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| #340 Poster Session – AUT |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 1. Increasing Tolerance to Toothbrushing in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| MATTHEW G. FURZLAND (St. Cloud State University) |
| Abstract: The effects of tolerance training on toothbrushing were examined for a child with autism. Tolerance to toothbrushing was identified as the target behavior using a modified functional assessment, including direct observation and in vivo probes. Due to the aversiveness of toothbrushing, tolerance was determined to be a prerequisite skill of independent toothbrushing. The child displayed protestful behaviors during his current toothbrushing process and was unable to perform independent toothbrushing skills. Discrete trial training was used to teach tolerance to toothbrushing. Trial by trial data were collected during each session. A X2 ratio of performance improvement was utilized as a criterion measure of improvement. Results indicate an increase in tolerance to toothbrushing, including spontaneous independent use of pre-toothbrushing skills. |
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| 2. A Multi-component Behavior Support Plan and Its Effect on Tantrum Behavior of a Pre-adolescent Girl Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| CINDY J. ALTERSON (Devereux Millwood Learning Center), Kerri Cranston (Devereux Millwood Learning Center), Angela Tocci (Devereux Millwood Learning Center), Joanna Dickerson (Devereux Millwood Learning Center), Talia Gallardo (Devereux Millwood Learning Center) |
| Abstract: This report will describe approximately three years of interventions targeting tantrum behavior exhibited by a pre-adolescent girl diagnosed with autism. Repeated functional assessments have never revealed consistent or a single function of the behavior. A multi-component treatment package was implemented across the three years that included skill acquisition, reinforcement, functional communication, curriculum modification and consequence components. Although no one component was identified as clearly responsible for decreasing the behavior, the multi-coponent package reduced tantrums from a baseline of two tantrums per day lasting well over one hour to near-zero levels, which has maintained across four months. This report is a good representation of the complexity of functional assessment and treatment in a school setting specializing in applied behavior analysis. |
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| 3. Teaching Self-monitoring to Reduce Challenging Behavior in Private and Public Settings: Three Students at Varying Stages of Instruction |
| Area: AUT; Domain: Applied Research |
| JENNIFER M. MUELLER (Devereux Millwood Learning Center), A. Cezanne Strate (Devereux Millwood Learning Center), Cindy J. Alterson (Devereux Millwood Learning Center) |
| Abstract: This study evaluated the behavior support plans of three students diagnosed with pervasive developmental disorders who attend a 12-month, private, ABA school. The behavior plans were developed with self-monitoring strategies so that these plans could be easily generalized to a public school setting. The three students used "rules cards," in combination with DRO and other supports, to teach them to monitor their own appropriate classroom behavior. For all three students, the "rules cards" reduced challenging behavior, although the rate at which they have learned and are currently learning to self-monitor varies. One student's challenging behavior (noncompliance) reduced to zero levels and he uses his rule card independently at public school part-time. Another student's challenging behavior (tantrums and inappropriate comments) reduced to zero levels and we are pursuing inclusion part-time for 2004. The last student is able to self-monitor (challenging behaviors include tantrums and aggression), but continues to be challenged by other factors. This study highlights the implementation of teaching self-monitoring in students who would benefit from inclusion experiences, and the effect it has on the ability of the student to fully participate in typical settings. |
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| 4. The Effects of Alternative Response Training on Tantrum Behavior Associated with Toileting |
| Area: AUT; Domain: Applied Research |
| KIMBERLY HELDMANN (The May Institute), Lori Sawyer (The May Institute) |
| Abstract: Alternative response training has been used to decrease undesired behaviors in individuals with autism and related disorders. The procedure involves replacing an undesired behavior with a functional, alternative behavior. This study involved teaching a 10-year-old boy with Landau Kleffner Syndrome and autism an alternative response via use of a picture schedule that interfered with and replaced tantrums following use of the bathroom. The procedures were conducted at a private day school for children with developmental disabilities and behavior disorders. An AB design was used and program components were gradually faded. Results showed that tantrum behavior decreased in duration and frequency following implementation and fading of the alternative response training procedure. |
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| 5. The Treatment of Chronic Food Refusal with a Young Girl with Autism |
| Area: AUT; Domain: Applied Research |
| FRANK L. BIRD (Melmark New England), Rui T. Carreiro (Melmark New England), John Demanche (Melmark New England) |
| Abstract: Feeding problems are quite common among children with autism. Children who consume insufficient amounts of food are at risk for a number of health problems, including malnutrition. In this case study, a 7 year-old autistic girl was at significant risk due to her chronic refusal of all types and textures of food and her nutritional reliance on only two food items. After multiple attempts to employ a variety of sensory strategies to assist her with her compliance to foods, a series of systematic behavioral strategies were implemented including nonremoval of spoon, forced feeding and access to preferred foods being contingent upon eating nonpreferred foods. A systematic analysis of these strategies will be demonstrated and data will be displayed indicating the significant progress of accepting and consuming a variety of food items. Data will also be presented on corollary behaviors that improved with the consumption of food including the deceleration of aggression, property destruction and the increase of functional communication. Interobserver reliability was calculated across 33% of baseline and treatment trials and the mean occurrence agreement coefficient was 93.6%. |
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| 6. Shaping Compliance to Increase Appropriate Toileting in Multiple Bathroom Environments |
| Area: AUT; Domain: Applied Research |
| MARIJKE P. CALLAHAN (Melmark New England), Mike Conard (Melmark New England) |
| Abstract: The subject in this study is an 11 year-old boy with autism who exhibited a chain of challenging behaviors when requested to go to the bathroom. Historically, this young boy had significant avoidance behaviors across all bathroom settings except for at home. The holding of urine for extensive hours was a health concern and resulted in occurrences of incontinence within community settings. A functional assessment was completed and the maintaining variable was primarily escape and avoidance. The objectives of the study were to determine the effects of combining a shaping procedure and differential reinforcement of appropriate behavior to increase adaptive toileting within the school environment coupled with the use of negative reinforcement strategies and functional communication training to decrease the challenging behaviors. A systematic step analysis was designed and implemented that required the subject to become increasingly assimilated to the bathroom environment. Positive trials in the step sequence were reinforced and challenging behaviors were treated functionally in that their occurrence did not result in escape from the bathroom setting. Data display will include percentage of compliance across steps, challenging behaviors across steps and successful urination. Interobserver reliability was conducted across trials with a mean agreement coefficient of 95%. |
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| 7. "What a Mess": A Treatment Package to Decrease Property Destruction in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| TYRA NELSON (Special School District of St. Louis County), Traci M. Cihon (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: The participant exhibited rates of property destruction which impeded access to the general education setting. A multi-component behavior plan was implemented to decrease rates of property destruction. Antecedent manipulations consisted of environmental engineering, curriculum design, and implementation of a token system. Teaching procedures consisted of compliance training, differential reinforcement of alternative behaviors (DRA), prompting, prompt fading, functional communication training, and rule stating. Time-out was used as a consequence procedure for targeted inappropriate behaviors. This treatment package successfully decreased inappropriate behaviors to zero rates and allowed for the student to be reintegrated into the general education setting. |
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| 8. Comparison of 2 Functional Behavior Screening Tools for Analysis of Aggression and Stereotypies in Students with Autism |
| Area: AUT; Domain: Applied Research |
| HEIDI MEIKRANTZ (SEEM Collaborative), Kathleen Ann Quill (Autism Institute) |
| Abstract: A group of 120 special education teachers of students with autism were taught how to conduct Functional Behavior Assessments [FBA]. Thirty-two different students with challenging behaviors were identified for case study among the group. Behaviors included SIB, aggression and a variety of sterotypic rituals. Each teacher completed two commonly used Functional Analysis screening tools (FAST, Iwata; MAS, Durand) for a problem behavior. A comparison of the data from the two screening tools revealed a high level of reliability for identifying the function of SIB and aggression, but a low level of reliability for identifying the function of stereotypies and the need for a more comprehensive assessment inventory. However, when data from both tools were combined and analyzed together in a special formula, the function of 98% of the problem behaviors correlated highly with the results of the comprehensive assessment. This data may offer clinicians a formula for using both the FAST and MAC that may expedite the FBA process and shed light on the function of stereotypic behaviors. |
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| 9. Use of Reinforcement Schedules to Increase the On-task Behaviors of an Adolescent with Autism |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Odyssey Charter School), Susan D'Aniello (Odyssey Charter School) |
| Abstract: The poster session will describe how a team of high school teachers, administrators and related service personnel collaborated to effectively develop and implement a schedule of reinforcement for an adolescent with Autism Spectrum Disorder that resulted in an increase of on-task behaviors in a charter school environment that utilizes a hybrid of face-to-face instruction coupled with a distant education learning model. The authors will also describe that the ultimate outcome for the student with Autism Spectrum Disorder was increased prosocial interactions with his peers and the adults on the high school campus. |
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| 10. Expanding Food Preferences with a Photographic Activity Schedule |
| Area: AUT; Domain: Applied Research |
| KELLY KELM (Beacon ABA Services), David M. Corcoran (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
| Abstract: Photographic activity schedules have been used to teach a variety of independent play, social, self-help, and academic skills in children with autism. In the present study the use of activity schedules was expanded to increase food preferences for a 3-year-old boy with autism. The participant rapidly learned to follow a 3-5-item photographic activity schedule consisting of preferred and non-preferred play activities. Next, preferred foods were introduced as a snack in the context of his activity schedule. Once successful with preferred foods, non-preferred foods were introduced. Results indicated that the participant consumed previously non-preferred foods in the context of his activity schedules. This research extends previous research on the utility of photographic activity for children with autism and offers a novel approach to expanding food preferences for such children. |
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| 11. Use of Non-Contingent Reinforcement to DecreaseInappropriate Vocalizations Maintained by Attention |
| Area: AUT; Domain: Applied Research |
| CAROL DEPEDRO (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), David M. Corcoran (Beacon ABA Services) |
| Abstract: Non-Contingent reinforcement (NCR) has been used to decrease a variety of challenging behaviors in people with developmental disabilities. In the present study, NCR in the form of positive social attention was used to decrease inappropriate vocalizations of a 5 year-old boy with autism. A functional analysis indicated that behavior was maintained by attention. Inappropriate vocalizations consisted of repetitive language, reciting lines from familiar videos or TV shows, and singing at inappropriate times. Results showed the use of NCR led to decreased rates of inappropriate vocalizations during treatment phases, and in addition there was anecdotal evidence of an increase in appropriate language. These results extend previous findings on the use of NCR to treat problem behaviors in young children with autism. |
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| 12. An Outpatient Evaluation of Intensive Toilet Training with Children with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINE BENNETT (Western Michigan University), Dawn Detweiler (Western Michigan University), Sarah Crossett (Western Michigan University), Linda A. LeBlanc (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: The study evaluated the effectiveness of an intensive behavioral toilet training procedure for young children with autism. The treatment package included differential positive reinforcement of urinary continence, a graduated sitting schedule, communication training, a urine alarm, increased fluid intake, and positive practice. The intervention included a full day of intensive behavioral intervention and parent training in an out-clinic setting, followed by two intensive days in the home conducted by the parents with the support and assistance of the research team. The procedures were then administered daily in both the child’s home and school by the child’s primary caregivers and teachers. Data were collected on three participants (ages 4.1, 4.6, and 4.9 years) using a non-concurrent multiple baseline design across participants. Each child’s continence increased significantly, with all three participants achieving at or near 100 percent success throughout a 4 week follow-up. |
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| 13. Effects of High-Probability Requests on the Latency to Initiate Fine Motor Behavior Task with Adolescent with Autism |
| Area: AUT; Domain: Applied Research |
| JEAN-CLAUDE DARCHEVILLE (University of Lille 3 - Charles De Gaulle), Esteve Frexia I Baque (University of Lille 3 - Charles De Gaulle), Vinca Riviere (University of Lille 3 - Charles De Gaulle), Luce Doze (University of Lille 3 - Charles De Gaulle) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a high-probability request sequence on the latency and duration compliance to a request for completion of a fine motor behavior task (open the mouth). The participant was an adolescent with autism who exhibited noncompliance during the medical examination or during cleaning of his teeth for example. The results showed that high-probability requests were effective to increase compliance and decrease latency to comply the motor task. |
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| 14. Treatment of Non-Cooperative Sleep Behavior in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| SHAWN M. GLADSTONE (C.W. Post College, Long Island University), Patricia A. D'Ateno (Queens College and The Graduate Center, City University of New York) |
| Abstract: Problems related to sleep behavior are common in children with autism. An intervention to increase the amount of time a 12-year old boy with autism remained in his own bed was implemented. Leaving his bed to go into his parents’ room was brought under the stimulus control of a ringing alarm clock. A changing criterion design was used to demonstrate experimental control. Baseline measures indicated that the child remained in his bed for a mean duration of 19 minutes (range: 1 to 39 minutes). Over a seven-month period, the criterion duration has been gradually increased to 430 minutes. |
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| 15. Using Response Latency in a Functional Analysis to Decrease Severe Self-injurious Behavior |
| Area: AUT; Domain: Applied Research |
| HAROLD MAHECHA (Eden II Programs), Frank R. Cicero (Eden II Programs), Mary Sarli (Eden II Programs), Hannah Hoch (The Genesis School) |
| Abstract: Current best practice for treatment of severe self-injury calls for an analysis to determine the function of the behavior. Currently the most accepted method of conducting a functional analysis is the one developed by Iwata et al (1994). This traditional analysis tests the function of behavior by recording the frequency of the target behavior under varying consequences. Despite its recognized effectiveness, this method presents professionals working in applied settings with ethical as well as practical problems when dealing with severe self-injury.
This poster presents a modified method of conducting a functional analysis, where response latency is used as the criterion measure in place of response frequency or percent of intervals engaged. Three cases will be presented where analysis data were computed in both ways leading to identical conclusions regarding function. A case study is then presented of an analysis conducted in an applied setting with an adult who engaged in dangerous self-injury. Data indicated both escape and attention functions. Based on the analysis, a function-based treatment packaged was implemented resulting in a 77% decrease in self-injury from baseline. Data from the analysis along with treatment and IOA data will be presented. Results will be discussed in terms of the use of modified functional analysis procedures in applied settings. |
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| 16. The Effect of Using a Momentary DRO and Verbal Reprimand on the Rates of Finger Biting of a 5 Year-old Student with Autism |
| Area: AUT; Domain: Applied Research |
| DAWN M. SMITH (Bancroft NeuroHealth), Melissa Sadek (Bancroft NeuroHealth), Erin Klepp (Bancroft NeuroHealth), Gloria J. Lavender (Bancroft NeuroHealth), Megan Youngberg (Bancroft NeuroHealth), Gena Price (Bancroft NeuroHealth), Barbara Axelrod (Bancroft NeuroHealth) |
| Abstract: This study focused on reducing the rates of finger biting in a 5 year old student with autism. During baseline, finger biting occurred in over 50% of the ten minute intervals over the course of a 5 hour school day. The treatment package consisted of a verbal reprimand ("no biting") for each occurrence. In addition, the student received an edible chewy reinforcer and social praise if he was not biting on a momentary time sample schedule. The intervention resulted in significant decreases in finger biting. A withdraw of the intervention resulted in increases in finger biting; and a subsequent re-implementation demonstrated experimental control. Inter-observer reliability measures were taken on 40% of the days the student was in school. Inter-observer reliability was 98%. |
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| 17. The Role of Contingent Teacher Attention on Appropriate Classroom Behavior |
| Area: AUT; Domain: Applied Research |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Sudha Ramaswamy (Teachers College, Columbia University), Virginia S. Wong (Hawthorne Country Day School), Victoria Slocum (Hawthorne Country Day School) |
| Abstract: A teacher’s use of effective instructional practices is essential to successful schooling. The current study investigated the effectiveness of teaching teachers to observe and record their own delivery of instruction using videotaped sessions and such behaviors on the frequency of stereotypic and noncompliant behavior emitted by students. Data were collected through the use of an observation procedure which was used to simultaneously collect data on both teacher and student responses (TPRA: Teacher Protocol Rate Accuracy). The study included a pre and post-test multiple baseline design across classrooms, and results are reported as rate of accurate three-term contingencies presented by teachers, and frequency of stereotypic and noncompliant behavior emitted by students. |
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| 18. Teaching a Child with Autism to Self-Manage His Own Stereotypic Behavior |
| Area: AUT; Domain: Applied Research |
| JAMES NICHOLSON MEINDL (Greenwood School), Barbara Carlson Litscher (Greenwood School) |
| Abstract: The purpose of this poster was to teach a child with autism to monitor and manage his own behavior in order to increase independence. Using a systematic instructional program, we will require the child to check his own accuracy against a master copy on increasingly difficult tasks, Initially, these tasks will be based on skills performance, but will eventually transfer to monitoring the occurrence of specified responses both in vivo and in analog conditions. Originally the child’s accuracy in reporting the occurrence of specified responses will be reinforced. The reinforcement schedule will be FR 1, but will differentially reinforced based on both accuracy in reporting and the absence of stereotypic behavior. We propose that teaching a child to manage and monitor his own behavior will increase independence and allow the child to more functionally manipulate his environment. Data will be visually summarized. Interobserver agreement will be reported. Results will be discussed in relation to self-management skills in addressing stereotypic behavior, as well as collateral behavior management effects. |
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| 19. Treatment of Chronic Food Refusal in a Child with Autism in School and Home Settings |
| Area: AUT; Domain: Applied Research |
| HANNAH HOCH (The Graduate Center, City University of New York), Mary Ellen McDonald (The Genesis School) |
| Abstract: The purpose of this investigation was to examine the effectiveness of a reinforcement procedure to increase consumption of non-preferred foods in a nine-year-old boy with autism across school and home settings. A changing criterion design was used to demonstrate the effects of positive reinforcement on food consumption. The criterion that was changed was the number of consumed pieces of food necessary to access reinforcement. IOA data were collected for 33% of the sessions and averaged 98%. In the baseline condition, non-preferred foods were presented in the absence of reinforcement for food consumption, which did not occur. During the treatment condition, pieces of three varieties of a single food (e.g., three different kinds of chicken) were presented. Consumption of all pieces resulted in access to highly preferred toys. The number of pieces of each food required to be consumed to access reinforcement was systematically increased over sessions, until a typical-sized portion had to be consumed in order to access the reinforcer. This treatment procedure was implemented first at school, and then at home, and produced an increase in consumption of non-preferred foods in both settings. Results are discussed in terms of treatment of chronic food refusal in home and school settings. |
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| 20. Intensive Toilet Training of a 5-Year-Old with Autism |
| Area: AUT; Domain: Applied Research |
| STACEY BUCHANAN WILLIAMS (Melmark New England), Helena L. Maguire (Melmark New England), Elizabeth J. Wyman (Melmark New England) |
| Abstract: Previous research (e.g., Azrin & Foxx, 1973) on toilet training tended to restrict the daily activities of the individual by requiring large amounts of time to be spent on the toilet or restoring the environment after an accident. In this case study, a multi-component intervention was used to enhance stimulus control for correct eliminations. The intervention consisted of a timing technique, increased fluid intake and positive reinforcement for correct eliminations. It was hypothesized that the approach would increase the stimulus control exerted by the bathroom stimulus over correct eliminations for the subject. The results will suggest that these variables increased the probability of eliminating on the toilet and were critical variables for successful toilet training. Data will be displayed on percentage of dry pants, successful voids in toilet and initiation of need for the bathroom. Interobserver reliability was implemented throughout phases and the mean occurrence agreement coefficient was 95%. |
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| 21. The Use of a Multi-component Treatment for Expanding Choice of Reinforcers and Decreasing Physical Aggression in a Boy with Pervasive Developmental Disorder |
| Area: AUT; Domain: Applied Research |
| PAULETTE BURDICK (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Allyson Gauthier (Pathways Strategic Teaching Center), Peter Dekreon (Pathways Strategic Teaching Center) |
| Abstract: Providing choice-making opportunities among potentially reinforcing items and activities can be pivotal in effective skill-building programming for individuals with developmental disabilities. However, highly preferred items or activities may not always be available in applied settings. Thus, learning to choose from less-preferred alternatives may serve an important adaptive function. We evaluated a multi-component program designed to teach effective choice behavior among less-preferred alternative items or activities when the most preferred reinforcers were unavailable. The participant was an 8-year-old boy diagnosed with PDD-NOS for whom choice programming had been avoided as a result of a perseverative choice behavior, accompanied by high rates of tantruming and aggressive behavior following denial of the requested reinforcer. A focal treatment component included randomized presentation of signaled periods of “big” and “little” choice conditions in access was allowed to either an unrestricted or restricted range of preferred items or activities, respectively. Items and activities in the “little” choice condition were less likely than those in the “big” choice condition to be immediately manded by the participant. Results indicated that randomized choice conditions were effective in increasing choice among less-preferred items or activities only following successful behavior-reductive programming using a time-out procedure contingent on aggressive behavior. |
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| 22. Effects of Differential Reinforcement on the Rejecting Behavior of a Young Student with Autism |
| Area: AUT; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), Erik Drasgow (University of South Carolina), Christian Atlas Martin (University of South Carolina) |
| Abstract: We taught an eight-year-old nonverbal student with autism to reject items by touching an icon. We started by observing the student across natural settings to identify current rejecting forms (e.g., screaming, running away). Next, we used differential reinforcement to increase the frequency of more subtle existing rejecting behavior (i.e., pushing away) combined with extinction to decrease the frequency of problem behavior serving a rejecting function. Then we used differential reinforcement to replace pushing away with touching an icon. Finally, we conducted both example and non-example probes to assess stimulus control over the new icon response. Results reveal that this stepwise procedure was effective at replacing problem behavior serving a rejecting function with touching an icon while preserving appropriate stimulus control over the new response. |
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| 23. Self-Initiated Toileting: A Case Study of a Child with Autism Considered “Difficult to Train” |
| Area: AUT; Domain: Applied Research |
| JENNIFER RAVA (University of South Florida), Jean Hays Bachrach (Reaching Potentials) |
| Abstract: There is a wealth of information in the literature describing ways in which children with and without disabilities may become toilet-trained. However, in some cases of young children with autism practitioners may find successful acquisition and generalization of toileting training difficult and elusive. The subject of this case study was a 5 year old female diagnosed with autism who had several unsuccessful interventions for toilet training. In this study the researchers used antecedent manipulation, shaping, positive reinforcement, and establishing operations to create an intervention package that resulted in acquisition and generalization of self-initiated toileting for this child. Data were taken for baseline, acquisition and generalization phases including frequency of occurrence of “accidents”, prompted successful voiding in toilet and self-initiated voiding in toilet for both urination and bowel movements. |
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| 24. Food Selectivity in a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| LAURIE RICHARDSON (HMEA) |
| Abstract: In working with young children who have been diagnosed with Autism Spectrum Disorder, it is fairly common to observe that some children have significant issues in the area of food selectivity/food refusal. Parents frequently report that their child will not eat unless given a particular food item. In addition, these children often do not spontaneously increase the variety of foods they will eat as they get older. Previous studies have focused on developmentally disabled children whose history of food refusal was extensive, to the point that the children were considered to be medically at risk. Many were often fed totally or supplementarily by artificial means (i.e., feeding tubes). Some of the children also had medical diagnoses that could make eating an unpleasant experience. Nonetheless, there have been positive results obtained with some of these children when treatments utilizing the principles of positive and negative reinforcement were implemented. This particular study will focus on increasing a child’s acceptance of previously refused foods in both a home and educational setting. |
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| 25. Matching Analysis of Manding and Self Injurious Behavior during Discrete Trials Instruction and Experimental Analysis Sessions |
| Area: AUT; Domain: Applied Research |
| JOHN D HOCH (University of Minnesota), Ellie Mauel (University of Minnesota), Satomi K. Shinde (University of Minnesota), Frank J. Symons (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: In this study, we used the single alternative version and the proportional version of the matching equation to examine mands and self injury in response to tangible reinforcement and escape from task during discrete trials instruction and analogue conditions conducted in an experimental analysis. The participant was a school age girl diagnosed with autism. Interobserver agreement was conducted on 33% of the observation sessions using the formula a/a+d with a five second time window for agreement. Interobserver agreement averaged at least 80% across all variables observed using this formula. A time based sequential analysis of real time data collected from videotapes of the sessions was used to generate data for the matching analysis. Results showed that both forms of behavior were moderately responsive to tangibles but not escape. Results from both analyses suggested reliable co-variation between both forms of behavior and staff attention but there were insufficient occurrences of some behavior combinations in the non analogue sessions. Findings are discussed in terms of the utility of the matching and sequential analysis to clarify the results of experimental analyses and to evaluate descriptive data from natural contexts. |
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| 26. Comparison of Highly Preferred Matched and Unmatched Stimuli on Stereotypy in Students with Developmental Disabilities |
| Area: AUT; Domain: Applied Research |
| KATHLEEN M. CLARK (New England Center for Children), Ruth M. DeBar (Kennedy Krieger Institute), Gretchen O'Sullivan (New England Center for Children), Brandon Herscovitch (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: The purpose of the current investigation was to extend work done by Piazza et al. (2000) examining the effects of matched stimuli on stereotypic behavior (motor stereotypy and mouthing). Results of functional analyses for 4 students with developmental disabilities (2 males, 2 females, ranging from 4-13 years of age) suggested automatic reinforcement as the maintaining variable. Preference assessments were conducted, and highly preferred stimuli were chosen that a) matched the hypothesized sensory consequences of the stereotypic behavior (matched stimuli) and b) produced sensory consequences that were not similar to those produced by the stereotypic behavior (unmatched stimuli). The effects of providing continuous, noncontingent access to either the most highly preferred matched or the most highly preferred unmatched stimuli were assessed relative to a baseline condition in which no stimuli were available using an alternating treatments design. Results indicate that providing continuous access to matched stimuli may be more effective than continuous access to highly preferred unmatched items in decreasing stereotypic behaviors than simply providing access to highly preferred stimuli. Interobserver agreement data were collected on approximately 33% of all sessions across participants and conditions and was never less than 90%. |
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| 27. The Use of Activity Schedules and Instructional Fading to Manage Challenging Behavior: A Case Study |
| Area: AUT; Domain: Applied Research |
| RENEE C. MANSFIELD (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Kristine Wiltz (New England Center for Children) |
| Abstract: Children with autism often demonstrate challenging behavior, even at a very young age. Early intensive behavioral intervention can be effective in replacing these challenging behaviors with appropriate behaviors. The use of picture schedules has been shown to be an effective procedure to teach children with autism a variety of play and social skills. The purpose of this study was to use a combination of pictures activity schedules and instructional fading to increase appropriate play and decrease challenging behavior in a young child with autism. The subject in this study was a 3-year-old boy who entered an EIBI program with high rates of self-injury (ear "raking" that drew blood, head banging, etc.) and tantrums. The procedure implemented included manipulating his schedule by initially removing activities that were associated with self-injury. These activities where then reintroduced systematically. In addition, opportunities were provided to teach him to play with toys and how to access preferred activities appropriately. Rates of self-injury decreased from over 30 episodes per day to an average of less than 5 per day. The data indicate that this combination of procedures can result in dramatic changes in challenging behavior while systematically increasing appropriate play and social skills. |
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| 28. Interspersed Presentation and Consumption of Nonpreferred Foods by a Child with Autism |
| Area: AUT; Domain: Applied Research |
| HILLARY WHITESIDE (The Institute for Effective Education), Gina Green (Private practice), Shannon Clarke (The Institute for Effective Education), Diana Julian (The Institute for Effective Education) |
| Abstract: Several behavior analytic methods have been demonstrated effective for increasing food consumption by children who are selective eaters, but some of those methods are fairly intrusive and others are labor-intensive. We evaluated the effects of interspersing bites of nonpreferred and preferred items on the food consumption of an 8-year-old boy with autism. Initial assessment revealed that he consumed limited amounts and types of starches and proteins. Three proteins consumed at zero levels were targeted in a multiple baseline design. Interspersed presentation resulted in an increase in consumption of tuna to more than 80% of bites within 3 sessions. That intervention had little effect on consumption of chicken, which remained near zero after 7 sessions. Simultaneous presentation – embedding bites of chicken in a preferred food – increased consumption to more than 80% of bites for 3 consecutive sessions by the 10th session. Interspersed presentation then produced an increase in consumption of turkey dog to more than 80% of bites for 3 consecutive sessions within 4 sessions. Interobserver agreement data collected in 25% of all sessions always exceeded 80%. Our results suggest that simply interspersing bites of nonpreferred and preferred foods can increase consumption of nonpreferred items by mildly selective eaters. |
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| 29. Assessment and Treatment of Problem Behaviors Occasioned by Blocking Idiosyncratic Behavior |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER M. MASTERSON (Bancroft NeuroHealth), Amy Toner (Bancroft NeuroHealth), Kim Rispoli (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth) |
| Abstract: Although there has been recent interest in the area of idiosyncratic influences on problem behavior, few assessments have been described in the literature that identify idiosyncratic variables that set the occasion for problem behavior. After an initial functional analysis of aggression, disruption, and self-injury was inconclusive, we examined the effects of blocking idiosyncratic behaviors (e.g., repeatedly closing doors) on problem behaviors of an individual diagnosed with Autism, OCD, ADHD, and Impulse Control Disorder. The results of this assessment demonstrated that the participant engaged in high rates of idiosyncratic behaviors and high rates of problem behavior when his idiosyncratic behaviors were blocked. A treatment analysis was then conducted. In the treatment analysis, we systematically compared three conditions. During the first condition, we allowed the participant to engage in idiosyncratic behaviors in a baited environment (control). During the second condition, we blocked the participant from engaging in idiosyncratic behaviors. During the third condition, we implemented an intervention package consisting of pre-teaching, a discriminative stimulus (i.e., timer), and DRO. The results of this analysis demonstrated that the intervention package was effective in reducing the participant’s problem behaviors. Interobserver agreement was collected on over 78 % of all sessions, and averaged over 98%. |
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| 30. Implementation of an Intensive Feeding Program for a Young Child with Autism in a School- Based Setting |
| Area: AUT; Domain: Applied Research |
| AMY L. JABLONSKI (Summit Educational Resources), Mary D. Belile (Summit Educational Resources), Pam McInnis (Summit Educational Resources), Lori Romanek (Summit Educational Resources) |
| Abstract: This poster examines the case of a 5 year –old boy with autism and extreme food selectivity. Frequently, effective treatment for this level of food selectivity occurs in a specialized inpatient setting. However, accessing these services may be difficult and/or time-consuming for many families. In this case study, an initial reinforcement-based shaping procedure and a later escape-extinction procedure were put in place in an outpatient school-based setting, prior to a child’s admission into an inpatient feeding clinic. Clear, measurable progress was made by the child which generalized into the classroom outside of the feeding sessions. Pre-post data showed a substantial increase in food acceptance from 0 bites accepted in baseline to over 80% of bites accepted. Disruptive behavior declined from 100% to below 20% of intervals. Expulsions initially decreased but then resumed and remained variable throughout treatment. Reliability data for acceptances, disruptions and expulsions was above 97%. However, progress did not occur rapidly enough or lead to a level of consumption required to sustain the child’s weight, thus necessitating further intervention. Issues related to the implementation of an intensive feeding protocol in a school-based setting; including feeding locations and times, use of multiple staff members as feeders and the effect of weekend and holiday breaks will be discussed. Coordination of staff training, supervision of the program and parent carryover will also be addressed. |
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| 31. The Reduction of Automatically Reinforced Verbalizations through the Use of Differential Reinforcement |
| Area: AUT; Domain: Applied Research |
| LORI J. GRAY (Eden II Programs), Susan Nanes (Eden II Programs), Randi Termo (Eden II Programs) |
| Abstract: Differential reinforcement of other behavior (DRO) is a procedure where the absence of a behavior is reinforced following a specified time interval. This proactive system has been used to decrease numerous behaviors, including aggression (Hegel et al, 2000), elopement (Heard et al, 1999), pica (Goh et al, 1999) and stereotypic behaviors (Patel et al, 2000). The current study, using a changing criterion design, focused on the reduction of noncommunicative verbalizations in an 11-year old girl with autism using differential reinforcement of other behavior.
Following baseline, the student was taught the DRO in training sessions. During these intervals, a timer was set for a specified amount of time and the participant was reinforced with tokens (contingent upon the absence of stereotypic verbalizations). Three tokens allowed her access to edibles. The training sessions began using 20-second intervals and were increased systematically. The plan was presented throughout the school day when success was achieved at one minute per token. IOA data were collected for 33% of intervention sessions. As compared to baseline data, significant decreases were noted in the student’s noncommunicative verbalizations when the DRO was generalized to the entire day. |
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| 32. Functional Analysis of Aggression: Variations in Assessment Methods |
| Area: AUT; Domain: Applied Research |
| SHANNON L. ROOT (Florida Institute for Neurologic Rehabilitation, Inc.), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation, Inc.), Claudia L. Dozier (Florida Institute for Neurologic Rehabilitation, Inc.), Daniel D. Knittel (Florida Institute for Neurologic Rehabilitation, Inc.) |
| Abstract: Over the past thirty years, the functional analysis of aberrant behavior has been extended to include different topographies of behavior and to include conditions to test for idiosyncratic behavioral functions. The purpose of this poster is to demonstrate several variations of functional analysis conditions that clarify the results of traditional functional analysis conditions (e.g., attention, demand, play, alone). Three children with autism who displayed aggressive behavior were exposed to standard functional analyses, and all three showed either undifferentiated results or low to zero rates of problem behavior across all conditions. Based on direct observations at school and home, one child received addition extended duration sessions, one child was exposed to more effortful academic demands based on additional task assessments, and the third child’s demand sessions were altered to assess for the presence of highly preferred items during the demand conditions. All three children’s second assessments identified clear behavioral functions. Reliability for target behaviors was obtained for at least one-third of the sessions, and showed 80% or greater inter-observer agreement. Results suggest that the use of direct observation in natural settings and additional idiosyncratic assessments may facilitate the identification of behavioral functions of aggression. |
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| 33. Reduction of Toe Walking through Differential Reinforcement of Incompatible Behaviour |
| Area: AUT; Domain: Applied Research |
| NANCY DEFINA (Kinark Child and Family Services, Central East Preschool Autism Services), Karin Earle-Williams (Kinark Child and Family Services, Central East Preschool Autism Services), Sally A. Baker (York Central Hospital, Central East Preschool Autism Services) |
| Abstract: Toe walking in children with autism, a stereotypic behaviour, is often reported to be maintained by automatic reinforcement. Moreover, there is evidence that extended toe walking may result in permanent shrinkage of joint and leg muscles. Previous research has shown that the frequency of inappropriate behaviours maintained by automatic reinforcement may be reduced under differential reinforcement of incompatible behaviour (DRI) contingencies. To our knowledge this literature has not be extended to the treatment of toe walking in children with autism.
The present study was designed to evaluate the effectiveness of a DRI intervention in reducing the frequency of toe walking in a four-year-old boy with PDD. The treatment was implemented for approximately one hour per day. During this time the child received reinforcement for walking on flat feet. The results of this intervention will be discussed. |
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| 34. Functional Analysis and Treatment of Disruptive Vocals and Self-Injurious Behavior |
| Area: AUT; Domain: Applied Research |
| ELISA M. HEGG (New England Center for Children) |
| Abstract: This study extended previous research on the role of non-contingent or fixed-time access to reinforcers by conducting a four-phase assessment and treatment plan for an individual with autism who displayed disruptive vocalizations and self-injurious behavior. In Phase 1, an analog functional analysis demonstrated that the target behaviors were sensitive to both attention and escape. In Phase 2, analysis was expanded into the natural environment and continued to demonstrate multiple control. Treatment was implemented in Phase 3 to disrupt the relationship between target behaviors and reinforcers. Target behaviors were put on extinction, both from escape and attention, paired with fixed-time access to preferred edible items, low demands, and dense access to preferred leisure activities. Phase 4 was the introduction of a picture-activity schedule, paired with a timer to signal access to preferred activities, edibles and alone time. The data demonstrates continued variability in the frequency of SIB and disruptive vocalizations following the implementation of treatment with an overall decreasing trend. IOA data were collected on procedural integrity and data recording. The results may be confounded by changes in Seroquel dosages, which were increased over the course of data collection. |
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| #341 Poster Session - CBM |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 35. Can Blind Faith in the "New Biological Psychiatry" be Reined In? Update on the Marshall Project |
| Area: CBM; Domain: Applied Research |
| W. JOSEPH WYATT (Marshall University), Donna Midkiff (Marshall University) |
| Abstract: In the past thirty or forty years the biological causation model of behavioral difficulties has emerged in surprisingly strong form, despite the relative paucity of supporting data for biological causation of many clinical problems. The financial interests of entities such as organized psychiatry, the pharmaceutical industry and the insurance industry have played major roles in the resurgance (Wyatt, 2003). This ongoing project will expose professionals (physicians, medical students, psychology graduate students) and laypersons to a training session designed to educate them about the data that support biological causation of several classes of disorders (depression, anxiety, schizophrenia, ADHD) and the variables that have influenced the model's resurgence. The training session is modeled after a three CE presentation at ABA 2002 (Wyatt, 2002). Pre-post assessment of participants' strength of belief in the biological causation model will be done. Data collection is underway. |
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| 38. An Internet-Based Voucher Program for Smoking Abstinence |
| Area: CBM; Domain: Applied Research |
| IRENE M. GLENN (University of Florida), Taryn M. Manders (University of Florida), Matthew L. Locey (University of Florida), Bethany R. Raiff (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Abstinence reinforcement therapy is effective in promoting drug abstinence. Few studies, however, have extended this treatment to smokers. The current study is a preliminary investigation of an internet-based voucher program for initiating smoking abstinence. Two carbon monoxide (CO) samples were obtained daily for all conditions. Participants recorded the sampling procedure by using a web cam, and they emailed the video clip from their home to research staff. The effects of the program were evaluated by using an ABCBC design. During the baseline (A) condition, carbon monoxide (CO) samples were obtained twice per day. During treatment (B) conditions, participants could earn vouchers contingent on 10% reductions from the mean baseline CO. After the first negative sample (CO<7ppm), all subsequent samples had to be negative for voucher delivery. During yoked (C) conditions, the vouchers earned in B were “played back” to the participant. The voucher intervention included a progressively increasing schedule of voucher values, bonus vouchers for consecutive negative samples, and a reset contingency for positive samples. Preliminary results suggest that participants initiated abstinence only when vouchers were contingent on reduced or negative CO samples. |
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| 39. The Use of Behavioral Interventions to Decrease the Frequency of Inappropriate Behavior in an Adult Male with Paranoid Schizophrenia |
| Area: CBM; Domain: Applied Research |
| PATRICIA RIVERA (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: This extensive case study will present a review of behavioral interventions used to decrease the frequency of inappropriate behavior in a 44 y.o. male with paranoid schizophrenia. A history which includes severe aggressive behavior, multiple suicide attempts and other health dangerous behavior will be discussed. Prior interventions included the use of at least 15 different psychotropic medications, more than 25 psychiatric hospitalizations, months of electroconvulsive shock therapy and placements in adult residential facilities failed to produce significant behavioral change. Strict behavioral programming was implemented upon his admission to the Judge Rotenberg Center and he was slowely weaned off of his medications. The use of positive programming included a standardized token system, DRO contracts of varied lengths, and an extensive reward program. After nearly 6 months of treatment, punishment in the form of a contingent skin shock was also implemented to decelerate his most problematic behaviors. Following the reduction of his major behaviors to near zero rates, Risperdal and Zyprexa were started to reduce his bizarre verbalizations and allowed for the weaning of the skin shock device. Standard celeration charts showing significant deceleration in aggressive, health dangerous, destructive, major disruptive and non-compliant behaviors will also be presented. |
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| 40. Using Precision Teaching to Increase Social Skills Fluency in an Adult Diagnosed with Paranoid Schizophrenia |
| Area: CBM; Domain: Applied Research |
| STACI L. SAYLORS (University of the Pacific), Lauren C. Wasano (University of the Pacific), Cynthia J. Lopez (University of the Pacific), Adrienne F. Granadosin-Deanes (University of the Pacific) |
| Abstract: The consumer for this study was an adult diagnosed with Paranoid Schizophrenia who was receiving Community Behavioral Intervention Services. When referred for services, the consumer demonstrated specific social skills deficits in the areas of initiating conversations and maintaining conversations. According to both care provider and consumer reports, he had limited social interaction with peers, particularly those outside of the mental health system. Precision teaching was used to increase his rate of responding and to train his specific social skills deficits. Timing occurred from 1 – 3 times a week. The consumer showed significant improvement after training. |
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| 41. A Behavioral Account of Stages of Change |
| Area: CBM; Domain: Applied Research |
| GARETH I. HOLMAN (University of Washington), Robert J. Kohlenberg (University of Washington), Madelon Y. Bolling (University of Washington) |
| Abstract: We provide a behavioral account of the Stages of Change (SOC) model, a popular construct for studying behavior change which posits four stages - precontemplation, contemplation, action, and maintenance - and provides a reliable measure for assessing which stage a client is in (McConnaughy et al., 1983 and 1989). Recent research has related SOC to treatment outcome in clinical populations with the implication that modulation of the therapeutic relationship and intervention style to match client SOC would improve outcomes (Prochaska and Norcross, 2001). The rationale for SOC was originally based on a 'transtheoretical perspective' incorporating aspects of various theories. Its analysis is similar to the analysis of context that occurs in functional analysis. We evaluate the advantages of this functional conception for understanding client history and movement through Stages of Change and its broader implications for improving outcome. We explore the role of behavioral interventions such as FAP (Kohlenberg and Tsai, 1991) and ACT (Hayes, Strosahl, and Wilson, 1999) in relation to SOC. Data obtained from a sample of clients (n=40) enrolled in a study evaluating talk-therapy treatments of depression is used to illustrate the functional re-conceptualization. |
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| 42. Dual Diagnosis: The Behavioral Treatment of Traumatic Brain Injury and Pre-morbid Chronic Dur and Alcohol Abuse |
| Area: CBM; Domain: Applied Research |
| DANIEL D. KNITTEL (Florida Institute for Neurologic Rehabilitation, Inc.), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation, Inc.), Claudia L. Dozier (Florida Institute for Neurologic Rehabilitation, Inc.), Shannon L. Root (Florida Institute for Neurologic Rehabilitation, Inc.) |
| Abstract: Alcohol use shortly before injury is the most commonly cited predisposing factor in traumatic brain injury, and pre-injury substance abuse has been documented in 40-66% of traumatic brain injury survivors. This poster’s purpose is to outline a behavioral contract intervention for patients with traumatic brain injury and histories of drug and/or alcohol abuse. Behavioral contracts consisting of reinforcement for the absence of drug/alcohol use, participation in therapy and vocational activities, compliance with program rules, and the absence of other inappropriate behaviors, and response cost were implemented for all three participants. Response cost consisted of increased levels of supervision, decreased community privileges, and more restrictive living environments contingent on drug or alcohol use or other targeted inappropriate behavior. Reinforcement also included participant-selected community activities, decreases in staff supervision, and increased community participation (e.g., community employment, community college). All participants showed initial noncompliance with drug/alcohol abstinence and subsequent compliance with the behavioral contracts. All three met criteria for independent living, community employment and/or college participation. Reliability for target behaviors was obtained for at least one-third of admission days, and showed 80% or greater inter-observer agreement. Results suggest that behavioral contracts may facilitate drug and alcohol rehabilitation for patients with traumatic brain injury. |
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| 43. Treatment of Compulsive Gambling |
| Area: CBM; Domain: Applied Research |
| THOMAS ZIMMERMANN (Lienveien), Jørn Stensvold (Lienveien), Erik Arntzen (Akershus University College, Norway) |
| Abstract: A program for treatment of compulsive gambling is presented. The participant in the study was a 27-year old teacher, which is actually the first author of this presentation. Before the treatment started he spent about $3.000 a month. The treatment included training of alternative types of behavior. After the start of the treatment he has not spent any money on gambling for nearly two years. |
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| 44. Treatment of Chronic Aphasia with Errorless Learning Procedures: A Direct Replication |
| Area: CBM; Domain: Applied Research |
| MAGNUS SIGHVATSSON BLONDAHL (University of Iceland), Z. Gabriela Sigurdardottir (University of Iceland) |
| Abstract: One male, aged 67, with chronic broca’s aphasia as a result of stroke received treatment based on errorless learning procedures and operant conditioning for almost seven months. Treatment effects were evaluated with a multiple-baseline design across behaviors. Treatment was applied to making sentences and sequencing stimuli (e.g., months). Treatment variables were clearly defined and systematically used in standard ways across tasks using clearly defined criteria for fading prompts in or out depending on performance. Prompts were faded out as performances improved. Mean inter-scorer agreement for both dependent variables was 95.5%, however, inter-scorer agreement ranged from 87-100 percent in one variable (making sentences) but was always 100 percent in the other variable (sequencing stimuli). Mean inter-scorer agreement for experimenter’s use of correct prompt in the first task was 100 percent but was 94.5% for the latter task, range 67-100 percent. Low reliability is due to number of opportunities to respond in the task, i.e, only three, thus, scores could only be 33, 67 and 100. Participant’s performances improved significantly in both tasks, his performance in sequencing reached 100% correct performance without any prompts from the experimenter and has not deteriorated. Generalization across stimuli and settings is presently being assessed. |
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| 45. Assessing Mental Health Outcomes with a Frequency-based Activity Measure |
| Area: CBM; Domain: Applied Research |
| JENNIFER L. ZINKE (Illinois Institute of Technology), Charles T. Merbitz (Illinois Institute of Technology) |
| Abstract: The Activity Importance Measure (AIM; Clorfene, 2000) asks individuals to report frequencies of 20 critical pro-social functional activities. With weekly administration it tracks changes in these behaviors over time. One key feature of the AIM is that goals are defined in terms of activities and positive functioning rather than deficits and symptoms. Changes over time are evaluated by reviewing the frequencies of activities; since goals are stated in these terms, participants can see progress (or the lack thereof) immediately, and treatment can be adjusted accordingly. Thus the AIM may be deployed as a formative (process) measure as well as a summative (outcome) measure. In this work 24 participants in an outpatient mental health setting used the AIM (English or Spanish version) over four months. In one of the two groups, the AIM responses and goals were reviewed by both the participant and clinician within each session; in the other responses and goals were collected and filed in the participant’s chart without participant-clinician review. Data are presented on Weekly Standard Celeration Charts (SCC) to illustrate change over time in a simple, easy to interpret format; English/Spanish and review/no review data are compared. |
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| 46. Functional Analysis in Clinical Applications of Behavior Analysis |
| Area: CBM; Domain: Applied Research |
| SIMONE NENO (Federal University of Para, Brazil), Emmanuel Z. Tourinho (Federal University of Para, Brazil) |
| Abstract: Clinical applications of behavior analysis have been discussed either with a focus on the use of “contingency management procedures” (applied behavior analysis), or with an emphasis on the use of “verbally based interventions” (clinical behavior analysis). Those two perspectives differ with respect to clinical problems or populations, and also to the context of intervention. Nevertheless, a link between both types of intervention is their commitment to functional analysis, though one finds little consensus in contemporary literature concerning its goals, limits or scope. The present work discusses the features of a clinical application of functional analysis consistent with behavior-analytic principles and suggests that these features may be seen as: a) selectionism as a causal model and functionalism as the principle for analysis; b) externalism as analytical orientation; c) the complexity, variability, and idiosyncrasy of behavioral relations; d) the pragmatic criteria for defining the intervention level; e) the distinction between assessment scope and intervention scope. Such features may provide a framework for a critical discussion of diagnostic criteria as well as for different models of intervention. |
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| 47. Effects of a Brief Exercise Program on Activity Patterns of Sedentary Hospital Health Care Workers |
| Area: CBM; Domain: Applied Research |
| PARSLA VINTERE (Queens College and The Graduate Center, City University of New York), Susan M. Schnall (Bellevue Hospital Center), Claire L. Poulson (Queens College and The Graduate Center, City University of New York) |
| Abstract: The effects of a brief exercise program on activity patterns of hospital health care workers with sedentary jobs during their 20-minute break period were experimentally analyzed. Three health care workers participated in the study. A multiple-baseline design across participants was used. Interobserver agreement was conducted on the two dependent variables (number of target movements and time allocation) during 30% of all sessions across all phases. The mean agreement was 96%. All participants chose to engage in the brief exercises instead of a more sedentary activity during their 20-minute break period. All participants reported an increase in perceived state of relaxation at the end of the 20-minute break period compared to the beginning of the break period regardless of the form of activity in which they engaged. Nevertheless, for all participants there was an increase in time allocation in “relaxation related” activities as opposed to “work related” activities during the last 5 minutes of the maintenance sessions compared to the baseline sessions. |
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| 48. Building the Treatment Program on a Children’s Emergency Psychiatric Unit |
| Area: CBM; Domain: Applied Research |
| DANA M. DAHMAN HARVEY (Project 12-Ways, Southern Illinois University), Elizabeth C. Nulty (Project 12-Ways, Southern Illinois University), David Griggs (Choate Mental Health Center), Paula K. Davis (Southern Illinois University), Brandon F. Greene (Southern Illinois University) |
| Abstract: This study was conducted on an emergency psychiatric unit for children and adolescents. A treatment program was designed to include, in part, a series of structured daily living (e.g., meal preparation) and leisure (e.g., board games) activities in which the children could participate. The children’s and staff’s participation in both types of activities was assessed using a time sampleing system during a 2-hour period surrounding dinner. During an alternating treatments phase the program supervisor was either absent or present on the unit gathering data and providing staff with feedback regarding their efforts to involve children in both types of activities. When present, the supervisor also publicly posted data reflecting the extent of staff and children’s engagement in these activites. During a withdrawal phase the supervisor was absent from the unit for an extended period. The results indicated children’s participatoin in leisure activities was not affected by staff. However, children’s engagement in activities of daily living was affected by the extent to which staff engaged them in such activities. Staff’s effort to engage children in daily living actiities was, in turn, affected by the degree to which the supervisor was present to provide immediate and posted feedback. |
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| #342 Poster Session – DDA |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 49. A Self-Control Paradigm Investigating the Decisions of Adolescents with Traumatic Brain Injuries |
| Area: DDA; Domain: Applied Research |
| ZACHARY P. SHOEMAKER (Southern Illinois University), Danyl M.H. Epperheimer (Center for Comprehensive Services), Donna Delia (Southern Illinois University) |
| Abstract: Previous research on choice behavior has shown that neutral stimuli may take on conditioned reinforcing properties via their temporal correlation with primary reinforcers. If this is the case, perhaps the primary reinforcer can be reduced in magnitude as the neutral stimuli began to function as conditioned reinforcers while choice responding remains constant. The purpose of the present study was to assess the degree in which a functional activity will take on conditioned reinforcing properties and lead persons with brain injury to allocate their preference between a small reinforcer and a large reinforcer to the alternative option which would lead to greater rehabilitation. Likewise, this study examined whether the magnitude of reinforcement was such a sensitive variable that individuals will continue to choose a larger delayed option even when the amount of reinforcement is increasely decreased. Results suggest that adolescents with traumatic brain injuries can learn to make more optimal choices via a self-control training procedure. |
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| 50. A Multiple Schedule Analysis of Changes in Responding Associated with Response Restriction of Nonsocially-maintained Self-injury |
| Area: DDA; Domain: Applied Research |
| JAIME FLORES (University of North Texas), Richard G. Smith (University of North Texas), Lloyd Buckner (University of North Texas), Anney R. Fahrenholz (University of North Texas), Kim Smith (University of North Texas), Caroline Cason Stevens (University of North Texas), Katy Clark (University of North Texas), Carla M. Smith (University of North Texas) |
| Abstract: Using procedures first described by Blevins (2003), a multiple schedule was used to assess the immediate and subsequent effects of response restriction for 2 participants. The experiment was conducted in two phases. During phase 1, 10 no-interaction sessions were conducted to determine if the behavior persisted in the absence of social contingencies as well as to determine if there were any systematic changes in responding during sessions. During phase 2, the no-interaction sessions and response blocking sessions of equal duration alternated in a multi-element design. Response blocking sessions were divided into 3 components. No interactions occurred during Components 1 and 3 but, during Component 2 attempts to respond were blocked. Blocking immediately decreased responding for both components, and an increase in responding during Component 3 for one subject suggests that blocking may have functioned as an establishing operation for that subject. |
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| 51. Long-Term Outcomes for Young Children Receiving Early Behavioral Intervention for Self-Injury |
| Area: DDA; Domain: Applied Research |
| MICHELLE D. CHIN (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
| Abstract: The utility of function-based treatment as an early intervention tool for young children with self-injury (SIB) has been demonstrated (Kurtz et al., 2003; Wacker et al., 1998). Few studies, however, have reported long-term outcomes for children ages birth to 5 years who received intensive behavioral treatment. In the present study, structured phone interviews and home observations were conducted with 13 participants from the Kurtz et al. (2003) study. Time of contact ranged from 6 to 44 months post-treatment. Results indicated that 54% of children no longer exhibited SIB, with SIB severity improved for the remaining participants. Only 46% of caregivers reported current use of some or all treatment components to manage their child’s behavior, while 38% of caregivers reported implementation of recommended interventions for 6 months or less. Although other problem behaviors (e.g., aggression) were noted, only 1 child required additional behavioral services following discharge. Data from home observations supported caregiver reports. Reliability data were collected for 100% of observations with 80% or greater agreement. Finally, 85% of caregivers were satisfied with the treatment services they received, but only 46% were satisfied with follow-up services. Implications for early intervention/prevention of SIB are discussed. |
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| 52. Effects of High and Low Stimulus Environments on Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Eric Boelter (The University of Iowa), Jayme Mews (The University of Iowa) |
| Abstract: A functional analysis was conducted with a 27-year-old male diagnosed with profound mental retardation, cerebral palsy and a seizure disorder. Results of the functional analysis indicated that problem behavior (i.e., self-injurious behavior [SIB]) was maintained by automatic reinforcement (i.e., behavior is not sensitive to environmental/social contingencies). Subsequently, an analysis was conducted to test the effects of high stimulus (e.g., television, music, toys) and low stimulus (e.g., toys only) environments. This analysis was first conducted within a multielement design and later within a reversal design. Results indicated that the participant engaged in the lower rates of SIB in the low stimulus environment. Although blocking proved to be another effective treatment (across all conditions), rates of SIB remained the lowest when a low stimulus environment was in place. Interobserver agreement was collected for at least 20 percent of the participant’s sessions; the mean agreement was not less than 80 percent across sessions. |
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| 53. What Do You Do When There Aren't Enough Behavior Analysts? Our Solution |
| Area: DDA; Domain: Applied Research |
| JULIE WOLFGANG TYREE (TEAM Evaluation Center, Inc.), Holly Blanc Stevens (TEAM Evaluation Center, Inc.), Christopher L. Darnell (TEAM Evaluation Center, Inc.), Michael S. Tonos (TEAM Evaluation Center, Inc.), Andrew W. Wood (TEAM Evaluation Center, Inc.) |
| Abstract: Over 500 consumers in East Tennessee were identified as having behavior needs from October 2002 to October 2003. This number continues to increase as more consumers are approved for Medicaid Waiver funding. The Behavior Needs Screening (BNS) and the Technical Consultation Seminar (TCS) were developed to address the needs of a large number of consumers with Mental Retardation and challenging behavior in relation to a limited number of Behavior Analysts. During the BNS, information regarding the consumer's challenging behavior and environmental needs are collected and recommendations are made. If additional assistance is needed, the TCS is recommended to the consumer and their support system. The TCS is intensive behavior analytic assistance contingent upon the participation of the support system. |
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| 54. The Separate and Combined Effects of FCT and DRA on Escape-Maintained Problem Behaviors |
| Area: DDA; Domain: Applied Research |
| AIMEE E. HOLSTE (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth), Christine Horvath (Bancroft NeuroHealth) |
| Abstract: Functional communication training (FCT) and differential reinforcement of alternative behavior (DRA) are two frequently used interventions to decrease problem behaviors. However, in many instances, only one of these interventions is selected for evaluation. The present study evaluated the separate and combined effects of these interventions on the escape-maintained problem behaviors of an adolescent with autism. During FCT sessions, the participant was given a one-minute break contingent on exchanging a “break” card in the absence of problem behaviors. During DRA sessions, a one-minute break was provided contingent on compliance with demands in the absence of problem behaviors. Results showed that both FCT and DRA were equally effective in decreasing problem behaviors. Because FCT and DRA can have practical disadvantages when used singly (e.g., exchanging an FCT “break” card may result in the child appropriately escaping all demands), the treatments were then combined to promote communication and compliance. During FCT/DRA sessions, compliance with demands produced access to a “break” card that could be exchanged for a one-minute break. Results showed that the combination of the two interventions was effective in decreasing problem behaviors and in maintaining high levels of compliance and communication. Interobserver agreement percentages for all behaviors averaged 90% or above. |
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| 55. Assessment and Treatment of Elopement and Recruitment of Secondary Reinforcers (Self-monitoring) across Community Settings |
| Area: DDA; Domain: Applied Research |
| JULIA T. O'CONNOR (Kennedy Krieger Institute), Andrew W. Gardner (Kennedy Krieger Institute), Gregory Breznican (Kennedy Krieger Institute), Rebeca Grinstead (Kennedy Krieger Institute) |
| Abstract: Elopement behavior can inevitably place children in life-threatening situations. Functional analyses and reinforcer assessments have previously been used to develop useful treatments targeting elopement behavior(Piazza, et al., 1997; Tarbox, et al., 2003). Previous studies have also demonstrated that children with disabilities can be taught to recruit their own reinforcers such as praise and attention during interventions(Craft, Alber & Heward, 1998). The current investigation focused on an 11 year old male (diagnosed with PDD Nos, a hearing impairment with cochlear implants, ADHD, and MR unspecified) who displayed elopement behavior, compulsive video watching on fast forward/rewind, SIB, and aggression. Many antecedent manipulations were unsuccessful in decreasing elopement at home or in public places. Two probe conditions and treatment component evaluations were subsequently conducted in order to assess reinforcers and obtain significant reductions in elopement behavior. The identified treatment included a DRO procedure - earning tokens for staying with his mother in public places in exchange for watching videos on fast forward/rewind, redirection for elopement, and teaching self-monitoring (recruiting of tokens). The token system was generalized across public and home settings with the child’s mother acting as therapist across all conditions. Reliability data were collected for 17% of the sessions averaging 94%. |
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| 56. Utilization of Functional Analytic Technology with Low-rate Problem Behaviors in Natural Contexts for Persons with Acquired Brain Injury |
| Area: DDA; Domain: Applied Research |
| JAMES L. SOLDNER (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University Carbondale), John M. Guercio (Center for Comprehensive Services: Mentor/ABI Network), Susan A. Parker-Singler (Southern Illinois University Carbondale), Stacey L. Small (Southern Illinois University Carbondale), Ashton J. Robinson (Southern Illinois University Carbondale), Kenneth W. Wilson (Southern Illinois University Carbondale) |
| Abstract: Functional analyses have been utilized to aid in the identification of effective-function based interventions. However, the literature contains few examples of studies that demonstrate identification of functions of low-rate behaviors. Instead, most functional analyses are conducted with high-rate behavior more likely to occur during sessions and therefore able to contact the arranged contingencies. The purpose of the present study was to introduce an alternative method of conducting functional analyses of low-rate behavior. Each condition was conducted in the natural context, which occurred at a residential rehabilitation program for persons with acquired brain injury. Additionally, each condition was conducted spontaneously, contingent on the natural emission of a specified problem behavior. One of the four conditions (attention, escape, tangible/control, and alone) was then randomly selected and conducted. We discovered that the functions of low-rate behaviors could be correctly assessed through the use of spontaneous natural context functional analyses. Functional interventions were also conducted and yielded decreases in problem behaviors. |
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| 57. Assessment of Accurate Responding during Functional Communication Training Using a Multiple Baseline across Photographic Domains |
| Area: DDA; Domain: Applied Research |
| JENNIFER KELLER BERKELEY (Humainim, Inc.), James C. Tolan (Humainim, Inc.) |
| Abstract: Functinal Communication Training (FCT) is an effective method to promote communication skills for nonverbal individuals. Response mastery is a key component to using this communication medium. During Phase 1 a nonverbal 6-year-old child was trained to independently use a pointing response to accurately identify a single photograph from an array of 4 photographs. Phase 2 involved training the child to use the pointing response to accurately identify 31 photographs within a Photographic Communication Medium (PCM). By implementing a 3-step prompting hierarchy and reinforcing independent, correct responding during Phase 1, the individual was trained to reliably point to 16 photographs. Analysis of accurate responding suggests that the child initially had skill deficits for the majority of photographs. The multiple baseline across photographic domains used during Phase 2 suggests that the child primarily possessed pre-intervention skill deficits for photographs depicting hygiene tasks and rec./leisure activities. Using the training procedures implemented during Phase 1 resulted in the child reliably identifying 14 out of 16 photographs across these 2 domains. Interobserver agreement was conducted during 30% of Phase 2 training sets. Overall agreement was 97% with a range of 93.5% to 100%. |
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| 58. The Effective Use Social Isolation, DRO, DRA, Token Fines, and Relaxation Methods for Long Standing Severe Disruption and Aggression and Subsequent Establishment of Self-Control |
| Area: DDA; Domain: Applied Research |
| MARIANNE L. JACKSON (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Kendra L. Brooks Rickard (University of Nevada, Reno) |
| Abstract: This poster describes a case study involving a 28 year old male with mental retardation. He exhibited various forms of problem behavior including aggression and property destruction which were shown to be maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from demands. An enriched environment (a DRO procedure in which the participant could earn tokens, contingent on the absence of problem behavior, which he could trade in for highly preferred items determined via a preference assessment.) and complete removal of all demands had no effects on performance. After review and consent from guardians and two ethical review committees, a social isolation procedure (exclusionary time out) in addition to the DRO procedures reduced problem behavior to near zero levels. Verbal warnings were also introduced when the participant was in a visibly agitated state which typically had preceded problem behavior. Tasks were introduced which were optional but, for which the participant would earn extra tokens. We then implemented a token fine for more than one warning being given for one instance of agitation. All tokens could be lost contingent on problem behavior which lead to isolation. Relaxation training was implemented in conjunction with the new tasks and token system. Results show that tokens increased appropriate behavior and that self control of problem behavior and its precursor behaviors was attained. |
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| 59. Teaching Preschoolers to Mediate Social Interactions with a Developmentally Delayed Peer |
| Area: DDA; Domain: Applied Research |
| BRIAN R. DOYLE (HMEA), Sandy Sullivan (Worcester Public Schools) |
| Abstract: Children with autism present significant difficulties socializing and communicating with their peers. Typically, these students require specific support strategies in order to engage in social activities with their peers. Although, students with disabilities are placed in settings where they may access typical peer models, lack of reinforcement in the form of a response to their initiation, results in the social communicative behavior of the typical child dissipating. Therefore they do not continue to act as a direct model for their classmate with a disability. This study seeks to evaluate the effectiveness of a video self-modeling intervention involving teaching two male classmates techniques to initiate and maintain interactions with a peer diagnosed with autism. Prior to intervention, interactions with their peer were limited and only occurred when directed by a teacher. Following intervention both children’s social communicative interactions increased. The results of this research indicate that a peer mediated approach of self-modeling to teaching children with disabilities may be a functional way of supporting long lasting intervention in a public school setting. |
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| 60. Monitoring Changes in Affect During Behavioral Assessment and Treatment |
| Area: DDA; Domain: Applied Research |
| DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Jennifer Lynne Bruzek (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Susan R. Miller (Kennedy Krieger Institute) |
| Abstract: The social acceptability of a given intervention has long been an important factor in decisions regarding the behavioral treatment of individuals with problem behaviors. To date, the majority of research on social acceptability of behavioral treatments has been based on the opinions of professionals and/or caregivers. Methods to empirically evaluate a given intervention’s social acceptability to the consumer would greatly aid in the appropriate evaluation of interventions for individuals with problem behaviors. Toole, Bowman, Thomason, Hagopian, and Rush (2003) suggested that the observation of an individual’s affect before and during an intervention could provide more direct information regarding an intervention’s social acceptability to the consumer. In the current examination, changes in affect for two individuals with developmental disabilities and severe behavior disorders were monitored both before and during the implementation of individualized treatments designed to decrease destructive behavior. Reliability data were collected for these sessions and reliability was over 80%. Results during treatment phases showed a significant decrease in the intervals scored as negative affect in both individuals as well as a slight increase in the percentage of intervals scored as positive affect for one individual. |
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| 61. Restraint Fading as a Treatment for Self-Injurious Behavior: Determination of the Least Restrictive Starting Point |
| Area: DDA; Domain: Applied Research |
| HEATHER M. TEICHMAN (Kennedy Krieger Institute), SungWoo Kahng (Johns Hopkins University School of Medicine), Katharine Leigh Litman (Kennedy Krieger Institute), Jennifer Scruggs (Kennedy Krieger Institute), Kyong-Mee Chung (Johns Hopkins University School of Medicine) |
| Abstract: Some self-injurious behavior (SIB) may cause such severe tissue damage as to require the use of mechanical restraints to prevent further injury. One form of mechanical restraint used to prevent hand-to-head forms of SIB is arm restraints. However, one potential limitation to the use of arm restraints is the interference with adaptive skills such as self-feeding and self-toileting. To increase flexion, it is sometimes possible to fade the rigidity of arm restraints. However, this can be a time consuming process. One method to expedite the fading process may be to determine the minimum amount of rigidity necessary for the arm restraints to prevent SIB, yet, allow the individual enough flexibility to emit adaptive responses. The purpose of this study was to identify the optimal starting point of restraint fading. The participant was a 17-year-old female with autism and severe mental retardation who engaged in severe hand-to-head SIB. A restraint-level analysis was first completed to determine the initial point of restraint fading in which the participant could engage in an adaptive response (i.e., eating) and have little to no hand-to-head SIB. The results of this analysis suggested that the participant engaged in zero rates of SIB and high rates of eating in the empty sleeves condition (i.e., full motion of her arms). The use of empty sleeves resulted in near-zero levels of hand-to-head SIB. Interobserver agreement was calculated and averaged greater than 80% across all sessions. In this case, the restraint-level analysis showed that restraint fading was unnecessary. |
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| 62. Assessment of Preference of Non-Tangible Stimuli |
| Area: DDA; Domain: Applied Research |
| CINDY T. TERLONGE (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University School of Medicine) |
| Abstract: Several methods have proven effective in identifying preferred stimuli and, subsequently, reinforcers for individuals with developmental disabilities. A remaining difficulty involves the identification of preferences among non-tangible stimuli—those that cannot easily be represented in a tangible form (e.g., going for a walk). One potential solution is verbal preference assessment. Although recent studies have found high correspondence between verbal and tangible preference assessment results, they did not incorporate non-tangible stimuli. Another problem in identifying non-tangible reinforcers involves difficulties in comparing reinforcer efficacy because tangible stimuli can be delivered immediately whereas there often is a delay in delivering non-tangible stimuli. Towards overcoming these difficulties, the current study compared tangible and verbal preference assessment results, including non-tangible stimuli, and conducted reinforcers assessments using tokens reinforcers (thus obviating the problems of delay) in a 10-yr-old boy with development delays. Comparisons between the two assessments yielded a rank-order correlation of 0.62, and a discrepancy of 42% and 33% of approach behavior was observed for an non-tangible stimulus and tangible stimulus, respectively, across the two methods. Results of the reinforcer assessment suggested that the non-tangible stimulus was more likely to reinforce behavior, thus the tangible preference assessment was a more reliable predictor of preference. |
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| 63. Analysis of the Relation between Self-injury and Self-restraint |
| Area: DDA; Domain: Applied Research |
| GRIFFIN ROOKER (New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Self-restraint is sometimes exhibited by individuals who engage in SIB; however, the relation between these two responses is unclear. For example, self-restraint may be maintained by escape from the aversive properties of SIB, SIB may be maintained by access to self-restraint, SIB and self-restraint may be members of the same response class, or SIB and self-restraint may be members of independent response classes. In the present study, we assessed the variables maintaining SIB in a participant who exhibited SIB and self-restraint. Preference assessments indicated a preferred and effective form of self-restraint, an airplane pillow, for inclusion during the functional analysis. Results of the functional analysis indicated that this participant’s SIB was maintained by escape from demands when restraint was not available but not when restraint was available. In addition, results indicated that his SIB was maintained by contingent access to self-restraint when alternative forms of self-restraint were unavailable only. These findings indicate that continuous access to self-restraint materials may have different effects on SIB and that the maintaining variable of SIB may be altered by access to effective forms of self-restraint. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 64. Remediation of Unsuccessful Functional Communication Training Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| DAWN E. RESAU (Kennedy Krieger Institute), SungWoo Kahng (Johns Hopkins University School of Medicine), Christie Fyffe-Zawisza (Kennedy Krieger Institute), Charmaine Smith (Kennedy Krieger Institute), Ellen Fittro (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) is a common intervention to decrease problem behaviors exhibited by individuals with developmental disabilities. Typically, the FCT reinforcement schedule is thinned to increase practicality. When schedule thinning is unsuccessful, one remediation strategy may be to reduce problem behaviors before introducing the leaner reinforcement schedule. Therefore, the purpose of this study was to evaluate a remediation strategy following unsuccessful FCT schedule thinning. The participants were an 11-year-old male diagnosed with moderate mental retardation and a 9-year-old male diagnosed with traumatic brain injury. Both individuals were admitted to an inpatient unit for the assessment and treatment of a severe behavior disorder. Interobserver agreement was calculated and averaged above 80% across all condition for both participants. In both cases, FCT plus extinction was successful in decreasing problem behavior maintained by access to preferred activities. Subsequent FCT schedule thinning was unsuccessful for both participants. Therefore, extinction without the availability of reinforcement was initiated to eliminate problem behaviors. This resulted in near zero rates of problem behaviors. FCT was then reintroduced at the terminal schedule, 5 min. These data suggest that in some cases, it may be more beneficial to reduce problems before altering the schedule of reinforcement. |
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| 65. Evaluation and Treatment of Tics in a Boy with Tourette Syndrome |
| Area: DDA; Domain: Applied Research |
| SARA J. SIMPSON (Kennedy Krieger Institute), Brian Konik (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Tourette Syndrome is a neurobehavioral disorder that afflicts approximately .05% of the population. While some studies suggest that tics are maintained by automatic negative reinforcement in the form of tension relief, (Miltenberger et al, 1998) others indicate that environmental variables (e.g. stress, solitude, social gatherings, watching television) also contribute to the occurrence of tics (Woods et al, 2001). Although habit reversal has been documented as an effective treatment for tic disorder, time, effort, and cost tend to curtail treatment efficacy (Woods et al, 1996). The current study presents the functional assessment and treatment of tics in a 15 year-old male diagnosed with Autism, ADHD, Tourette Syndrome, and Obsessive Compulsive Disorder. A standard functional analysis was conducted to determine the factors maintaining vocal and motor tics. The final treatment package consisted of Behavioral Relaxation Training (Poppen, 1998) in conjunction with a 1 minute DRO in which each minute absent of tics earned one minute of access to a preferred video. This treatment resulted in a 98% reduction in motor and vocal tics from baseline levels. Reliability data was collected on 16% of behavioral sessions and averaged above 90%. |
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| 66. The Effects of Preference for Stimuli on the Acquisition of Tacts by Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| GABRIELA C. GOMEZ (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Research conducted on the functional independence of mands and tact has shown that participants taught to tact items could mand for the items without explicit mand training, therefore demonstrating their functional independence (Wallace, Iwata, Hanley, & Tarbox, 2001). However, the items trained during tact training were shown to have some reinforcing value. Object preference has also been found to affect participants’ performance on counting tasks (Morrison & Rosales-Ruiz, 1997). The current study evaluated the effects of preference on the acquisition of tacts by two children with developmental disabilities. Leisure preference assessments were conducted in order to identify high and low preference items. Tact training of the high and low preference items was then conducted with each participant. The number of trials to acquisition for the low and high preference items was evaluated. Maintenance probes of the acquired tact responses were also evaluated. Implications for determining the effects of preference on material selection and tact item selection for practitioners are discussed. |
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| 67. Increasing the Rate of Positive Interactions from Staff: A Comparison of Classroom Interventions |
| Area: DDA; Domain: Applied Research |
| JANE I. CARLSON (The May Institute), Gretchen Creesy (The May Institute) |
| Abstract: Providing positive verbal statements to children with autism and other developmental disabilities in classroom settings can be an important component of overall classroom management. This study examines the impact of two techniques to increase the percentage of positive verbal statements by staff in three classrooms for children with autism and other developmental disabilities. The percentage of positive verbal statements made by staff to students in three classrooms for students with disabilities was less than 50%. Other verbal statements consisted of demands, verbal prompts, and verbal correction. This study compared two methods for increasing the overall percentage of positive verbal statements; visual cueing (individual student clipboards listing positive behaviors for which students could receive praise), and prompting and direct feedback from a supervisor. An alternating treatments design was used. Overall percentages of positive statements increased to an average of 65% with visual cueing and to an average of 72% with prompting and direct feedback (IOA 96%). No additional benefit was derived from combining the two procedures. Ancillary data reveal that rates of problem behavior were lower in the classrooms following increased positive statements. |
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| 68. Using Brief Functional Analysis to Identify Automatic Reinforcement for a Child with Self-injury |
| Area: DDA; Domain: Applied Research |
| JEFFREY R. LUKE (Melmark Center for Adaptive Behavior), Sean D. Casey (Melmark Center for Adaptive Behavior) |
| Abstract: Previous investigations have analyzed the maintaining conditions for problem behavior using brief and extended functional assessment procedures. Often these assessments reveal social variables maintaining problem behavior, however few investigations that employ brief functional assessments have identified non-social functions maintaining problem behavior. We conducted a brief functional analysis with a young adult who engaged in self-injury. During the assessment, the client's self-injury occurred most frequently during situations of low stimulation and seldom occurred in other conditions. The results suggested that the client's self-injury was maintained by automatic positive reinforcement. These results are discussed in terms of how the child’s inappropriate behavior is maintained by sensory reinforcement. Also discussed are intervention efforts focusing on incorporating activities that may compete with the child’s self-injury. |
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| 69. Using the Natural Language Paradigm to Teach Novel Play Behaviors to Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| CHRIS A. LABELLE (University of Florida), Krystle Gorman (University of Florida), Elizabeth Abellon (University of Florida), Amanda Banister (University of Florida), Jamie Kacur (University of Florida) |
| Abstract: The Natural Language Paradigm (NLP) is a naturalistic teaching strategy used to teach speech to children with autism. Koegel et. al (1982) developed NLP as a method of teaching language because it was similar to the development of typical children's language, was motivating, and promoted generalization. In subsequent research, Laski et. al (1987) trained parents to effectively use NLP to increase the speech of their children with autism. Although NLP is a teaching strategy that incorporates aspects of language and play, NLP has only been used to promote speech in children with autism. Via a multiple-baseline across subjects design, the current study used NLP to teach three children with developmental disabilities to engage in novel play behaviors, as well as using NLP to increase speech. Each child’s play and speech behaviors were scored during baseline, during treatment, and following treatment. Reliability was assessed through interobserver agreement during at least 30% of all sessions. Preliminary data suggests that NLP is an effective teaching strategy for increasing one adolescent’s novel play and speech behaviors. Following treatment, generalization of other novel play behaviors was also found. It is expected that NLP will be effective for the remaining participants in this ongoing study. |
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| #343 Poster Session – EAB |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 70. Delay Reduction with Constant Terminal-link Ratios in Time Schedules |
| Area: EAB; Domain: Applied Research |
| PAUL ROMANOWICH (University of California, San Diego) |
| Abstract: Mazur’s (2002) pigeon experiment which showed a lack of constant difference invariance when the subtractive difference of the terminal-links in a concurrent-chains procedure were kept constant at 10 s was replicated. The current study uses both FT and VT terminal-links, like the Mazur (2002) experiment, but instead of keeping the subtractive difference constant keeps the ratio between the two terminal links constant at 3:1. Results indicate an increasing preference for the smaller of the two terminal links as absolute duration between terminal links increased, supporting delay-reduction theory. |
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| 71. Choice as Matter of Procedure: A Reanalysis of Data in the Literature |
| Area: EAB; Domain: Applied Research |
| LAURO EUGENIO GUIMARAES NALINI (Pontifical Catholic University of Goias, Brazil), Joao Claudio Todorov (Pontifical Catholic University of Goias, Brazil), Cristiano Coelho (Pontifical Catholic University of Goias, Brazil) |
| Abstract: Data from experiments reported in the literature involving concurrent variable interval, variable interval schedules with variation of reinforcement distribution in different experimental conditions were reanalysed according to the procedure used to program the concurrent schedules, without a changeover delay contingent on switching responses: two main keys, one changeover key and one main key, one changeover and two main keys, and two changeover keys and one main key. Sensitivity of behavior distribution to reinforcement distribution between the schedules increases with increased specification of the discriminated operants involved in the experimental situation. |
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| 72. Within-Session Changes in Responding for People Working on a Computer Puzzle |
| Area: EAB; Domain: Applied Research |
| ROBERTA S. VARAO (Washington State University), Frances K. McSweeney (Washington State University), Benjamin P. Kowal (Washington State University), Alice A. Keyl (Washington State University), Melissa Elliot (Washington State University) |
| Abstract: Within-session changes in responding are believed to be governed by sensitization and habituation. These changes are created by changes in the effectiveness of the reinforcer with its repeated presentation during the session. Although non-human animal behavior is often explained by changes in the effectiveness of reinforcers, similar human behaviors are usually explained in terms of complex cognitive processes. In the current investigation 30 college students responded on a computer jigsaw puzzle for 40 min. Following the puzzle, students were asked to fill out a questionnaire that assessed their subjective feelings about the experiment. Clicks on the mouse were the measured response. Increases and decreases in responding were both observed. A one-way repeated measures ANOVA (time) was applied to the rates of responding. The main effect of time was found to be significant, F (7,245) = 3.285, p <.05. Sensitization and habituation provided a simple and parsimonious explanation for the changes in responding that were observed. Most students reported enjoying their participation in the experiment. |
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| 73. Further Analysis of the Effects of Reinforcement Delays on Response Acquisition |
| Area: EAB; Domain: Applied Research |
| THOMAS P. BYRNE (Massachusetts College of Liberal Arts), Scott Tirrell (Massachusetts College of Liberal Arts), Teresa May-Benson (Massachusetts College of Liberal Arts) |
| Abstract: Rats acquired lever pressing under a two-lever procedure in which responses on one lever produced water under a resetting delay of 15 s, and responses on a second lever canceled upcoming reinforcers. All subjects demonstrated acquisition by emitting significantly more responses on the lever that produced reinforcement. Once subjects met acquisition criteria, they were exposed to a multiple schedule in which the delay values were changed to 10 and 20 seconds. After stability criteria were obtained under the multiple schedules, rats were exposed to extinction. In each of the three phases, sessions were videotaped and analyzed for evidence of superstitious response chains. Although learning was evident, most subjects continued to emit some behavior on the cancellation lever even though this lever never resulted in water delivery. Results are discussed in relation to behavioral momentum theory. |
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| 74. Self-control and Impulsiveness in Adult Human Females: Effects of Deprivation and Visual Food Cues |
| Area: EAB; Domain: Applied Research |
| LORI-ANN B. FORZANO (State University of New York at Brockport) |
| Abstract: Self-control can be defined as the choice of a larger, more delayed reinforcer over a smaller, less delayed reinforcer, and impulsiveness as the opposite. Adult humans exhibit varying degrees of self-control and impulsiveness in laboratory experiments using food as the reinforcer. Previous research indicates that the presence of food cues affects participant’s self –control. Previous research also indicates that hunger affects self-control. The present experiment used adult human females to explore the effects of these two variables on self-control. The results suggest that presence of visual food cues and hunger influence adult human females' self-control for food reinforcers. |
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| 75. The Role of Type of Response in the Appearance of Contrast or Induction |
| Area: EAB; Domain: Applied Research |
| BRENT C. HANSON (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Research from our lab has shown that rats reliably increase their rate of operant responding for 1% sucrose when 32% sucrose reinforcement is upcoming. However, research has also demonstrated that rats will decrease their consumption of 1% sucrose when access to 32% sucrose is upcoming. We investigated whether the appearance of these different changes in behavior were linked to the type of response (i.e., consummatory vs. operant; licking vs. lever pressing) under study. In Experiment 1, licking or lever pressing was reinforced with 1% sucrose in the first half of the 30-min sessions and was reinforced with either 1 or 32% sucrose (depending on condition) for engaging in the opposite behavior in the second half. In Experiment 2, the same procedure was employed but licking was a consummatory response. Both experiments produced contrast, not induction, effects. These results suggest that the type of response subjects engage in (in either half of the session) does not determine the appearance of contrast or induction. They do, however, support other findings from our lab that suggest that the appearance of contrast is linked to delivering the different substances to different locations. |
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| 76. The Effects of Dominance Hierachy on the Social Preferences of Domestic Hens |
| Area: EAB; Domain: Applied Research |
| AMY TANNAHILL (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand) |
| Abstract: The current experiment examined hens' social preferences. In a preliminary experiment, the social hierachy of a flock of ten hens was established in order to select the two most dominant and two most subordinate hens of the flock. In a subsequent experiment, the preferences of the remaining six hens for waiting in the presence of a dominant or subordinate hen were examined in a modified concurrent-chains procedure. The results of the experiments are discussed in relation to the flocking behaviour of hens. |
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| 77. The Effects of Food Restriction on Binge Eating and Drinking Behavior in Rats |
| Area: EAB; Domain: Applied Research |
| HECTOR MARTINEZ SANCHEZ (University of Guadalajara, Mexico), Antonio Lopez-Espinoza (University of Guadalajara, Mexico), Marbella Rosales (ITESO) |
| Abstract: Eighteen albino rats (5-month-old at the beginning of the experiment) were deprived of food for a period of 72 hours, and then returned to free food access according to one of the three procedures. The first procedure involved a return to the average of food intake during the initial twenty days (that is, during the baseline). The second procedure involved a gradual return to free food access, starting with 10 grams of food (for females) or 15 grams of food (for males) and adding one gram every day until reaching the baseline average of food intake. In a third, control procedure, rats returned immediately to 50 available grams of food per day. Water was freely available during the experiment. In the control procedure, eating and excessive drinking were observed. In the two other groups, binge eating and drinking were controlled by limiting food access. These results suggest that restriction of food availability could be a useful procedure to prevent eating disorders. Keywords: binge eating, binge drinking, food deprivation, food availability, eating disorders, food and water intake, rats. |
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| 78. Surprisingly Indifferent Preference Patterns between Fixed and Random Interval Schedules: The Role of Schedule Discrimination |
| Area: EAB; Domain: Applied Research |
| MICHELLE ENNIS SORETH (Temple University), Claudia D. Cardinal (University of Nevada, Reno), Philip N. Hineline (Temple University) |
| Abstract: Variable schedules are often preferred to fixed alternatives, a result usually attributed to occasional small intervals or ratios contained in the variable schedule. However, we have found that when these small minimum values are eliminated from the variable schedule, preference for the fixed alternative increases but does not become exclusive. This is true even when the fixed schedule pays off twice as frequently as the variable alternative. To examine the role of schedule discrimination in this surprising behavioral pattern, six pigeons were exposed to a concurrent-chains procedure with fixed interval (FI) 30" and random interval (RI) 60" terminal links. Across conditions the reinforcement rate of the RI was held constant, and the programmed delay to reinforcement from the onset of the RI was never shorter than the FI value. The RI sampling method was manipulated such that in one condition the likelihood of the RI equaling the FI value was higher than in another condition in which each interval value greater than the FI had an equal likelihood of being selected. The reversal design revealed that patterns of indifference were more likely to be observed in RI schedules that contained trials that were often equal to the FI value. |
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| 79. Effect of Signal on Resistance to Change in a Multiple Schedule |
| Area: EAB; Domain: Applied Research |
| KATHARINE SEIP (Santa Clara University), Matthew C. Bell (Santa Clara University) |
| Abstract: The purpose of this study was to evaluate the effect of a signal on resistance to change using a multiple schedule of reinforcement. Three schedules were used: a signaled delay-to-reinforcement schedule (a chain variable-interval fixed-time schedule, where each part of the chain was correlated with different stimuli), an unsignaled delay-to-reinforcement schedule (a tandem variable-interval fixed-time schedule, where both parts of the tandem were correlated with one stimulus), and an immediate, zero-delay variable-interval schedule. Resistance to change was assessed using two separate disruption procedures: extinction sessions and sessions in which a variable-time schedule of reinforcement was added to timeout periods. Tests were conducted twice, once with the signal (the stimulus correlated with the fixed-time portion of the chain schedule) present and once with the signal absent. Extinction tests revealed no difference between signal-present and signal-absent conditions. However, when the variable-time schedule was added to timeout periods, a repeated-measures ANOVA showed a significant main effect of signal and a significant signal-by-session interaction, suggesting decreased resistance to change during signal-absent conditions. These results have implications for the role of conditioned reinforcement in resistance to change. |
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| 80. P300 ERPs in Human Operant Learning and Passive Observation Paradigms |
| Area: EAB; Domain: Applied Research |
| STEVEN F. FAUX (Drake University), Angie Michelle Bodling (Drake University), Seth Robb (Drake University) |
| Abstract: The P300 event-related potential (P300) is a brain-electric response that is produced in conjunction with an operant response to a discriminative stimulus (S+). In previous studies from this laboratory the amplitude of the P300 was correlated with the acquisition and extinction of an operant response in humans. That is, the amplitude of the P300 increased with acquisition and decreased with extinction. Also, reinforcing stimuli (R+) appeared to produce a P300-like response, but this brain response might have been an artifact of the interruption of an otherwise steady train of S+ and S- presentations by the R+. Since R+ events are unique and relatively rare, it is important to determine whether it is the reinforcing property of the R+ or the distinctiveness of the R+ that evokes the P300. In this study, one group of participants played an operant learning game in order to earn points. A variety of keyboard symbols (i.e., +, #, &, @, and %) were presented repeatedly, singly and randomly on a computer screen. After a baseline period, button presses to the "+" earned points. Passive participants, yoked to the operant subjects, observed the same sequence of events, but those events were not contingent upon behavior. This current study will compare P300 responses to contingent versus non-contingent events. We conclude the P300 may be a useful tool in studies of the three-term contingency in humans. |
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| 81. Matching- and Nonmatching-to-Sample with Olfactory Stimuli in Rats |
| Area: EAB; Domain: Applied Research |
| RHIANNON D. THOMAS (University of North Carolina at Wilmington), Laurence Miller (University of North Carolina at Wilmington), Mark Galizio (University of North Carolina at Wilmington) |
| Abstract: It has been to difficult to demonstrate generalized matching-to-sample in rats with visual or auditory stimuli. The present study used olfactory stimuli and trained rats to dig in cups of sand scented with household spices and baited with food reinforcers. Digging in a sample scent produced two comparison scents and, for three rats, digging in the comparison cup that matched the sample was reinforced. Non-matching was reinforced for the other three. All rats were exposed to 25-35 sessions of training with five scents and reached above chance levels of accuracy. Five novel stimuli were then introduced and performances were above chance on the initial session. After 15 session of training, five more novel stimuli were introduced and the contingencies reversed (rats trained to match-to-sample were now reinforced for non-matching and vice versa). Performances under the new contingencies were well below chance and remained poor for many sessions. These data suggest that rats may be able to learn generalized matching and non-matching when stimuli are presented in the olfactory modality. |
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| 82. Establishing Within-subject Procedures for Studying Sustained Attention in Persons with Mental Retardation |
| Area: EAB; Domain: Applied Research |
| ADAM H. DOUGHTY (University of Kansas), Dean C. Williams (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: The study of sustained attention among persons with mental retardation typically involves between-subject comparisons, brief experimental exposure, and instructions. This research sought to establish procedures for studying sustained attention in such persons for extended periods of time using within-subject procedures. Adults with mild mental retardation were exposed in each session to a conditional-position discrimination. A response to the letter “Y” (on the lower left side of a computer screen) was correct in the presence of the digit “10” (center of the screen) and a response to the letter “N” (lower right side of the screen) was correct in the presence of all other digits (11, 12…19). Sustained attention was defined as the persistence of accurate discriminations within and across sessions and was measured as a function of practice, feedback, and reinforcement. The degree of sustained attention was different across conditions, and procedures were obtained for effectively sustaining attention across extended periods of time. It is suggested that such procedures are noteworthy because they allow for the future study of other variables (behavioral, cognitive, and pharmacological) on sustained attention in persons with mental retardation. |
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| 83. An Examination of Preferences for the Near Miss in Slot Machine Play |
| Area: EAB; Domain: Applied Research |
| PATIENCE R. NIEMOTH (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa), Michael F. Pisney (University of Northern Iowa), Otto H. Maclin (University of Northern Iowa) |
| Abstract: This study focused on preferences for a slot machine with multiple near miss situations compared to another one with the same schedule, but no near miss trials. Participants were asked to play a simulated slot machine, created by MacLin, Dixon, and Hayes, for 50 minutes. A history with each machine was created by denying access to a machine for five minutes and then doing the same for the alternate machine. After this ten minute interval participants were allowed to play the machine of their choice. When controlling for the primacy effect and preferences for left and right, the research team determined there was a slight preference for the near miss slot machine. |
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| 84. The Effects of Brief Delays on the Performance of Verbal Conditioning |
| Area: EAB; Domain: Applied Research |
| KANAME MOCHIZUKI (National Institute of Multimedia Education), Hitoshi Ohnishi (National Institute of Multimedia Education), Satoshi Yamazaki (Chiba Institute of Technology) |
| Abstract: We examined the effects of brief delays on the performance of verbal conditioning. During the baseline phase, participants' echoic verbal responses were reinforced by a verbal praise of computer, when they were recognized properly by a speech recognition system on a computer. When we introduced brief delays (1000m-sec, 500m-sec, 300m-sec) between participants' echoic response and reinforcement, the echoic performances were significantly decreased. But the 200m-sec delay did not affect the performances. |
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| 85. “Prospective” Timing with a Reversal Learning Technique |
| Area: EAB; Domain: Applied Research |
| TAKU ISHII (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: In our experiments with pigeons, we used a reversal learning technique with a concurrent-chains procedure. A fixed cumulative number of responses made to either of two alternatives terminated an initial link. Choice of one alternative was followed by a short terminal link and choice of the other a long one. When the pigeon chose the short alternative in five successive trials or more, locations of both the alternatives were reversed probabilistically. After several sessions with this procedure, the pigeons learned to switch their choice immediately after the reversal. This result suggests that choice behavior in a concurrent-chains procedure can be subjected to discriminative control by the duration of a preceding terminal link, although in past theories the choice behavior has been considered to reflect conditioned reinforcement values of following terminal-link stimuli, a major determinant of which is a terminal-link delay of reinforcement. Our subsequent experiment revealed that when the number of required responses in the initial link was increased, intermediate requirements produced the most accurate performance of reversal learning. This may be interpreted as counteracting results of saliency of preceding choice behavior and time to complete next choice behavior, both of which are functions of the number of required responses. |
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| 86. REM Sleep Deprivation Effects on Stereotypic Behavior in Mice |
| Area: EAB; Domain: Applied Research |
| MICHAEL E. MAY (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Introduction: REM sleep deprivation (REMSD) is known to increase rates of negatively reinforced behavior and exacerbate hyperactivity. Although much is known about the effects of sleep loss on problematic behaviors such as aggression and self-injury, no research exists that examines the effects of REMSD on stereotypy. Given the introduction of animal models for examining various psychological and developmental disorders, influences on stereotypic responding can be easily investigated. The findings from these studies can be linked with clinical phenomena found in humans with developmental disabilities. Purpose: To determine the effects of REMSD on stereotypic behaviors emitted by mice using the spontaneous stereotypy model developed by Powell and colleagues (1999). Subjects: 48 Peromyscus Maniculatus Bairdii (deer mice) were randomly divided into 6 experimental conditions. Method: After weening, animals were assigned to a housing arrangement (standard cage, late enriched environment, early enriched environment) for approximately 60 days. Baseline was conducted for 3 days prior to the experimental condition during a 10 min observation period on the rate of repetitive jackhammering and backward somersaulting. Mice were then assigned to a sleep condition (i.e., cage control, tank control, REMSD) for 24 hr and subsequently observed for stereotypic responding. Results: Mice exposed to REMSD engaged in more stereotypy than mice in control conditions. Likewise, animals in standard cages engaged in more stereotypy than mice in enriched environments. There was also an interaction between experimental condition and housing condition (i.e., mice exposed to REMSD conditions living in standard cages engaged in more stereotypy than mice in enriched environments. Implications: REMSD significantly alters motivational properties associated with stereotypic responding in mice. |
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| 87. Examining the Spontaneously Hypertensive Rat (SHR) as an Animal Model of Attention Deficit/Hyperactivity Disorder (ADHD): An Analysis of Delay-of-Reinforcement Gradients |
| Area: EAB; Domain: Applied Research |
| ERIN J. PITTS (James Madison University), Sherry L. Serdikoff (James Madison University), Melissa Shulleeta (James Madison University), A. Charles Catania (University of Maryland, Baltimore County) |
| Abstract: Attention deficit hyperactivity disorder (ADHD) is a commonly diagnosed behavioral disorder that represents a costly major public health problem. The core symptoms of ADHD include inattention, hyperactivity, and impulsivity and behavioral research suggests that these symptoms may be the result of an altered reinforcement mechanism characterized by shorter and steeper delay-of reinforcement gradients. The current study investigates this possibility in the spontaneously hypertensive rat (SHR), an animal model of ADHD. SHR and Wistar Kyoto rats (WKY) are trained to emit sequences of responses on two levers, A and B, such that a fixed number of presses on lever-A must be followed by a fixed number of presses on lever-B in order to produce a reinforcer. Across experimental conditions, the overall number of presses is parametrically varied so that both the time and the number of responses separating the lever-A responses from the reinforcer are systematically altered. To the extent that rate of lever-A pressing decreases more rapidly with increases in the required number of lever-B presses in SHR than in WKY rats, these data provide additional evidence for SHR as animal model of ADHD and for the for the altered reinforcement mechanism view of the disorder. |
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| 88. Token Reinforcement and Progressive-ratio Schedule Performance in Rats: The Effects of Food Schedule Manipulation on Breakpoint |
| Area: EAB; Domain: Applied Research |
| SEAN W. CLARK (Southern Illinois University Carbondale), Katarzyna Grabowska (Southern Illinois University Carbondale), Eric A. Jacobs (Southern Illinois University Carbondale) |
| Abstract: Schedules of token reinforcement consist of three interlocked contingencies—the token production schedule, the exchange schedule, and the food schedule. In the present study, rats’ lever pressing was maintained by presentation of marbles that were later exchanged for sweetened condensed milk. Marbles were delivered according to a progressive ratio schedule that increased by 2 responses with each marble delivered by the schedule. Sessions terminated when 15 min transpired without completing a ratio. The last ratio completed was deemed the “breakpoint.” Exchange periods were arranged by a random ratio schedule, wherein the probability of transitioning to an exchange period following a marble delivery was 0.33. Marbles were exchanged for milk presentations according to a random ratio schedule. The requirements of the random ratio food schedule were varied across conditions. Preliminary results suggest that increasing the number of marbles required per milk presentation decreased progressive ratio breakpoints. Implications for accounts of the results in terms of conditioned reinforcement and behavioral economics will be discussed. |
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| 89. Eliciting and Discriminative Functions of Tokens in Token Reinfordement Schedules |
| Area: EAB; Domain: Applied Research |
| CHRISTOPHER E. BULLOCK (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Four pigeons were exposed to a two-ply multiple schedule with components comprised of a second-order schedule of token reinforcement and a yoked VT schedule of token presentation. In the token reinforcement component, tokens were earned according to a fixed ratio 50 schedule (token production schedule) and exchanged for food according to a FR 4 schedule (exchange schedule). In the yoked VT component, token presentation was yoked to the temporal placement of token delivery in the token component. In both components, after four tokens were produced, a distinct exchange period was initiated during which tokens could be exchanged for food according to a FR 1 schedule. Relative to the token component, response rates in the yoked component were reduced but not eliminated. In a subsequent condition in which tokens were absent (with exchange periods yoked to those in the token component), responding was eliminated. Overall, the results suggest that tokens maintain responding in part due to their temporal relations to food, apart from the contingencies between responding and token presentation. The results are discussed in terms of both the discriminative and eliciting functions of the tokens. |
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| 90. The Use of a Stimulus Fading Procedure to Decrease Hearing Aid Removal |
| Area: EAB; Domain: Applied Research |
| ERIC BOELTER (The University of Iowa Hospitals and Clinics), Joel Eric Ringdahl (The University of Iowa Hospitals and Clinics), Nathan Call (The University of Iowa Hospitals and Clinics), Jayme Mews (The University of Iowa Hospitals and Clinics), Tory J. Christensen (The University of Iowa Hospitals and Clinics) |
| Abstract: We implemented a stimulus fading procedure with one child who was referred for day-treatment to an inpatient unit due to his noncompliance with wearing his hearing aids. The participant was diagnosed with bilateral hearing loss and developmental delays. He engaged in noncompliant behaviors across a variety of situations (e.g., toileting, dressing) including wearing his hearing aids. At baseline, he wore both hearing aids (turned on) an average of 26.6% of the time. We implemented a stimulus fading procedure beginning with the hearing aid molding in one ear and faded in components (i.e., mold and hearing aid) until he was wearing both hearing aids turned on. Interobserver Agreement was calculated on 15% of all sessions with a mean agreement of 97% (range, 87 – 100). |
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| 91. Production Procedures: Precision Prescriptions |
| Area: EAB; Domain: Applied Research |
| MATTHEW SITOMER (Arizona State University), Peter Killeen (Arizona State University) |
| Abstract: Pigeons and rats were trained under three temporal production procedures and the accuracy and precision of timing were evaluated. Two commonly used procedures, the Free Operant Psychophysical Choice (FOPC; Bizo & White, 1994) procedure and the peak procedure (Catania, 1970), were compared to a new procedure, a concurrent variable interval / fixed interval schedule (VIFI). VIFI has advantages over FOPC and the peak procedure in that it affords an additional dependent measure (both time of arrival and time of departure) and under specific conditions yields greater precision, as assessed with a just noticeable difference criterion. Precision and accuracy of produced intervals are presented for each procedure, including a parametric manipulation of reinforcement rate in VIFI. Recommendations for future temporal production experiments are made. |
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| 92. EAHB-SIG Student Paper Award Winner: Compound Class-specific Reinforcers and Equivalence Performances in Children Diagnosed with Developmental Disabilities |
| Area: EAB; Domain: Applied Research |
| CHRISTINA A. ASHFORD (West Virginia University) |
| Abstract: The present study examined equivalence performances of children with developmental disabilities with compound reinforcers. Compound reinforcers consisted of computerized auditory and visual elements and a food element. In Experiment 1, participants received training either with no elements, one element, or both elements class specific. Results indicated that class-specific reinforcers may have facilitated acquisition. In Experiment 2, performances of participants trained with class-specific compound reinforcers indicated the formation of equivalence classes including all trained stimuli as well as visual and food reinforcer elements. In Experiment 3, participants received identity-matching training during which correct responses for one set of stimuli yielded conditioned class-specific reinforcers, and correct responses for another set of stimuli yielded primary class-specific reinforcers. Participants then received testing for equivalence relations between these new stimuli and previously trained baseline stimuli. Participants also received testing for equivalence relations between the auditory element of the class-specific reinforcers and all baseline stimuli. Two participants’ performances indicated equivalence class formation including stimuli trained with either conditioned or primary class-specific reinforcers, and the performance of a third participant indicated class membership of stimuli trained with conditioned class-specific reinforcers only. All subjects demonstrated equivalence relations between the auditory reinforcer elements and baseline stimuli. |
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| 93. The Effect of a Verbal Instruction to Suppress Thoughts of a Stimulus that is a Member of an Equivalence Class |
| Area: EAB; Domain: Applied Research |
| FREDERICK ANDERSON (Western Michigan University), Scott T. Gaynor (Western Michigan University), Sigurdur Oli Sigurdsson (Western Michigan University), Yukiko Washio (University of Nevada, Reno) |
| Abstract: This experiment involves establishing three 4-member equivalence classes consisting of nonsense words. The nonsense words will be presented as “drug names” and the training as a way of assessing how to develop the fast and accurate understanding of drug relationships that a physician must acquire. Match-to-sample training will teach conditional discriminations (A to B, A to C, and A to D) to a criterion of at least 98%. Tests for emergent relations will then be conducted to determine formation of the equivalence classes. After the establishment of the classes, reaction times to the presentation of the drug names will be assessed via a modified stroop task. Midway through the stroop task, one stimulus will be given a new function via the verbal instruction to suppress thoughts of that stimulus. That is, the computer will inform the participant that one drug should no longer be prescribed to patients because of new information regarding severe side effects. The computer screen will then flash for 60 seconds advising the participant to not think about that particular drug. The stroop task then resumes and the effects of the suppression instruction on reaction time to the to-be-suppressed-stimulus, the other members of its class, and the members of the other classes will be assessed to explore the effects of the suppression instruction. |
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| 94. Towards an Understanding of the Stimulus Control of Preschooler Mands |
| Area: EAB; Domain: Applied Research |
| JEFFREY H. TIGER (University of Kansas), Gregory P. Hanley (University of Kansas), Jillian White (University of Kansas), Emma Hernandez (University of Kansas) |
| Abstract: Preschool aged children may recruit teacher attention at undesirably excessive rates. This excess can lead to a disruption of classroom activities, and if not reliably reinforced by teacher attention, can extinguish and possibly be replaced with problem behaviors. The first study replicates and extends previous research by arranging teacher attention into a multiple schedule in which periods of continuous attention availability rotated with periods of extinction and by conducting a component analysis of the effects of schedule-correlated stimuli and contingency-specifying stimuli (rules) on the development of preschooler’s discriminated manding. The results showed that discriminated manding developed when and only when rules were provided prior to exposure to the multiple schedule. The generality of the intervention was demonstrated via successful implementation of the procedures in the children’s classroom by the preschool teacher. The second study showed the development of discriminated performance under a mixed schedule following exposure to a multiple schedule, suggesting that control from salient schedule-correlated stimuli can be transferred to temporal features of a mixed schedule. Interobserver agreement was assessed in at least 20% of sessions and averaged above 85%.Keywords: stimulus control, multiple schedule, mixed schedule, rules, manding, preschoolers, teacher attention |
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| 95. Treating Escape Maintained Behavior of Cows Using Negative Reinforcement |
| Area: EAB; Domain: Applied Research |
| MELISSA MOREHEAD (University of North Texas), Kimberly N. Smith (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Negative reinforcement can be a powerful tool for behavior analysts, yet it is often overlooked. Pryor (1999) outlines a method for approaching a "timid" animal using a combination of negative reinforcement and positive reinforcement. When the animal stands still, the human delivers a click with a clicker, then retreats away from the animal. Gradually, the human moves closer to the animal through the clicking and retreating shaping process. Once the human is standing close enough, food may be offered as a positive reinforcer, and the negative reinforcer is faded out. This project demonstrates this technique empirically with cows as subjects by measuring trials to make contact with the cows using retreat as a negative reinforcer. Cows are used as the subjects because while they are domesticated animals, the subjects of this particular herd are not handled regularly by humans, and do not allow close human proximity. The procedure is a multiple baseline across subjects. Implications for the treatment of escape maintained maladaptive behaviors are discussed. Data are in progress. |
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| #344 Poster Session – EDC |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 96. Effects of Training on Positive and Negative Statements made by Teachers in a Classroom |
| Area: EDC; Domain: Applied Research |
| ALICIA GRAUVOGEL (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Edwin J. Dyer (University of Nevada, Reno), Dana Anderson (University of Nevada, Reno), Jocelyn Hossffmann (University of Nevada, Reno) |
| Abstract: The frequency of positive and negative statements made by 3 different teachers was examined within a classroom. The study was conducted in a public school using 3 classrooms which utilized a token economy for children who display severe behavior problems. Systemative interventions were applied for each teacher in an attempt to increase the number of positive statements and decrease the number of negative statements made during the regular course of the school day. Results demonstrate simple interventions (i.e., training) can be used to increase the frequency of positive statements in the classroom, while concmitantly decreasing negative statements. Individual performances of the teacher will be presented demonstrating such improvements. |
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| 97. Training Teachers in an Infant Classroom to Use Embedded Teaching Strategies |
| Area: EDC; Domain: Applied Research |
| TRISTA TATE (University of Kansas), Rachel H. Thompson (University of Kansas), Paige M. McKerchar (University of Kansas), Jessica L. Haremza (University of Kansas) |
| Abstract: Embedded teaching involves incorporating teaching strategies into everyday activities (e.g., play) or routines (e.g., diapering). The success of these strategies with young children has led to the recommendation that embedded teaching be used in early childhood settings; however, little research has been devoted to identifying the best methods for training teachers in the use of these methods. Therefore, the purpose of this study was to evaluate the effects of instruction and feedback on teacher use of embedded teaching strategies in an infant classroom. Data were collected on the occurrence of teaching opportunities and teacher use of specific forms of embedded teaching (e.g., modeling, prompting, reinforcement). Interobserver agreement was collected during 30% of sessions with a mean agreement above 90% for all participants in each condition. Results showed that instruction alone was insufficient to produce increases in teacher use of embedded teaching strategies. However, when instruction was combined with feedback, all teachers showed large and sustained improvements that maintained with the frequency of feedback was decreased. |
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| 98. The Effects of Inconsistent and Consistent Noncontingent Functional Reinforcement |
| Area: EDC; Domain: Applied Research |
| NICOLE B. BELLOMO (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Direct observational data indicated that the disruptive behavior of a 4-year-old preschool child was maintained by peer and staff attention. A schedule of noncontingent reinforcement was implemented such that 5 minute periods of staff interaction were alternated with 5 minute periods of no attention. During both periods the disruptive behavior was to be ignored. The procedure was to be implemented during three one-hour blocks each day. The experimenter collected data during two staff implemented blocks and implemented the procedure herself for 3.5 hours per week. Anecdotal evidence indicated that staff were quite inconsistent in implementing the procedure, perhaps interacting with the child during half of the scheduled interaction periods. Data collected demonstrated that both staff implemented and experimenter implemented NCR procedures reduced disruptive behavior compared to baseline, but when the procedure was consistently implemented, behavior was reduced dramatically. |
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| 99. Implementing Positive Behavior Support in Head Start Classrooms: Relationships Between Teacher Supports and Student Behavior |
| Area: EDC; Domain: Applied Research |
| MELISSA STORMONT (University of Missouri), Timothy J. Lewis (University of Missouri), Sandra Covington-Smith (University of Missouri) |
| Abstract: The purpose of this poster session is to describe a study that investigated the relationship between three Head Start teachers' use of behavior supports and their students' problem behavior. This study included a multiple baseline design across participants (teachers), a teacher-directed small group context, and a teacher implemented intervention that has been documented to decrease problem behavior in older children. The specific teacher behaviors that were collected in this study were precorrection, specific behavior praise, and reprimands. Student problem behavior was defined as observable behavior reflective of off-task, oppositional, disruptive, aggressive, or other types of undesirable behavior. Reliability on observation codes were established prior to data collection and, subsequent to initial reliability training, 20% of all sessions included reliability on both teacher and student behavior codes. Overall interrater reliability was .85 with estimates ranging from .80-.99. Data were analyzed visually for level changes, trends, and variability. Main findings included that, for all three teachers, clear functional relationships were established from baseline to intervention for teachers' use of behavior supports (increase) and students' problem behavior (decrease). Data on the social validity of the intervention indicated that all three teachers reported that they felt the intervention was successful, beneficial for students, and easy to implement. |
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| 100. The Effects of Learn Unit Presentation on Increasing Scientific Tacts in Teachers and Observers |
| Area: EDC; Domain: Applied Research |
| EYLEEN ORTIZ (Teachers College, Columbia University) |
| Abstract: This study is a systematic replication of Nuzzolo-Gomez (2002). The study investigated the effects of supervisor learn unit presentation to increase correct learn unit presentation by teachers to students, the rate and accuracy of the learn unit presentation, graphical decisions, and scientific tacts emitted by the teachers using a delayed multiple baseline and probe design. The experimenter provided learn unit to the participants while the observers observed the learn units presented by a supervisor. The observers did not receive learn units throughout the study. The four participants were required to answer ten scientific questions regarding their student’s instruction using scientific tacts. A correct response was recorded when the participants/observers answered the questions using scientific tacts. During baseline, the unit of measurement was the trial, and during the other phases the learn unit was used (Greer & McDonough, 1999). During this phase, the participants and observers were sitting individually working with their corresponding student as the supervisor recorded data on the rate/accuracy of the learn unit presentation. During treatment, the participants, and observers sat in groups of 2 (one participant and one observer). Before and after the treatment implementation the experimenter collected probe data on all the dependent variables. The independent variable was the supervisor learn unit. The study took place in two settings, the first setting was a group meeting and the second setting was in the classroom, also called the generalization setting. The design used during this study was a two A-B delayed multiple baselines across participants. |
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| 101. Using Precision Teaching Practices to Manage Inner Behaviour Regarding Study and Exams |
| Area: EDC; Domain: Applied Research |
| AISLING A. ARDIFF (The Saplings School), Niamh McHugh (The Saplings School), Philomena P. Smyth (The Saplings School), Wendi M. McDermott (The Saplings School), Claire E. McDowell (The Saplings School), Kenneth Kerr (The Saplings School) |
| Abstract: The Saplings Model of Education is a partnership organization driven by parent and professional input, and includes the Saplings School for children with Autism. The Saplings School is a research driven school which provides one to one and group instruction, using the principles of Behaviour Analysis, to thirty pupils challenged with Autism. The Saplings School operates as a researcher-practitioner model in the promotion of best educational practice. To promote excellence in the delivery of services to Saplings pupils, Saplings encourages staff to undertake educational courses to develop and enhance skill repertoires. This poster presentation examines the effects of practice and Precision Teaching techniques on negative and positive inner thoughts and feelings experienced by the participant throughout the duration of a course of study. |
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| 102. Skills Training and School Wide Behavioral Improvement: A report on Project ACHIEVE Success |
| Area: EDC; Domain: Applied Research |
| ALICIA S. PERRY (Blue Ridge Behavioral Health Services), Howie Knoff (Project ACHIEVE) |
| Abstract: A school-wide behavioral improvement program was implemented in an inner-city school in Maryland. The authors implemented a professional development project to enhance the ability of teachers and administrators with high-risk elementary school populations. Goals were to help teachers improve the students’ capacity to demonstrate academic readiness behaviors, access education, and decrease interfering problematic behaviors. A data-based, nationally known program called Project Achieve, developed by Dr. Howard Knoff, was implemented in selected schools. These inner-city schools were selected due to difficulties with behavioral challenges, which impeded academic engagement. Training processes included small-group meetings, staff training on social skills teaching, guidelines on functional behavioral assessments, Project Achieve Stop and Think Program, and problem-solving strategies (emphasis on teaching replacement skills to challenged students). Consultants provided assessment, planning and general observations of the school with staff support for recommended changes. The results of the two-year professional development process for teachers are evident in their product, the students. Initial data from the implementation of the program in the first school are impressive. Overall, the behavioral referrals for the 2002-2003 school year are 60% lower than the average of the previous two school years. Reduced referrals resulted in overall increased opportunity for academic engagement. |
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| 103. Measuring Change in Teacher Responsivity to Aggressive and Pro-social Behavior in a Preschool Setting |
| Area: EDC; Domain: Applied Research |
| ANNA-LIND PETURSDOTTIR (University of Minnesota), Leanne Johnston (University of Minnesota), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: We examined the relationship between aggressive behavior and changes in the teacher’s response for 2 students who displayed high levels of aggression in the same preschool classroom. Repeated measures of real-time direct observation data were collected during 20 minute observations on a bi-weekly basis for 8 months. Sequential analyses were conducted of teacher responses to aggression and converted to Yule’s Q values to depict the magnitude of association between child behavior and teacher response for (a) aggressive behavior, and (b) pro-social behavior. Findings are depicted graphically and suggest that for one child (the female), the teacher became less responsive to aggression and her responsivity to the girl’s pro-social behavior remained constant over time, whereas, for the other child (the male), the same teacher became more responsive to aggression and less responsive to pro-social behavior over time. Inter-observer agreement was computed using Cohen’s Kappa with coefficients of .8 or better on 35% of the observations. Results are discussed in terms of influence of naturally occurring teacher responses on dynamic patterns of aggressive and pro-social behavior in preschool settings. |
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| 104. Classroom Management Using Cognitive-behavior Theory |
| Area: EDC; Domain: Applied Research |
| ANNE-MAY HEGGEN (Social Worker), Marianne Vallestrand (Social Worker) |
| Abstract: This project describes a general problem-solving approach to help teachers in a class with several pupils with AD/HD diagnosis to manage teaching.In a four-months period teachers were trained in "how to use classroom rules to draw pupils attention". The existing rules were justified to fit the group and the teachers learned to use them in a consequent and concistent way.
By using methods like interviews, role-playing and videotaping, the teachers learned how to become more effective and consequent in their way of communicating the rules. The teachers also focused on giving immediate reinforcement for following the stated rules. As a result the teachers were able to enhance academic education and AD/HD pupils were more collaborative in the classroomsetting. |
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| 105. Guided Notes: Valid Nethodology for Preservice Teacher Education? |
| Area: EDC; Domain: Applied Research |
| RICHARD G. WELSCH (University of Toledo) |
| Abstract: This poster will present a research study that adds to the extent literature on the effectiveness and the utility of guided notes. Participant in the study were 78 students enrolled in a college-level special education course titled Curriculum Adaptations and Strategies in Early Childhood Education. Class 1 contained 35 undergraduate and graduate students. Class 2 contained 43 undergraduate and graduate students. All undergraduate students were considered seniors. Grade point averages (GPA) showed that the classes were comparable.An alternating treatment design was used across two groups. Guided notes were administered for half of the class sessions, while the students took their own notes on alternate days. Data were collected on daily quizzes to assess accuracy of recall of information presented in the lecture. High inter-scorer reliability was reported. When looking at group averages, minimal differences in daily quiz scores are noted. A T-test will be performed to explore a statistical difference, producing mixed results. When looking at individual students, several students performed consistently better under the guided note condition, replicating the results of earlier studies in which guided notes were used during whole-class instruction. Social validity questionnaires administered to the participants revealed satisfaction with results and procedures. |
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| 106. Teaching Functional Behavioral Assessments through Web-mediated Collaborative Problem Solving: Procedures, Analysis, and Issues |
| Area: EDC; Domain: Applied Research |
| SEKHAR PINDIPROLU (East Tennessee State University), Stephanie M. Peterson (The Ohio State University), Sarah Rule Salzberg (Utah State University) |
| Abstract: In the recent years there has been an increase in the number of distance education programs to prepare personnel nationwide (Pindiprolu, 2001). At times, a course is offered to both on-campus and off-campus students. The presence of both on-campus and of-campus students presents challenges for teacher educators to provide similar experiences to both groups and to bring together students from both groups for cooperative problem solving. An economical way to overcome these barriers is to employ Web-based learning environment as a medium for providing learning experiences (Smith, Smith, & Boone, 2000).
In this presentation, which was a part of a larger study that examined the effects of three case-based teaching tactics in facilitating generalization of functional assessment skills in pre-service teachers, the procedures of the study (i.e., selection of students into sub-groups, procedures for collaborative problem solving) and the Web-mediated learning tools employed in the study will be discussed. Further, the results of the study, limitations, and suggestions for future research will be outlined. |
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| 107. Exemplary Teachers of the Deaf: An Ecobehavioral Assessment of Classroom Ecology, Teacher and Student Behavior of High and Low Performing Students |
| Area: EDC; Domain: Applied Research |
| MARY LYNN WOOLSEY (University of North Florida), Tina J. Harrison (University of Arts and Sciences of Oklahoma), Len Roberson (University of North Florida), Janice Seabrooks-Blackmore (University of North Florida), Gwen Williams (Florida A&M University) |
| Abstract: This study reports the second year of progress of a Department of Education Initial Career Award Grant. An ecobehavioral assessment program (MS-CISSAR) was used to observe 22 nominated exemplary teachers of the deaf in residential and charter schools throughout the United States. Twenty-two exemplary teachers, 17 high performing students and 17 low performing students participated in the study. The high and low performing students were in the same class with the exemplary teacher. Observations occurred over four days, two days per student. Observations were not typically consecutive.
At the school level, the preliminary results show differences in time allocation for subjects and time for the school day. Reading instruciton varied from several hours per day to no time per day. The 22 nominated exemplary teachers showed differences in how instruction was delivered and student instructional arrangements. There were few differences in the responses of the high and low performing students in their academic responding, task management and competing behaviors. |
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| 108. From Research To Practice: An Afterschool Tutoring Program as a Lab for Undergraduate Behavior Management Students |
| Area: EDC; Domain: Applied Research |
| MICHAEL C. LAMBERT (University of Portland) |
| Abstract: This poster describes the collaboration of two organizations (University of Portland and the Portland Bridge Builders) to design a laboratory component for undergraduate education majors to provide tutoring to students participating in the Bridge Builders program. Undergraduate students provided tutoring to African American male high school students. The high school students were members of the Bridge builders program, a mentoring program for African American males in Portland, Oregon. The university lab component consisted of undergraduate students tutoring the Bridge Builder students in homework or enrichment activities using research guided instructional strategies. Upon completion of the weekly tutoring sessions, the University and Bridge Builder students would share dinner at the university dining hall. Students would then report and analyze student performance the following week at the next class meeting. Achievement data as well the results of a consumer satisfaction survey will be shared. |
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| 109. Cultural Issues in the Application of Behavior TechniquesIn People’s Republic of China |
| Area: EDC; Domain: Applied Research |
| LI LI (Utah State University), Richard P. West (Utah State University), Weldon Sleight (Utah State University) |
| Abstract: This study was a primary investigation which will lead to a series of studies. The purpose of the study was to examine the impact of the Chinese culture in applying behavior techniques in home settings and classroom settings. One hundred surveys were sent out to Chinese elementary schools, middle schools and families in order to find out the cultural differences in applying behavior techniques in various settings. The results indicated that cultural beliefs played an important role in disciplining children in China.In home settings, the results of the survey indicated that (1) parents were more likely to punish their children when they thought their children should have higher grades than they got; (2) parents were very likely to say that their children needed more hard work when other people were praising their children; (3) parents were very likely to say that they were proud to not to praise their children, which was because they believed that punishment would give children pressure and with the pressure, the children would aim higher or do harder work to achieve what they wanted; (4) when asking how many praises a parent gave to his/her child in one day, the result indicated almost none; (5) when asking whether they used material things to praise or encourage their children, the result indicated that the children should get whatever they wanted though they did not do a good job since that was not the way how the Chinese parents punished their children; (6) when asking whether they physically punished their children, about 50 percent of the parents indicated that they did use physical punishment and 50 percent of the parents believed that verbal criticism was very necessary; (7) when asking whether their children should be verbally criticized all the time, the result indicated that almost all parents believed that their children should be verbally criticized all the time since they needed the reminders; and (8) when asking whether they would like to learn to use different ways or positive ways of discipline their children, almost 100 percent of the parents indicated that they would like to learn.The results of the survey for school settings were almost identical to the home settings except that the teachers believed that they used praise in their classrooms. Yet, when asked whether they praised every one of their students during the past week, they indicated they could not remember. School teachers believed that no teacher should use physical punishmen |
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| 110. Effective Instructional Practices: Contrasts Between In-house and Consultative Settings |
| Area: EDC; Domain: Applied Research |
| DEIRDRE LEE FITZGERALD (Eastern Connecticut State University), Lillian Connelly (Eastern Connecticut State University), Jean Seifert (Eastern Connecticut State University) |
| Abstract: Acceleration of learning outcomes is demonstrated through the application of instructional practices from the methods of Precision teaching (PT) and the Personalized System of Instruction (PSI) to training behavior analysts, professionals from parallel fields, and paraprofessionals. Pre and post test results demonstrated substantially greater increases in mastery in in-house as compared to consultative training programs. Further contrasts were revealed through curriculum based assessments, again indicating superior mastery in the in-house training programs. Results confirm that effective instructional design is facilitated through control of the relevant contingencies. Ways to increase the effectiveness of instructional practices in consultative settings will be discussed. |
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| 111. Interteaching vs. Lecture: Which is More Effective? |
| Area: EDC; Domain: Applied Research |
| TRACY E. ZINN (Stephen F. Austin State University), Bryan K. Saville (Stephen F. Austin State University) |
| Abstract: Behavioral approaches to classroom instruction—including Keller’s (1968) Personalized System of Instruction (PSI), Skinner’s (1968) Programmed Learning, and Lindsley’s (1964) Precision Teaching—have often proven themselves superior to other, more traditional methods of classroom instruction. Unfortunately, for a variety of reasons, few educators continue to use these behaviorally-based methods of instruction. Interteaching, defined by Boyce and Hineline (2002) as “a mutually probing, mutually informing conversation between two people,” is a new pedagogical method based on behavior-analytic principles. It offers an innovative and potentially effective alternative to traditional methods of instruction. In addition, it attempts to answer several of the criticisms leveled at other behavioral approaches to education. Although anecdotal evidence supports the efficacy of interteaching, few empirical data exist. In the present study, we examined several aspects of academic performance after college students listened to “traditional” lectures or participated in interteaching sessions. Although additional research is needed, our results suggest that interteaching is an effective alternative to more traditional methods of teaching. |
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| 112. Using Goal Orientation to Improve Learning in Introductory Psychology |
| Area: EDC; Domain: Applied Research |
| MARK S. HOYERT (Indiana University Northwest), Cynthia O'Dell (Indiana University Northwest) |
| Abstract: Goal orientation research suggests that students pursue one or more educational goals. Two goals predominate: mastery and performance goals. Students who pursue mastery goals are reinforced by the act of learning and gaining competence. Students who pursue performance goals are rewarded by evidence of their competence. We have previously found that students who pursue mastery goals attain better grades (25 point differences) during certain conditions. We attempted to alter goal orientation in Introductory Psychology students (especially in performance dominant students) in order to increase academic success. Peer tutors employed multiple techniques designed to increase the endorsement of mastery goal orientation and to encourage the use of effective studying techniques. The intervention produced clear benefits: 1) Students who received the intervention began to endorse mastery goals to a greater extent and responded with an 8 point increase after the intervention. 2) Students in the control group (matched for goal orientation and initial examination grade) had a 7 point decrease. 3) About half of the students who participated in the intervention were able to continue to improve their grades and achieve passing grades in the class while almost all of the students in the control group failed the course. |
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| 113. The Cognitive Misers Win! Applied Behavior Analysis in a Social Psychology Class |
| Area: EDC; Domain: Applied Research |
| ANGELA K. FOURNIER (Virginia Polytechnic Institute & State University), Rachael E. Budowle (Virginia Polytechnic Institute & State University), Sara R. Rayne (University of Memphis), E. Scott Geller (Virginia Polytechnic Institute & State University) |
| Abstract: The present study evaluated an intervention to facilitate classroom participation with applied behavior analysis. Students’ in-class participatory behavior was reinforced with extra credit points using the minimal intergroup paradigm. A class of 88 social psychology students was arbitrarily split into two teams of 44 and the teams competed for extra credit points throughout the semester. Teams were reinforced daily for answering questions and contributing comments. Each participatory behavior was rewarded with a poker chip dropped into a glass jar at the front of the classroom. Students named the two teams the “Psych-outs” and the “Cognitive Misers.” At the end of the semester, the total number of chips for each team was 203 and 290, respectively. The Cognitive Misers had won and were awarded their extra credit points. Participatory behavior was measured at Intervention, Withdrawal, and Intervention conditions. Contrary to predictions based on applied behavior analysis, participatory behavior did not extinguish or even decrease during the Withdrawal condition. Instead, there was a steady increase in participatory behavior throughout the semester, regardless of condition. Implications of findings will be discussed. |
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| 114. Computer Based Programmed Instruction in Western Michigan University |
| Area: EDC; Domain: Applied Research |
| EDUARDO A. OSORIO JONES-PARRA (Western Michigan University), Morgan C. Reynolds (Western Michigan University), Ann L. Chaffee (Western Michigan University), Jason T. Otto (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 100 (honors), 360, 460 and 610 are courses at Western Michigan University run by Richard W. Malott and his MA and PhD students. For several semesters now, students in Malott’s graduate training system have designed, implemented, and evaluated computer-based training materials for the classes. At the same time the authors were redesigning existing MS PowerPoint training modules, job aids and checklists were created to summarize some criteria for effective programmed instruction and computer-based training. The materials are created with the intent of alleviating common student mistakes and confusions observed by the T.A's of the respective courses. The materials include actual student examples (both exemplary and incorrect), which have been collected over the course of semesters. The programs have been developed according the Six Steps of Behavioral Systems Analysis, and are continuously revised for quality improvement according to students’ errors on relevant quizzes and evaluation data. |
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| 115. An Evaluation of Interteaching Strategies in an Undergraduate Learning Course |
| Area: EDC; Domain: Applied Research |
| JAMES E. CONNELL (Louisiana State University), Christina M. Vorndran (Louisiana State University) |
| Abstract: Boyce and Hineline (2002) proposed an “interteaching” method that departs from the standard college lecture format. The procedure incorporates characteristics of both Keller’s personalized instruction system and collaborative teaching methods while addressing some of the criticisms directed at those teaching strategies. Boyce and Hineline suggest that the optimal arrangement for positive outcomes is a focused didactic exchange between two to three students, similar to reciprocal peer-tutoring. The present study employed the method described by Boyce and Hineline with 55 college students enrolled in a Psychology of Learning summer course at Louisiana State University. The comparative effects of traditional lecture format versus small group discussion (i.e., interteaching) on students’ quiz performances were evaluated in an ABAB design. Results suggest that overall, students performed better on chapter quizzes following interteaching sessions than following lecture sessions. Additionally, students’ ratings of interteaching sessions were high across the semester on a “quality of session” rating scale. These results suggest that interteaching is a viable and effective alternative to traditional lecture. |
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| 116. Topography of Student Interactions in Distance Learning |
| Area: EDC; Domain: Applied Research |
| EMILY RUDRUD (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: Students enrolled in distance learning courses cite flexibility in scheduling as a primary benefit of the course. Student professor interactions are important to course integrety and satisfaction measures, i.e. timeliness of response, availablity of the instructor, etc. Anywhere, anytime learning creates new challenges for design and implementation of courses, particularly student professor interactions. Student postings were analyzed by day of week and time of day. The results indicated that most students correspond with faculty members outside of the regular work day/week. |
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| 117. Talking the Talk: Using SAFMEDS to Shape Student’s Verbal Repertoire |
| Area: EDC; Domain: Applied Research |
| JOANN ANG (The Ohio State University), Tim M. Barrett (The Ohio State University) |
| Abstract: In professional disciplines, speaking the language or, “talking the talk” as it were, is an important function of learning about effective practices. In education, for example, a fluent verbal repertoire in content, teaching strategies, and contextual variables is an important consideration. This poster will highlight data from a study implementing SAFMEDS (Say All Fast a Minute Every Day Shuffled) in an undergraduate physical education methods course. In this study, an A-B-A-B withdrawal design was implemented across 16 sessions (i.e., lessons). The data indicate there was a functional relationship between SAFMEDS and the number correct on the written test of concepts. Participants (N = 28) average percent correct during the first A condition was 66%. Following implementation of SAFMEDS, average percent correct was 89.6%. Returning to baseline the percentage correct dropped to 60.6%. In the second “B” condition the average percent correct was 95%. One could argue that “talking the talk”, or fluency in the professional language of specific disciplines (e.g. education), is an important and necessary skill for teacher candidates. SAFMEDS was shown to be an efficient, and effective strategy to increase the verbal repertoire, or “talking the talk” of these teacher candidates. |
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| 118. Transition to College: Examination of One Student with ADHD |
| Area: EDC; Domain: Applied Research |
| ISAAC MALLETTE-LLOYD (Silver Creek Central School), Barbara Mallette (State University of New York at Fredonia), Douglas Lloyd (Silver Creek Central School) |
| Abstract: Adolescents with ADHD often present behaviors that challenge successful completion of high school including establishing priorities, time management, juggling of assignments, review of material for tests, and seeking instructor assistance. These individuals often receive support from special education teachers directly and can receive guidance from general education teachers (i.e. content teachers) indirectly. What happens when these teens move into the arena of higher education?Support services for college students with ADHD vary, depending on the breadth and depth of support services. Typically, services are not provided to college students with ADHD unless the students self-identify as having this disability and present legitimate evidence from a psychologist to document the disability. The transition to college can be challenging because these students are leaving the security of the high school setting where a special education teacher has monitored the student's progress. How can students with ADHD make the transition to this new academic arena successfully?This poster will depict the transition of a high school senior with ADHD as he moves from full time high school enrollment to enrollment in college courses. Strategies used to record assignments, establish priorities, monitor progress, and adjust study habits will be displayed. In addition, feedback from both high school and college instructors will be reported. |
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| #345 Poster Session – OBM |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 119. Lower Resting Heart Rate Using Personal Performance Engineering |
| Area: OBM; Domain: Applied Research |
| AMBER MAKI (St. Cloud State University) |
| Abstract: Having a lower resting heart rate is considered by health experts to be good for the health of your heart and overall good health. I plan to lower my resting heart rate by changing my exercise performance, using a combination of goal setting, feedback, and reinforcement. I will collect data on both heart rate and exercise performance. |
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| 120. An Experimental Comparison of Two Delay-Discounting Procedures |
| Area: OBM; Domain: Applied Research |
| SAMUEL PERRY (Temple University), Donald A. Hantula (Temple University), Carter L. Smith (Temple University) |
| Abstract: The study of delay-discounting has expanded to include the use of hypothetical monetary choice tasks (HMCTs) as instruments for the assessment of latent impulsivity, via estimates of the discounting parameter, k. In the current study, the reliability of k-estimates and area-under-the-curve (AUC) data was assessed across two conventional HMCTs. Fifty-five participants completed both a sequential binary-choice task normally used by behavioral psychologists, such as Vuchinich and Simpson (1998), as well as a task based on the procedures used by Chapman (1996) for the assessment of domain effects. Participants were assigned to complete the tasks either on a computer or in a paper-and-pencil format. Results indicated that the binary-choice approach produced consistently lower estimates of k and AUC data. Alternate-forms reliability coefficients for k and AUC data fell below conventional psychometric standards. Interestingly, both task types yielded the expected magnitude effects, and observed preferences were best described by a hyperbolic decay function. Differences between computer-based and paper-and-pencil administration were inconsequential. Practical implications and issues pertaining to the validity and reliability of such tasks are discussed. |
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| 121. The Effects of a Combined Task Clarification, Goal Setting, Feedback, and Incentive Intervention Package to Improve Telephone Customer Service in a Medical Clinic Environment |
| Area: OBM; Domain: Applied Research |
| JULIE M. SLOWIAK (University of Wisconsin-Eau Claire), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: Appointment coordinators at a Mid-western medical clinic were to provide exceptional telephone customer service. This included using a standard greeting, speaking in the appropriate tone of voice during the conversation, and using a standard closing to end the call. An analysis suggested performance deficiencies resulted from weak antecedents, poor training, and weak performance contingencies. An intervention package consisting of task clarification, goal setting, feedback, and incentive was designed to improve customer service behaviors of four participating appointment coordinators. An ABAB reversal design was used, and overall performance of all four participants increased during intervention phases. This study indicates that a multi-component intervention may be an effective strategy to increase telephone customer service behavior in the workplace. |
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| 122. Behavioral Measurement of Staff Burnout in In-patient Mental Health Settings |
| Area: OBM; Domain: Applied Research |
| JOHN QUEALLY (Hofstra University), Richard M. O'Brien (Hofstra University) |
| Abstract: Staff burnout has been described as a problem in mental health and developmental disability settings. Although early descriptions included decreased job performance, recently burnout has been defined by scores on the Maslach Burnout Inventory (MBI), a self report, emotionality measure. Lawson & O'Brien (1994) found that the MBI did not correlate with observations of work behavior using Burgio, Whitman & Reid's (1983) system in developmental disabilities. This study was undertaken to see if those findings would generalize to a psychiatric setting. The subjects were 55 employees in various positions in an in-patient setting. They all completed the MBI and the Job Emotions Scale (JES). Each subject was also observed ten times per week for six weeks. Reliability checks were completed weekly using a second observer (r=.92). Means for the 11 categories (positive, negative, and non-contact work behaviors) were similar to previous findings. Of the 33 correlations between the 3 MBI self-report scales and the 11 categories of the observation system, only the correlation between being off unit, work related and emotional exhaustion was significant (r=.30). The self-report measures (the MBI and JES) were correlated. These data again demonstrate little relationship between self-reports of burnout and actual work behavior |
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| 123. Effects of a Low-Cost Prompt to Reduce Retail Theft |
| Area: OBM; Domain: Applied Research |
| SHARLET D. BUTTERFIELD (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno) |
| Abstract: This study evaluated the effect of a low-cost prompt to reduce theft in two grocery stores. In previous research, this intervention, involving signs and stickers indicating high-theft products has resulted in substantial decreases in theft of merchandise, and slightly positive increases in sales. However, previous studies have yet to evaluate the extent of this impact on items not directly targeted by the intervention. The purpose of this study was to evaluate the spread of the effect of the intervention to items not specifically targeted. As such, weekly measurements of theft rates for directly targeted and non-targeted products were taken in a multiple baseline across settings experimental design and will be presented in a time-series depiction of obtained data. |
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| 124. Increasing Job Placement in Welfare-to-Work Program Participants using a Token Economy |
| Area: OBM; Domain: Applied Research |
| CRYSTAL M. SMULLEY (Pennsylvania State University) |
| Abstract: This study examined the effect of a token economy on job searching and job placement among clients in a welfare-to-work program. The participants in this study were receiving cash assistance (TANF) and were required to attend the program for 30 hours per week. Tokens were earned by applying for jobs and visiting job sites. When a participant earned six tokens, he/she earned a ½ day off from attending life skills workshops. Participants also had the option to visit 12 sites, once it was verified that the participants applied to all 12 of the sites listed they earned an entire day off from the life skills workshops. A multiple baseline design across subjects was used to determine whether the token economy increased job searching. Results of a pilot study showed job searching increased up to 50% among subjects and the average length of time for subjects to obtain employment was 11 days sooner than the previous program year. |
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| 125. Preference and Reinforcer Assessments With Direct Care Staff in a Human Service Agency |
| Area: OBM; Domain: Applied Research |
| JAMIE M. DAKE (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University Carbondale), Aaron Willett (Center for Comprehensive Services) |
| Abstract: Three direct care staff in a human service agency first completed preference surveys, in which they ranked their preferences for a variety of items, each worth approximately $5, on a scale from 1-10, with 1 indicating the most preferred item, and 10 indicating the least preferred item. The three most preferred and three least preferred items were then presented in a multiple stimulus preference assessment without replacement, which was repeated three times with each staff member. Using an ABAB reversal design, the most and least preferred items were offered for one month at a time as consequences for job performance. The supervisor randomly observed each staff member during 10-minute intervals twice weekly, rating the staff member’s interactional style using a five–dimension criterion scoring sheet. The five dimensions included: 1.) positive interactions with clients 2.) prevention of problem behaviors 3.) interacting with all clients in the current environment 4.) reinforcing appropriate client behavior 5.) capitalizing on opportunities to teach new skills. Each staff member received one consequence per week, which was contingent on improved scores or scores that remained at levels observed previously. Results suggest a wide variety of items may function as possible reinforcers for staff members, and that the hierarchy of items will differ across staff. These data suggest that the stimulus preference assessment technology can be extended to organizational situations and improve worker performance beyond traditional employer-designed reinforcement programs. |
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| 126. Program Implementation: A Look at Four Training Methods Effects on Rates of Program Implementation by Staff |
| Area: OBM; Domain: Applied Research |
| JASON T. CAVIN (The Learning Tree, Inc.), Brent Smith (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Robert A. Babcock (The Learning Tree, Inc.) |
| Abstract: The purpose of this evaluation was to determine which of four methods of staff training produced higher rates of program implementation. Newly hired staff members were assigned to one of four groups: 1) Trainer reviewed the program with staff but did not model the program; 2) Trainer modeled the program for staff but did not review the written program; 3) Staff person was assigned a mentor who worked with them and the trainer only served as a resource; or 4) Staff were shown a video tape of the program being implemented by actors. Program implementation was monitored by the use of a competency checklist which was completed by the trainers. Competency checklists were completed on a daily basis for one week, and then once a week for the duration of 4 weeks. Program implementation was found to be highest when assigned to work with another staff person and the trainer served as a mentor. |
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| 127. The Effects of Inservice Training on a Performance Feedback System |
| Area: OBM; Domain: Applied Research |
| KYLIE LARSEN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Daniel Hendrickson (Kennedy Krieger Institute) |
| Abstract: Written and verbal feedback have been demonstrated to be effective tools in changing behavior. This technique has been employed to increase numerous behaviors including appropriate social behavior in children with autism (Kamps et al., 1992) as well as staff job performance (Alavosius & Sulzer-Azaroff, 1986). While most research has examined the effects of a feedback system/intervention at changing patient behavior or job performance, few studies have examined the effects of providing feedback to the individuals writing or delivering the feedback, with some exceptions (e.g., Parsons & Reid, 1995). The current study was designed to evaluate changes in staff feedback, both positive and corrective, following interventions to increase the quantity and quality of the feedback. Over twenty-five staff with some supervisory responsibilities participated in this study conducted on an inpatient unit for children with severe behavior disorders. Data were collected on the frequency and type of feedback delivered. Following several weeks of baseline data staff participated in in-services on providing feedback, and were presented data reflecting their past behavior with regards to delivering feedback. The in-service served as the first intervention designed to increase the quantity and quality of feedback. The intervention was evaluated in a multiple-baseline design across groups of staff. |
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| 128. The Behavioral Systems Analysis Project: Educating and Managing Undergraduates in Organizational Behavior Management |
| Area: OBM; Domain: Applied Research |
| NICHOLAS L. WEATHERLY (Western Michigan University), Kristen Struss (Western Michigan University), Casey Burge (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavioral Systems Analysis Project is a one-credit supplemental course to an advanced behavior analysis class at Western Michigan University. The objective of the course is to provide an opportunity for undergraduates to apply the skills they've learned in Organizational Behavior Management to an applied setting. The students gain experience in developing rapport with a contact person within a local organization, developing a measurement system, designing and implementing an intervention, and finally evaluating the effects of that intervention. The students receive credit and a grade based on weekly presentations, completion of assignments, and a final paper. |
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|
| #346 Poster Session – VRB |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 129. Teaching Intraverbal Behavior Using Stimulus Differences with two Children with Autistic and Pervasive Developmental Disorders |
| Area: VBC; Domain: Applied Research |
| MARIA F. WYNNE (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: This study evaluated the effects of using stimulus differences to teach intraverbal behavior to two children with autism and pervasive developmental disorders. Using a multiple baseline design, different classes of behavior, play, personal, social, and school activities were targeted for change. During baseline conditions the participants did not respond to intraverbal questions using complete sentences. Five different instructional antecedent questions per class of behavior were then shown to increase the participants’ verbal responses. Prompts were then faded to a no prompt condition and the participants answered an average of 96% of the questions accurately. During follow-up, the participants accurately responded using complete sentences 97% of the time. |
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| 130. Sight Reading and Phonics: A Combined Approach for Teaching Textual Behavior to Children with Autism |
| Area: VBC; Domain: Applied Research |
| JOSEPH H. CIHON (Special School District of St. Louis County), Nicole Adams (Special School District of St. Louis County), Traci M. Cihon (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: Children are often taught textual behavior through sight-based or phonetic-based procedures independent of one another. Researchers attempted to simultaneously implement both procedures to produce the desirable outcome. Data suggest that combining both approaches generates progress toward a maximal textual repertoire. |
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| 131. Contingent Access: Putting the Fun in Functional Language |
| Area: VBC; Domain: Applied Research |
| RACHEL M. HUCKFELDT (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: Natural Language Paradigm (NLP) approaches argue that following-the-student's-lead often produces non-aversive learning episodes as opposed to Discrete Trial Training (DTT) procedures that may result in over-prompting and produce negative results. Rather than prompting, exinction was used as an establishing operation to motivate minimal manding responses that could then be shaped to more advanced manding responses. This procedure utilized: differential reinforcement, variable effort programming, anticipation, and waiting. Data show that utilizing this procedure progressively shaped mands from eye-contact to multi-word vocalizations. |
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| 132. Analysis of Three Reinforcement Procedures in Teaching Receptive Language Skills to Children with Autism |
| Area: VBC; Domain: Applied Research |
| MANDY PARTEN (Louisiana State University), Laura R. Addison (Louisiana State University), Dorothea C. Lerman (Louisiana State University), Valerie M. Volkert (Louisiana State University), Nicole M. Trosclair-Lasserre (Louisiana State University), Tiffany Kodak (Louisiana State University) |
| Abstract: The differential outcomes effect (DOE) refers to the finding that performance in discrimination training improves when different behaviors produce different reinforcers. In this study, we compared the effects of two DOE procedures on the acquisition of receptive language skills with 4 children diagnosed with autism. The children were presented with two toy or food items and asked to give the experimenter the item named. The names consisted of three-letter nonsense syllables. Correct responses were followed by one of the following consequences: (a) the opportunity to manipulate or consume the item to which the child correctly responded; (b) the opportunity to manipulate or consume a third item that was unique to that label but was never one of the two test items in the pair; or (c) randomized access to one of two various third items (no-DOE condition). Interobserver agreement was collected during at least 25% of the sessions for each participant, and exact agreement always exceeded 85%. Generally, acquisition was similar across the three conditions, but some children showed slightly slower rates of acquisition under the no-DOE condition. |
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| 133. Comparing Mass Trial Teaching Procedures to Interspersal Teaching Procedures in the Acquisition of Intraverbals |
| Area: VBC; Domain: Applied Research |
| AMANDA MASSEY-MCLAUGHLIN (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: The purpose of the current investigation was to evaluate the effects of using an interspersal teaching procedure as compared to a mass trial teaching procedure in the acquisition of intraverbals. Three children with autism participated. Results demonstrated that two of the children acquired intraverbals more quickly in the interspersal conditions than in the mass trial condition. One child, however, acquired intraverbals more quickly in the mass trial condition. Overall the children responded better to the interspersal teaching procedure. This study may be useful for teachers and clinicians working with children with autism and related disabilities. Results may help identify procedures that would best benefit individual children’s acquisition of language. |
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| 134. Effects of Modeling versus Instructions on Schedule Sensitivity |
| Area: VBC; Domain: Applied Research |
| SUMMER FERRERI (The Ohio State University), Julie Marckel (The Ohio State University), Nancy A. Neef (The Ohio State University), Sunhwa Jung (The Ohio State University), Lindsay M. Nist (The Ohio State University), Nancy M. Armstrong (The Ohio State University) |
| Abstract: This study examined the effects of modeling versus instructions on the choices of 6 elementary school students whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems associated with different variable interval schedules of reinforcement. After responding proved insensitive to the schedules of reinforcement, sessions were preceded by either instructions or modeling, counterbalanced across students in a multiple baseline design across subject groups. During the instruction condition, students were told how to distribute responding to earn the most reinforcers. During the modeling condition, students observed the experimenter performing the task as she tacted her distribution of responding to obtain the most reinforcers. Once responding approximated obtained reinforcement under either condition, the schedules of reinforcement were changed, and neither instruction nor modeling was provided. Both instruction and modeling interventions quickly produced patterns of response allocation that approximated obtained rates of reinforcement, but responding established with modeling was more sensitive to subsequent changes in the reinforcement schedules than responding established with instructions. Procedural integrity was assessed for 25% of the modeling sessions across participants. |
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| 135. The Use of Hidden Objects and Echoic Prompts to Teach Students to Ask Questions |
| Area: VBC; Domain: Applied Research |
| YUKO USUI (Columbia University), Monica L. Chen (Columbia University) |
| Abstract: This study, which was a modified replication of Williams, Donley and Keller (2002)’s study, investigated the effectiveness of the use of hidden objects and echoic prompts to teach 4 preschool students to ask 3 questions about hidden items in a box. The participants were four 4 year-old male students with emergent reader/writer levels of verbal behavior. A delayed multiple baseline design across subjects was used. Three questions, “What’s that?” “Can I see it?” and “Can I have it?” were taught sequentially through training sessions, during which the experimenters presented a box with a toy inside it and gave the participant echoic prompts. Generalization probe sessions were also conducted by a different instructor after the participant met criterion on each question. All interobserver agreement scores collected during baseline and training sessions were 100%. Baseline data showed that all participants did not ask any questions except during 2 sessions. However, they learned to ask all 3 forms of questions within 3-5 sessions. In addition, all participants asked all 3 question forms during all the probe sessions. The results of this study demonstrated a functional relationship between the participants’ question asking behavior and the use of hidden objects and echoic prompts. |
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| 136. Effects of Verbal Descriptions on Rule-Generation and its Relationship with Non-verbal Behaviour |
| Area: VBC; Domain: Applied Research |
| MARIA LUISA CEPEDA ISLAS (National Autonomous University of Mexico), Diana Moreno Rodríguez (National Autonomous University of Mexico), Patricia Plancarte (National Autonomous University of Mexico), Rosalinda Arroyo (National Autonomous University of Mexico), Alfredo Lopez (National Autonomous University of Mexico), Hortensia Hickman (National Autonomous University of Mexico), Olivia Tena (National Autonomous University of Mexico) |
| Abstract: This paper assessed the verbal descriptions' effect and its possible synchronic entailment with the process of acquisition, transfer and formulation of general performance rules in a matching-to-sample task with children. Using a yoked group design, 10 children with low referential level were selected and arranged in two groups (experimental and control yoked). The experimental task consisted of first order matching-to-sample arrangements. Only the subjects from the experimental group were exposed to incomplete texts every 3 trials, these texts pretended to foster self-reference. To assess the possible transfer of responses to non-trained stimuli conditions, the subjects were exposed to three tests at the end of the training phases. When all the sessions were ended, the subjects were asked to write the general performance rule. The results are discussed regarding the relationship among verbal and instrumental behaviour, and the rule's modulating effects over performance. |
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| 137. Rupture or Change of the Sensibility to the Contingencies and the Paper of the Automatic Contingencies |
| Area: VBC; Domain: Applied Research |
| INMACULADA GOMEZ BECERRA (University of Almeria, Spain), Nieves Lopez (University of Almeria, Spain) |
| Abstract: This work is framed in the study from the insensibility to the contingencies and its implication in the analysis of the verbal behavior. The objectives of this work are: in the first place, to prove the effectiveness of different procedures to generate rupture or change in the patterns of sensibility and, in second place, to detect the possible differential effects of the automatic contingencies that bear two experimental tasks. The participants of this study were eight university students of 18 to 22 years old. A design intrasubject multivariable was applied with replications through subjects. Through two experimental tasks the relative variables were manipulated to the changes in the programmed contingencies (reinforcement programs, extinction and response cost), changes in the rules (in agreement or non chords) and amplification of contextual (verbal) cues. The results show as more effective procedures to break certain levels of insensibility the use of contextual cues in amplification form or changes in the proportionate rules, and the application of drastic changes in the programmed contingencies (high levels of losses). The absence of differential effects of the automatic contingencies characteristic of the experimental tasks is shown. |
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| 138. Analog Demonstration of "Confusion" in Second Language Acquisition |
| Area: VBC; Domain: Applied Research |
| YUKIKO WASHIO (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: Many learners of second language acquisition tend to become confused when they try to use the second language in the natural environment after they learned explicit rules of grammar in a structured teaching environment. This phenomenon occurs in the natural environment where contextual stimuli are more subtle and complex than those in the teaching environment. An analog demonstration was designed with a computer program in which English speaking participants were taught Japanese through the match-to-sample procedure, and equivalent relations were established and tested. In the subsequent training phase, the participants were trained to make discriminations among the learned relations based on explicit contextual stimuli (i.e. location, topography and sequence of stimulus presentation). “Confusion” was established in testing conditions in which participants were presented with implicit and complex contextual stimuli. This presentation will include a data based demonstration and discussion of the experimental results. |
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| 139. Increasing Desirable Spousal Social Behaviors Using Reinforcement and Extinction |
| Area: VBC; Domain: Applied Research |
| CAROL KOCHHEISER (The Ohio State University), Lloyd D. Peterson (The Ohio State University) |
| Abstract: This study evaluated the effects of extinction for undesirable social comments and praise for desirable social comments for a 51-year-old male. Baseline data were collected on the number of desirable and undesirable comments the participant made towards his spouse. During baseline, the participant’s spouse responded to his undesirable comments as she typically would, which appeared to reinforce this undesirable behavior. Next, the participant’s spouse praised his desirable comments, and undesirable comments were ignored. This resulted in an increase in desirable comments and a decrease in undesirable comments. Following a return to baseline, extinction was implemented alone, which produced high rates of undesirable comments and low rates of desirable comments. Finally, praise and extinction were once again implemented together, which produced high rates of desirable comments and low rates of undesirable comments. The results of this study will be discussed in relation to the importance of pairing reinforcement with extinction procedures. When extinction was used by itself, an extinction burst was observed. When extinction was paired with reinforcement for alternative behavior, rapid increase for desirable and rapid decrease for undesirable behavior were observed. Such effects may be important considerations when designing intervention to be implemented by family members in home settings. |
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| 140. Treatment of Severe Chronic Aphasia with Backward Chaining and Pperant Conditioning |
| Area: VBC; Domain: Applied Research |
| Z. GABRIELA SIGURDARDOTTIR (University of Iceland), Magnus Sighvatsson Blondahl (University of Iceland) |
| Abstract: Two males with stroke-caused severe chronic aphasia received treatment based on backward chaining and reinforcement. Neither participant could imitate sounds. They were able to imitate movements of speech organs, however, only one of them could reliably follow instructions about how to move them. Treatment effects were evaluated with a multiple-baseline design across behaviors. With one participant, treatment was applied to performances in three tasks but only to performances in two tasks with the other participant. Treatment variables were clearly defined and systematically used in standard ways across participants and tasks. Clearly defined criteria for fading prompts in or out were used. Prompts were faded out as performances improved. Mean inter-scorer agreement for dependent variables with one participant is 96% in all variables. With the other participant it is 95.3%-98.3%. Mean inter-scorer agreement for experimenter’s use of correct prompt with one participant is 99.5%-100%. With the other participant, it was 100% in both tasks. The performances of both participants have improved very slowly and they are all still prompt dependent, however, one participant has improved faster. In addition, an analysis of stimulus control of the performances of the other participant led to application of treatment to a prerequisite performance. |
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| 141. Reducing "Psychotic" Verbal Behavior |
| Area: VBC; Domain: Applied Research |
| INGVIL RO TOENNESSEN (Grim Project, Norway), Grete Brouwer (Grim Project, Norway), Erik Arntzen (Akershus University College, Norway) |
| Abstract: The purpose of the present study was to train different verbal classes in a 44-year old woman. She had been hospitalized for 18 years in different psychiatric institutions, and has been diagnosed with schizophrenia, developmental disabilities, non-organic psychosis, and autism. Assessment of her verbal behavior showed that a very small amount was adequate verbal behavior, whereas about 90 % could be characterized as “psychotic” verbal behavior. She was trained to produce different verbal classes, mainly mand, tact, intraverbal, textual and dictation responses. It was interesting to study how the “psychotic” verbal behavior was reduced as function of increasing number of adequate verbal responses. |
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| 142. Celeration Analysis of Verbal Behavior Research Papers Presented at ABA 1975-present |
| Area: VBC; Domain: Applied Research |
| JOHN W. ESHLEMAN (APEX Consulting) |
| Abstract: This data-based poster presents a series of yearly Standard Celeration Charts describing various trends in the presentation of verbal behavior research at the Association for Behavior Analysis conventions from 1975 - 2003. Charts include frequencies of: (1) papers using verbal operant terms from B.F. Skinner’s book Verbal Behavior in their titles, (2) papers specifically coded as VRB, (3) “formal experiment” and discussion papers, and (4) the overall number of verbal behavior presentations (1,489). For reliability, the public-domain ABA convention programs served as the archival research database. The data show an overall celeration of x1.2 for papers pertaining to Skinner’s analysis, for a total of 312 such presentations, with an explosive x4 most-recent celeration since 1997. This suggests that a vibrant research base exists, especially research related to Skinner’s analysis of verbal behavior, and further substantiates that the erstwhile lack of such research has ended. However, these trends also reveal that (1) the most prominent verbal operant category researched has been manding, and (2) that relatively few of these papers appear to have been published in mainstream behavioral journals. Various possible explanations of these trends are presented. A reference list of the 312 papers pertaining to Skinner’s analysis is included. |
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| #404 Poster Session – AUT |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 1. Skill Acquisition Via Behavior Momentum and a DRA for a Student with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTOFER VAN HERP (Melmark New England), Ryan Snyder (Melmark New England) |
| Abstract: The purpose of this paper is to examine the effects of behavior monmentum and a DRA procedure in increasing skill acquisition for an 11 year-old boy with autism. The subject was placed in a community based residential school due to his lack of academic progress in his prior placements, in part due to a challenging repertoire of behaviors. After completing a functional and academic assessment, a treatment package of behavior momentum and differential reinforcement of appropriate behavior was developed. The objective was to increase this young boy's academic progress in the areas of mathematics, reading and group participation. Low probability responses of academic tasks (grade level reading) were preceded by high probability response activities (such as word identification) to gain behavior momentum. This was coupled with a fixed interval DRA for appropriate task participation. The results of this study indicated skill acquisition across targeted academic need areas and group participation. Data on percentage of correct responses per academic area will be displayed as will duration data of group participation. Interobserver reliablity was conducted across targeted academic areas and the mean agreement coefficient was 90%. |
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| 2. Treating Severe Phobic Responding in an Adult with Autism: The Importance of Community-Based Partnerships |
| Area: AUT; Domain: Applied Research |
| VINCENT PANDOLFI (University of Rochester School of Medicine and Dentistry) |
| Abstract: This case details interagency implementation of research-validated behavioral practices in treating severe phobic responding in an 18 year-old male with Autistic Disorder. Common stimuli triggered escape-motivated aggression, stripping, and subjective distress. These responses elevated his risk for residential placement and significantly reduced the family's quality of life. Initial functional assessment data indicated the need for daily exposure-based treatment and behavioral coping skills training. Collaborative planning and service delivery included the individual, his family, community-and university-based behavioral psychologists, and school educators. Following training by the psychologists, the client's parents and educators implemented the intervention procedures. After six weeks of home-based exposure therapy and home- and school-based skills training, data presented reflect substantial improvements in the client's behavioral functioning and family quality of life with reduced treatment costs. Gains were maintained for 17 months, and continued collaboration between community partners addressed relapse and post high school transition issues. This study is consistent with previous literature in that: (a) family participation in treatment planning improves an intervention's social validity; (b) effective intervention requires the application of research-validated behavioral practices across settings and service providers; and (c) sustaining best practice requires collaborative problem-solving that is outcomes oriented. |
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| 3. The Effects of Inclusive Education Through Art Activities Focusing on Increasing Social Interactions for Children with Autism |
| Area: AUT; Domain: Applied Research |
| GYEONG HEE SEO (Daegu University, South Korea), Yunhee Shin (Daegu University, South Korea), Mi Kyung Lee (Daegu University, South Korea), Won Ok Gu (Daegu University, South Korea) |
| Abstract: This study examined the effects of art activities in inclusive program for children with autism to increase social interactions and to decrease inappropriate behaviors. From the research the social interaction divided with approach behaviors and reaction behaviors. The inappropriate behaviors in the study defined the behaviors which related to inappropriate hand motion of each child showed. Three of elementary school boys with autism and 120 of typically developing peers also participated in the study. This study used multiple probe design across subjects. Data was collected using interval recording system and event recording system for each group of target, behaviors for 10 minute observation. The results showed the followings. First, the art activities in inclusive program increased all the subjects' social interactions. Second, the intervention decreased all the subjects' inappropriate behaviors. Third, the intervention secured its social validity for all the participants in the study. The outcome of the study contributes the preliminary data to the field-based inclusion programs for children with autism in inclusive educational setting. |
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| 4. Promoting Social Interaction in a Weekend English Camp for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SUNG AE KIM (Daegu University, South Korea), Soo Kyun Kang (Daegu University, South Korea), Yonglae Hah (Lotus Flowers Children Center), Hanwoo Lee (Jinju International University, South Korea), Chae Jin Park (Daegu University, South Korea) |
| Abstract: The study examined the effect of a weekend English camp to promote social interaction for preschool children with autism. Three boys with autism and their peers who enrolled a weekend English camp participated in the study. The study employed a time-lagged AB baseline design across subjects. To collect data for the effects of the intervention, direct observations using 10-second partial-intervals in a 40-minute observation was employed. Interobserver agreement ranged from 88% to 93% with an average of 91% across all subjects and phases of the investigation. Following the problem analysis interview, the intervention was provided to the subject for 24 sessions. The intervention consisted of cooperative task in a small group, all-members group dance, and snack time. All the directions and descriptions during the camp were given to the participants in bilingual, in English first and in Korean second. The result showed that the baseline data of social interactive behaviors across all the subjects increased during the intervention phase with an average of 23% increased rates. The increased rate of target behaviors for all the subjects was maintained during follow-up. |
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| 5. Comparing Two Procedures for Training Generalization to Novel Exemplars in a Sight Word Task with a Child with Autism |
| Area: AUT; Domain: Applied Research |
| KATIE DIVELBISS (University of Kansas) |
| Abstract: The current study compared two procedures for programming generalization to novel exemplars in an expressive sight word task with a 5 year old child with autism. The effect of training single exemplars versus multiple exemplars was compared within a reversal baseline design that included probe and test trials between each reversal. Independent, correct, responding to the target sight word increased during multiple exemplar training and decreased during single exemplar training. Results indicted that only after training multiple exemplars was the participant able to generalize to a novel exemplar containing the target sight word. Reliability measurements were high and based upon interobserver agreement on trial by trial observations. |
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| 6. Follow-Up Study of Former Students of the Judge Rotenberg Center |
| Area: AUT; Domain: Applied Research |
| STEPHEN A. WONG (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Joseph Assalone (Judge Rotenberg Educational Center), Rosemary Silva (Judge Rotenberg Educational Center) |
| Abstract: Examining post-treatment outcomes of residential care clients remains an important aspect in assessing the long-term durability of treatment that clients receive while in the care of a facility and the generalizability of treatment effects to natural environments. This study is an ongoing investigation of the post-treatment outcomes of former students of the Judge Rotenberg Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming for children and adults with severe behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The students are evaluated after leaving JRC using objective measures of quality of life indicators and subjective measures of life adjustment. It is anticipated that approximately 60 former students from several months to years post-treatment will be included in this study. |
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| 7. Improving Rate of Task Completion in Three Teenagers with Autism |
| Area: AUT; Domain: Applied Research |
| ERIN B. RICHARD (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Andrea C. Rodriguez (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Three teenagers with austism were taught to increase the speed at which they completed prevocational and vocational tasks. One student learned to increase the number of items he sorted with reinforcement contingent upon task completion within a designated interval of time. Two other students learned to increase the speed at which the completed vocational tasks at a work site with the implementation of visual cues and reinforcement. Performance after intervention was compared to performance prior to intervention and to the performance of neurotypical individuals. Interobserver data were recorded during at least 30% of the sessions and was 100%. |
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| 8. Clicker Reinforcement Systems |
| Area: AUT; Domain: Applied Research |
| CHRISTINA M. COGDILL (Minnesota Autism Center), Sarah E. Roberts (Minnesota Autism Center), Jennifer L. Barney (Minnesota Autism Center) |
| Abstract: The Clicker Reinforcement System is a two tier, differential reinforcement system. A standard tally counter or golf counter is used to accumulate points throughout the individual’s day. The individual contracts for a desired reinforcer. The reinforcer is presented when the individual reaches a predetermined amount of points. Points are awarded by the therapist for any positive behavior elicited by the individual. A separate clicker is also utilized by the therapist to track any inappropriate behavior elicited by the individual. The therapist’s points can be used to determine an appropriate behavior percentage. Inappropriate behavior was significantly decreased with implementation of the clicker system across subjects. Appropriate behavior was also maintained through this system as it provides a variety of reinforcement, both immediate and delayed. |
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| 9. Developmental Differences in a Clinical Sample of Siblings of Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| CYNTHIA M. CARTER (Children's Hospital, San Diego), Aubyn C. Stahmer (Children's Hospital, San Diego), Michelle Thibault Sullivan (Johns Hopkins University) |
| Abstract: There is consensus among many experts in the field of autism that this disorder has a strong genetic component, with considerable focus placed upon the prevalence of psychiatric disorders in family members of individuals with autism. This study examines developmental differences in 38 siblings of children with autism including social, intellectual, language, motor, and adaptive behavior areas. Following an initial study where standardized measures on these developmental areas were collected, families were contacted two years later to respond to questions regarding the siblings’ developmental status and services received. A frequency analysis was used to determine the incidence and nature of the developmental differences in siblings and the persistence of these differences, and regression techniques were utilized to examine the relationship of scores from developmental assessments and the use of intervention and the correlation between early symptoms and current diagnostic issues. Preliminary results indicate that 16% of the siblings met criteria for a diagnosis on the autism spectrum. An additional 16% of the siblings had attention, language or behavioral issues. Therefore, 32% of the siblings had diagnosable issues that could be addressed through early intervention. The implications for early screening of siblings of children with ASD are discussed. |
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| 10. A Comparison of BASC Scores for Children Diagnosed with Aspergers Disorder and Autism |
| Area: AUT; Domain: Applied Research |
| STEVE LINDAUER (Kennedy Krieger Institute), David M. Richman (University of Maryland, Baltimore County) |
| Abstract: The Behavior Assessment System for Children (BASC) is a rating scale that is used to identify potential personality problems, behavior problems, emotional disturbance, and positive attributes in children. In the current study, we compared the scores on various subscales on the BASC for children diagnosed with autism and Aspergers disorder. Results indicated that children diagnosed with Aspergers Disorder were rated as being significantly (p<0.10) more depressed, more anxious, and more aggressive than children who were diagnosed with autism. In addition, a potential difference was found with respect to adaptability. Children with Aspergers Disorder were rated as being less adaptable (p=0.102) than children who were diagnosed with autism. Reliability for parent ratings was obtained by having both parents independently complete a rating scale for some participants. Results are discussed in terms of assistance in providing a differential diagnosis. |
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| 11. Peer-mediated Social Skills Training for Young Children with High-functioning Autism |
| Area: AUT; Domain: Applied Research |
| KYONG-MEE CHUNG (Kennedy Krieger Institute), Shaye Revies (University of North Carolina at Chapel Hill), Matt Mosconi (University of North Carolina at Chapel Hill), Josiah Drewry (University of North Carolina at Chapel Hill), Todd Matthews (University of North Carolina at Chapel Hill), Marc J. Tasse (University of North Carolina at Chapel Hill) |
| Abstract: A peer-mediated social skills training program combined with video feedback was implemented for four children with high-functioning autism. The training was conducted weekly for 90 minutes by trained graduate students. It consisted of 15 minutes of a teacher-instructed lesson, 20 minutes of practice, 20 minutes of a naturalistic activity (e.g. eating a snack), 20 minutes of video feedback and 15 minutes of preparation time. The program lasted for 12 weeks and targeted six primary social behaviors identified by parents; maintaining a conversation and taking turns, asking appropriate questions, making relevant comments, and staying on topic during a conversation. Each skill was practiced through diverse activities and games for 1-3 weeks. The effectiveness of the training program was evaluated through (1) behavioral observations of the videotaped portion of the children’s interactions with peers, and (2) pre- and post-testing scores using parent rating scales. Three out of four children demonstrated improvement in positive communication style and decreased negative interaction. Topics of discussion included (1) the modification of the program for better effectiveness, (2) the use of additional treatment strategies for less responsive children, and (3) the need to develop a manual for social skills training. |
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| 12. Extra Stimulus Cues Used to Improve Performance in a Direct Instruction Program for an 11-year-old Student with Autism |
| Area: AUT; Domain: Applied Research |
| DAVID M. CORCORAN (Beacon ABA Services) |
| Abstract: This paper summarizes the prompting and procedural changes used to effectively implement a Direct Instruction decoding curriculum with an 11-year-old boy with Autism and disarthria. Previous studies have shown Direct Instruction to be a highly effective teaching curriculum for typically developing school age children in a variety of settings. This study expands the use of DI to a student with Autism. Typically Direct Instruction procedures are employed in a group format using carefully scripted instructions and correction procedures. In the present study variations from the prescribed scripted instructions as well as additional visual and gestural cues were used to teach correct responding on verbal tasks, in which the student had previously been unable to respond correctly. These visual and gestural cues were then faded while maintaining correct responding. This allowed the student to progress through the curriculum and improve his first time correct responding to 85% on decoding tasks. |
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| 13. Needs Assessment and Content Validation of a Multi-Media Interactive Informational CD About Autism |
| Area: AUT; Domain: Applied Research |
| ANTHONY J. CUVO (Southern Illinois University), Jennifer Delaney (Southern Illinois University), Kimberly Dwyer-Moore (Southern Illinois University) |
| Abstract: A needs assessment and content validation were undertaken to develop a multi-media interactive instructional CD on autism for parents and professionals. In the needs assessment phase, a questionnaire was used to establish the need for a CD on autism, including its characteristics, etiology, assessment and intervention procedures. Parents and professionals were questioned about their interest and potential use of such an informational CD, as well as the type of content that they would find most useful. In the second phase, the suggested content topics from the needs assessment were submitted to a small group of parents and professionals to evaluate the content. Revisions were made to the topics based on this content validation. The multi-media interactive CD has potential to be an efficient means to communicate information about autism and its treatment to a wide audience of consumers. Such a CD permits independent study by its users with a flexible format to select information of interest. |
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| 14. Assessment Recommendations and Practices for Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| ANTHONY J. CUVO (Southern Illinois University), Jenny Lindsey (Southern Illinois University) |
| Abstract: Epidemiological research indicates that the number of children diagnosed with autism spectrum disorders has been increasing in recent years. This escalation in prevalence, and perhaps incidence, has created a concern nationwide for accurate screening and diagnostic testing procedures. In addition, experimental research supports the effectiveness of early intervention for children with autism spectrum disorders. Consequently, there is an interest in the earliest possible identification of children that may lie along the autism spectrum. Early identification requires the development of assessment procedures that are sensitive to the diagnostic criteria in very young children. A variety of new screening and assessment procedures for autism have been developed in recent years to supplement assessments already in use. In addition to screening and diagnostic tests for autism, the children also are assessed on a number of other domains to describe their level of functioning and plan treatment. In an effort to provide guidance to professionals with respect to evidence-based practice, several states and professional organizations have conducted a critical review of the literature and made recommendations for assessment instruments. In addition, the assessment practices of some of the most widely recognized programs for children with autism in the United States have been published. This poster presents these recommended and employed assessments for the screening and diagnosis of autism, plus tests for other domains, such as cognitive and adaptive behavior, speech, language, motor behavior, and others. |
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| 15. Video Modelling as a Technique for Promoting Social Initiation and Play Skills in Children with Autism |
| Area: AUT; Domain: Applied Research |
| KENNETH KERR (The Saplings School), Paula A. Moore (The Saplings School), Claire E. McDowell (The Saplings School), Philomena P. Smyth (The Saplings School), Aisling A. Ardiff (The Saplings School), Wendi M. McDermott (The Saplings School) |
| Abstract: The Saplings Model of Education is a partnership organization driven by parent and professional input, and includes the Saplings School for children with Autism. The Saplings School is a research driven school which provides one to one and group instruction, using the principles of Behaviour Analysis, to thirty pupils challenged with Autism. The Saplings School operates as a researcher-practitioner model in the promotion of best educational practice. One area of concern in educating children with autism is the teaching of both social initiation and play skills. Video modeling presents as a technological method to demonstrate appropriate and desirable skills. This poster presentation examines the effect of video modeling as a method for promoting social initiation and play skills. Participants were two female and three male pupils of the Saplings School, aged between 5 and 8 years. Results indicated that video modeling did not promote an increase in social initiation or play skills, regardless of the presence of imitative skills within the participant’s behaviour repertoire, for most participants. |
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| 16. The Reliability of A-B-C Sequence Analysis Among Professionals With and Without Training in Functional Assessment Methodology |
| Area: AUT; Domain: Applied Research |
| MEGAN P. MARTINS (Rutgers, the State University of New Jersey), Beth A. Glasberg (Rutgers, the State University of New Jersey) |
| Abstract: Despite their widespread use, there is relatively little research on using descriptive ABC analysis as a tool for understanding problem behavior. The purpose of this investigation is to preliminarily examine the reliability of three approaches to analyzing A-B-C data: unstructured analysis, individual sequence analysis, and structured visual analysis. Two groups of participants analyzed several sets of ABC sequence data generated from observations of children with autism. One participant group consisted of professionals with direct training in using behavioral functional assessment methods, while the other group had experience working with children with autism but had not received explicit training in functional assessment methodology. The authors will present findings regarding the reliability of the three approaches to analyzing A-B-C sequence data in both participant groups and the relationship between the reliability of the methods and the professionals reported confidence in their conclusions. Results will be discussed in terms of implications for the use of descriptive ABC data collection as a primary method of understanding problem behavior. |
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| 17. Using Video Modeling to Teach Self-Help Skills to Young Boy with Autism |
| Area: AUT; Domain: Applied Research |
| JOSEPH M. VEDORA (Beacon ABA Services), Karen Bausemer (Beacon ABA Services), Brian J. Joergens (Beacon ABA Services) |
| Abstract: Video modeling was used to teach a six year old boy with autism to independently complete self-care routines. Prior to the video modeling intervention, the student received constant verbal and physical prompts from his parents to stay on-task and to thoroughly complete self-care routines. The video modeling intervention, which consisted of several video clips of his teenaged sister demonstrating appropriate tooth brushing embedded into a computer-mediated activity schedule, resulted in rapid increase in independent tooth brushing. Next, video modeling was used to increase independence during showering. The student viewed edited clips of his sister modeling how to shower prior to taking his shower. The results suggest that video modeling was effective in increasing the student’s independence and also increasing his motivation to engage in such routines. The interventions were implemented by both home-based teachers and parents. The results replicate and extend findings supporting the efficacy of video modeling to teach self-care skills. |
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| 18. A Comparison of Preference for Tokens Associated with Preselection Vs. Postselection of Back-up Reinforcers |
| Area: AUT; Domain: Applied Research |
| PREEYAVATA WANAPUN (New England Center for Children), Atli F. Magnusson (New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Many applied behavior analysis programs rely on tokens earned for appropriate behavior and exchanged for back-up reinforcers. No study to date has assessed participants’ preference between selecting back-up reinforcers before versus after earning the tokens. After establishing that the tokens functioned as conditioned reinforcers for a sorting task, the participant was offered two different colored tokens to earn, red and blue. If the participant selected the red token, he had to select back-up reinforcers before he earned the tokens (preselection condition). If the participant selected the blue token, he had to select back up reinforcers after he earned the tokens (postselection condition). After clear preference for one type of condition was identified, the conditions associated with each color were reversed (i.e., red was associated with postselection and blue with preselection.) Results indicated that the participant preferred the token color associated with the postselection condition. In the final phase, a single-operant reinforcer assessment was conducted to determine whether the postselection condition was a more effective reinforcer than the preselection condition. Results indicated that the postselection condition maintained higher rates of behavior than the preselection condition. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 19. Evaluation of a Group Social Skills Program for Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KASSIDY HASLACKER (West Virginia University), Christina A. Ashford (West Virginia University), Susan D. Kapla (West Virginia University), Cynthia M. Anderson (West Virginia University), Karen Berkman (West Virginia University) |
| Abstract: Although children diagnosed with autism often display delayed social skills, only a limited amount of research has been devoted to interventions designed to increase these skills. Interventions such as social stories and cognitive-behavioral therapy have produced mixed results. The social skills program at Pressley Ridge Schools uses several strategies within a group activity setting, with the aim of increasing social interaction with both peers and adults. The present study is a short-term evaluation of this social skills program. Child social behaviors were found to increase over the course of several group sessions. These results suggest the need for a full-scale program evaluation to determine the extent of behavior change across different age groups and to ascertain crucial program components. |
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| 20. The Effects of Methylphenidate on Social Interaction in a Boy with Autism |
| Area: AUT; Domain: Applied Research |
| MICHELLE L. UY (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Ellen Fittro (Kennedy Krieger Institute) |
| Abstract: Methylphenidate has been associated with few negative side effects when administered to treat hyperactivity. Recently, with some debate, it has been suggested that methylphenidate can negatively impact social interactions. This could be particularly problematic for children who have existing deficits in social interactions, such as children with autism (Handen, Johnson, & Lubetsky, 2000). In the current study, a 12-year-old boy with autism was admitted to an inpatient unit for the assessment and treatment of self-injurious behavior. Measures of response to social interaction, affect, and activity were recorded using a 3-point Likert scale 5-7 times per day based on 30-minute observation intervals by behavioral psychology staff members that were blind to any medication manipulations. Two observers recorded ratings for at least one third of the observations and agreement averaged above 80%. An ABA design was used to evaluate the effects of methylphenidate. Results indicated an increase in response to interaction, increase in positive affect ratings, and an increase in activity when methylphenidate was discontinued. When he was placed back on methylphenidate, ratings for response to interaction, positive affect, and activity level decreased. The results are discussed in terms of negative effects on existing social deficits in children with autism with the use of methylphenidate. |
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| 21. Show Me Happy: Teaching Children with Autism to Identify Emotions |
| Area: AUT; Domain: Applied Research |
| DANA J. STEVENS (University of Washington), Christopher Jones (University of Washington) |
| Abstract: The instructional method of discrete trial training is commonly used to teach children with autism to identify emotions. Such training targets the skill of identifying emotions in pictures. The purpose of this data-based study was to examine if the benefits of employing this strategy moves beyond discrimination and into age-appropriate labeling of emotions displayed by cartoon characters in video clips. The subjects included students identified with autism, ages ranging from 4 to 6-years old. All phases of the study were conducted in an integrated preschool classroom during typical times of instruction. Further research needs to be conducted to examine if other instructional methods are effective in programming for generalization and the functional use of labeling emotions in others. |
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| 22. Data Analysis Review: Teacher Tactics & Student Performance |
| Area: AUT; Domain: Applied Research |
| SUDHA RAMASWAMY (Teachers College, Columbia University), Amy J. Davies Lackey (Hawthorne Country Day School), Virginia S. Wong (Hawthorne Country Day School) |
| Abstract: A well-designed behavioral curriculum combined with a behavioral pedagogy for teachers includes training with the numerous teaching operations found throughout the literature. This study implemented training on a protocol used to make instructional decisions on student programs, where the teachers were taught data-based decision-making rules. This study was implemented as a pre and post-training multiple baseline design. Results are reported as number of decision opportunities, number of novel tactics implemented from the science, and student ratio of instructional trials to criterion. |
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| 23. Teaching Self Help Skills to a Teenager with Autism and Profound Mental Retardation Utilizing an Ancillary Device |
| Area: AUT; Domain: Applied Research |
| STEPHANIE N. WATERS (Marcus Autism Center), Elizabeth Schelhammer (Marcus Autism Center), Rasheeda Oliver (Marcus Autism Center), Catherine Trapani (Marcus Autism Center) |
| Abstract: Individuals with autism and profound cognitive disabilities often lack the necessary fine and gross motor pre-skills required for acquisition of independent dressing skills. In this investigation, a 15-year-old male with these diagnoses was instructed to independently put on his socks utilizing a Sock Aid. Typically, this adaptive devise is used with a geriatric population following stroke or surgery. Baseline instruction included a task analysis and a 3-Step Prompting strategy, (an instructional sequence consisting of an instructional cue, model prompt and full physical prompt), which revealed that the student did not possess the essential motor skills to independently complete the task. Thus, modifications were made to the instructional protocol to include the addition of the Sock Aid. Data indicated mastery of the skill (100%) with the incorporation of the aid. Indeed, experimental control was demonstrated following a reversal to the comparison of data when compared to the instruction alone condition. The results indicated that the aid was essential to the independent execution of the task and to decreasing aggression during task completion. An additional phase of instruction includes progressively fading the proximity of the ancillary device to the student to better reflect the natural environment. |
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| 24. Treatment Integrity: A Systematic Review of Behavioral Intervention Studies Conducted with Children with Autism |
| Area: AUT; Domain: Applied Research |
| LEIA D. BLEVINS (East Tennessee State University), John J. Wheeler (Tennessee Technological University), Bob A. Baggett (Tennessee Technological University), James J. Fox (East Tennessee State University) |
| Abstract: Given the social significance of intervention studies conducted with children with autism, it is critical that treatment procedures are operationally defined and data reported on the integrity of interventions. Treatment integrity has been defined as the degree to which an independent variable is implemented as intended (Peterson, Homer, & Wonderlich, 1982). The purpose of the present study was to assess the degree to which intervention-based studies with children with autism conducted from 1993-2003 and published in behavioral journals operationally defined the independent variables and evaluated treatment integrity. The study replicated the criteria from the review conducted by Gresham, Gansle, and Noell (1993) and focused exclusively on intervention studies conducted with children with autism (children defined as 18 years or younger). Results indicated that of the 62 studies critically reviewed, 11% (7 studies) reported operational definitions of independent variables, 79% (49 studies) did not, and 9% (6 studies) monitored treatment integrity. It would appear that much of this research fails to fulfill one of the basic requirements of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968), in terms of a sufficient technological definition of variables to link target behavior change to specifically defined interventions and to enable systematic replication of results. Implications for future research and for application of ABA to students with autism will be discussed. |
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| 25. The Effects of in Vivo Social Skills Training in an Inclusion Setting for Students with Asperger’s Disorder |
| Area: AUT; Domain: Applied Research |
| PHILIP L. CONCORS (Devereux Consultants), Brendan C. Keenan (Devereux Consultants), Karen Ciasca (Devereux Consultants) |
| Abstract: The effects of in vivo instruction on the occurrence of prosocial behavior in a cafeteria and playground (target settings) were evaluated for 3 students with Asperger’s Disorder. Students received brief instruction (5-min sessions) in the target environment on 12 “friendship-making skills” selected from the Skillstreaming the Elementary School Child curriculum (McGinnis & Goldstein, 1997). Instructional strategies included modeling, role-playing and the use of corrective feedback. A multiple-baseline design across students was used to evaluate the effects of training in the target environment. Reinforcement procedures remained consistent across baseline and treatment phases (FR 1 verbal praise for occurrence of operationally defined prosocial responses). Reliability measures were collected for 20% of training sessions and 30% of direct observations. Preliminary data indicate a trend in the desired direction following in vivo instruction. Results support the utilization of in vivo instruction to increase spontaneous prosocial behavior in students with Asperger’s in general education settings. |
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| 26. Increasing Interactions Between Children with Autism and Their Siblings |
| Area: AUT; Domain: Applied Research |
| WENDY J. NEELY (Texas Young Autism Project), Candice Y. Floyd (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Increasing social skills in interactions with typical peers can yield benefits for children with autism that would otherwise be very difficult to achieve. This study expands on previous work examining social interactions between young children with autism and their typical siblings. Participants were three children with autism and typically developing siblings. A common procedure in ABA interventions is for an adult to directly prompt the target child to respond. In this study, a systematic procedure was used to train the sibling to elicit responses from the target child during an imitative block building activity. One target child had an older sibling, one had a younger, and the third had a same age (twin) sibling. A multiple-baseline across environments research design was used to examine the effectiveness of the intervention in different settings. Observational data was collected on sibling instructions and target child responses. Interobserver agreement was .83. Analysis of baseline to post intervention data for each child showed a significant increase in both frequency of initiations by the sibling (0 to 8), as well as successful elicitation of appropriate responses (0 to 7). |
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| 27. Evidence-Based Practice in the Treatment of Autism: A Review of Single-Subject Research |
| Area: AUT; Domain: Applied Research |
| SAMANTHA HARDESTY (Louisiana State University), Scott Braud (Louisiana State University), Patricia Snyder (Louisiana State University), Bart M. Sevin (Louisiana State University), Robert E. Crow (Louisiana State University), Cheryl L. Knight (Louisiana State University) |
| Abstract: In order to provide the most effective services, individuals involved in the treatment of autism should use scientific evidence as the basis for the selection of interventions (Green, 1996). While reviews of the evidence for the various treatments of autism have overwhelmingly supported the use of applied behavior analytic interventions, a consistent method for determining the strength of the available evidence has not emerged (Green, 1996; NYSDH, 1999; MADSEC, 2000). The purpose of the present study was to evaluate the strength of recent scientific evidence from single-subject research on the treatment of autism. First, a system for coding scientific evidence was developed based on existing models (Kratochwill, 2003; Chambless, 1993). Second, single-subject treatment outcome studies for autism published from January 2003 to present were identified and coded. Reliability data were collected on 30% of all articles and reliability coefficients were greater than 80%. Preliminary results indicate continued support for interventions based on the principles of applied behavior analysis. |
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| 28. The Relationship of Parental Stress to Autism Treatment Type and Duration |
| Area: AUT; Domain: Applied Research |
| ALLISON SERRA TETREAULT (Texas Young Autism Project), Alexis Hyde-Washmon (Texas Young Autism Project), Janie Pedraza (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Parents of children with autism experience more stress than parents of children with other disabilities. With the assistance of treatment for the child, a decrease in parental stress might be expected. The following study examines reported depression, anxiety and stress levels for thirty parents (n=30), in relation to the type and duration of treatment being received by the child, and parental satisfaction with treatment. Parents completed the following measures: the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), and the Parenting Stress Inventory (PSI). Treatment programs were categorized as: 1) intensive treatment, which includes 35-40 hours of one-to-one home-based ABA; 2) workshop treatment, parent-directed one-to-one in home ABA with consultation; and 3) group-based ABA. Parental stress levels were significantly high, with symptoms of anxiety and depression somewhat lower. Levels of stress were significantly related to type of treatment the child received (p = .05), but not to treatment duration. Parent satisfaction did moderate the relationship between stress and treatment type, such that there was a stronger correlation between stress and treatment type for those parents less satisfied with their child’s treatment. |
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| 29. Descriptive Assessment of Family and Marital Quality in Families with Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| JENNIFER M. GILLIS MATTSON (State University of New York at Binghamton), Aubrie E. Swan (State University of New York at Binghamton), Peggy A. Echt (State University of New York at Binghamton), Raymond G. Romanczyk (State University of New York at Binghamton) |
| Abstract: The literature informs us that families of children with developmental disabilities experience significant levels of stress in coping with their child’s special needs (Baker, Smithen, & Kashimal, 1991; Bromley & Blatcher, 1992; Van Hasselt, Sisson, & Aschi, 1989 and it goes without saying that this applies to parents of children with ASD as well.
Documented sources of stress encountered in the process of parenting a child with ASD include the unpredictable and uncertain course of autism (Bristol & Schopler, 1984; Koren, Chess, & Fernandez, 1978), prolonged dependency on parents and the continuous need for special care (Howard, 1978), parental disappointment with delayed developmental milestones (Bentovim, 1972), decreased confidence in parenting skills relative to parents of typically developing children and children with other disabilities (Rodrigue, et al., 1990), worry regarding the child’s ability to achieve self-sufficiency in the future (Wing, 1985; Wolf & Goldberg), and the need for parents to either delay gratification regarding the child’s attainment of specific goals or the need to forfeit goals (Kohut, 1966).
In this study, several self-report measures were completed by families with children with autism spectrum disorders. The assessment instruments measured marital quality, satisfaction with family life, family demographics, and aspects of sibling behavior. In addition, specific aspects of the child with an autism spectrum disorder’s level of functioning, current type of services (e.g., educational), and overall satisfaction with their child’s current status and services are assessed. This poster will address these issues with respect to overall family and marital quality as well as provide descriptive data that could be used as a basis for future research. |
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| 30. The Effects of Overcorrection on Throwing Behavior of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY L. BERTHIAUME (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Carolyn Giaquinto (Crossroads Center for Children), Michelle Goldman (Crossroads Center for Children) |
| Abstract: The purpose of this study was to look at the effects of overcorrection on a six-year old girl with autism. This child engaged in throwing objects throughout the day. Baseline data were first collected, followed by overcorrection. This procedure was conducted over the entire day. Results showed a decrease in the throwing and an increase in appropriate behaviors. |
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| 31. Comparison of Typical Children and Children with ASD on the Autism Diagnostic Observation Schedule |
| Area: AUT; Domain: Applied Research |
| MICHAEL J. MORRIER (Emory University), Gail G. McGee (Emory University), Sheila J. Wagner (Emory University), Sharon T. Hynes (Emory University) |
| Abstract: Receiving a diagnosis of Autism Spectrum Disorder (ASD) requires confirmation using “gold standard” diagnostic instruments – ADOS and ADI. Behaviors recorded on the ADOS differentiate children with ASD from typical children in regards to deviance in behavioral categories scored. Typical children’s development as measured by the ADOS has yet to be researched. This poster will compare data for 12 children with ASD and 12 age-matched typical children on algorithm items presented on ADOS Modules 1, 2 and 3. Participating children ages 0-8 were used to conform to recently published recommendations from the National Academy of Sciences (2001). Behavioral data collected includes: percentage time in proximity to adults, rate of verbalizations, overall engagement, focus on adults, and overall rates and types of “autistic-like” behaviors. These behavioral measures were compared for each ADOS module. Correlations between behavioral measures and ADOS subsection algorithm scores reliably sort children by population. Results provide meaningful benchmarks for clinicians using the ADOS for scoring of ADOS algorithm items. High interobserver agreement was obtained for 33% of participants. |
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| 32. Developing an Intervention to Decrease Excessive Automatically Reinforcing Behaviors |
| Area: AUT; Domain: Applied Research |
| EDEL J. BLAKE (Cape Henlopen School District), Vivian J. Bush (Cape Henlopen School District) |
| Abstract: Students with autism often times engage in maladative behaviors thtat challenge or inhibit their participation in various community and school settings. The student in this single subject study engaged in such a behavior that hindered his progress and adaptation in various settings and compromised his health and safety. More specifically, a variety of interventions were employeed to determine which interventions decreased the rate of automatically reinforcing behaviors of a thirteen-year-old male with autism. During baseline, the behaviors were exhibited in more than 90% of his school day. The topography of the behavior was; fingers in ears, almost constant vocalizations, eyes closing, twirling, finger/object flicking, throat clearing. These automatically reinforced behaviors occurred both separately and in combination. Previous interventions influded; a differential reinforcement of appropriate behaviors at a variable interval of 5 minutes, a token system where tokens were earned for calm behavior and a functional daily program based on the student's identified goals. The authors proposed a multiple baseline design to decrease the rate of the identified automatically reinforced behaviors. |
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| 33. Exploring Heart Rate Responses to Stereotypical Behavior in Persons with Autism |
| Area: AUT; Domain: Applied Research |
| MATTHEW S. GOODWIN (The Groden Center, Inc.), Stacey Considine (The Groden Center, Inc.) |
| Abstract: Individuals with autism often display stereotypical behavior patterns. Researchers have offered three kinds of interpretations to explain the function of stereotypical patterns: operant conditioning, homeostasis, and neurobiological dysfunction. However, there has been relatively little empirical research in this area. The present poster presents exploratory research by analyzing videotapes and heart rate (HR) records obtained from a previous experimental study. Data from four individuals with autism who displayed stereotypical behavior were used in this analysis. Behavior codes were developed for categorizing, recording, and systematically identifying patterns of stereotypical behavior. These behaviors were then correlated with HR records to discover any relationships between HR before, during, or after engagement in stereotypy. Results indicate that 3 of the 4 participants’ HR did not substantially change before, during, or after engagement in stereotypy. One participant’s HR increased substantially during and after engagement in stereotypy. Implications of these findings and the utility of concomitant physiological and behavioral assessment in a functional behavior analysis are discussed. |
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| 34. An Examination of Instructional Methods to Promote Generalization of Emotion Labeling for Children with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER JONES (University of Washington), Dana J. Stevens (University of Washington), RinaMarie S. Leon-Guerrero (University of Washington) |
| Abstract: One of the primary deficits in many children with autism is the ability to identify emotions in others. Typical instruction of emotions in special education classrooms focuses on the use of discrete trials to teach emotion labeling of picture cards. Unfortunately, this instructional method has been shown to be ineffective in producing generalized emotion labeling and further intervention is often needed. This study compared three techniques for teaching children with autism to generalize emotion labeling in picture cards, to labeling of emotions in primary characters of popular cartoon movies. Nine children were instructed using video modeling, in-vivo modeling, or social stories and their results were compared with an A-B design. Both interrater reliability and procedural reliability data are included. The implications of this research on the development of future interventions for teaching emotions to children with autism are discussed. |
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| 35. A Comprehensive Training Program to Increase Tooth Brushing Behaviour in Three Children with Autism |
| Area: AUT; Domain: Applied Research |
| JAYNE PINDER (TreeHouse School, London) |
| Abstract: The need for early dental hygiene training is essential to children’s future health. Without adequate dental hygiene, decay will occur. Following a similar study by Poche, McCubbrey, and Munn (1982), the present study applied a comprehensive tooth brushing program to 3 children with autism. A multiple baseline across subjects design was employed. Tooth brushing was taught using a task analysis, breaking down the tooth brushing sequence into 14 behavioural steps. This follows a similar task analysis used by Horner and Keilitz (1975). Two of the children successfully acquired the total 14 steps in the task analysis, following the behavioural components and performance sequence of tooth brushing. The remaining child, who left the program midway through, made considerable gains over her baseline performance. Though more long-term maintenance data would have been desirable, this study demonstrates the acquisition of tooth brushing skills in children with developmental disabilities. |
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| 36. Assessment and Treatment of Inappropriate Behaviors Displayed by a Child with Autism in a Waiting Room |
| Area: AUT; Domain: Applied Research |
| JOSLYN N. CYNKUS (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Tammy A. Carroll (Marcus Autism Center) |
| Abstract: Children are generally expected to sit quietly (often with limited access to preferred stimuli) in waiting rooms (e.g., in a Doctor's office or similar setting), but children with autism often display behaviors that are highly incompatible with the expectations of a waiting room, including hyperactivity, a short attention span, and stereotypic or compulsive behaviors. In this investigation, we conducted a functional analysis of out-of-seat behavior, the results of which were consistent with hypothesis that the behavior was maintained by automatic reinforcement (i.e., self-stimulatory behaviors that were incompatible with in-seat behavior). Next, a treatment analysis and a component analysis were conducted to evaluate the independent and interactive effects of competing items and a time-out procedure derived from the functional analysis results (Hagopian et al., 1998). Results indicated that the competing items were more effective than time-out when the two procedures were alternated in a multielement design (see Phase 2) and in a reversal design (see Phases 3-7), but that when competing items were implemented alone and directly following a baseline phase, this treatment was ineffective. Taken together, these results indicate that the effectiveness of the competing items was dependent on at least periodic implementation of the time-out procedure. |
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| #405 Poster Session – CBM |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 37. Combining Stimulus Fading Procedure and Escape Extinction as Treatment for a Child with Total Food Refusal |
| Area: CBM; Domain: Applied Research |
| JOSLYN CYNKUS (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Nicole M. Trosclair-Lasserre (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center) |
| Abstract: Prior studies have demonstrated the effectiveness of escape extinction as treatment for pediatric feeding disorders (e.g. Cooper et al., 1999). Although escape extinction is associated with increased acceptance, the procedure may be associated with negative side effects such as extinction bursts and increased emotional responding (Piazza et al, in press; Reed et al, in press.). The current investigation evaluated whether stimulus fading plus escape extinction (Fading + EE) was associated with fewer negative side effects relative to escape extinction alone (EE) using a combination reversal (ABAB) and multi-element design. The participant was a typically developing 14-month-old boy. During baseline (A) two conditions were alternated in which a spoon with food was presented once every 30-s either at (touching) or 25.4 cm from the child’s lips. Inappropriate mealtime behavior resulted in a 20-s escape. In the subsequent phase (B), two treatments were alternated, Fading + EE and EE. Independent observers achieved over 95% agreement for 38% of sessions. Results indicated that Fading + EE was associated with lower levels of inappropriate behavior relative to EE alone. However, the terminal treatment criterion was reached more rapidly with EE alone. Results are discussed in terms of efficiency-based treatment selection versus negative side effects. |
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| 38. A Preliminary Analysis of a Fluency-based Feeding Intervention |
| Area: CBM; Domain: Applied Research |
| KENNETH MACALEESE (University of Nevada, Reno), Amy Kenzer (University of Nevada, Reno), Nicholas M. Berens (University of Nevada, Reno) |
| Abstract: The majority of research studies examining treatments for feeding disorders focus on approaches designed to get a child to begin eating or to eat independently. The present study describes an intervention that was implemented following a strategy which taught the child to eat independently. The participant in this study could eat independently but ate so slowly that it disrupted her routines at home. The described intervention was added to increase the rate of food consumption. At the conclusion of twenty-seven, fifteen minute treatments, the child could eat twenty-two bites in fifteen minutes on a VR-2 schedule of reinforcement (IOA for all sessions=90%). While treatment was terminated before an appropriate rate of independent eating was achieved, the current analysis may provide an initial glimpse into an additional feeding strategy where eating more quickly is the focus. |
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| 39. Social Curriculum Activities to Improve Social Communication Skills of Children with Autism |
| Area: CBM; Domain: Applied Research |
| SANG BOK LEE (Daegu University, South Korea), Eun Jung Seo (Brain Korea 21 Task Force Project), Min Dong Kim (Daegu University, South Korea), Eun Jin Lee (Daegu University, South Korea), Mi Gyung An (Daegu University, South Korea) |
| Abstract: The study had two purposes to evaluate the effectiveness of social curriculum activity(SCA) programs. First, it was to see if the SCA program could increase contextually appropriate social communication skills for two 8-year boys with high functioning autism in inclusive settings. Second, it was to see if the SCA program could decrease their inappropriate social interactions with peers in the inclusive settings. The study developed SCA to improve social communication skills of the children with autism, such as asking a help, expressing appreciation, and complimenting. A social curriculum booklet as an instructional tool in the study was consisted of five steps of the SCA: setting up social rules, demonstrating examples from video movies, creating scripts, role playing, and practice in real life situations. Each participant was given the whole social curriculum booklet for the intervention. The results of the study showed that 0%-8.3% stable levels of correct responses of the social communication skills in the baseline conditions were dramatically accelerated up to 80-100% levels for all participants after the introduction of the SCA. In addition, their inappropriate social interactions with peers in the inclusive settings were decreased 0-10% level. Furthermore, the reliability of dependent variables was 95.3%, so the SCA was reliable for the improvement of the behaviors. |
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| 40. On the Relation Between Response Effort and Food Texture in a Child with Feeding Problems |
| Area: CBM; Domain: Applied Research |
| AMANDA BOSCH (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center) |
| Abstract: Selectivity by food texture is one problem displayed by children with feeding disorders (Munk & Repp, 1994). In the current investigation, we treated a child who consumed lower textured foods, but packed (held food in his mouth) and expelled higher textured foods. We hypothesized that higher textured foods were associated with increased effort because these foods require (a) more physical work (e.g., chewing) and (b) more advanced oral motor skills and control than pureed foods. The purpose of the current study was to evaluate response effort in relation to food texture by measuring one child’s chewing and associated oral-motor responses (packing and expelling) across three textures: high (chopped), medium (wet ground), and low (pureed). Two independent observers achieved over 97% agreement on over 28% of these sessions. Results were consistent with a response effort hypothesis in that rates of chewing, packing, and expelling varied systematically and orderly according to the texture presented (e.g., rates of chewing increased as texture increased, but consumption decreased due to increased packing and expulsions). The relevance of these data to treatment and future research will be discussed. |
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| 41. Home Sweet Home? The Maintenance of Treatment Gains up to Two Years Following an Intensive Feeding Admission |
| Area: CBM; Domain: Applied Research |
| KUNISE K. STROH (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), James H. Boscoe (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Pediatric Feeding Disorders Program (KKI) has demonstrated the effectiveness of behavioral interventions (e.g., non-removal, stimulus fading) to treat children with severe feeding difficulties during an intensive feeding admission. Whether children maintain the treatment gains subsequent to discharge and continue to make progress outside of the clinical setting (e.g., home, school) has yet to be investigated. To determine the long-term effect of treatment procedures and its impact on the children and their caregivers, follow-up assessments were conducted at 1, 3, 6, 12, 18, and 24 months after discharge from KKI. Outcome measures included the KKI Follow-up Questionnaire (including questions about caregiver report of child behavior/satisfaction), the Children’s Eating Behavior Inventory, the Child Behavior Checklist, and the Parenting Stress Index. This poster will examine the results of the assessment and discuss issues associated with conducting long-term follow-up (e.g., return rate). |
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| 42. Management of Behavior Outside of Mealtime: An Evaluation of a General Behavior Management Program Provided to Caregivers During Their Child’s Admission to an Intensive Feeding Unit |
| Area: CBM; Domain: Applied Research |
| SUZANNE M. FUNK (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
| Abstract: Caregivers of children attending the KKI intensive feeding program often report that their children exhibit problem behavior (e.g., noncompliance, disruption, etc.) outside of mealtime. The present study evaluated the effectiveness of a behavior management program designed to provide caregivers with strategies to manage non-feeding problem behaviors. Over the course of an eight-week feeding admission, caregivers attended four training modules that included short presentations, video examples, group activities, content quizzes, and feedback. To determine the effect of the program on child behavior, behavior ratings scales (e.g., Child Behavior Checklist) were administered to caregivers pre- and post-admission. To examine if caregivers increased their use of effective behavior strategies after training, direct observations of caregiver-child interactions before and after the training program were conducted in analog settings (outside mealtimes). Caregiver feedback about the program will be presented and future modifications of the program will be discussed. |
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| 43. An Evaluation of Two Procedures for Treating Packing Associated with Food Selectivity |
| Area: CBM; Domain: Applied Research |
| KISHA HOPE (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Cathleen C. Piazza (Kennedy Krieger Institute) |
| Abstract: Packing (pocketing and holding accepted food in the mouth) is a common occurrence among children with food selectivity and refusal; however, specific treatments for packing exhibited by these are limited. One suggested treatment for packing is the use of “chasers” (e.g., high preferred liquids or foods) following target bites. Chasers may effectively reduce packing behavior because they are of a preferred type or they are of a texture that is more readily swallowed (e.g., puree or liquids) by the individual. In the current investigation, we evaluated the relative effectiveness of high- (hp) versus low-preferred chasers, while maintaining a constant, easy to swallow texture. The participant was a young girl who exhibited packing associated with food selectivity by type. Independent observers achieved over 90% agreement for approximately 20% of sessions within an outpatient setting. A combined multielement and reversal design was used. Results showed that both chaser treatments were equally effective for reducing packing behavior; both also were associated with higher percentages of oral intake and decreased meal duration. Results are discussed in terms of chaser selection and potential mechanisms for chaser efficacy. |
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| 44. The Effectiveness of Behavioral Momentum and Extinction Procedures in Reducing Food Refusal in an At-Risk Child |
| Area: CBM; Domain: Applied Research |
| STEPHANIE L. MILES (University of Nebraska Medical Center), Torri Smith Tejral (University of Nebraska Medical Center) |
| Abstract: Inadequate food intake has been cited as resulting in 20% of all childhood dietary insufficiencies (Palmer & Horn, 1978). Several treatment studies have shown that escape extinction is effective for treating food refusal (Hoch, Babbitt, Coe, Krell, & Hackbert, 1994; Ahearn, Kerwin, Eicher, Shantz, & Swearingin, 1996; and Patel, Piazza, Martinez, Volkert, & Santan, 2002) Behavioral Momentum procedures have also been shown to increase more compliant behaviors (Belfiore, Lee, Scheeler, and Klein, 2002). Therefore, this particular study, evaulated the effectiveness of both behavioral momentum and extinction procedures with a three-year old foster child who was born at-risk for developmental delays and presented with significant food refusal. Over the course of several weekly sessions, behavioral momentum and extinction procedures were implemented to decrease food refusal, and to increase more compliant behaviors during mealtimes. Results showed a significant increase in the variety of foods accepted and an increase in the amount of previously non-preferred foods accepted. In addition, his foster mother was able to generalize the strategies to the home setting, and a significant increase in appropriate behavior was seen there as well. |
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| 45. Outcomes for an Intensive Day Treatment Program forChildren with Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| ANGELA PRUETT (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Amanda Oberdorff (Marcus Autism Center), Stacy A. Layer (Marcus Autism Center), Jackie Otto (Marcus Autism Center), Michele Walker (Marcus Autism Center) |
| Abstract: Pediatric feeding disorders occur in approximately 22-23% of typically developing children and up to 80% of children diagnosed with developmental disabilities. There are currently few interdisciplinary programs designed for the purpose of treating pediatric feeding disorders. Further, few large scale studies have been conducted on the outcomes produced by such programs. The current proposal will present treatment outcomes for seventy-three patients with pediatric feeding disorders who were seen at the Marcus Institute from October 1999 through July 2003. A summary of specific outcome measures will be provided, including data related to specific treatment goals (e.g., total increases in oral consumption, decreases in inappropriate mealtime behaviors, caregiver treatment integrity), patient demographics, and other relevant clinical gains. These data will be discussed in terms of the efficacy of our interdisciplinary approach and the need for systematic longitudinal treatment research in the area feeding disorders. |
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| 46. I'll Eat It, but I Don't Like it: Food Preference in Children with Severe Food Refusal |
| Area: CBM; Domain: Applied Research |
| BRIAN T. DUDLEY (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), James H. Boscoe (Kennedy Krieger Institute) |
| Abstract: Research has demonstrated the effectiveness of behavioral interventions to increase intake and decrease food refusal during an intensive treatment program. The current study examined the development of food preferences in children with severe food refusal before and after treatment is implemented (Masler, 2003). To determine preference forced-choice edible preference assessments were conducted at admission and at several stages of treatment (e.g., during baseline, introduction of treatment, texture manipulations). Preliminary results demonstrated that some children did not indicate clear preferences. An analysis of meal data (e.g., gags, coughs, and inappropriate behavior) demonstrated that some children might not exhibit preference during the forced-choice assessment, but respond differently to foods during meals. Implications for assessing food preferences in children with severe food refusal and the impact of behavioral interventions (e.g., non-removal) on demonstrations of preference will be discussed. |
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| 47. Assessing Environmental Variables Effecting Latency to Swallow |
| Area: CBM; Domain: Applied Research |
| PING WANG (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Jennifer E. Dawson (Kennedy Krieger Institute) |
| Abstract: Swallowing foods is one of the ultimate goals when treating food refusal. In order for a child to eat efficiently he or she needs to be able to swallow in a timely manner. Several variables that effect how quickly a child swallows include texture, spoon size, preference/food groups and reinforcement. The current study examined the relative effects of these variables on the latency to swallow (i.e., the duration measure for each bite from the time a bite is taken till the time the bite is swallowed). All the cases used in the study were referred to an intensive (6-8 week) feeding program for the assessment and treatment of food refusal. Although acceptance was quickly established for all participants’ long rates of latency to swallow were observed when certain independent variables (i.e., texture, spoon size, food group, and reinforcement) were introduced. Some variables were found to be directly related to the increased latency to swallow. Results are discussed in terms of the role of motivation and response effort when designing treatment for food refusal. |
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| 48. Use of Multiple Measures to Determine the Effectiveness of an Intensive Feeding Program Admission |
| Area: CBM; Domain: Applied Research |
| ELIZABETH A. MASLER (Kennedy Krieger Institute), Ashley J. Greer (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Institute's intensive feeding program assesses and treats children with severe problem behavior during mealtime. To determine the effectiveness of the program, a number of outcome measures are collected before and after admission to the unit. Outcome measures administered/collected include the Parenting Stress Index, Children’s Behavior Eating Inventory, Parent Satisfaction Questionnaire, % of Parent goals met, and reduction of problem behavior during meals. This study examined the relationship between these measures in terms of their predictive value of children’s progress in the program. The poster will also discuss implications for future program evaluation and follow-up. |
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| 49. Outcome Evaluation of Short-term Intervention for Children with Severe Behavioral Disorders |
| Area: CBM; Domain: Applied Research |
| SAMUEL MADDOX (Marcus Autism Center), Nathan Call (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: The Short Protocol Clinic at the Marcus Behavior Center conducts behavioral assessments and interventions for children with disabilities and their families over a period of no more than ten, two-hour sessions. Sessions are conducted over a period of two to four weeks with over 40 patients served in a 6-month period. Assessments generally include functional analyses to determine variables that maintain the target behaviors. Based on assessment results treatments are evaluated to reduce or eliminate the target behaviors and/or increase alternative behaviors. Parents or other care providers receive training in implementing recommendations. In addition, home visits are conducted with some patients to evaluate/promote treatment generalization. Data will be presented on patient demographics, (including frequency of different topographies of problem behavior), assessment outcomes (including percentage of patients displaying specific behavioral functions), percent reduction in problem behaviors post-treatment, generalization, and social validity of the procedures and treatment recommendations. |
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| 50. Treatment of Chronic Aphasia with Errorless Learning Procedures and Operant Conditioning |
| Area: CBM; Domain: Applied Research |
| Z. GABRIELA SIGURDARDOTTIR (University of Iceland), Magnus Sighvatsson Blondahl (University of Iceland) |
| Abstract: Three males and one female with chronic broca’s aphasia as a result of stroke, ages 52-62, received treatment based on errorless learning procedures and operant conditioning for seven months. Treatment effects were evaluated with a multiple-baseline design across behaviors with each participant. The performances that were treated varied across participants but were two or three of the following in each case: naming people, naming objects, making sentences, sequencing stimuli (e.g., months), letter discrimination, and unassisted recall (e.g., naming favorite cakes). Treatment variables were clearly defined and systematically used in standard ways across participants and tasks with flexibility for adaptation to individual outcomes using clearly defined criteria for fading prompts in or out. Prompts were faded out as performances improved. Mean inter-scorer agreement for dependent variables was 90-100 percent, > 95% for 10 out of 11 variables. Mean inter-scorer agreement for experimenter’s use of correct prompt was 87-100 percent, > 95% in 8/11 cases. The performances of all participants improved significantly in all tasks, they all reached 100% correct performance without any prompts from the experimenter in at least one task. Generalization measures across stimuli and settings demonstrated that their improved performances generalized to novel stimuli and novel settings. |
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| #406 Poster Session – CSE |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 51. You Can Teach an Old Dog New Tricks: Illustrating Clicker Training with a Mixed-breed Dog |
| Area: CSE; Domain: Applied Research |
| JONATHAN A. WORCESTER (University of South Florida), Michelle A. Duda (University of South Florida) |
| Abstract: Clicker training (Pryor, 1984) is a form of non-coercive, behaviorally-oriented training that has been used with a wide variety of animals, including domestic, farm, and wild animals. The procedure entails the use of a clicker, a simple mechanical device used to mark a behavior simultaneously paired with the presentation of a reinforcing stimulus. Clicker training has been an effective means of shaping, extinquishing, and/or reinforcing new behaviors. |
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| 52. The Last Chance Project: Measuring the Impact of an Animal-based Intervention on Client Behavior |
| Area: CSE; Domain: Applied Research |
| RACHAEL E. BUDOWLE (Virginia Polytechnic Institute & State University), Angela K. Fournier (Virginia Polytechnic Institute & State University) |
| Abstract: This study evaluated the behavioral effects of an intervention on the clients and staff of a residential adolescent substance-abuse treatment facility. The intervention was a pet-facilitated therapy program in which clients and staff of the facility cared for and trained a shelter dog. Measures were compared in a pre-test/post-test design. It was hypothesized that clients would experience an increase in positive behaviors, a decrease in negative behaviors, and more participation, staying on task, and positive attitude during the intervention condition. These variables were measured with behavioral checklists completed by the staff. Staff were hypothesized to experience an increase in happiness and excitement, as well as a decrease in anxiety, anger, impatience, and frustration. These variables were measured by a self-report scale. One way analyses of variance resulted in significant changes in positive client behavior F (1, 98) = 7.03, p < .01. Specifically, clients were significantly more on task (p < .05), and participated significantly more in treatment activities during intervention than baseline (p < .05). In addition clients exhibited more positive attitudes during the intervention (p < .05). Staff reported significant differences in levels of excitement, anxiety, and frustration during intervention as well (p’s < .01). |
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| 53. Communicating Risk: The Effects of Method of Presentation on Understanding and Memory for Risk Information |
| Area: CSE; Domain: Applied Research |
| FRANK HAMMONDS (Troy University), Wendy Donlin Washington (Auburn University) |
| Abstract: It is important to provide the public with clear, accurate information regarding the risks associated with various behaviors and environmental conditions. Some individuals may not fully appreciate the difference between a .000001 risk and a .0000001 risk. In this study, participants read short descriptions of the risks associated with pollution, smoking, and driving without wearing a seatbelt and the reductions in these risks due to hypothetical new pollution laws, quitting smoking, and wearing a seat belt. Risk information was presented in terms of a log scale, prevalence rates, relative risk, or probabilities across subjects. After reading the descriptions, participants answered questions designed to assess how well they had understood and remembered what they had read. Participants answered the same questions again either 2 or 9 days later. Preliminary data indicate that method of presentation of risk information affected accuracy of answers both immediately after reading the descriptions and after different delays. The results of this study will be relevant to determining the best method for providing such information to the public. |
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| 54. Child Welfare Outcome Measures: What, Why, and How |
| Area: CSE; Domain: Applied Research |
| DAVID GELLER (University of South Florida), Michael Cripe (University of South Florida), Randi Pickle (University of South Florida), Terresa A. Kenney (University of South Florida), Bryon Neff (University of South Florida) |
| Abstract: It can be extremely difficult when working in applied settings to collect data that clearly demonstrate cause and effect, or lack of. This report discusses this difficulty relative to the assessment of the efficacy of behavior analytic services provided to caregivers and children in a child welfare arena. In addition to presenting a brief summary of various outcome measures used by other researchers, the report describes variables relevant to the selection of these measures, and recent efforts to select outcome measures that have social validity and are also likely to be consistently documented. |
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| 55. Time Allocation by Behavior Analysts Working in a Child Welfare Agency: Part II |
| Area: CSE; Domain: Applied Research |
| DAVID GELLER (University of South Florida), Bryon Neff (University of South Florida) |
| Abstract: A previous report examined the time allocation of one of several statewide teams of 3 behavior analysts and a supervising senior behavior analyst assigned to offer behavior analytic services to local child welfare providers. Job responsibilities included providing behavioral parent training for foster, biological, and adoptive parents as well as various agency staff. Behavior analysts also conducted functional assessments of challenging behavior of children. Each behavior analyst tracked their daily activities on a 15-minute interval log. Briefly, a summary of the data indicated that the senior behavior analyst devoted 82 percent of working hours to administrative activities and the behavior analysts devoted 58 percent of working hours to training activities. The current report expands the previous analysis to include data from two teams of behavior analysts. Analyses include a comparison of data for each of three senior behavior analysts, a comparison of data for each of three teams of behavior analysts, a comparison of data for senior behavior analysts to data for behavior analysts, and a comparison of data for one team across two consecutive years. |
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| 56. Why Can't They Be Like Us? Obstacles to Implementing Behavioral Interventions in Community Substance Abuse Programs |
| Area: CSE; Domain: Applied Research |
| JENNIFER GUTIERREZ (Treatment Research Institute), Katherine Smith (Treatment Research Institute), Julie M. Wosak (Treatment Research Institute), Lois A. Benishek (Treatment Research Institute), Mary Louise E. Kerwin (University of Pennsylvania), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Although positive reinforcement of drug abstinence is one of the most effective treatments of substance abuse, community providers often reject these interventions. Possible reasons for this rejection may be incompatible practitioner philosophy, lack of knowledge and or experience with these interventions, doubts about its effectiveness, or issues surrounding implementation. The purpose of this study is to document and better understand the objections counselors and program directors have regarding contingency management programs. Using a 5-point Likert scale, 363 treatment staff from three regions completed a 47-item questionnaire asking them to rate their agreement with different facets of tangible and social reinforcement procedures. Overall, social consequences were more supported than tangible incentives (t = -18.5, p = .00). Attitudes towards contingency management varied as a function of academic preparation, previous experience with behavioral interventions, and region. Both previous experience with contingency management programs and a more advanced degree appeared to impact philosophical issues and beliefs about the effectiveness of incentive programs for program attendance and abstinence, while regional differences appeared to impact practical issues of implementation of contingency management programs. These results have implications for how best to achieve transfer of behavioral technology to community providers of substance abuse treatments. |
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| 57. The Effects of Prompts, Environmental Alteration, and Feedback on the Reduction of Food Waste |
| Area: CSE; Domain: Applied Research |
| SHEZEEN OAH (Chung-Ang University, South Korea), Sun Young Park (Chung-Ang University, South Korea) |
| Abstract: This study examined the effects of prompts, environmental alteration, and feedback on the reduction of food waste in a student cafeteria in a university building. Participant were college students, professors, and employees. The dependent variables were (1) total weight of food waste per day, (2), the weight of food waste per person, (3) the ratio of food waste to total food served per day, (4) total amount of monetary value for food waste per day. An A-BC-BCD-BC within subject design was employed. After baseline phase(A), prompts and environmental alteration were introduced in the second phase(BC). In the next phase(BCD), feedback was added in addition to the prompts and environmental alteration. In the last phase(B), all treatments except environmental alteration were withdrawn. The results indicated that prompts and environmental alteration were effective in reducing food wastes. When feedback was added, however, the additional effect of feedback was not observed. |
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| 58. Intervening to Influence Fast-Food Choices: Measuring Response Generalization in Nutrition-Related Behavior |
| Area: CSE; Domain: Applied Research |
| WES R. KEENE (Center for Applied Behavior Systems), E. Scott Geller (Center for Applied Behavior Systems), Rachel Andrews (Center for Applied Behavior Systems), Heather Harmon (Center for Applied Behavior Systems), Takashi Hirota (Center for Applied Behavior Systems) |
| Abstract: Previous studies have explored the phenomenon of response generalization, where the presentation of one stimulus impacts different responses or behaviors. The present study measures the effects of increasing the purchase of a healthier sandwich on the purchases of other menu items in a restaurant, to determine if consumers make additional healthy choices when prompted to choose a healthy sandwich. Data was recorded at three separate Burger King locations. The restaurants each received three phases: Restaurant 1 received the following phases: A--B--A, Restaurant 2 received A--A--B, and Restaurant 3 received A--A--A. The phases were defined as: A=Baseline and B=Intervention, with each phase lasting two weeks. Coupons promoting a discount on both a healthier sandwich combo with fries, and a healthier sandwich combo with a salad were distributed during the Intervention phase. The total number of all menu items sold was recorded for every day at each location, including the number sold for each type of combo. Comparisons were made between restaurants, as well as within restaurants, using Analyses of Variance to determine which combo and menu items sold better under specified conditions. The results and implications of the data on response generalization will be discussed. |
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| 59. The Effects of an Individualized Electronic Feedback Speed Sign On the Speed of Traffic |
| Area: CSE; Domain: Applied Research |
| JAIME FLORES (University of North Texas), Richard G. Smith (University of North Texas), Lloyd Buckner (University of North Texas), Caroline Cason Stevens (University of North Texas), Kathleen M. Clark (University of North Texas) |
| Abstract: The effects of an individualized electronic feedback sign on the speed of traffic were assessed using an ABC non-simultaneous multiple baseline. Sessions consisted of 20 vehicle samples and the data were analyzed as percent of sample driving over the speed limit on a University Campus. The speed of a vehicle was attained via a police issued radar gun. Speeds were taken on a 30s schedule using an exclusion criteria. Results indicate that that percent of speeders in the A condition was highly variable, while the in the B condition the percentages were slightly lower yet still variable. In the C condition (sign activated) the overall percentage of vehicles traveling over the speed limit decreased to near zero rates consistently in one setting. |
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| 60. The Ubiquity, Effectiveness, and Ignorance of "Time Out from Positive Reinforcement" |
| Area: CSE; Domain: Applied Research |
| STEPHEN RAY FLORA (Youngstown State University), Holly Long (Youngstown State University) |
| Abstract: College Students were surveyed on: as a child did they ever receive a "time out," and if so, what effect it had on the contingent behavior and other behaviors; as an adult if they ever gave a time out, and if so, what effect it had on the contingent behavior and other behaviors. They were also asked if they knew and could write the full term for Time out - "Time out from positive reinforcement." 78% reported receiving a time out as a child and 93% of those reported stopping or reducing the frequency of the contingent behavior. 48% reported giving time outs as adults and 91% of those reported the time out stopped or reduced the frequency of the contingent behavior. Yet only respondents who had previously taken Applied Behavior Analysis (less than 10%) knew the full term "Time Out from Positive Reinforcement." These results suggest time out is a widely used, highly effective behavior reducing procedure. But the basis and scientific foundation of time out is widely unknown. |
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| 61. Induction by Prior Jackpots and Habituation to Present Jackpots in Public Gaming |
| Area: CSE; Domain: Applied Research |
| ABBY M. KIKLEVICH (Eastern Oregon University), Charles A. Lyons (Eastern Oregon University) |
| Abstract: Large-scale lotteries attract millions of players, yet interest is declining in these games. While there is an overall trend of declining participation in all lotteries, previous analyses have suggested that interest is declining fastest for successive opportunities to bet on the largest jackpots. To see if this trend is continuing, game data were collected and evaluated on both the Megabucks lottery in Oregon and the multi-state Powerball lottery, for all games conducted from inception through 2002. Data were also examined to determine if very large jackpots were associated with increased participation in later games, after the large jackpots were claimed. Results suggest that large jackpots did generate less participation on successive occasions, but also that a very large prior jackpot value continued to drive some betting in the subsequent (reset) game. Early in the history of the Powerball game, this induction effect was more apparent, but now is seen in only the largest jackpots (over $60 million). These analyses show that the public gambling data are useful to researchers seeking to understand the factors influencing large-scale betting. |
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| 62. A Behavioral Approach for Investigating Alcohol Consumption at College Football Tailgate Parties |
| Area: CSE; Domain: Applied Research |
| ERIC RAYMOND (Virginia Polytechnic Institute & State University), Steven W. Clarke (Virginia Polytechnic Institute & State University), Christopher B. Robichaux (Virginia Polytechnic Institute & State University), Shane'a Thomas (Virginia Polytechnic Institute & State University) |
| Abstract: The goal of this research project was to gain a better understanding of alcohol use patterns and intoxication levels of tailgaters, especially drivers, at collegiate football games. Eighty-six percent of tailgaters had consumed alcohol at their pre-game tailgate party. Pre-game Blood Alcohol Concentration (BAC) levels ranged from .000 to .253 (M = .074), with 21.2% of tailgaters having a BAC between .050 and .079, and 46.2% having a BAC ³ .080. Men were significantly more intoxicated (M = .089) than women (M = .050). Among those tailgaters who intended to drive after the game, 13.3% were at-risk for driving under the influence (DUI) (.05 £ BAC < .08) and 33.4% were legally intoxicated (BAC ³ .08) at their pre-game tailgate party. The BACs at post-game tailgate parties ranged from .000 to .184, with an average BAC of .065. Tailgaters who described themselves as a designated driver had an average BAC of .023, compared to other drivers who had an average BAC of .072. In addition, 50.0% of drivers were at risk for impaired driving (.050 £ BAC < .08) and 12.5% of the drivers were legally intoxicated (BAC ³ .080). Results will be presented with implications for preventing DUI. |
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| #407 Poster Session – DDA |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
|
| 63. Effects of Student-Selected Order versus Teacher-Selected Order in Picture Activity Schedules |
| Area: DDA; Domain: Applied Research |
| BRETA M. COMBS (South Kingstown Public Schools) |
| Abstract: Four children with a diagnosis of attention deficit disorder participated in a study using picture activity schedules. An alternating treatment design was used to assess the effect of an activity schedule using student-selected tasks (choice condition) versus teacher-selected tasks (no-choice condition) on aberrant behavior and engagement. The teacher-selected condition was yoked. Each student demonstrated increasing, variable trend during the training phase but when the choice versus no-choice condition was introduced the students demonstrated a decrease in independence in the no-choice condition, responding with gradually increasing stable trend during the choice sessions. During the choice-only phase, the students demonstrated a high, stable independence in completing his activity schedule. In analysis of the student’s aberrant behavior we see a low to moderate stable level of responding evident across target behaviors in the training phase. When the choice versus no-choice condition was introduced, the student’s aberrant behavior initially remained stable but was followed by a slight decreasing trend in aberrant behavior in the choice sessions and an increasing trend in the no-choice sessions. In the choice-only phase, the students demonstrated low stable levels. Results indicated that the choice condition produced greater independence and lower rates of aberrant behavior for all four children. The results replicate previous research conducted on the use of activity schedules. |
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| 64. Correlation of Caregiver Stress and Knowledge of Behavior Principles |
| Area: DDA; Domain: Applied Research |
| REBECA GRINSTEAD (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: Parent training is an essential component of successful treatment of severe maladaptive behavior in individuals with developmental disabilities (Jacobson and Mulick, 1986). It may also be true that understanding the variables that control behavior could lead to decreases in parental stress. The relationship between knowledge of behavioral principles and levels of caregiver stress has not been addressed. This could be assessed through comparison of two commonly used measures. The Knowledge of Behavioral Principles as Applied to Children (KBPAC; O’Dell, Tarler-Benlolo, & Flynn, 1979) is a multiple-choice questionnaire designed to assess basic understanding of behavioral principles. The Parenting Stress Index (PSI) is used to assess different areas of stress for caregivers through a 5 point Likert scale. This study examined the relationships between caregiver scores on the KBPAC and the PSI. Parents of 10 clients referred to an outpatient clinic completed the scales prior to functional assessment and at discharge. Correlations were calculated for the scores of parents who improved by 5 points or greater on the KBPAC and for the group as a whole. Higher correlations were observed for the subgroup that improved in the KBPAC. Implications for treatment integrity and caregiver training are discussed. |
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| 65. Delay Fading With Differential Negative Reinforcement |
| Area: DDA; Domain: Applied Research |
| LINDSAY S. HAUER (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Marcus Autism Center), Shuki Kathuria (Marcus Autism Center) |
| Abstract: One limitation of functional communication training (FCT) is that it can be difficult to implement in natural settings (e.g. classrooms) when the schedule of reinforcement requires high levels of therapist interaction. Previous research has shown delay fading to be an effective means of thinning the schedule of reinforcement. Such procedures have primarily been reported with problem behavior that is maintained by positive reinforcement, with little research on the effects of delay fading with negatively reinforced problem behavior. In the current study, a functional analysis indicated that self-injury (SIB) was maintained by escape from physical demands for one participant. FCT was implemented during which the participant received a 30-second break contingent on communication. An initial 5-s delay to reinforcement was added to the treatment package, and the delay was increased by 50% following two consecutive sessions in which SIB occurred at a rate less than 80% of baseline levels. Reliability data were collected in 35% of sessions conducted and was not below 80% agreement. A terminal delay of 1065-s was reached within 34 sessions, demonstrating the effectiveness of FCT delay fading for reducing problem behavior maintained by negative reinforcement while simultaneously thinning the schedule of reinforcement to more manageable levels. |
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| 66. The Use of Functional Communication Training on a Brief Outpatient Basis: A Case Study |
| Area: DDA; Domain: Applied Research |
| TRACY J. STEPHENS (University of South Dakota), Brittany D. Schmidt (University of South Dakota), Laura L. Knippling (University of South Dakota), Amy J. Elliott (University of South Dakota) |
| Abstract: Previous research documenting the success of functional communication training (FCT) to reduce problem behaviors has mainly focused on intensive inpatient research. This study demonstrates FCT effectiveness in eight one hour outpatient sessions with an adult woman with profound mental retardation and autistic characteristics. A method was established for her to communicate her choice of work or break, and a subsequent increase in her task completion and a reduction in her disruptive behavior were observed.
Data was analyzed via videotape for all ten sessions conducted. The amount of appropriate behavior Patty exhibited during work tasks increased from an average of 24% in the first two sessions to over 96% in the last three sessions. The amount of time the participant independently chose to spend at work versus remain in the break area increased from less than 20% in the first four sessions to over 50% by the last three sessions. By the end of the outpatient sessions, the participant engaged in virtually no aggressive or self-injurious behavior and demonstrated an increase in self-selection of work related activities. Interobserver data was collected for 35% of the intervals with 96.7% agreement. Paychecks for the six months before and after intervention as well as staff and family comments were used to evaluate social validity. |
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| 67. Toilet Training 2003 in the MR/DD Population: An Updated Empirical Literature Review |
| Area: DDA; Domain: Applied Research |
| KIMBERLY ANN KROEGER (Kennedy Krieger Institute) |
| Abstract: A current review of empirical toilet training research pertaining to individuals with mental retardation and developmental disabilities was conducted. Studies were critically reviewed and analyzed for empirical methodology and treatment effectiveness. Toileting procedures were categorized according to behavioral principles employed and reviewed based on methodology, empirical validation, and treatment effectiveness. Elements of successful toileting protocols are highlighted, and limitations to efficacy, efficiency, and social validity are discussed. |
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| 68. The Use of Descriptive and Experimental Functional Analyses to Identify An Idiosyncratic Tangible Function |
| Area: DDA; Domain: Applied Research |
| CHRISTOPHER J. PERRIN (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth) |
| Abstract: This study examined the systematic steps taken to identify the function of an individual’s problem behaviors when the results of initial functional analyses were inconclusive. First, a multielement functional analysis was conducted in a session room. Due to near-zero rates observed across conditions, a second functional analysis was conducted in the living environment where the participant resided. Low rates of problem behavior also were observed in the second functional analysis. Next, descriptive analyses were conducted, and results suggested a correlation between interrupting a task or activity and the occurrence of problem behavior. Using this information, an assessment was conducted during which additional access time to complete tasks or activities was provided contingent on problem behavior. Results indicated that the participant’s problem behaviors were maintained by social-positive reinforcement in the form of access to tangibles. These results suggest that the information derived from descriptive analyses may be useful when developing an experimental analysis to test for an idiosyncratic behavioral function. Interobserver agreement averaged at least 80% for all sessions. |
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| 69. Using Empirical Analysis in Assessing a Self-stimulatory Behavior |
| Area: DDA; Domain: Applied Research |
| ARNIE ZENCIUS (Devereux Cleo Wallace), Jeanne M. Brower (Cornerstone Services, Inc.), Michael Malkusak (Cornerstone Services, Inc.) |
| Abstract: The participant was a 37 year old female diagnosed with Touorettes Syndrome. She resided in a group home with 5 other women and worked at one of the agencies workshops. Through casual observatin it was noted that she engaged in a neck-pulling behavior both at home and at the workshop. This behavior was reported to have occurred over the the past 10 years but only occurred during unstructured periods. The behavior was not immediately dangerous to herself or others; however, this behavior resulted in permanent bruise marks on her neck. Through casual assessments (i.e., interviews and completion of the FAST & QABF) it was found that the behavior served the purpose of self-stimulation. To further assess the function of behavior an empirical analysis of the behavior was conducted. Data collected from the experimental analysis supported the hypothesis that the behavior served the function of providing self-stimulation to the participant. That is, the self-stimulatory behavior occurred in over 90% of all the one minute intervals observed under the condition of austere environment. The self-stimulatory occurred in less than 10% of all intervals scored when she was given the opportunity to participate in programmed activities. A multi-element design was used to demonstrate experimental control using a condition with programmed activities and another condition using verbal reminders. Results show that both programmed activities and verbal reminders greatly decreased the self-stimulatory behavior as compated to baseline. |
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| 70. Control of Posture in a Wheel Chair: A Quick but Rigorous Demonstration |
| Area: DDA; Domain: Applied Research |
| COLEMAN PAUL (Adelphi University) |
| Abstract: A 34 year old man, “Joe”, retarded and wheelchair bound due to severe cerebral palsy, routinely leaned far forward in his wheelchair, with his face oriented toward the floor. In this position he was unable to swallow his saliva, which collected on his chin and dripped onto his chair. His position also made it difficult for teachers to make eye contact with him or to present visual stimuli. His physical therapist asked for assistance in training him to sit back in his chair, as he did not comply with instructions to do so. Physical prompts had only transient effects.
Inquiries suggested that music was a reinforcer for this man. A tape-recorder was modified so that a switch had to be held in the on position for the recorder to play. A mechanical switch was embedded in a small pillow which was placed on the backrest of the wheel chair. When Joe sat back against the pillow, music played; when he leaned forward the music stopped. An A-B, A-B, A-B sequence indicated Joe sat back when music was available but not when it was unavailable. The physical therapist used the procedure to help Joe build upper body strength and increase the “sitting-back” time. |
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| 71. A Tracking of Psychotropic Medications and Frequency of Behavioral Issues in an Acquired Brain Injury Program |
| Area: DDA; Domain: Applied Research |
| KENNETH W. WILSON (Southern Illinois University Carbondale), John M. Guercio (Center for Comprehensive Services) |
| Abstract: Individuals who acquire brain injury (ABI) exhibit a wide range of behavioral problems, from self-injurious behavior (SIB) to inappropriate sexual conduct. Many of these people are also on several types of psychotropic medication to try and alleviate these behavioral anomalies. The purpose of this study was to track both residential expectation issues (REI) and medication type and dosage to determine any correlations between medication use and reduction in behavioral issues. The data appear to display a significant relationship between reduced medications and an increase in receptivity of behavioral interventions. As a result, reduced behavior issues occurred at an organizational level. These data suggest that psychotropic medications do not always work successfully to reduce problem behavior. |
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| 72. A Functional Polymorphism in the MAOA Promoter Gene Associated with Aggression |
| Area: DDA; Domain: Applied Research |
| MICHAEL E. MAY (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Introduction: The MAOA enzyme is responsible for amine degradation, particularly serotonin (5-HT). Human and animal research has implicated the gene that produces the enzyme in elevated levels of aggression. Purpose: To determine if the functional mutation in the MAOA promoter gene is present in adult males with mental retardation exhibiting aggressive behavior toward themselves or others. Participants: Males with mental retardation with a history of aggression were compared with two control groups. One control group consisted of males with mental retardation and no history of aggression; matched by age and IQ. The other group was typically developed peers matched by age. Method: Buccle samples were collected from each participant and analyzed via PCR to determine the allele pattern of the MAOA gene. Results: Males that were aggressive were more likely to have the functional mutation of the MAOA gene than the control groups. Implications: Further replication may reveal the MAOA mutation as a diagnostic marker for early intervention services for those predisposed to aggressive behavior. |
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| 73. The Role of Reinforcer Saliency and Establishing Operations on the Attenuation of Response Bias |
| Area: DDA; Domain: Applied Research |
| JOANNA LOMAS (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Lindsay S. Hauer (Marcus Autism Center), Keisha D. Reese (Marcus Autism Center) |
| Abstract: Individuals with developmental disabilities may engage in biased responding, which is defined as emitting a response at greater levels than would be predicted by the matching law (Fisher & Mazur, 1997). Biased responding may produce incorrect responding and a concomitant decrease in access to reinforcement. In the current experiments, the effects of two manipulations (saliency of reinforcement and establishing operations [EOs]) were evaluated for decreasing response bias and increasing correct responding. In Experiment 1, saliency of reinforcement was manipulated by increasing the size of the card that produced reinforcement. Next, a component analysis was conducted to determine which of the manipulated variables (i.e., changes in the size and contrast of the card) contributed to the increases in correct responding and decreases in biased responding. In Experiment 2, levels of deprivation (i.e., EO manipulations) of both primary (food and water) and secondary (a highly preferred activity [walking]) reinforcers were manipulated to influence choice responding. Results of Experiment 1 suggested that changing the size of the card influenced correct responding. Results of Experiment 2 suggested that arranging sufficient levels of deprivation (i.e., manipulating EOs) may attenuate the effects of response bias by increasing motivation to engage in responses to attain access to particular stimuli. |
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| 74. Descriptive Analysis of Trends in Reporting Treatment Integrity, Consumer Satisfaction, Social Validity, and Follow-up in the Applied Behavior Analysis Literature |
| Area: DDA; Domain: Applied Research |
| THEODORE A. HOCH (Northern Virginia Training Center), James Kuhagen (Northern Virginia Training Center), Denise Bartizal (Catawba State Hospital), Douglas Proffitt (Catawba State Hospital), Barbara J. Kaminski (Johns Hopkins University School of Medicine), Thelma Symoun (Northern Virginia Training Center), Mohammad J. Shahbazi (Northern Virginia Training Center) |
| Abstract: The rate with which treatment integrity is reported in applied behavior analysis studies was examined by both Peterson, homer, & Wonderlich (1982) and Gresham, Gansle, & Noell (1993). Both studies concluded that greater attention is needed to both measuring and reporting treatment integrity data in the applied behavior analysis literature. We replicated the procedures employed by Gresham et al., and extended them to include examination of patterns of measuring and reporting consumer satisfaction or social validity, as well as follow-up data collection. Results suggest that the improvements recommended by prior studies have not taken place. Implications for internal and external validity, building a replicative science, and generality of findings are discussed. |
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| 75. Demand Effects on Preference in Human Free Operant Responding |
| Area: DDA; Domain: Applied Research |
| JESSICA GLASS (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Deborah Anne Haas (Temple University), Patrick R. Progar (Bancroft NeuroHealth), Ralph Spiga (Temple University), Terry J. Page (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth) |
| Abstract: Behavioral economic procedures may provide important concepts and methods for assessing and describing the reinforcing effects in the applied setting. Specifically, the concept of demand is central to the behavioral economic approach. According to this perspective, demand assesses consumption as a function of price (e.g. response cost) of the reinforcer (commodity). Participants in the current study consisted of two developmentally delayed adolescent boys. During a session each participant has a choice between a preferred food item and alternative food items. The price of the preferred item, in this case the distance from the participants, was manipulated. Over sessions, the preferred item was placed at ascending and descending order of 6, 9, 12, 15, 18, 21, & 24 inches away from the participant. The concurrently available alternatives were placed 1 ft from the participant. The data indicate that increasing the price of the preferred item increased choices of non-preferred items. Once these behavioral patterns developed successfully, consumption of alternative items increased as consumption of the preferred item decreased. The profile of choices indicated that the alternatives function as economic substitute commodities. The demand equation was fit to the data and explained a significant portion of the variance.
This research was supported by NIDA Grant #DA-12725 |
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| 76. Evaluating Indices of Happiness as a Measure of Preference for Tangible Stimuli from Various Sensory Categories |
| Area: DDA; Domain: Applied Research |
| TARA LIEBLEIN (AdvoServ), Cori Morneau (AdvoServ), Christine Strickland (AdvoServ), Cheryl L. Ecott (AdvoServ) |
| Abstract: Recent research has focused on refining preference assessment methodology. The paired choice assessment method has been shown to be effective in assessing preference for tangible stimuli. This study evaluated indices of happiness (Favell, Realon, & Sutton, 1996; Green & Reid, 1996) as a measure of preference for tangible stimuli as compared to the results of a paired choice assessment conducted with the same stimuli. The stimuli selected for assessment were generated from four sensory categories (edible, auditory, tactile, and visual) that were taken from the Reinforcer Assessment for Individuals with Severe Disabilities (Fisher, Piazza, Bowman, & Amari, 1996). Stimuli from each category were evaluated in separate assessments. A paired choice assessment using approach responding as a measure of preference and a single stimulus assessment using indices of happiness (such as clapping and moving the head from side to side) as a measure of preference were conducted for each sensory category. Results and implications of the study will be discussed in terms of the similarity of the results of the two assessments for each category in producing a rank order of preference among the stimuli. |
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| 77. A Comparison of Four Stimulus Preference Assessments for an Individual with Problem Behavior |
| Area: DDA; Domain: Applied Research |
| TIMOTHY PISKURA (New England Center for Children), Eileen M. Roscoe (New England Center for Children), David R. Reiner (New England Center for Children) |
| Abstract: Several assessments have recently been developed for identifying preferences of individuals with developmental disabilities. Many variations exist among assessments, such as presentation format (singly, in pairs, in grouped arrays) and the duration of item access. We extended this line of research by comparing methods using varying formats and durations of item access for an individual who exhibited problem behavior maintained by access to tangible items (as identified during a functional analysis). Four different preference assessment methods, including the paired-stimulus (PS) assessment (20-s and 2-min item duration), the multiple-stimulus assessment (20-s item duration), and the response-restriction method (2-min item duration), were compared. Each method was conducted, three times each, in random order, using a multielement design. Selection responses (approach or item interaction) and problem behavior were measured. Results indicated that higher rates of problem behavior occurred during assessments with long item durations (2 min) relative to those with brief item durations (20 sec). In addition, clear hierarchies of preference were more frequently observed during PS and multiple-stimulus assessments than during response-restriction assessments. IOA was collected during at least 33% of the session and averaged at least 90%. |
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| 78. Prevalence of Extinction Bursting in Published Research |
| Area: DDA; Domain: Applied Research |
| HEATHER GRADA DURBECK (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), James Summers (University of Nevada, Reno) |
| Abstract: Forty-six publications were reviewed and graphic displays of data were analyzed to determine the prevalence of extinction bursts. Articles from Journal of Applied Behavior Analysis, Research in Developmental Disorders, and Behavioral Interventions were included if the function of the behavior was determined and the intervention included some form of extinction. Results indicate that the occurrence of extinction bursting when extinction is implemented alone is similar than when extinction is implemented in conjunction with other treatments. A breakdown of topographies of behavior, as well as behaviors per function and setting will be provided. |
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| 79. Comparison of 5 and 10-Minute Functional Analysis Results |
| Area: DDA; Domain: Applied Research |
| JOHN M. HUETE (Kennedy Krieger Institute), Charmaine Smith (Kennedy Krieger Institute) |
| Abstract: While functional analysis (FA) methodology is an effective means of assessing problem behavior, the time required to complete an assessment may limit its utility in many outpatient settings. Using visual inspection of FA graphs, Wallace and Iwata (1999) found general similarity of results for varying session lengths; but cautioned that response rates may significantly vary as a function of session length. The current study examines FA results for 27 participants seen in an outpatient clinic for severe behavior, including self-injury, aggression, disruptions, dangerous acts, and pica. Cumulative records for each FA session were examined with the 5 and 10-minute behavior response totals calculated. Inter-rater reliability, calculated for 26% of participants, was 99.8%. For each behavior, paired-samples t-tests were conducted comparing total responses between the first and last 5 minutes of sessions. Results showed that across all behaviors, more responses tended to occur in the last five minutes of sessions; however, the differences between the first and last 5 minutes were not statistically significant. This suggests that shortening FA session length to 5 minutes does not significantly alter response results. Implications for expediting functional analyses are discussed. |
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| 80. Generalization of the Deck: A Comparison of Generalization Strategies in Adults with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| KIMBERLEE ROMICK (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Megan D. Nollet (University of Nevada, Reno) |
| Abstract: One problem that is observed frequently in persons with developmental disabilities is a lack of social skills. There are not many methods of teaching these skills to individuals that have been empirically validated. One method that has been empirically evaluated consists of a social skills game called “Stacking the Deck” in which a deck of specialized cards that consist of six skill categories (Fox, McMorrow, & Schloss, 1983) is used. One problem with this method of teaching social skills involves the generalization of these skills from the game setting to all other settings (Wong, Morgan, Crowley, Baker, 1996). The present study replicates and extends the effectiveness of the game format to teach social skills to three adults with developmental disabilities. The game’s effectiveness will be extended by examining generalization strategies to determine which strategies will be more effective to promote generalization of social skills. |
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| 81. Effects of A Program to Reinforce Appropriate Social Behavior on the Reduction of Aggression and Self-Injury |
| Area: DDA; Domain: Applied Research |
| SHARON K. KELL (The Learning Tree, Inc.), Carrie Smiley (The Learning Tree, Inc.), Scott Parks (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Susan C. Plutowski (The Learning Tree, Inc.), Jim Crawford (The Learning Tree, Inc.), Ellen K. Taylor (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited LLC) |
| Abstract: This poster will present effects of a behavioral treatment package that included social skills training, reinforcement for appropriate social interactions and a cost for aggression and self-injury on the occurrence of aggression and self-injury of a student. The poster will include information on the successful reduction and elimination of psychotropic medications. A discussion of this student's increased access to less restrictive settings including public school and competitive employment will be presented. Data will be presented to show the program effects on reduction in and maintenance of 0 levels of aggression to others and self-injury by this student. |
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| 82. Teaching Discriminations of Emotions to Persons with Traumatic Brain Injury Using the International Affective Picture System |
| Area: DDA; Domain: Applied Research |
| STACEY L. SMALL (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University Carbondale) |
| Abstract: The purpose of the present study is to examine the use of a conditional discrimination training procedure to teach persons with traumatic brain injury verbal descriptions of emotion. Adults with traumatic brain injury were exposed to a subset of the International Affective Picture System and were asked to rate each picture on an emotional rating scale (e.g., happy to sad; angry to peaceful). Baseline data of these ratings were compared to a matched control group and large n normative data. Afterwards, participants were trained to discriminate emotional states by matching a sample word of a specific emotion to a comparison stimulus of a photograph that was presented during baseline. Upon successful completion of the conditional discrimination training, participants were again exposed to the rating task used during baseline. Results show that persons with traumatic brain injury often fail to rate emotionally arousing photographs with the same degree of sensitivity as published normative data or matched control participants. However, after training, these participants do in fact improve their ability to discriminate emotional states. Implications for the study of private events in the science of behavior are discussed. |
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| 83. Using Protective Equipment as a Reinforcer for Treatment of SIB |
| Area: DDA; Domain: Applied Research |
| ATLI F. MAGNUSSON (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Daniel Gould (New England Center for Children), Allen J. Karsina (New England Center for Children) |
| Abstract: This study evaluated the use of protective equipment in treating self-injurious behavior (SIB) in an 8-year-old boy diagnosed with autism. Results of an analogue functional analysis revealed that SIB was not maintained by social reinforcement, as indicated by undifferentiated responding across all conditions. During baseline, the participant wore protective equipment (a helmet) continuously. During treatment, protective equipment was removed contingent on SIB and re-applied contingent on completion of a simple task with no SIB. Multi element and multiple baseline designs were used to evaluate treatment effects. Results showed substantial reduction in SIB during treatment as compared to baseline. Follow-up probes showed that treatment was also effective in maintaining low levels of SIB in the participant’s regular classroom. Interobserver agreement will be collected in at least 30% of sessions across all conditions. |
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| #408 Poster Session – EAB |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 84. Examining the Spontaneously Hypertensive Rat (SHR) as an Animal Model of Attention Deficit/Hyperactivity Disorder (ADHD): An Analysis ofConditioned Reinforcement Using an Observing Procedure |
| Area: EAB; Domain: Applied Research |
| MELISSA SHULLEETA (James Madison University), Sherry L. Serdikoff (James Madison University), Erin J. Pitts (James Madison University), A. Charles Catania (University of Maryland, Baltimore County) |
| Abstract: Attention deficit/hyperactivity disorder (ADHD), estimated to affect 3 to 5 percent of school-age children, includes among its core symptoms an inability to concentrate and to sustain attention. Recent research suggests that these symptoms may result from an altered reinforcement mechanism characterized by shorter and steeper delay-of-reinforcement gradients. Given that the ability of discriminative stimuli (SD’s) to effectively control behavior is inversely related to the delay between the onset of the SD’s and reinforcers that follow them, it follows from this view that individuals with steeper, shorter gradients will exhibit deficits in stimulus control. The current study investigates this possibility in the spontaneously hypertensive rat (SHR), an animal model of ADHD. SHRs and Wistar Kyoto rats (WKYs) are trained to press one lever under a mixed extinction and fixed-interval schedule of reinforcement while responses on a second lever (observing responses) produce discriminative stimuli differentially associated with the current conditions on the first lever. To the extent that rate of observing decreases more rapidly in SHR than in WKY rats as the duration of the fixed interval increases, these data provide additional evidence for SHR as an animal model of ADHD and for the altered reinforcement mechanism view of the disorder. |
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| 85. The Generality of Learned Helplessness Between Aversive and Appetitive Contexts |
| Area: EAB; Domain: Applied Research |
| MARIA HELENA HUNZIKER (Federal University of Sao Paulo, Brazil), Angelica Capelari (Federal University of Sao Paulo, Brazil) |
| Abstract: Learned Helplessness is the difficulty to learn an escape response after exposition to aversive, uncontrollable stimuli. Two experiments were conducted to investigate whether this difficulty to learn could be generalized between appetitive and aversive contexts. In each experiment three groups of rats were used: contingent (C), non-contingent (NC) and control (I). In Experiment 1, during treatment, electric shocks were delivered and could be interrupted when the animal of group C emitted a response. The subjects of group NC were yoked to group C. The subjects of group I were kept in their home cages. During test, all subjects were exposed to a multiple/concurrent schedule with positive reinforcement. Groups C and NC differed from group I only in the first session without group differences in the final sessions. In Experiment 2, treatment consisted of positive reinforcement for subjects of group C. The subjects of group NC were yoked to group C. The subjects of group I were kept in their home cages. Afterwards, all subjects were exposed to a escape test. All subjects learned to escape. The results didn’t show evidence of helplessness in neither experiment and suggest that the experience with non contingent stimuli cannot be generalized to different contexts. |
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| 86. The Effects of Time-Correlated Behavior on Responding Under a Peak-Interval Trials Procedure |
| Area: EAB; Domain: Applied Research |
| DAPHNA EL-ROY (Queens College, City University of New York), Nancy S. Hemmes (Queens College, City University of New York), Bruce L. Brown (Queens College, City University of New York) |
| Abstract: Adults’ performance under Fixed-Interval (FI) reinforcement schedules has been hypothesized to be affected by self-generated counting or similar time-correlated behavior. In this study, undergraduate Psychology students espoused to an FI 15 s LH 30 s schedule for typing win on a computer keyboard, were concurrently required to pronounce three-digit numbers that appeared on a computer screen. Under one condition, the numbers appeared in sequential order to resemble counting; in another condition number order was random to potentially interfere with counting. Unreinforced 45 s probe trials were interspersed among FI trials, under a Peak-Intervals (PI) trials procedure. Probe trials allowed for the examination of performance before and after the FI value elapsed. Results of a prior study (El-Roy, Hemmes & Brown, 2003) suggested that the cumulative number of numbers in a trial, rather than elapsed duration, controlled participants’ performance. To permit dissociation of control of responding by these two variables, the rate of number stimuli presentation (.67 or .44 numbers per second) was manipulated. Control by number of seconds was suggested in two of ten participants’ data. Control by number of numbers was suggested in three participants’ data. The source of control was unclear in the data of five participants. |
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| 87. Social Comparison in the Prisoner's Dilemma |
| Area: EAB; Domain: Applied Research |
| BRYAN K. SAVILLE (Stephen F. Austin State University), Candice Holcomb (Stephen F. Austin State University), Kristen Howell (Stephen F. Austin State University) |
| Abstract: The Prisoner’s Dilemma (PD) is a non-zero-sum game in which participants have the opportunity either to “cooperate” or “defect.” In most versions of the PD, participants typically defect because it maximizes outcomes on any single trial, although cooperation often increases with repeated trials. In the present study, we examined the extent to which social comparison affected cooperative behavior in an iterated PD. Participants first played 50 trials of the PD, during which they were able to view their score, as well as the score of a confederate who followed a tit-for-tat strategy. Participants then played another 50 trials, but only some of them saw both scores; the remaining participants saw their current score along with their score from the first 50 trials. Participants who viewed their own score during the second 50 trials cooperated significantly more than participants who saw the confederate’s score. Our results suggest that the presence of another participant’s score during PD games may set the occasion for defection, whereas the absence of that score may evoke more cooperative behavior. These results support earlier studies on choice social behavior, which suggested that social comparison may affect cooperation. |
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| 88. Conditional Relations with Compound Stimulus |
| Area: EAB; Domain: Applied Research |
| PAULA DEBERT (Federal University of Sao Paulo, Brazil), Maria José Matos de Souza Suza (Federal University of Sao Paulo, Brazil) |
| Abstract: Several studies with infrahumans failed to produce emergent relations, when using MTS. In spite of having suffered some criticisms (Carter & Werner, 1978), Zentall and Hogan’s (1975) study seemed to have generated identity control, in pigeons, using pairs of stimuli presented in a sectioned key (go-no/go procedure). The aim of the present study was to evaluate the kind of control (simple or conditional) that would be established in a procedure similar to Zentall and Hogan’s using arbitrary compound stimulus. An evaluation of the potential of that procedure was conducted with four adults. Responses emitted in the presence of certain stimuli pairs (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced; while responses emitted in the presence of others (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. During tests, new configurations (BA, CB, AC, and CA) were presented resembling tests usually employed in equivalence studies. All participants took from three to six sessions to reach accurate training performances, showed immediate emergence of symmetry relations, and revealed immediate or gradual emergence of tested relations. A procedure similar to Zentall and Hogan’s can establish conditional emergent relations and, therefore, it may configure as an alternative procedure. |
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| 89. Effect of Combinations of Contingent and Non-contingent Signals During Delay Interval on Response Acquisition |
| Area: EAB; Domain: Applied Research |
| MARCO A. PULIDO (Intercontinental University, Mexico), Nuria Lanzagorta Pnol (Universidad Iberoamericanca), Marcelo Perez (Intercontinental University, Mexico), Rogelio Quintanar (Intercontinental University, Mexico), Mariana Rubi Gnzalez (Intercontinental University, Mexico) |
| Abstract: Response produced signals located at the beginning of the delay interval and followed by a non-contingent signal immediately preceding reinforcement facilitate response acquisition. The purpose of the present study was to determine if different combinations of contingent and non-contingent signals could replicate this effect. Twenty seven naive rats were exposed to one of nine different 32-s temporally defined schedules of signaled delayed reinforcement. Schedules differed in either: 1. type of signal combination, 2. temporal separation between the signals, or 3. temporal separation between the signal and the reinforcer. Response acquisition was faster when subjects received two contingent signals occuring in close proximity to the reinforcer. Results suggest response-reinforcer proximity, rather than memory reinstatement, accounts for the signals facilitative effects. |
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| 90. Spatial Working Memory in Hamsters (Mesocricetus Auratus) |
| Area: EAB; Domain: Applied Research |
| FRANCOIS TONNEAU (University of Guadalajara, Mexico), Felipe Cabrera (University of Guadalajara, Mexico) |
| Abstract: The study of spatial memory in animals has generally consisted of analyzing performance in radial-arm mazes. The data often reveal win-shift strategies whereby the animals avoid returning to the arms of the maze where food was recently obtained and consumed. In this experiment, we studied spatial memory with four hamsters as subjects and an open field instead of a radial-arm maze. Bits of food were placed at the top of five poles aligned on a 1.20-m x 1.20-m platform. At the start of each trial, the hamster was placed in front of the series of five poles. Once the hamster visited one of the poles, the animal was returned to the starting place. Trials consisted of ten successive choice opportunities or five correct choices in succession, whichever came first. The delay between successive opportunities was varied across values of 0, 30, or 60 s. Consistent with working memory data, as delay increased, the number of returns to previously visited poles increased; also, the probability of a correct visit decreased across the first five choice opportunities. |
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| 91. Finding Induction Rather than Contrast in an Anticipatory-contrast Procedure |
| Area: EAB; Domain: Applied Research |
| BRENT C. HANSON (University of North Dakota), Jeri Nurnberger (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Rats typically decrease their intake of a low-valued substance if a high-valued substance will soon be available for consumption. This effect, known as anticipatory contrast, is a reliable finding. However, it has typically been studied under procedures that either present the different substances in different locations or change the consummatory stimulus (i.e., present different bottles of fluid) when using the same location. The present experiment attempted to determine whether rats would display a negative contrast effect when both the low- (1% liquid sucrose) and high-valued (32% liquid sucrose) substances were consumed from the same spout. Results showed that the opposite effect, positive induction, was most commonly observed. Motivational (i.e., no food deprivation) and discriminatory factors (i.e., temporally separating the different periods of access, providing salient discriminative stimuli between the periods) had to be altered before consumption even trended toward anticipatory contrast. Contrast was immediately observed when the location of delivery of the different substances were separated. These results indicate that the appearance of anticipatory contrast depends largely on where the substances are delivered. They also shed light on the growing body of research on induction effects. |
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| 92. Does Deflation Change the Subjective Discount Rate?: The Effects of Inflation and Interest Rates on Delay-Discounting |
| Area: EAB; Domain: Applied Research |
| KENTARO KAWASHIMA (Waseda University) |
| Abstract: Interest and inflation rates are major possible determinants of delay discounting, but these variables could not be controlled experimentally because they depend on economic conditions.This study investigates the effects of inflation and interest rates on humans’ subjective value of delayed rewards, using a computer-simulation task. In this task, participants could save virtual money, receive interest, and buy items during the game period. The experimenter could control the inflation and interest rates. After the participants learned of the item price change and expected interest, the subjective values of delayed rewards were measured during the choice period.Three different combinations of nominal interest and inflation rates were used as experimental conditions (inflationary, zero-inflationary, and deflationary conditions). The real interest rate (nominal interest rate minus inflation rate) was the same across the three conditions. A 3 (interest-inflation) x 5 (delay) ANOVA showed a significant main effect of interest-inflation, F(2, 154) = 12.36, p<.01, a significant main effect of delay, F(4, 154) = 23.23, p<.01. The hyperbolic function was fitted to the subjective value of delayed rewards, and showed the discount rate under deflationary condition was smaller than other conditions. These results suggest that interest and inflation rates affect participants’ subjective discount rate. |
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| 93. Varying the Changeover Response Requirement in Dynamic Reinforcing Environments |
| Area: EAB; Domain: Applied Research |
| JORGE ARTURO BALDERRAMA TRAPAGA (University of Veracruz, Mexico), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: Sensitivity to dynamic changes in reinforcement can be observed in the absence of steady state concurrent performance. We tested this idea with rats in a variable reinforcing environment where the number of responses required to alternate between two levers was varied randomly and without replacement. One of seven reinforcement ratios (27:1, 9:1, 3:1, 1:1, 1:3, 1:9, 1:27) was selected to provide 50 dependently scheduled reinforcers in two levers. First, with each component five changeover requirements (1, 4, 8, 16 or 32 responses) were scheduled within sessions, a different one every 10 reinforcers. Later, the same changeover requirement remained in effect for 21 days before a different one replaced it. When all changeover requirements were assessed across components, the rats returned to the initial condition. The results were consistent with data of previous research; response distributions favored the lever associated with the highest probability of reinforcement. Sensibility to reinforcement, as estimated by the parameter s of the generalized matching law, increased with increasing changeover response requirement. The role of experience in dynamic environments will be discussed. |
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| 94. Identifying Slot Machine Variables that Increase Response Rate and Wager Magnitude |
| Area: EAB; Domain: Applied Research |
| DANIEL MARK FIENUP (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: A behavioral understanding of gambling is relatively new, and the specific characteristics of slot machines that promote excessive gambling are unknown. Therefore the present experiment attempted to examine the degree to which a “credit” button on a slot machine would increase rate of play by novice participants when compared to manual coin insertions. All participants played a slot machine for course extra-credit in a casino laboratory. Participants were exposed to two different conditions, one whereby all available wagers (i.e., coins) were physically given to person and they were instructed to play 1 to 3 coins per spin, and that increasing the number of coins played would proportionally increase their magnitude of payoff. The other experimental condition required all participants to select the number of coins they wished to play per spin from a credit button located on slot machine. Results suggest that from spin-to-spin, participants played faster and wagered more coins during the credit condition than during the manual coin insertion condition. These data suggest that a simple mechanical modification to a slot machine may result in significant changes in players’ behavior. The implications for treating problem gamblers from a behavioral perspective are also highlighted. |
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| 95. The Determinants of Resistance to Change: Stimulus-Reinforcer Relations vs. Effects Related to Behavioral Contrast |
| Area: EAB; Domain: Applied Research |
| E. TERRY MUELLER (Temple University), Philip N. Hineline (Temple University) |
| Abstract: This research used the behavioral momentum paradigm, wherein trained multiple schedule performances are equally subjected to stressors in a test phase of the procedure, and response rate measures of the component test phase performances are compared to their pre-stressor (training) baselines. In experiment 1, three VI schedule performances were trained in separate components of a three-component multiple schedule. But in the test phase, these performances were evoked in a two-component multiple schedule, which was enabled by juxtaposing two target schedules in a concurrent schedule component. The resistance to change of these target performances was compared to that of a single schedule component, which during training received the same frequency of reinforcement as the target schedules combined. In experiment 2, a two-component multiple schedule presented equal frequencies of reinforcement in both training components. However, while one component trained a single performance, the other component posed a concurrent schedule with two different VI schedules. These two experimental procedures resulted in test phases for which predictions about the ordering of performances’ magnitudes of resistance to change differed, depending upon whether they were derived from the phenomena of behavioral contrast and extinction-induced resurgence, or from Behavioral Momentum Theory. |
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| 96. Schedule-Induced Polydipsia (SIP): Correspondences Between SIP in Rats and Obsessive-Compulsive Behavior in Humans |
| Area: EAB; Domain: Applied Research |
| JANET L. PIETROWSKI (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: The purpose of this study was to examine if schedule-induced polydipsia (SIP) could serve as an animal model of obsessive-compulsive disorder (OCD) in humans. Four female Sprague-Dawley rats were maintained at 75-80% of free-feeding weight and exposed to a variety of fixed-time schedules on a Graham-Gagne raised runway. The distance between food and water was varied along with the reinforcement schedule to determine the effects of vrying distance and inter-reinforcement time on drinking. This was done to simulate the effects of varying time constraints and effort on a compulsive response. Overall water consumption, eat-drink latency, duration of drinking, and probability of drinking were measured. Duration and latency were affected by the fixed-time schedule but not by distance between food and water. Though SIP weakened under some conditions, it did not extinguish even with very short fixed-time intervals and longer distances. The dimensions of the SIP can be modulated, but the responding itself remained robust. It appears that SIP is a compulsive behavior. This study indicates that future research linking SIP and OCD is warranted. |
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| 97. Latent Inhibition with Familiar Tastes in Conditioned Taste Aversion |
| Area: EAB; Domain: Applied Research |
| J.C. PEDRO ARRIAGA-RAMIREZ (UNAM FES Iztacala), Guadalupe Ortega-Saavedra (SEP) |
| Abstract: Six groups of 12 rats each one were exposed to different preexposure conditions. Group 1 was preexposed to NPT diet, a mixture made of cornstarch, calcium casein, vegetable oil, mineral-vitamins mix, and cod liver oil. Group 2 was preexposed to NPT with almond scent and yellow dye. Group 3 was peexposed to NPT with almond and blue dye. Group 4 was preexposed to NPT plus vanilla scent and yellow dye. Group 5 was preexposed to NPT plus almond. Group 6 was preexposed to NPT with almond and NPT with yellow dye on alternate days. On conditioning day Groups 1, 2, 4, 5 and 6 received NPT mixed with almond and blue dye. Group 3 received NPT plus almond and yellow dye. After 20 min of eating this mixture rats were immediately injected with a 1% LiCl solution in a dose of 0.75% of body weight, ip. Different types of preexposure for groups produced familiar, double familiar or novel experiences for color or taste. Groups with double familiar experience with taste reduced generalization of aversion in a way consistent with an analysis in terms of latent inhibition of common elements. Difference between groups was not statistically significant. |
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| 98. Psychological Time: The Effect of Manipulating Reinforcement Rate upon the Human Estimation of Duration |
| Area: EAB; Domain: Applied Research |
| SIMON WEBBER (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), James McEwan (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand) |
| Abstract: This research topic investigates the human perception of time, the overestimation or underestimation of duration or what has commonly been called 'psychological time' as a function of manipulating reinforcement rate. Killeen and Fetterman’s (1988) behavioral theory of timing suggests that the rate of reinforcement, how often reinforcement is received by an organism, drives the speed of an internal pacemaker, a hypothesized regulator within the organism, which governs an organism’s perception of time passing. Animal research has shown that estimates of duration do indeed vary as a function of manipulating reinforcement rate (Bizo & White, 1995a; Bizo & White, 1994a; Bizo & White, 1994b; Fetterman & Killeen, 1991; Morgan, Killeen & Fetterman, 1993). This research looks at how psychological time in humans is effected by manipulating reinforcement rate using jigsaw puzzles. In a within-subjects design, participants had to do computer-generated jigsaw puzzles, which incorporated delays between the movements of each subsequent jigsaw piece. This had the effect of reducing the number of pieces that could be moved within a session, thereby manipulating the reinforcement rate (in this experimental context, a reinforcer is successfully moving a jigsaw puzzle piece). The results from the last series of experiments are presented. |
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| 99. Observing in Pigeons Under Concurrent Schedules of Reinforcement |
| Area: EAB; Domain: Applied Research |
| DANIEL HEHLI (University of Wisconsin-Eau Claire), Mikhail Koffarnus (University of Wisconsin-Eau Claire), Michael Paul (University of Wisconsin-Eau Claire), Ryan R. Rowe (University of Wisconsin-Eau Claire), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: According to Herrnstein's (1970) matching law, organisms will allocate their behavior proportional to the amount of reinforcement obtained on each alternative under concurrent schedules of reinforcement. Research has shown that humans only conform to the matching law when they are required to report the key in which reinforcement was earned. The attempt of the current study was to try to replicate what has been observed with human subjects, in that matching only occurs when the schedule correlated stimuli are observed. White carneaux pigeons served as subjects for this study. The experiment consisted of two phases, one in which the pigeons were given the schedule correlated stimuli for free (they did not have to peck any keys) and one in which they had to peck the center key in order to illuminate the stimuli for 10 seconds. Results indicated that pigeons that “observed” the stimuli, by pecking the center key or when given the schedule correlated stimuli freely, more closely conformed to the matching law than those that did not observe the stimuli. These results support the conclusion that the observing schedule correlated stimuli is an important variable in determining the extent to which organisms will conform to Herrnstein’s matching law. |
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| 100. An Examination of the Reinforcing Properties of the Near Miss in Video Poker |
| Area: EAB; Domain: Applied Research |
| DANIEL GARCIA (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa), Scott Shaw (University of Northern Iowa), Otto H. Maclin (University of Northern Iowa) |
| Abstract: The current research examined the near miss phenomena, or a near win hand, and whether that hand is reinforcing. The software used was created by Mark R. Dixon, Otto MacLin, and Linda J. Hayes (1999) and can be used on most Microsoft Windows operating systems. Participants were allowed to wager a bet twice during each hand, once before they were shown any cards, and again before the draw phase. It was hypothesized that if a near miss hand is reinforcing, participants should bet the same during the second draw phase regardless of past history with the near miss hands (i.e. near flushes always lose and near straights always win). However, if a hand is not reinforcing, then there should be a distinction between betting patterns for the near hands (i.e. participants should always bet more with a near straight and never bet more with a near flush). |
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| 102. The Acquisition of Absolute and Relational Stimulus Control in Humans |
| Area: EAB; Domain: Applied Research |
| ADAM DERENNE (University of North Dakota) |
| Abstract: Humans are capable of responding to stimuli either on the basis of the absolute physical characteristics of each one (absolute stimulus control) or on the basis of the relative differences between stimuli (relational stimulus control). However, little is known about the factors that lead to the development of one type of stimulus control over another. In three experiments, the roles played by the following factors were investigated: the method of presenting the stimuli during acquisition, the number of positive and negative stimuli used during training, and the method of presenting the stimuli during a discrimination test. The results showed that subjects acquired the ability to respond on both an absolute and relational basis. Absolute control predominated when stimuli were presented on a successive basis during either acquisition or test phases; relational control predominated when stimuli were presented on a simultaneous basis or when multiple positive stimuli were used during training. |
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| 103. Percentile Reinforcement of Long Interresponse Times in Humans: Molar Versus Molecular Control of Responding |
| Area: EAB; Domain: Applied Research |
| ERIC A. JACOBS (Southern Illinois University Carbondale), Joshua Beckmann (Southern Illinois University Carbondale), Jose L. Martinez (Southern Illinois University Carbondale) |
| Abstract: Sensitivity to consequences arrayed over short and extended time scales was assessed using a percentile schedule that juxtaposed local contingencies of reinforcement with overall reinforcement rate maximization. Percentile reinforcement of long IRTs increases interreinforcement intervals, thereby decreasing overall reinforcement rate. Four adults participated in three sessions during which they watched movies that were subject to brief, random disruption. Lever pressing produced disruption-free viewing periods. In two sessions, disruption-free periods occurred following any IRT that was longer than 15 of the previous 20 IRTs. In the third session, disruption-free periods were arranged by a yoked random-ratio schedule for the first half of the session, followed by a return to the percentile schedule. Three participants displayed initial sensitivity to the IRT contingencies, as evidenced by increases in average IRT and decreases in overall reinforcement rate. For one of these subjects, the initial sensitivity gave way to high rate responding. Two subjects, however, continued to respond at low to moderate rates throughout the initial percentile schedule condition. Upon exposure to the random ratio schedule, response rates for one of these subjects increased substantially and remained elevated throughout the final percentile condition. The fourth subject responded at high rates throughout all conditions. The results provide evidence for control by consequences arrayed over short and long time spans, individual differences in sensitivity to each, and a role for history of reinforcement in determining those differences. |
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| 104. Conditional and Simple Discriminations: Implications on Non-trained Stimuli Relations Emergency in Humans |
| Area: EAB; Domain: Applied Research |
| MARCIO MOREIRA (Pontifical Catholic University of Goias, Brazil), Cristiano Coelho (Pontifical Catholic University of Goias, Brazil) |
| Abstract: The purpose of the present work was to verify if non-trained arbitrary stimuli relations could emerge after a simultaneous simples discrimination training procedure (SSDT). Two experiments were designed, using human subjects and a computer software. In Experiment 1 sixteen subjects were exposed to a conditional discrimination training (CDT) and to a SSDT, with different stimuli, and, after each training procedure, tested in symmetry, transitivity and equivalence relations. In Experiment 2 six subjects were exposed to the SSDT once, and then, if they had not achieved a 65% index of correct responses in any test, they were exposed again to the same procedures with the same stimuli. In both experiments three classes of stimuli were used. The CDT and all tests were done using matching-to-sample procedure (arbitrary matching) with a model and three comparisons. The results indicate that: a) matching-to-sample training procedure was neither necessary nor sufficient for the emergency of non-direct trained relations between stimuli; b) these relations may emerge after a SSDT; c) CDT, in this experiment, produced more emergency of relations than the SSDT; d) Time elapsed between discriminative training and symmetry test influenced the subjects’ performance; and e) re-exposure to SSDT improves the performance in tests. |
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| 105. Training Structure, Naming, and Typicality Effects in Equivalence Class Formation |
| Area: EAB; Domain: Applied Research |
| JEANETTE E. WILSON (University of North Carolina at Wilmington), Carol Pilgrim (University of North Carolina at Wilmington), Mark Galizio (University of North Carolina at Wilmington), Maureen Theresa Aro (University of North Carolina at Wilmington), Natalie B. Jacome (University of North Carolina at Wilmington) |
| Abstract: While equivalence is a well-documented phenomenon, its basis is of considerable debate. The current experiment looks at the effects of naming, training structure, and typicality effects in the acquisition of conditional discriminations and equivalence-class formation. Children ages 4-10 years learned 8 baseline conditional discriminations involving stimuli with 1, 2, 3, or 4 class-relevant features. The children were divided into 4 groups, which received match-to-sample (MTS) training with different training structures. These structures include the many-to-one with a trigram as node, a one-to-many with trigram as node and a many-to-one with a 2-feature stimulus as the node. Older children (7-10 year olds) showed typicality effects such as quicker response times and fewer errors involving stimuli that have more relevant features, both in the baseline conditional discrimination training and in equivalence-class performance; younger children (under the age of 7 years) did not show these effects. The data so far show that training structure makes no difference in the acquisition of conditional discriminations or equivalence-class formation. Results to date imply that naming may not be necessary or sufficient for equivalence performance to occur. Data will also be presented on naming, training structure and the use of different stimulus sets. |
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| 106. Equivalence Relations in a Yes/no Task: Mapping the Procedural Terrain |
| Area: EAB; Domain: Applied Research |
| MARGARET H. B. JAJICH (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Participants learned through trial and error in our novel, free-operant procedure to assign pairs of arbitrarily matched abstract symbols (Alspaugh, 1992) to "red" or "green" desktop locations. Pairs were drawn from three sets (A, B, & C) of three stimuli each (1, 2, & 3). Eight college student participants first learned to sort pairings between set A and set B (A1 with B1, A2 with B2, and so on), then learned similar A to C pairings. Large red or green dots on the back of each card provided immediate accuracy feedback for each card sort. Verbal instructions were deliberately limited to "Sort red cards on red, and green cards on green" to eliminate the possibility of unintended instructional control. The experiment concluded with unreinforced testing of baseline relations (trained AB & AC pairings), mixtures of baseline & probe (BC) pairs, and probe pairs alone, with and without new "distractor" symbols. Symmetry and transitivity of emergent conditional relations were taken as evidence of equivalence, as defined by Sidman. Data were recorded on standard celeration charts and analyzed in ROC space as a function of testing condition. Forcing variation in the testing context through discontinuous mapping did not increase the probability of transitive performances. |
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| 107. Pausing in the Transitions between Rich and Lean Fixed-Ratios: Effects of Cue Accuracy and Food Deprivation |
| Area: EAB; Domain: Applied Research |
| TAMMY WADE (West Virginia University), Chad M. Galuska (University of Michigan), Michael Perone (West Virginia University) |
| Abstract: Transitions from rich schedules to lean schedules produce extended pausing in operant behavior. In search of variables that might reduce such maladaptive pausing, we studied the accuracy of cues for upcoming reinforcer magnitudes and food-deprivation. Pigeons responded on a multiple schedule in which fixed-ratio components differed in reinforcer magnitude. In Experiment 1, the accuracy of the cue signaling the lean reinforcer was degraded by occasionally delivering rich reinforcers when the signaled transition was rich-to-lean. This manipulation failed to reduce pausing. In fact, extended pausing was observed in the rich-to-lean transitions even for pigeons whose only experience was with fully degraded lean cues (accuracy of the lean cue during rich-to-lean transitions was 50%). In Experiment 2, pigeons’ body weights were varied from 70% to 90% of free-feeding weight across conditions. No systematic effects on pausing were observed, although for 2 of the 3 birds pause durations were longest in the condition imposing the least food restriction. The results are interpreted in terms of response strength: Pausing during negative shifts in reinforcement context appears to be highly resistant to change. |
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| 108. The Effects of Preferred and Non-preferred Reinforcers on the Maintenance of Schedule Performances of Humans |
| Area: EAB; Domain: Applied Research |
| RUTHIE L. BEKKER-PACE (University of North Texas), Camille Parsons (University of North Texas), Thomas Anatol Da Rocha Woelz (University of North Texas), Yuka Koremura (University of North Texas), Richard L. Anderson (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Culturally popular sound-clips have been successfully used as reinforcers to maintain responding under fixed ratio schedules of reinforcement with human subject’s (Anderson, 2000; Koremura, 2001; Rouse, 1998). However, since the sound clips are not uniformly reinforcing, sometimes these sounds fail to maintain schedule behavior for some subjects. Self-report data from the subjects suggests that subjects do not like some of the sounds they hear. However, schedule control is achieved in spite of that, except when the subjects do not like the majority of sounds. The present research studies the effects of scheduling preferred and non-preferred sounds on the schedule performance of human adult subjects. College students were first given a preference assessment to establish preferred and non-preferred groups of sound clips. The subjects were then exposed to either a concurrent schedule or single FR schedule of reinforcement. For subjects on the concurrent schedule of reinforcement, one target response yielded a sound clip from the preferred group of sounds following the completion of the schedule requirement and the second target response yielded a sound clip from the non-preferred group of sounds. For subjects on the FR schedule, preferred reinforcer were scheduled first and once the FR performance achieved stability the reinforcers were change from preferred to non-preferred and back. The control achieved with preferred and non-preferred reinforcers will be discussed in terms of the implications for human operant research. |
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| 109. Some Experimental Arrangements for Studying the Effects of Concurrent Schedules of Reinforcement on Human Performances |
| Area: EAB; Domain: Applied Research |
| CAMILLE PARSONS (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Ruthie L. Bekker-Pace (University of North Texas), Richard L. Anderson (University of North Texas), Yuka Koremura (University of North Texas) |
| Abstract: The purpose of this research is to explore the effects of several experimental arrangements on the control of human behavior under concurrent schedules of reinforcement. Subjects were normal adults with a college level education. The first phase of the experiment shows several computer techniques to shape two target behaviors with minimal instructions about the operandum and not instructions about the target behaviors. The second phase shows the control of schedule performance typically shown in concurrent schedules with animals. Response rates of different topographies of shaped key-press sequences varied according to arranged schedules (concurrent FR VR and concurrent FR FI). Results are discussed in terms of the control generated by the various shaping techniques and the effects of the schedule value on the performance of human subjects. |
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| #409 Poster Session – EDC |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 110. Effects of Immediate, Delayed, Signaled, and Unsignaled Reinforcement on Staying in Seat and Answering Math Problems Correctly in a Child with ADHD |
| Area: EDC; Domain: Applied Research |
| ANTONIO CONTRERAS, JR. (California State University, Sacramento) |
| Abstract: An alternating treatments design was used to investigate differences in signaled immediate reinforcement, unsignaled delay of reinforcement, unsignaled immediate reinforcement, and signaled delay of reinforcement in a nine year-old with ADHD. The participant completed math problems and was given a “classroom dollar” for each correct answer. Baseline data was collected on in seat vs. out of seat, and on the number of correct responses. Then each of the treatment conditions was implemented. The greatest amount of time in seat (total= 56 minutes and 52 seconds) and the most number of correct responses (73) occurred in the signaled immediate reinforcement condition. Least amount in seat (total= 11 minutes and 11 seconds) occurred in the signaled delay of reinforcement condition. Greatest amount of out of seat (total= 4 minutes and 8 seconds) and the greatest frequency of out of seat behavior (total= 5 times) occurred in the unsignaled delay of reinforcement. |
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| 111. Using Choral Responding to Increase Fluency in Multiplication Facts |
| Area: EDC; Domain: Applied Research |
| SHERI BRUNTON (The Ohio State University), Charles L. Wood (The Ohio State University), Stephanie M. Peterson (The Ohio State University) |
| Abstract: Increasing active student responses (ASR) can produce gains in academic achievement (Heward, 1994). This study sought to evaluate the effects of a choral responding teaching strategy on the multiplication fact fluency of nine 5th-grade special education students. First, baseline data on the participants’ number of correct responses on two sets of multiplication problems were obtained during both practice (untimed) and test (timed) contexts. During baseline, instruction on how to count by multiples (i.e., by 2’s, 5’s, 10’s) was provided, but no instruction on how to use counting by multiples to solve multiplication problems was provided. Next, instruction consisting of choral responding was implemented to teach the students to count by multiples to solve multiplication problems. For choral responses, students repeated multiplication rules after the teacher, wrote answers to practice problems on dry-erase boards, and completed written problems on worksheets. Instruction was implemented in a multiple baseline across sets of math facts design. The results indicated that all participants increased their math fluency substantially as a result of the choral responding instruction. Social validity measures indicated that the students enjoyed the math instruction and felt that it helped them improve their math skills. |
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| 112. An Investigation of Listening and Listening-while-reading Accommodations on Reading Comprehension in Students with Emotional Disorders |
| Area: EDC; Domain: Applied Research |
| RENEE OLIVER (University of Tennessee), Andrea D. Hale (University of Tennessee), Janet Beth Winn (University of Tennessee), Jessica D. Allin (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: Researchers used alternating treatments designs to investigate the effects of listening-while-reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage, but merely instructed the students to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Interscorer agreement was 100% for both comprehension accuracy and treatment integrity. Interobserver agreement on time spent reading showed exact agreement or disagreements of plus or minus 1-second for 15 measures and a disagreement of 2-seconds for one measure. Although neither intervention resulted in consistently superior comprehension levels than the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students having heterogeneous reading skills. |
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| 113. Identifying Reading Comprehension Strategies for an Adolescent with Autism |
| Area: EDC; Domain: Applied Research |
| MARK D. SHRIVER (Munroe-Meyer Institute), Brad Dufrene (Munroe-Meyer Institute), Jess Gregory (Munroe-Meyer Institute) |
| Abstract: Brief experimental analyses using single-subject alternating treatments designs have shown utility for the identification of teaching strategies to improve reading fluency. Application of this methodology has not yet been widely demonstrated for identifying teaching strategies for other important academic skills such as math, writing, and reading comprehension. This poster presents data from an evaluation of reading comprehension for a 17-year-old adolescent with Autism. Strategies hypothesized to improve reading comprehension were presented using an alternating treatments design. Inter rater agreement data was collected on reading times, accuracy of comprehension answers, and duration of completion of comprehension questions. Inter-rater agreement was well above .90 for all comparisons. Oral reading appeared to be the most effective reading comprehension strategy (up to 80% accuracy on comprehension measure) relative to baseline conditions (median 50% accuracy) and relative to the other comprehension strategies assessed (highest comparison condition was 50% accuracy). Design and implementation of an instructional strategy to improve reading comprehension based on the evaluation will be presented, as well as implications for future research and practice. |
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| 114. Copy, Cover, and Compare Effects on Spelling Mastery of a Student with Behavior Disorders |
| Area: EDC; Domain: Applied Research |
| BRIAN BOTTEEN (Gonzaga University), Breanna Hutchison (Gonzaga University), Randy Lee Williams (Gonzaga University) |
| Abstract: The purpose of the present study was to evaluate the effects of a copy, cover, and compare (CCC) procedure on spelling accuracy of a sixth-grade student with emotional and behavioral disorders. The student was performing below grade level in spelling. The copy, cover, and compare procedure required the student to do the following: 1) copy each spelling word, 2) cover the word and write from memory, and 3) compare the word to the original word for accuracy. Once the student completed each of the 10 words on the daily list, a delayed spelling test was given. A multiple baseline design across three sets of spelling words was used to evaluate the effects of the copy, cover, and compare procedure on the accuracy of the student’s spelling. The student performed at near zero correct in baseline and immediately increased to near 100% across each of the three sets of words. The CCC procedure was practical in terms of time, money, and effort. |
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| 115. Constructed Identity Match-to-sample, Spelling, and Equivalence: A Replication and Extension |
| Area: EDC; Domain: Applied Research |
| ERIN R. SMITH (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), Harry A. Mackay (Praxis, Inc.) |
| Abstract: Many students with developmental disabilities lack sequencing skills critical for acquiring spelling proficiency. The current research replicates and extends previous studies that used constructed identity match-to-sample in training spelling. Three participants (mental-age equivalents within the 4- to 8-year range) completed daily 20-minute sessions in their classrooms. These participants had generalized identity matching skills and constructed sequences of two arbitrary forms on entry into the study. The SequenceTeacher software required the student to construct sequences of letters that matched a model word, in the presence of a sample picture (e.g., in the presence of a picture of a frog, the student had to select “f,” “r,” “o,” and “g” from a selection pool to match the model word “frog.”) The model word was gradually faded out across trials, dependent on correct responses, to transfer stimulus control from the model word to the sample picture. Each participant learned to construct (spell) several picture (and also numeral) names without models. In an extension of the study involving equivalence relations, students who matched pictures to dictated words were trained to construct printed words to the pictures. Following training, the students constructed the words to dictation, displaying emergent behavior based on equivalence relations. |
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| 116. Effects of Practice in Combining Sentences on Writing Fluency |
| Area: EDC; Domain: Applied Research |
| EMILY BURKE (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Angela Watts (Judge Rotenberg Educational Center) |
| Abstract: Six students worked on a curriculum from the Morningside Academy Language Fluency Series called Sentence Combining Fluency. It is a fluency program created to accompany Keys to Quick Writing Skills written by A. Whimbey, E. Williams, M.J. Linden. The curriculum teaches the basics of sentence combining, to include capitalization, spelling and punctuation use. Students that participated in the study were between the ages of 17-19 and ranged in IQ from 84-100. The students were diagnosed with Bipolar Disorder, Organic Brain Syndrome, Pervasive Developmental Disorder, Oppositional Defiant Disorder, Learning Disabled, Conduct Disorder, Depression, and ADD. They worked through the curriculum five days a week doing three three-minute timings in a precision teaching context. Frequency data were then plotted on the standard celeration chart. Pre-treatment and post-treatment writing samples were evaluated based on total characters written, capitalization, use of periods, use of commas, and total correctly spelled characters. This study compared the original writing sample with another writing sample 14 weeks later. The study concluded a significant improvement in the overall writing fluency and the evaluated components of the six students who participated. |
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| 117. Emergent Numeric Sequence Performances in Children with Intellectual Disabilities |
| Area: EDC; Domain: Applied Research |
| AMANDA M. LOCKERBIE (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), Harry A. Mackay (Praxis, Inc.) |
| Abstract: Many children with intellectual disabilities lack fundamental skills necessary for academic success. These may include sequencing skills essential for the development of numeric skills, reading, and vital everyday tasks (e.g., dialing a telephone). This study was a systematic replication and extension of previous studies of emergent sequence performances. For example, Holcomb, Stromer, and Mackay (1997) taught typically developing children to construct overlapping two-stimulus sequences of arbitrary forms. Six-stimulus sequences emerged. In the current study, children with intellectual disabilities were trained using four three-stimulus sequences of numerals before emergent performances involving all nine numerals were examined. The participants were 10 special education students with Peabody Picture Vocabulary Test III Mental Age scores in the 3-5 year range. Participants’ training was conducted in classrooms. A programmed, software-based curriculum taught the student to construct four separate overlapping subsequences, each consisting of three numerals (1-2-3, 3-4-5, 5-6-7, and 7-8-9). After learning to construct these subsequences, tests examined extended sequences that were not directly trained (e.g., 123456789). Probe trials with untrained sequences (e.g., 2-4; 4-6) assessed whether the trained relations between stimuli were transitive. Findings were consistent with previous research; training with overlapping stimulus sequences produced emergent serial performances (Holcomb et. al., 1997). |
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| 118. Using Embedded Instruction to Teach Critical Skills to Students with Moderate and Severe Disabilities Enrolled in General Education Classes: A Comparison of Response Prompting Procedures |
| Area: EDC; Domain: Applied Research |
| JESSE W. JOHNSON (East Tennessee State University), John J. McDonnell (University of Utah), Valerie Holzwarth (East Tennessee State University), Rhonda Berry (East Tennessee State University) |
| Abstract: Embedded instruction is a set of instructional strategies that capitalize on opportunities to teach critical skills to students with moderate and severe disabilities in the context of naturally occurring routines (Brown, Evans, Weed, & Owen, 1987; Ford et al, 1989). While the primary empirical support for the use of this strategy comes from studies conducted with students enrolled in separate special education settings (Dunlap & Dunlap, 1987), recent research had focused on examining the utility of embedded instruction in supporting students with moderate and severe disabilities in general education settings (McDonnell, Johnson, Polychronis, & Riesen, 2003; Johnson & McDonnell, In press). The purpose of the current study was to compare the effectiveness of two different response prompting procedures when used to teach students with moderate and severe disabilities enrolled in general education classes. One general educator and two paraprofessionals implemented embedded instruction using two response prompting strategies (simultaneous prompting and most-to-least prompts) in the context of an alternating treatments design. The authors sought to determine which prompting strategies result in more rapid acquisition of basic functional academic skills by students in these settings. Three students with disabilities were taught these skills within the on-going instructional and management activities of the general education classes. The results indicated that the teacher and paraprofessionals were able to implement both of the response prompting procedures with a high degree of fidelity with 94 to 100 % of the steps implemented correctly. In addition, both procedures were effective in promoting the acquisition of targeted skills. For two of the three students, however, most-to-least prompting was more effective and efficient than simultaneous prompting. IOA was 96-100 % across all dependent measures. |
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| 119. Using Songs and Simultaneous Prompting with Preschoolers to Encourage the Development of Receptive and Expressive Language |
| Area: EDC; Domain: Applied Research |
| JULIA DEGARMO (The Ohio State University), Stephanie M. Peterson (The Ohio State University), Renee Koehler Van Norman (The Ohio State University) |
| Abstract: The present study evaluated the effects of a simultaneous prompting (SP) procedure used in combination with songs on the naming of and pointing to primary colors on 3 preschoolers with developmental delays during circle time and whether these skills would maintain over time and generalize across new situations. In addition, the side effects of teaching color words receptively and expressively using the SP procedure on the ability of children to identify objects that were not directly taught were evaluated. Effectiveness of the procedure was assessed using a multiple baseline across behaviors design. Results indicated that the SP procedure was effective in combination with songs on the naming of and pointing to primary colors for 2 of the participants with the third participant requiring a procedural variation. Two of the participants were able to generalize across new situations and maintain their skills for 2 weeks after intervention with 100% accuracy. All 3 participants were able to identify objects that were not directly taught using the SP procedure. Interobserver agreement data were collected on 24 of the 70 sessions with for a total of 34.2% of the total trials across participants. The mean percentage of observer agreement for correct responses was 99.3% (range 97-100%). |
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| 120. Investigating the Efficacy of a Programmed Curriculum to Transfer Matching to Sample Skills from Desktop to Handheld |
| Area: EDC; Domain: Applied Research |
| ELISE A. WARECKI (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: This study examined the efficacy of a programmed curriculum designed to transfer students’ matching to sample (MTS) skills from a touchscreen-equipped desktop computer displaying large stimuli to a handheld device displaying much smaller stimuli. Eight participants with severe developmental disabilities and mental age-equivalent scores of 4.01 years or less experienced a programmed curriculum that advanced or remediated automatically based on user performance. Research technicians ran 20-min computer sessions with participants in a classroom setting 3-4 times per week. The programmed curriculum consisted of three components that gradually transformed the location and size of visual stimuli from the desktop computer MTS arrangement (using136x136 pixel stimuli) to the handheld device MTS arrangement (using 60x60 pixel comparison stimuli). The required entry level skill was accurate 2 comparison MTS performance on the desktop computer. The desired terminal performance was 8 comparison MTS performance on the handheld device. Results indicated that all eight of the participants successfully completed the 8-comparison MTS performance on the handheld device with 100% accuracy. |
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| 121. Investigating the Effectiveness of a Computer-Based Identity Matching-to-Sample Curriculum |
| Area: EDC; Domain: Applied Research |
| ALYSSA F. PORTER (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.), Richard W. Serna (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Twenty students with severe mental retardation participated in an evaluation of StartMatching!, a computer-based generalized conditional identity matching-to-sample (MTS) curriculum. All participants had mental age equivalent scores of less than 3 years and histories of failure to learn identity matching to sample using traditional teaching methods. Participants received MTS pretests using unfamiliar arbitrary forms and then experienced 20-min daily sessions of the StartMatching! curriculum. Research technicians administered teaching sessions to participants in their classrooms. The curriculum consisted of several programmed methods for teaching identity matching, arranged from least to most elaborate, the presentation of which depended on the performance of the participant. Therefore, exposure to the various instructional methods varied in order, duration, and appearance across participants, and the number of sessions received by each participant ranged from 2 weeks to 6 months. Of the 15 participants that completed the StartMatching! curriculum, 12 demonstrated generalized conditional identity MTS performance in final tests. |
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| 122. A Comparative Analysis of Procedures Used to Generate Generalized Intraverbal Responses to Novel Questions |
| Area: EDC; Domain: Applied Research |
| EINAR T. INGVARSSON (University of Kansas), Jeffrey H. Tiger (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: Assessment results revealed that a 5-year-old boy with developmental delays did not correctly answer most developmentally appropriate questions. More specifically, he often engaged in tact-like vocalizations when intraverbal responses were required (e.g., the child would respond “Red” while pointing to his red shirt when provided the question, “When is your birthday?”). Pretest questions were partitioned into ones that were known, unknown and to be trained, and unknown and to be assessed for generalization. The effects of teaching the responses “I don’t know” (following which the therapist moved on to the next question) and “Tell me, I don’t know” (following which the therapist provided the correct answer, which the participant was prompted to repeat) were evaluated sequentially. Interobserver agreement was obtained during at least 20% of all sessions, and averaged over 80%. The “I don’t know” response was found to generalize to untrained questions, but not to questions that had been previously answered correctly. The “Tell me, I don’t know” response was initially emitted independently, but following training with that response, the participant gradually emitted the correct answers to most questions, and both the “I don’t know” and “Tell me, I don’t know” responses decreased in frequency. |
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| 123. Selective Mutism: A Review of School-based Interventions |
| Area: EDC; Domain: Applied Research |
| KRISTIN N. STAROSTA (Lehigh University), Lee Kern (Lehigh University) |
| Abstract: Selective mutism is a rare disorder that affects less than 1% of the population. However, for those children who do experience selective mutism, the effects on the children’s academic and social experiences are significant. Research has investigated different approaches to treatment, such as psychotherapeutic interventions, (e.g. play therapy) as well as cognitive and behavioral interventions (e.g., systematic desensitization, video modeling, and reinforcement procedures). The purpose of this poster is to review the research that employed behavioral techniques to intervene with selective mutism in children in school settings. A literature search identified articles that met the inclusionary criteria of empirical studies conducted in school settings. Information was then gathered from each article in the following areas: assessment, interventions (duration required to produce positive effects), and generalization of the target behavior to other settings. The information was then synthesized to provide a summary of current research and provide direction for future research. |
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| 124. Using an Activity Schedule Paired with a Token Board to Decrease Inappropriate Behavior |
| Area: EDC; Domain: Applied Research |
| DARCI A. FISCHER (Hawthorne Country Day School), Abigal Clinton Ferguson (Hawthorne Country Day School) |
| Abstract: Children with limited languague often emit inappropriate behavior as a means to communicate their wants and needs. This study looks at teaching sign languague to students with limited vocal verbal languague to decrease inappropriate behavior and increase vocal verbal communication. The results show that teaching sign languague to students with limited languague decreased inappropriate behavior and increased vocal verbal languague. |
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| 125. Teaching New Skills to a Teenage Student with Progressive Neuro-Degenerative Disorder |
| Area: EDC; Domain: Applied Research |
| OLIVER RASHEEDA (Marcus Autism Center), Stephanie N. Waters (Marcus Autism Center), Catherine Trapani (Marcus Autism Center) |
| Abstract: A common characteristic of neurodegenerative disorder is the decline of physical functioning, loss of previously mastered skills, and a severely diminished rate of acquisition of new skills. In this investigation, a 17-year-old female with moderate mental retardation and an unspecified degenerative neurological disorder was taught a series of daily living skills. These skills included making a bed, self-feeding, preparation of a simple snack, and identifying amounts of money needed for a simple exchange. Baseline data indicated that the student had not acquired or mastered any of these skills prior to intervention. An instructional protocol was developed for each skill utilizing a task analysis. Protocols were implemented utilizing a System of Least Prompts strategy (a response prompting procedure that delivers assistance based on student responding from the least intrusive to most intrusive prompting levels). Data following the implementation of the protocols and the prompting strategy demonstrated student acquisition of each of these skills to the mastery level (100%). |
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| 126. Effects of Reinforcer Choice on Completing Assignments for an Elementary Student with Mild Disabilities |
| Area: EDC; Domain: Applied Research |
| RICHARD G. WELSCH (University of Toledo), Jillian Bennett (Mason Consolidated Schools) |
| Abstract: This poster will present results of a study designed to increase assignment completion for a third-grade boy who has learning disabilities and ADHD. Interventions were conducted in a general education classroom. After baseline, a reward chart was created that lead to predetermined rewards for task completion. Moderate success was noted. Next the rewards on the chart were changed, based on student feedback. The revised intervention produced a significant change in the target behavior. |
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| 127. Decreasing Inappropriate Behavior and Improving Learning through a Physical Education Intervention |
| Area: EDC; Domain: Applied Research |
| EITAN ELDAR (Zinman College, Wingate Institute, Israel), Michal Hirshman (Zinman College, Wingate Institute, Israel) |
| Abstract: Three students in a special education elementary school and their classmates participated in the study. Dependent variables were problem behavior and learning time. Intervention included a series of physical education “scripts” in which the three target students experienced frustrating situations, analogous to those occurring in class. The difficulty level and the complexity of the scripts were increased gradually, while keeping a high success level and continuous feedback. A multiple baseline design across students was used to assess the intervention effect on the target students and their classmates. Inter-observer agreement on the dependent variables was collected for at least 40% of all sessions and averaged 89% for problem behavior and 93% for learning time. Results showed an improvement in the behavior of all the target students and their classmates; there was an increase in learning time of classmates in two out of the three classes while data were more stable in all three classes during intervention. The program encouraged the target students, and they had cooperated willingly. Summative evaluation questionnaires indicated that physical activities were adjusted easily to the behavioral needs of the students. The program had brought upon a feeling of success among the target students, their classmates and teachers. |
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| 128. The Use of Peer Prompts to Increase On Task Behaviors in Children Diagnosed with Attention Deficit Disorder |
| Area: EDC; Domain: Applied Research |
| MADELINE K. GRANTHAM (Mississippi State University), Carlen Henington (Mississippi State University) |
| Abstract: While attention deficit is a part of either diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD), it is the ADD compliant and quiet child that may be overlooked for intervention. These children fall behind academically as their inattentiveness results in off-task behaviors during instructional and seat work time. Researchers have rated, as more effective, multi-modal approaches to ADD which combine medication management with behavioral intervention. The purpose of this study was to evaluate the effectiveness of a behavioral intervention which implements a combination of verbal/nonverbal peer prompts in order to increase on-task behaviors, completion of work, and work accuracy in two children diagnosed with ADD, and who already receive a medical intervention. An ABAB design, which would have helped establish reliability of the intervention, was proposed but the final results were obtained from an AB design because the teachers did not want to withdraw the treatment phase. Four points of baseline data and intervention data were collected. Results indicated significant decreases in the percentages of off-task inattentive behaviors and significant increases in the percentage of work completion and accuracy for both students during the intervention phase. Improved grades and teacher report verified continued improvement. |
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| 129. Beat the Timer: Increasing the On-Task Behavior of a Student with Behavior Disorders |
| Area: EDC; Domain: Applied Research |
| ELIZABETH C. NULTY (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: The purpose of this study was to increase the on-task behavior of a child with Attention Deficit and Hyperactivity Disorder (ADHD) during independent assignment time for the following academic subjects: math, spelling, science, and reasoning and writing. An alternating treatment design was used to compare the affect of the treatment condition. During the treatment condition, the student had a kitchen timer placed on his desk during independent class work. The experimenter told the student his job was to complete the assignment before the timer rang. For the no treatment condition, the student worked on his assignments without the timer. The student did not receive any other programmed reinforcement for completing the assignments in either treatment or the no treatment conditions. However, for both conditions, if the assignment was incomplete when the timer rang, the student completed the remainder of the assignment during break. The results of this study show the timer as an effective tool to increase on-task behavior during math and spelling |
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| 130. Using E-mail Message to Improve Social Behaviors for Children with Behavior Disorders |
| Area: EDC; Domain: Applied Research |
| JEONGIL KIM (Daegu University, South Korea), Sang Bok Lee (Daegu University, South Korea), Hyo-Shin Lee (Daegu University, South Korea), Hun Mi Mun (Daegu University, South Korea), Soo Ok Yoo (Woo Suk University, South Korea), Seon Hee Park (Daegu University, South Korea) |
| Abstract: This study examined the effects of E-mail message to improve social behaviors for children with behavior disorders. The study had three specific purposes. First, it was to see if E-mail message could increase initiative social behaviors of the children. Second, it was to see if E-mail message could improve peers’ social acceptance of the children. Third, it was to see if E-mail message could improve the children’s self-respect. Six 8-year-old boys with behavior disorders participated in the study. Data was collected using direct observation (event-recording system for 4 hours), CBCL, self-report, and Peers’ rating scale to check their social acceptance range. Following the baseline, e-mail messages were designed for objective and goal-oriented procedures, based on each subject’s behavior problems. Three people involved in education of each subject, his/her general education teacher, parents, and a professional who works with each subject such as a psychologist or play therapists, checked the e-mail messages for checking its sincerity and validity. Then, the messages were e-mailed to each subject through their peers’ e-mail accounts on the regular basis. The results showed the followings. First, the intervention increased initiative social behaviors of all the subjects. Second, the intervention improved peers’ social acceptance for all the subjects. Third, there showed increased self-respect when the intervention was complemented. |
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| 131. School-Based Multicomponent Strategy to Manage Disruptive Classroom Behaviors for Children with Behavior Disorders |
| Area: EDC; Domain: Applied Research |
| SANG BOK LEE (Daegu University, South Korea), Jeongil Kim (Lotus Flowers Children Center), KeeYeon Min (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Jeen Hwa Lee (Lotus Flowers Children Center) |
| Abstract: The study examined the effect of a school-based multicomponent intervention to reduce disruptive classroom behaviors for children with behavior disorders. Three boys with behavior disorders and their classmates participated in the study. Each subject was identified by the general education teacher as being the most disruptive and noncompliant in the class. The study employed a multiple baseline design across subjects. To collect data for the effects of the intervention, direct observations and Child Behavior Checklist (TRF) were employed. In direct observations, the study used 10-second partial-intervals occurred in each phase in 30-minute observation sessions. Interobserver agreement ranged from 89% to 95% with an average of 93% across all subjects and phases of the investigation. Following the problem analysis interview, the intervention was provided to the subject. The intervention phase that included all of the components, including a cooperative learning, token economy for a group, and public posting of classroom rules as antecedent strategy, was implemented for 35 sessions for each subject. The result showed the followings. First, the baseline data across all the subjects remarkably decreased during the intervention phase with an average of 30% decreased rates. The decreased rate of target behaviors for all the subjects was maintained during follow-up. Based on data at baseline using the TRF, two the subjects were identified as being in the clinical range on the factors of social problems and aggressive behavior. The other one was perceived as being in the borderline range for the factor of aggressive behavior. After the intervention, all the subjects were perceived as within the normal range on all factors. |
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| 132. Using a Class-wide Systems Approach to Increase Academic Instruction and Decrease Disruptive Behavior in a Special Education Classroom |
| Area: EDC; Domain: Applied Research |
| JEFFREY PISACRETA (The May Institute), Marcie W. Handler (The May Institute), Colleen Ann O'Leary-Zonarich (The May Institute), Kimberly S. Thier (The May Institute) |
| Abstract: A class-wide behavior management program can be the most efficient and effective intervention strategy to reduce disruptive behavior in a special education classroom. Four of the 10 students in the classroom were identified as at-risk for out of district placement. An AB design was used to evaluate percent change scores for teacher behaviors, including the percentage of intervals of instruction, monitoring, and reinforcement. Teacher behaviors improved 73%, 350%, and 120%, respectively. Additionally, non-compliance decreased for 3 of 4 targeted students. Treatment integrity data were collected to ensure implementation of the class-wide program. A component analysis of the strategies included in the class-wide program revealed consistent low implementation of positive consequence strategies. Data comparing the average number of points earned by the targeted students reflected a pattern similar to the remainder of the class. |
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| #410 Poster Session – TBA |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 133. BACC: Using Performance Management to Increase Participation in an Academic and Career Counseling System |
| Area: TBA; Domain: Applied Research |
| ALISON M. BETZ (Western Michigan University), Richard W. Malott (Western Michigan University), Jenny Skudrich (Western Michigan University), Mark Sigler (Western Michigan University), Mitch Fryling (Western Michigan University) |
| Abstract: The Behavioral Academic and Career Counseling (BACC) system is a subsystem of the Behavior Analysis Training System (BATS), designed my Richard W. Malott, BCBA. BACC provides comprehensive academic and career counseling to undergraduate students at Western Michigan University. Graduate students in the behavior analysis program manage the BACC system. The goal of BACC is to provide undergraduate students with the necessary information they need to achieve their goals academically and professionally. BACC utilizes performance management contingencies to optimize participation of MA student counselors as well as undergraduate participants. Through the use of these contingencies undergraduates receive personal counseling from MA students who are knowledgeable on the various fields, jobs, graduate programs, etc. available in the area of psychology. Together the undergraduate and graduate students set attainable goals and document them on a performance contract. BACC is responsible for overseeing all counseling appointments and assuring that the graduate students are prepared to provide quality services. BACC recruits students from Dr. Malott’s PSY 100H, 360, 460, and 499 courses as well as students from throughout the psychology department. Recently BACC has also made a wide range of information available to students on the BATS website. |
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| 134. The Professional Psychology Practicum System: Training Graduate Students to Obtain their Temporary Limited Licenses |
| Area: TBA; Domain: Applied Research |
| MEGAN M. COATLEY (Western Michigan University), Valerie Kaye (Western Michigan University), Carrie Gasparovic (Western Michigan University), Richard W. Malott (Western Michigan University), Tracy Brandenburg (Western Michigan University) |
| Abstract: The Professional Psychology Practicum is a system that trains graduate level student by providing professional experience and supervision. The students involved fulfill the requirements of the state of Michigan to obtain their Temporary Limited Licensure in Psychology. The Professional Psychology Practicum is a subsystem of the Behavior Analysis Training System (BATS). One of the practicum students serves as a “System Manager”. The system manager is in charge of running and improving the practicum. All the system participants attend a weekly supervision meeting in which they discuss the clients they are working with and interventions they are implementing. The system manager runs the meetings and records attendance. In addition, the system manager collects data on the satisfaction of the practicum members and suggestions in order to improve the system. The system manager is then responsible for implementing the appropriate changes. |
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| 135. Procrastination Habits of Students at Western Michigan University |
| Area: TBA; Domain: Applied Research |
| RHIANNON M. FANTE (Western Michigan University), Holly L. Bihler (Western Michigan University), Kate Kennedy (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Undergraduate and graduate students at Western Michigan University complete a survey describing behaviors that people usually don’t do but know they should (for example, flossing, exercising or studying); or engage in too frequently (such as eating junk food or smoking). The natural outcomes for these behaviors are either too small, though they may be of cumulative significance, or too improbable. The survey attempts to look at how these behaviors are related to accomplishments. From the results of these surveys, we can see if lack of self-management is a big problem. |
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| 136. Behavioral Aide Training: Integrating Online and Face-to-Face Instruction |
| Area: TBA; Domain: Applied Research |
| LINDA S. HEITZMAN-POWELL (University of Kansas), Joseph Furman Buzhardt (University of Kansas), Monika M. Suchowierska (University of Kansas), Kenda Morrison (University of Kansas) |
| Abstract: Effective teaching procedures for working with children with Autism require significant training to achieve high rates of implementation fidelity. Required training time and a paucity of community-based training, has resulted in a lack of Behavioral Aides (paraprofessionals) available to implement home-based programs. Consequently, the authors developed and assessed a two-component training program for paraprofessionals interested in working with children with Autism. Nine participants completed the program, which had eight two-component modules: 1) Online tutorials and 2) Skill-acquisition training. Effectiveness of the online tutorials was assessed with 1) pre-posttest gains, and 2) 20-item online quizzes following each module. Post training surveys assessed the perceived usability of the online tutorials and the social validity of tutorial content and skills taught. Overall, participants achieved a 17% pre-posttest gain (8 – 36%), and averaged 92.4% (89 – 95%) correct on the quizzes. Participants rated usability as 1.2, and satisfaction with tutorial content and skills as 1.8 and 1.5, respectively (on a scale of 1 to 5, 1 being the best). Because assessments were computer graded, reliability measures were not collected. Six-month follow-up surveys to be completed in November will also be reported. Implications of this type of training program and future directions will be discussed. |
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| 137. Treatment of Severe Aggression through Use of Antecedent Management: A Staff Training Model |
| Area: TBA; Domain: Applied Research |
| ANGELA F. SMITH (Melmark, Inc.), White Christopher (Melmark, Inc.) |
| Abstract: The severe aggression of an adult male diagnosed with autism, was decreased by training staff to use antecedent management strategies when precursor behaviors such as verbal and physical agitation occurred. Data suggests that aggression often resulted following the appearance of the precursor behaviors. An AB design was implemented in which staff who were unfamiliar with behavior analysis were trained in antecedent management strategies through role play and rehearsal. ABC data suggests that the antecedent management strategies were successful in decreasing verbal and physical agitation, which also decreased the likelihood of aggression occurring. Maintenance of the antecedent strategies was implemented through bi-weekly role-plays and rehearsals of the antecedent strategies among the immediate supervisors and staff. |
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| 138. Evaluating the Effectiveness of Staff Training Methods on Treatment Integrity with Direct Care Personnel |
| Area: TBA; Domain: Applied Research |
| KARENA SUZANNE RUSH (Sheppard Pratt Behavioral Health System), Jean Marie Leak (Sheppard Pratt Behavioral Health System), Bruce P. Mortenson (Towson University) |
| Abstract: Staff training methods have been widely assessed in the literature (Jahr, 1998; Reid & Parson, 1996). Staff training is often implemented in a package format including such components as: providing rational and underlying behavioral principles, direct instruction through role playing and modeling, and performance feedback. However, there is a paucity of research examining which components of staff training are tantamount to behavior change. In this study, staff training was broken down into three components. The effectiveness of each component was evaluated using a multiple baseline design. Subjects were direct care staff on an inpatient children’s unit specializing in behavioral treatment. Interobserver reliability data were collected across 34% of sessions with an exact agreement coefficient of 95.35% (range 81.4-100%). The results suggest that providing the rational and training in basic behavioral principles did not increase treatment integrity, rather both direct instruction and/or performance feedback were needed to increase and maintain high levels of treatment integrity. Implications for future practice and research are discussed. |
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| 139. Interobserver Agreement: Training for Observer Correspondence on 'Subjective' Behavior |
| Area: TBA; Domain: Applied Research |
| PATRICIA D. WHEAT (University of Florida), Jennifer A. Johnston (University of Florida), Marilyn K. Benham (University of Florida) |
| Abstract: Caregivers (n=203) who participated in the Family Safety/Applied Behavior Analysis Initiative parenting class (‘Parenting Tools for Positive Behavioral Change’) were observed performing the specific skills taught in the class during pre-tests and post-tests. Seven “tools” make up the specific skill sets. The number of steps per tool ranges from 6 to 22 steps.
Interobserver agreement (IOA) was obtained during pre- and post-tests on 19% of observations. Three behavior analysts and six professional training staff (nonbehavior analysts) recorded whether or not specific skills were demonstrated on each of the 7 tools. The 7 tools were broken down to specific steps that were trained ‘objective’ definitions to assure agreement of skills demonstrated. However, despite trained definitions, several steps became ‘subjective,’ as exemplified by observer drift.
This poster will examine the effects of training on IOA. Although training is thought to increase the amount of agreement, it may not have the desired effects on skills that include ‘subjective’ components, such as body language and social behavior. |
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| 140. Training Limited English Proficient Staff the Basic Principles of Applied Behavior Analysis |
| Area: TBA; Domain: Applied Research |
| JUAN-CARLOS LOPEZ (University of Kansas), Stephen C. Luce (Melmark, Inc.) |
| Abstract: This presentation describes a training program for attaining proficiency in the use of terms used in Applied Behavior Analysis and teaching techniques. The program was administered with limited English proficient (LEP) staff preparing to work in a residential facility for people with severe developmental disabilities. Four LEP staff and one native-English speaker participated. Two (50%) of the LEP staff met training criteria for vocabulary acquisition and three (75%) met criteria for teaching techniques. LEP staff took an average of forty-four 30-minute sessions to complete the training whereas the native-English speaker required four 30-minute sessions to reach criteria for vocabulary and teaching. One LEP staff member attained proficiency in the use of teaching techniques without vocabulary fluency. Inter-observer agreement on the dependent variable averaged 85% (range 70-100%). These results suggest that LEP staff need specialized training materials and additional training time to perform their job at levels comparable to those of the staff for whom English is their native language. The results are discussed in terms of similar research demonstrating the advantages of in situ training techniques to attain proficiency in human service staff. |
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| 141. Descriptions and Effects of Self-modeling on Teaching Behaviors in Preserive Teacher Education Programs in Korea |
| Area: TBA; Domain: Applied Research |
| HOSUNG SO (California State University, San Bernardino), Man Hee Choi (Busan I'Cons, Korea), Wooyoung Chung (Chung-Ang University, South Korea), Hayoung Kim (West Virginia University) |
| Abstract: The purpose of this study was to examine the relative effectiveness of SBA feedback using self-modeling in a physical education teacher education program in Korea. The subsequent purpose of this study was to examine the applicable use of technologically driven behavior analysis strategies and taxonomies into Korean teacher training programs. A theory- and culture-based teaching behavior coding scheme for Korean preservice teachers was developed for this study. Participants were three male and one female undergraduate students enrolled in a 12-week senior field-based teaching practicum course required for teaching certificate. Teaching performances in the mandatory 4 weeks field-based practicum of four undergraduates were observed during an 18-lesson soccer unit in a middle school. An A-B-A multiple-baseline was used. The B-phase consisted of self-modeling feedback and the multiple-baseline represented the differing times in which same sequential behavioral feedback treatment using self-modeling was administered. Results showed the self-modeling was effective in increasing teaching behaviors (i.e., demonstration, guidance, monitoring, task involvement, and feedback provision) and reducing non-teaching-related behaviors such as unnecessary time spent on managing equipment, negligence, and punishment. The initial validity and reliability of the data coding scheme developed for this study was found applicable and effective for observing and analyzing inclusive teaching behaviors. |
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| 142. Expanding Vocal Mand Repertoires Via Derived Relational Control in Adults with Developmental Disabilites |
| Area: TBA; Domain: Applied Research |
| CHRISTINE HALVEY (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: Mand training allows individuals with developmental disabilities to acquire functional skills necessary to communicate needs to others. When a mand repertoire is trained directly, the item manded serves as direct reinforcement for the mand. Some theorists; however, believe that directly trained mands do not constitute true verbal behavior due to the fact that mand repertoires are acquired based upon contact with direct contingencies of reinforcement as opposed to derived relations. The functional independence or dependence of the mand and the tact also plays a central role in the acquisition of functional communication skills essential for survival within the community. If there is functional dependence of the mand and tact, this may allow for the acquisition of manding and tacting skills in less time, which, in turn, allows for the expansion of verbal repertoires at a faster rate. The present study was conducted to determine if individuals with severe mental retardation could acquire categorical frames through derived manding in order to increase and expand their verbal repertoires within a vocational setting. The functional independence of the mand and tact was also addressed in an attempt to lessen the gap between opposing views seen in current research. Three individuals were taught to vocally mand for preferred items that were categorically similar. Conditional discriminations were established between the different categories, and participants were tested for the emergence of equivalence relations and the ability to vocally mand for desired items. Results indicated that persons with severe developmental disabilities can establish categorical frames through the acquisition of derived manding skills, as well as vocally mand for preferred items within the categorical frames. Results also indicated that mands and tacts appear to be functionally dependent. |
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