to enroll in the store credit card program and to consistently use critical pitch components. Using performance assessment tools, the variables contributing to poor performance and the critical pitch components were identified. Based on these results, an intervention package was created which involved a video model, instructional prompt cards, role-playing, and various forms of feedback. During baseline, target employees asked an average of 26% of customers to enroll in the credit card program. Following intervention, target employees were asking an average of 84% of customers to enroll in the credit card program. Results clearly illustrate the effectiveness of the intervention to increase credit card promotion and deliver critical information about the card to customers. Furthermore, staff rated the intervention as enjoyable, effective, and as a system that they would continue to use. The outcome was cost effective and valuable to the corporation as credit card enrollments increased. |
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| 103. Increase motivation With a Token EconomyProgram at Credit Organizations |
| Area: OBM; Domain: Applied Behavior Analysis |
| REBECA GONZALEZ VAZQUEZ (Monterrey Technological Institute), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Join venture must bring a plan to improve the employees´ motivation. In Mexico, people do not have opportunities to study and develop a career within a company. This situation blocks their opportunity of having a stable work. Due to the join venture of the company there were organization policies that affected human capital. The employees are highly motivated on the regular job but show weaknesses on what to expect in the future, they to get involved in improving their working environment. The area of suggestions clearly shows that what they want is to work with incentives. They do not see their selves working on long-term with uncertainty within the organization. We designed an incentive program, based on a ABA design a the second baseline the employees immediately changed their attitude and perceived the merge as an opportunity to improve their life quality by being motivated to continue their development. In the future research, is necessary to have more contact with the Human Resources Department to get more information on development plans for the staff, since the fact of not knowing if they are going to make redundancies, was an obstacle to carry out the design program. |
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| 104. Evaluating Techniques to Cope With Stress Related to Layoffs in a Mexican Government Agency |
| Area: OBM; Domain: Applied Behavior Analysis |
| REBECA GONZALEZ VAZQUEZ (Monterrey Technological Institute), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Middle management employees in a Mexican government agency have many privileges, most of which are financial. In the current climate of layoffs, there are the ones at higher risk to lose their jobs due to their current position. Finding a new job in a new organization is extremely difficult in this economy where all companies are trimming positions. Depression can set in, which could hinder their effectiveness during job search and adjusting to a new setting. This study was conducted with 10 men, age ranging from 30 to 35, who lost their jobs after cut made by agency's president. An ABA design was used to evaluate the coping skills taught to reduce depression symptoms. The treatment was effective in reducing most prevalent symptoms, although some signs of depression were still observed, which can be attributed to the feelings of loss related to the closing of the government agency. |
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| 105. Effects of a Group Contingency and Public Posting of Cleaning Performance |
| Area: OBM; Domain: Applied Behavior Analysis |
| CHRISTINA MARIE BOYD-PICKARD (RCS Learning Center), Jacqueline Garland (RCS Learning Center) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a treatment package on the cleaning behavior of staff. This treatment package consisted of a group contingency and public posting of performance data. The participants consisted of all direct care staff within a private school setting. An AB design was utilized to evaluate the effectiveness of the treatment package. Initially, a baseline of classroom cleanliness was recorded using a checklist data recording system. Following baseline, participants were informed that data on their classroom(s) would be recorded two times during the school day and one time after school. Additionally, participants were trained on the components of the checklist and provided a model of a clean classroom. Participants were placed into separate groups based upon their students’ educational grouping. The data was reported on a graph and was viewed on a daily basis by all participants. The graph contained an identified goal criteria and was publicly posted. The first group to reach criteria was provided with negative reinforcement in the form of escape from work. |
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| 106. Self-Management in a Sales Organization |
| Area: OBM; Domain: Applied Behavior Analysis |
| GUNNAR REE (Akershus University College), Ingunn Sandaker (Akershus University College) |
| Abstract: Building performance management on a web-based individual feedback system, A Norwegian company keeps track on sales figures. Manipulating the independent variable (daily and weekly reporting and feedback), it is demonstrated significant changes in sales behaviour. An ABA design is used. |
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| 107. The Effect of Participative and Assigned Team Goal-Setting on Performance Quantity and Trend |
| Area: OBM; Domain: Applied Behavior Analysis |
| ZIYOUNG JUNG (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: This study examined the relative effectiveness of participative and assigned goal setting on work performance. Participants were 30 volunteer college students and their typing speed was tested. They were ordered on the basis of the typing speed and were divided into 15 pairs, with the members of each pair having similar typing speed. Members in each pair were randomly assigned to the two experimental conditions. Participants were asked to type typing materials provided by the experimenter for 20 days. The dependent variable was the number of words typed. The results showed that there was no significant difference in performance between the two conditions. The results also showed that the difference in trend between two conditions was not statistically significant. It is necessary to conduct follow-up studies and they need to (1) prolong the number of the sessions, (2) increase the number of participants, and (3) conduct studies in real organizational settings. |
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| 108. A Comparison of the Effects of Positive and Negative Reinforcement Contingencies on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| JAEHEE LEE (Chung Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: This study compared the effects of positive and negative reinforcement contingencies on safety behaviors. Participants were 60 volunteer undergraduate students and they were randomly assigned to one of three experimental conditions: (1) positive reinforcement contingency under which positive feedback was delivered for safe behaviors, (2) negative reinforcement contingency under which negative feedback was delivered for unsafe behaviors, and (3) no feedback. A simulated computerized work task was developed specifically for this study. Participants had to work on the work task and follow seven safety rules while working. When they follow all the seven safety rules, their behaviors were considered safe. If they did not follow any one of the rules, their behaviors were considered unsafe. Feedback was delivered for 30% of safe and unsafe behaviors. Results showed that the percentage of safe behavior under the positive reinforcement contingency was significantly higher than those under both negative reinforcement contingency and no feedback conditions. However, the difference in the safe percentage between negative reinforcement contingency and no feedback condition was not significant. |
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| 109. An Objective Review of the Journal of Organizational Behavior Management: 1998–2008 |
| Area: OBM; Domain: Theory |
| SARA M. VICARS (California State University, Sacramento), Victoria Harr (California State University, Sacramento), Allyne Marcon-Dawson (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: The purpose of this study was to extend the previous reviews conducted on the first and second decades of the Journal of Organizational Behavior Management (JOBM). Every article published in JOBM between 1998 and 2008 was objectively reviewed and analyzed for trends and patterns within the last (third) decade of publications. Results suggest similar trends as reported in previous reviews for most of the variables with the exception of a slight increase in the publication of conceptual articles and a decrease in the publication of research articles. The current review also discusses whether the journal continues to meet its objectives and offers recommendations for future JOBM publications. |
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| 110. Increasing Treatment Integrity Through Instructions and Prompts via Electronic Mail |
| Area: OBM; Domain: Applied Behavior Analysis |
| KELLY A. DANCHO (AdvoServ), Jessica L Bayer (AdvoServ) |
| Abstract: Researchers suggest that the effects of behavioral interventions are maintained with high levels of treatment integrity (Wilder, Atwell, & Wine, 2006). However, behavioral treatments shown to be effective in analogue settings may not be implemented with a high level of integrity in the natural environment (e.g., group homes). In an attempt to increase treatment integrity, researchers have used textual feedback (DiGennaro, Martens, & Kleinmann, 2007) and training packages involving instructions, modeling, and rehearsal (Mueller et al., 2003). This investigation sought to expand existing research on treatment integrity through assessing the effects of instructions and textual prompts via electronic mail on the implementation of a token economy program used in a group home setting. A moderate increase in treatment integrity was observed when clinicians were instructed on ways to promote the accurate implementation of a token economy program. Treatment integrity further increased following the addition of daily textual prompts (via electronic mail) to implement instructions. Interobserver agreement was assessed during a minimum of 30% of all intervals, and agreement ranged between 80 and 100%. |
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| 111. An Analysis of the Project Performance Management System |
| Area: OBM; Domain: Service Delivery |
| JONATHON TIMM (Western Michigan University), Richard W. Malott (Western Michigan University), Jenna Littin (Western Michigan University), Calvin J. Gage (Western Michigan University) |
| Abstract: This poster presentation will be an analysis of the goals, procedures, and results of the Project Performance Management System at Western Michigan University. The project performance management system (PPMS) is a supervisory subsystem of the behavior analysis training system (BATS) under the direction of Richard Malott. The function of PPMS is to supervise and manage second year master’s students’ poster projects and organizational behavior management projects to be presented at the annual ABAI and ABAI Autism conferences. PPMS provides deadlines, support, and performance management for MA students throughout the process of completing their poster presentations. This presentation will analyze the mission, inputs, outputs, processes, and disconnects of PPMS and evaluate its performance throughout the year. The system manager is second year master’s student Calvin Gage, the assistant system manager is first year master’s student Jon Timm, and the undergraduate assistant is Jenna Littin. It is 1 of over 11 subsystems of the macrosystem BATS. |
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| TBA Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 113. Veronica the Rat With a College Education: Spelling, Math, and Sports |
| Area: TBA; Domain: Experimental Analysis |
| Katherine A. Eriksen (Allegheny College), Amelia Conte (Allegheny College), Abbe C. Machi (Allegheny College), Camille Robbins (Allegheny College), ASHLEY BROWN (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained to perform three different four-component stimulus-response chains. In experiment 1, rats were trained to “spell” the word “car” by touching appropriate letters placed along the walls of the chamber. In experiment 2, rats were trained to “solve” a math problem again by touching the appropriate sum from numbers placed along the wall of the chamber. In the final experiment, rats were trained to roll a ball into one goal and not the other in a game of “soccer.” These demonstrations of chain schedules are used pedagogically to demonstrate the principles of operant conditioning to introductory level classes in behavior analysis. |
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| 114. Training Applied Behavior Analysis Concepts to Therapists With the Use of Say All Fast Minute Each Day Shuffle |
| Area: TBA; Domain: Applied Behavior Analysis |
| NANETTE RAE LAFOREST (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: Applied behavior analysis (ABA) is a proven treatment model for children diagnosed with autism. For this methodology to be effective, it is critical the child’s therapist can effectively apply ABA terms to everyday therapy sessions. Lindsley’s precision teaching is an effective teaching method that allows the learner to go at his or her own pace and monitor progress by charting frequency. Say all fast minute each day shuffle (SAFMEDS) was coined in the 1970s by Ogden R. Lindsley. This precision teaching method has proven success in different settings, with a variety of populations, but a lack of research exists within the population of typically developing adults. The purpose of this study is twofold, first to determine the effectiveness of the use of SAFMEDS by, 4-6 adult female ABA therapists on their accuracy and rate of acquisition of applicable ABA terms. Second, it will determine the rate at which fluency of the material will be reached using daily practice versus practice scheduled twice per week, and which practice schedule will lead to better retention of material. Data collected (i.e., pre/post-test scores) will represent the effectiveness SAFMEDS can have on initial staff training, as well as retention of skill over time. |
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| 115. Intermediate Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAYLOR P. BARKER (Western Michigan University), Tialha Nover (Western Michigan University) |
| Abstract: A classroom at Croyden Avenue Schools provides an early behavioral training program for children with autism. This program entails intensive, one-on-one training, called discrete-trial training. In this classroom, the trainers who implement discrete-trial training are practicum students at Western Michigan University (WMU). This practicum (Psychology 357, Practicum with Special Populations) helps the practicum students get experience using behavior analysis to teach children diagnosed with autism. |
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| 116. Kalamazoo Autism Center |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTIN ASHLEY LOEFFLER (Western Michigan University), Dana Pellegrino (Western Michigan University), Alyssa Simko (Western Michigan University), Madeline Budzen (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Kalamazoo Autism Center (KAC) is located in Southwest Michigan. It is a special daycare/autism program for children with autism, developmental disabilities, and other specials needs. KAC is run by Richard Malott and his graduate assistant, and is supervised by other graduate students. The purpose of this project is to research and develop a practicum at the KAC. We would like to create a practicum with different levels and recruit tutors at all of these levels. Practicum students will attend a weekly seminar and be able to have input on procedures that are evidence based. Practicum students will be very involved and have numerous opportunities to help aid in the development of this center. They will be trained in Discrete Trial Training (DTT) and Verbal Behavior techniques. Students will be graded on attendance, quizzes and their overall performance at the center. To ensure social validity of this system, I am creating survey to receive feedback from the tutors. I am also creating an application form so we can be selective of who we allow into this practicum and a pre-training course for inexperienced tutors before they enter the KAC practicum. This system is working to create an effective, organized center and to train students to be efficient practitioners. |
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| 117. Advanced Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| AMANDA SMITH (Western Michigan University), Joseph T. Shane (Westen Michigan University), Stephanie M. Hooper (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is the last in a set of three practica with the goal of training undergraduate student technicians to administer Discrete-Trial Therapy to preschool-aged children with autism. Students who show exemplary skills after completing the Basic and Intermediate Autism Practica are considered for the Advanced Autism Practicum. Our practicum site is an Early Childhood Developmental Delay preschool classroom. In addition to gaining experience with this population, the Advanced Autism Practicum students write an original procedure to be implemented with the children they work with. These student technicians must detect specific skill deficits, write a procedure to address the problem, interpret the data, and write any recycle phases to make the procedure as effective as possible. The student technician is also in charge of writing sub-phases to aid in a procedure for which the child is having trouble meeting criteria for mastery of a certain phase. Additionally, the student technician gives feedback to Intermediate practicum students to assist in these students’ development as technicians. Lastly, as a part of the Advanced Autism Practicum, student technicians are trained in the analysis of the children’s self-injurious or problem behavior. This includes introductions to functional assessments and taking observational data. |
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| 118. Video Training Applications: Improving Undergraduate Performance in Practicum Service Settings for Children With Autism Spectrum Disorders |
| Area: TBA; Domain: Service Delivery |
| ARIEL L. RAVID (Institute for Child Development, Binghamton University), Rachel N. Straub (Institute for Childhood Development, Binghamton University), Raymond G. Romanczyk (Institute for Childhood Development, Binghamton University) |
| Abstract: Recommendations from literature regarding curriculum development for staff training have suggested that an overall curriculum should be developed with multiple modules, so that training can be provided to various levels of staff by using different modules (Kincaid, George, & Child, 2006; Rotholz &Braswell, 2007). Undergraduate-level tutors provide the unique opportunity to teach behavioral principles in parallel with their application in a practicum setting. The purpose of this poster is to present a description of a video-based supplemental training program implemented to increase skill acquisition and improve treatment integrity in undergraduate tutors providing services to children with ASD at the Institute for Child Development. Discussion will focus on the development of structured training videos to increase conceptual understanding and effective application of program components in a course practicum component of the Applied Behavior Analysis Track at Binghamton University. Further, a comparison of performance between groups, before and after video-based training implementation, will be provided from two student cohorts. Also, cost-benefit of video-based training and implications and future directions will be reviewed. |
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| 119. A Video Performance Feedback Package to Enhance Staff Performance Within a Specialized School Setting |
| Area: TBA; Domain: Service Delivery |
| Lin Tang (University of Massachusetts Amherst), SHANNON KAY (May Institute), Erica Webster (May Institute) |
| Abstract: This study examined the effects of a video performance feedback package on staff performance. A changing criterion design was utilized wherein overall treatment integrity and quality of staff implementation of behavior plans were measured. The baseline included treatment integrity data derived from videotaped excerpts of staff members implementing behavior plans, then the staff members were asked to watch and score their own videos on treatment integrity and intervention implementation quality. The staff member scores were compared with the scores of the experimenters and the next phase included performance feedback on discrepancies between the two scores and rationale was provided to the staff in the form of performance feedback as to why staff performance was low and concurrently, reinforcement was provided on areas of strengths. The treatment integrity of the staff was monitored after videotaped performance feedback sessions to assess for staff behavior change. The DV was the treatment integrity scores and quality of behavior plan implementation of staff members. |
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| 120. Pre-Practicum Training System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JULIE A. SANCHEZ (Western Michigan University), Joseph Norcross (Western Michigan University), Kelly Wood (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Autism Pre-Practicum is a research and development project which is part of Behavior Analysis Training System (BATS) at Western Michigan University. The purpose of the Autism Pre-Practicum is to develop a basic discrete trial training repertoire in undergraduate and graduate students prior to their entrance into the Croyden Avenue School Practicum. In order to combat issues of students feeling overwhelmed and the lengthy transition period to get tutors working comfortably with children labeled as Autistic, the Pre-Practicum system was introduced to provide students who were interested in the Croyden Autism Practicum with a training course prior to their entry in the practicum. During this course the students will learn how to implement discrete trial. Some of the tools used to train the include: role playing, modeling, videos, as well as various other activities. In addition to the training they will receive, the students will also get a tour of Croyden Avenue School to familiarize themselves with the environment and to view discrete trial sessions in person. The Pre-Practicum is monitored and supervised by two Master’s students and assisted by one undergraduate student which allows for a more sufficiently ran system. |
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| 121. Language Facilitation Training System, Icon Exchange, and Picture Exchange Communication System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JENNIE L. SHOOLTZ (Western Michigan University), Michelle Gagliano (Western Michigan University), Lydie Biedron (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the language facilitation training system is to give children with little to no functional language a way to communicate using an icon exchange system based off of Frost & Bondy’s Picture Exchange Communication System (PECS) created in 1994. The goal of the behavior analysis training system (BATS) is to increase the number of behavior analysts effectively working toward the well-being of humanity (Saving the world with behavior analysis in a continuous manner). The PECS system is a subsystem of the BATS system and working together the ultimate goal is to continually improve the icon exchange system we use in the developmentally delayed classroom affiliated with Western Michigan University. The continued improvement of the icon exchange system entails more effective ways to teach the children to communicate and train their tutors as well as improving on the icon location procedures themselves. |
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| 122. The Effects of Implementing a PSI Approach to Train, and Evaluate the Progress of Staff Providing Applied Behavior Analysis Services to Clients in the Home and School Settings |
| Area: TBA; Domain: Applied Behavior Analysis |
| SHERI KINGSDORF (Pacific Child and Family Associates), Cara Entz (Pacific Child and Family Associates), Sally Torrens (Pacific Child and Family Associates) |
| Abstract: This study describes the development and implementation of a personalized system of instruction (PSI) approach, utilizing contingency management procedures, in the ongoing training and evaluation of the staff at Pacific Child and Family Associates (PCFA). The PSI approach incorporates the use of an online learning environment as the primary access method for the staff. The staff are responsible for providing Applied Behavior Analysis services to clients in the home and school settings. Due to the realm of services provided by the staff, the Agency’s ongoing training covers the theoretical background and practical application of Applied Behavior Analysis. The study details the process of applying research based tactics to the teaching of staff members across both Supervisor and Therapist positions. The implications of the use of the PSI approach, with specific emphasis on the impact on both staff learning and client progress, are explored. A comparison between PCFA’s previous methods of staff training and the implementation of the PSI approach is also conducted. |
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| 123. Applied Behavior Analysis at George Mason University |
| Area: TBA; Domain: Applied Behavior Analysis |
| JOHANNES ROJAHN (George Mason University), Michael M. Behrmann (George Mason University), Kristy Lee Park (George Mason University) |
| Abstract: This presentation describes the Applied Behavior Analysis training program at George Mason University in Fairfax, Virginia, USA. Location, coursework, practica, faculty, practicum supervisors, training stipends, cooperative arrangements, and more are presented. Additionally, potential students or other applicants are provided with contact information to gain additional information for this excellent program. |
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| 124. Evaluation of Behavior Management Workshops for Preschool Teachers Based on Applied Behavior Analysis in Japan |
| Area: TBA; Domain: Applied Behavior Analysis |
| YOSHIHIRO TANAKA (Kwansei Gakuin University), Takashi Mitamura (Kwansei Gakuin University), Wataru Noda (Kwansei Gakuin University), Chiharu Baba (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The present study examined the effect of applied behavior analysis (ABA) workshops for 18 supervising teachers of preschools in Japan. The program consisted of three weekly 3.5-hour sessions and a 4-month follow-up. We trained the teachers in: behavioral definition, direct behavioral observation, functional assessment, planning behavioral support, and implementing the practice program for preschool children exhibiting behavior problems. The practicum consisted of following the above procedure with a selected child in their preschools. To evaluate workshop effectiveness, we developed a pre-post descriptive assessment format using a common case example to describe the plan of support practices, as well as specific support practice plans for the individual case, and reporting the result of support practices based on behavioral observation at each preschool. The supervising teachers also gave guidance for their supervisee teachers based on the workshop content. The results indicated increases in the use of ABA practices for the common case at post-test as well as advise-giving to the supervisee teachers on specific cases. The participants reported increases in appropriate behaviors and decreases in inappropriate behaviors of the preschool children under ABA case studies. This study demonstrated the feasibility and effectiveness of ABA workshops for preschool teachers in Japan. |
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| 125. The Use of Interactive Video Technology as an Effective Means of Multi-State Training |
| Area: TBA; Domain: Applied Behavior Analysis |
| NADIA E. RAED (AdvoServ), James F. McGimsey (AdvoServ) |
| Abstract: The effective and efficient pre-service training of new employees is vital to the clinical effectiveness of residential treatment. In this poster presentation we will report on the effectiveness and efficiency of the use of interactive video technology in providing pre-service training on basic behavioral competencies. Across a six month period 112 new employees received training in 8 behavioral skill areas, either remotely through the interactive video technology (60 staff), or by a behavior analyst physically present (52 staff). The results show that staff trained both remotely by interactive video, or by a physically present trainer substantially increased their knowledge of the behavior competencies, and there was no significant difference in acquisition between remotely trained or directly trained staff. The use of the interactive video also provided for more efficient training, allowing for no additional training time from a behavior analyst for the 60 staff trained remotely (approximately 180 training hours saved). Additionally, data on the effectiveness and efficiency of additional hands-on training through the interactive video will be presented. |
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| 126. Self-Regulatory Strategies in Mathematics for Students With Learning Disabilities at the Secondary Level |
| Area: TBA; Domain: Applied Behavior Analysis |
| CARA D. WILLIAMS (Texas A&M University) |
| Abstract: Students with learning difficulties often face varied challenges in their general education classes. They may find it difficult to stay on task, ask for help, or keep up with the typical demands of a general education classroom. Self-regulation strategies can provide a means for these students to monitor on-task behavior, request teacher assistance, and track progress toward task completion. This poster will summarize a single-case experiment examining the use of self-regulatory strategies in a general education mathematics classroom at the secondary level. The study takes place in a co-teaching environment where both a special and general education teacher are responsible for delivering instruction. Teacher and student interviews, along with direct observation data will be used to determine the specific strategies that are most likely to increase academic success. Data to be collected include the participants’ use of the specific strategies taught, along with on-task behavior, task completion and work accuracy. |
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| 127. Ahhh! It’s GRE Vocabulary! Precision Teaching and Fluency Timings, Help! |
| Area: TBA; Domain: Service Delivery |
| SARAH SMUGALA (Loyola University of Chicago), Joseph H. Cihon (Special School District of St. Louis County), Traci M. Cihon (University of Northern Texas) |
| Abstract: Fluency timings are a subset of precision teaching that have been empirically demonstrated to assist individuals in improving their rate and accuracy (fluency). In the current implementation, potential GRE vocabulary words were practiced across two learning channels: see word/say definition and hear word/say definition. Interspersed 30s, 1 min, and 2 min timings were conducted for both channels. Words were introduced at five to ten words per day until 250 words were introduced. The aim was set at 50 correct per minute with fewer than two errors in each timing. Correct and incorrect responses were recorded and plotted on Standard Celeration Charts. |
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| 128. Using Interteaching in Undergraduate Behavior Modification Courses: Findings and Recommendations |
| Area: TBA; Domain: Applied Behavior Analysis |
| RYAN M. ZAYAC (Central Washington University), Amy Polick (Auburn University) |
| Abstract: University instructors who have actively sought to become master teachers have traditionally focused on developing and incorporating various alternatives to traditional methods of classroom instruction (Buskist, Sikorski, Buckley, & Saville, 2002). Recently, Boyce and Hineline (2002) introduced a new pedagogy based on behavioral principles named interteaching. Although anecdotal evidence supports the value of interteaching, few empirical data exist (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006). This study examined the effects of interteaching on quiz/exam scores in two different behavior modification courses. A reversal design was used to compare students’ scores during interteaching sessions and a traditional lecture format. In contrast to previous research (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006), the current study found no difference between student scores in the interteaching vs. traditional lecture class periods. Possible reasons for these results are discussed and recommendations are provided to increase the likelihood that interteaching will result in improved student performance. |
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| 129. Effects of Teacher Expectation on Teacher-Learner Interactions and Learner Performance |
| Area: TBA; Domain: Applied Behavior Analysis |
| KYOSUKE KAZAOKA (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology), Lauren S. Morrell (The Chicago School of Professional Psychology), Traci Cihon (The Chicago School of Professional Psychology) |
| Abstract: Rosenthal and Jacobson (1968) conducted a study in which they set teachers’ expectations of student performance and found that those students who had been expected to grow intellectually scored higher on intelligence tests later than other students who were expected to perform less well (the “Pygmalion” effect). From a behavior-analytic perspective, the expectancy itself does not change behavior; rather, there must be a change in teacher behavior for behavior of the student to change. The current study investigated this phenomenon. Learner participants attended workshop sessions which were conducted by Teacher participants. Before the workshop, Teachers were told that one of the Learners scored high on the pre-test. The workshops were video-taped, and teacher-learner interactions were scored. Dependent variables for this ongoing study include frequency of Teachers’ questions to Learners, positive and negative comments toward Learners, corrective feedback by Teachers, questions asked by Learners, correct and incorrect answers by Learners, and duration of teaching session. Results are discussed in terms of behavioral mechanisms of the Pygmalion effect and teacher-learner interactions in general. |
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| 130. A Template for Effective Treatment Manuals |
| Area: TBA; Domain: Service Delivery |
| SHARLA N. FASKO (University of Detroit Mercy), Melissa Nantais (University of Detroit Mercy) |
| Abstract: Research-based interventions are a key part of the evaluation process presented in IDEA 2004. This legislation requires documentation of the child’s response to a “scientific, research-based intervention, “ as well as evidence of treatment integrity and a clear statement of the way the intervention is expected to increase the student’s rate of learning, An important component of a successful intervention is the manual. Well-constructed manuals have been shown to improve treatment adherence and lead to better outcomes (Miller & Binder, 2002). Effective manuals include descriptions of scripts, methods for evaluating treatment integrity, and progress monitoring techniques. In addition, references for supporting research should be cited to provide documentation of the evidence base, as required by IDEA. Finally, manuals should include descriptions of how the treatment will lead to an increase the student’s learning rate. This presentation offers a template for developing an effective, efficient manual, which may be particularly useful in training students. |
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| 131. Promoting Behavior Analysis in Italy |
| Area: TBA; Domain: Service Delivery |
| PAOLO MODERATO (Libera Universita di Lingue e Comunicazione), Giovambattista Presti (Libera Universita di Lingue e Comunicazion), Cristina Copelli (IESCUM), Giovanni Miselli (Istituto Europeo per lo Studio del Compartamento Umano), Francesco Pozzi (IESCUM), Elisa Rabitti (Iulm University - Iescum - ASCCO), Rossana Somalvico (Iulm University - IESCUM) |
| Abstract: IESCUM, the Italian Chapter of ABAI, since its foundation has the main objective of spreading a scientific culture and a proper understanding of Behavior Analysis in Italy. This objective is pursued with educational activities taking place at different levels. A BACB certified courseware has been organized and is currently in its third edition. A number of websites organized into a so-called webring, able to provide basic and advanced informations about ABA in Autism, Education, and Behavior Therapies, are under continuous development. A number of workshops have been organized, accounting advanced issues in Research Methodology, Autism and third-generation Behavior Therapies, held by international experts in the field. A specific system, based on websites and a newsletter called IESCUM Monitor, has been developed in order to provide updates about educational opportunities and advancement in the scientific field. Behaviors of the participants to the workshops, visitors of the websites and readers of the newsletter have been recorded and monitored. Based on these data, a descriptive analysis has been performed, in order to evaluate preferences, infer information needs, identify goal and target behaviors. |
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| 132. Behavioral Research Supervisory System System Analysis |
| Area: TBA; Domain: Applied Behavior Analysis |
| CHRISTINE NICOLE GORMONT (Western Michigan University), Tiffany Smiecinski (Western Michigan University), Mallory Barnett (Western Michigan University), Tyler Brown (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Behavioral Research Supervisory System is to monitor students’ progress on various projects, ensuring that they complete weekly tasks. The timely completion of tasks allows the students to maintain and improve the projects over the course of the semester. It is a system that ensures that students in BATS complete their Master’s project. To do so, the System Manager’s oversee that everyone in BRSS completes tasks each week to maintain continuous quality improvement of each subsystem within BATS. We also recruit hard-working undergraduates to assist us in the improvements of each system. As an undergraduate, you can choose whether or not you want to complete an Honor’s thesis (2 semesters of BRSS) or not (1 semester of BRSS). |
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| 133. GRE Preperation Course |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAREYN L MOSS (Western Michigan University), Amanda Jean Kowalski (Western Michigan University), Tim Obertein (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The GRE Prep course is designed to increase the number of students who do well on the GRE and are accepted into graduate school. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE and researching graduate schools. |
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| 134. Self Management |
| Area: TBA; Domain: Applied Behavior Analysis |
| DRU MILLERWISE (Western Michigan University), Matt Brodhead (Western Michigan University), Amanda Vig (Western Michigan University), Shena Williams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Self-Management is an undergraduate psychology course as well as a subsystem within the Behavior Analysis Training System at Western Michigan University. The goal of Self-Management is to help students gain self-management skills that can be applied to academic and non-academic tasks as well as their everyday lives. The course is a one credit class that meets for 1.25 hours once a week. Students earn points contingent upon behaviors listed on their task verification forms (TVF); these aid in eliminating procrastination by holding the students accountable with proof of academic task completion. Students are also responsible for completing a self-management project that focuses on increasing or decreasing a behavior that improves the quality of their life. Students share tactics, techniques, and procedures during class discussion that aid in the success of their projects. Student activities include completing performance contracts and TVFs, demonstrating proof of their accomplished tasks, and presenting performance graphs. |
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| 135. Verbal Behavior |
| Area: TBA; Domain: Applied Behavior Analysis |
| BRITTAIN COLEMAN (Western Michigan University), Dana Pellegrino (Western Michigan University), Kelsey Murphy (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Vocal Verbal Behavior System is significant because it is important to have someone who understands Verbal Behavior to assess children with autism and other developmental disabilities and to be able to write procedures for those children based on the findings of that assessment. The mission of the Vocal VB system is to utilize an assessment tool that determines appropriate vocal procedures for children in an ECDD classroom in Southwest Michigan, and to provide effective training to graduate students who will administer this assessment. The current project focuses in several different avenues. Revisions are continuously being made to all the verbal procedures currently in place in the ECDD classroom. Continuous quality revisions have been made to the assessment to ensure that it remains useful to the classroom teachers and program director. Some of these revisions include additional levels to the assessment and breaking the assessment down into a hierarchy of its components that are to be given systematically. |
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| 136. BCBA Exam Preparation |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTINE ODDO (Western Michgian University), Kelly Stone (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Within the Behavior Analysis Training System (BATS) at Western Michigan University is the BATS management system that oversees the entire training system and strives for continuous quality improvement within the system. The mission statement is as follows: The goal of the Behavior Analysis Training System is to produce, place, and maintain competent behavior analysts so they can “Save the World with Behavior Analysis.” To aid in attaining the goal of continuous improvement, social validity surveys are completed often to establish disconnects within the system. A disconnect revealed this year is a lack of BCBA Exam preparation. Data was collected from current BATS membes as well as former BATS members to verify that this is a significant disconnect. An investigation of the exam's content, format, cost, eligibility, and other various aspects are obtained and put together in an easily maniuplated document with supplemental practice question sets. The goal of the creation of these documents is to remove stress that the current members of BATS have regarding the BCBA exam and prepare them thoroughly for a superior performance. |
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| 137. An Analysis of Effect Sizes for Single-Subject Research: A Statistical Comparison of Five Judgmental Aids |
| Area: TBA; Domain: Applied Behavior Analysis |
| LEE L. MASON (Utah State University) |
| Abstract: Following the advice of Campbell (2004), additional effect sizes for single-subject research were examined for the extent to which they measure similar aspects of treatment efficacy. One hundred and seventeen articles examining the reduction of problem behavior in children with autism were recharted on standard celeration charts according to the procedures described by Porter (1985). Pearson product-moment correlations were conducted between two previously unexamined effect sizes, celeration (used here to refer to the slope of the celeration line of the first treatment phase) and celeration change (the change in celeration between the initial baseline and adjoining treatment phase), as well as three more common statistics: Mean baseline reduction (MBLR), percentage of non-overlapping data (PND), and percentage of zero data (PZD). Significant correlations were found for both celeration and celeration change, suggesting that these and other effect sizes measure somewhat similar aspects of treatment efficacy. The findings and limitations are discussed in an attempt to generate conversation about the use of statistics to talk about single-subject research. |
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