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| AUT Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 1. An Evaluation of Mentor Feedback on Masters Candidate Skills Educating Preschoolers With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| YASEMIN TURAN (San Diego State University), Laura J. Hall (San Diego State University), Hillary Whiteside (The Institute for Effective Education) |
| Abstract: Five M.A.Degree candidates and supervisor dyads participated in the study conducted during master candidates’ practicum experience in preschool classrooms for children with autism. The purpose of the study was to evaluate effectiveness of a mentoring and coaching program on M.A.Degree candidates’ use of praise and error correction procedures. The effect of the intervention was evaluated via a multiple baseline replicated across 4 dyads and the data were collected on candidates’ use of consequent procedures, university mentors’ coaching skills and children’s engagement behavior. Observations revealed that the intervention influenced both the M.A.Degree candidate’s behavior as well as their supervising mentor. |
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| 2. A Parent Education Program to Further Enhance the Developmental Growth of Infants At-Risk for Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CASANDRA C. NGUYEN (Autism Spectrum Therapies), Erin McNerney (Autism Spectrum Therapies) |
| Abstract: Children are being diagnosed with autism at very young ages. Current research has focused on identifying specific markers, or skill deficits in infants that may be indicative of a child being at-risk for a diagnosis of autism. In order to address these deficits, intervention needs to begin as early as possible. The present study presents the preliminary findings of a parent education program to help “at-risk” infants reach appropriate developmental milestones. Participants were parents of 28 infants classified as “at-risk” or assessed by the local regional center to demonstrate global developmental delays. The intervention program provided parents with information regarding typical infant development, and taught parents behaviorally-based strategies to facilitate communication and social-interaction skills. Parents were taught strategies to encourage development of skills that previous literature has suggested are hallmark signs of a later diagnosis of autism. This study presents the overall program model and outcome data on parents’ fidelity of implementation of specific strategies taught, and children’s gains in communication and social skills. Results demonstrated that overall gains were observed in the 28 children across the following developmental areas: expressive language skills, receptive language skills, cognitive skills, and social/emotional skills. |
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| 4. The Effects of Verbal Feedback on Staff Performance in a Clinical Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| DANIELLE LISE LAFRANCE (Therapeutic Pathways, Inc.), Diana Lynn Morgan (Therapeutic Pathways, Inc.) |
| Abstract: The effects of feedback on performance have been evaluated in a variety of organizational settings (e.g., offices, restaurants, etc.) and for a variety of behaviors (e.g., typing, posture, etc). The current study measured the effects of feedback on the performance of 3 direct interventionist staff in an early intensive behavioral treatment (EIBT) program. A multiple baseline design across participants was used to evaluate whether feedback resulted in higher treatment integrity of client-specific procedures across team members. Results showed that the use of feedback alone produced a greater degree of consistency and treatment integrity. Maintenance of these results is currently being assessed with follow up measures. |
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| 5. Training School Personnel to Implement Positive Behavior Support Plans |
| Area: AUT; Domain: Applied Behavior Analysis |
| DARYN KALMUS (Autism Spectrum Therapies) |
| Abstract: The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) requires IEP teams to conduct a functional behavior assessment (FBA) and develop a positive behavior support plan (PBS Plan) for all students who engage in persistent, problematic behavior. Few teachers receive formal training in evidence-based practice (National Research Council, 2001) or training in behaviorally based methodologies (Polsgrove, 2003). The present study utilized a training package that included written and verbal instructions, modeling, rehearsal, and performance feedback to train a classroom teacher and the classroom paraprofessionals to implement a PBS Plan to reduce aggressive, non-compliant, and tantrum behavior of an eight year old boy diagnosed with autism. Research has demonstrated that individuals with limited clinical experience are able to quickly acquire the skills necessary to implement functional analyses (Iwata et al., 2000; Moore et al., 2002), discrete-trial teaching (Sarokoff & Sturmey, 2004), and stimulus preference assessments (Lavie & Sturmey, 2002) using similar training packages. The classroom teacher and paraprofessionals were taught strategies including priming, choice making, visual supports, token economies, differential reinforcement, functional communication training, extinction, and redirection; all of which were either not used or used inconsistently/inappropriately at baseline. Results indicate that given appropriate training, the classroom teacher and paraprofessionals acquired the skills necessary to implement the positive behavior support plan, resulting in a significant reduction in aggressive, non-compliant, and tantrum behavior in the target student. In addition, the classroom teacher and paraprofessionals generalized these skills to other students in the class. |
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| 6. Effects of Computer-Assisted Instruction on Procedural Integrity for Inexperience Therapists During Generalization Training Trials |
| Area: AUT; Domain: Applied Behavior Analysis |
| NITASHA DICKES (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea Clements (Munroe-Meyer Institute) |
| Abstract: Computer-assisted instruction (CAI) has been used to teach children with developmental disabilities a variety of academic skills (Bosseler & Massaro, 2003; Moore & Calvery, 2000). Although preliminary studies indicate CAI may result in greater acquisition of target skills and have benefits over direct instruction with a therapist, it remains unclear to what extent CAI will increase procedural integrity and decrease the amount of time required to train therapists to implement individualized instruction. The current study compared procedural integrity during generalization trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the generalization training trials. A multi-element design was used to evaluate correct implementation of each step in the trial across CAI and one-on-one instructional sessions. Results indicated that each therapist implemented CAI with 90% to 100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote procedural integrity for inexperience therapists are discussed. |
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| 7. Evaluating Sensory Integration Procedures Using a Reversal Design: A Lack of Treatment Effect |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER SMITH (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The field of Behavior Analysis holds itself up to a standard of requiring that procedures have empirical support in order for their use to be considered ethical. However not all disciplines subscribe to this standard. This is particularly true in autism treatment where non-validated treatments abound (Jacobson, Foxx, and Mulick, 2005). One category of frequently implemented interventions for children diagnosed with autism spectrum disorder (ASD) are treatments to address so called “sensory issues”. Sensory based “treatments” can include “Sensory Integration Therapy (SIT)” and or a “sensory diet”. These types of treatment are implemented despite a lack of objective evidence to support its effectiveness. Although these types of intervention are being applied frequently, few studies conducted have shown sound results, by demonstrating a causal relationship between SI interventions and targeted behavioral changes. The current study assessed the use of sensory integration strategies to increase attending skills during seatwork in the classroom of a fifth grader diagnosed with Autism. A reversal design was used. The results indicate that SI intervention was not correlated with desired changes in the student’s behavior. |
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| 10. A Comparison of Most to Least Prompting and No-No-Prompting During Discrete Trial Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAMI S. SANBORN (The Groden Center) |
| Abstract: Discrete trial training has become one of the most commonly used teaching procedures with children with autism. However, there are several variations of prompting procedures used during discrete trial training across agencies and schools. This study examines the use of two prompting procedures to teach children diagnosed with autism to respond to one-step directions. This study incorporated an alternating treatments design with an initial baseline and final best treatment phase to compare the effectiveness of the two procedures. During the most to least prompting condition, prompts were faded across sessions from full physical to partial physical prompting. During the no-no-prompt condition, the therapist presented corrective statements (vocally stating “no”) when the child engaged in an incorrect response. The therapist presented the correction statement if two consecutive incorrect responses occurred. When the third consecutive incorrect response occurred, the therapist presented a physical prompt. Initial results suggest that most to least prompting produces higher percentage of trials correct and faster rates of acquisition. |
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| 11. Outcomes of Behavioural Interventions at a Centre Combined With Mainstream Placement for Children With Autism |
| Area: AUT; Domain: Service Delivery |
| ALISON SHARLAND (Highfield Centre), Sigmund Eldevik (Akershus University College), J. Carl Hughes (Bangor University) |
| Abstract: A model of provision has been developed for children with autism at the Highfield
Centre which combines behavioural intervention at the centre with part-time placement in preschool or school (depending on the child's age). The Highfield Centre trains and
certifies all staff involved in intervention. The children typically follow ca 40 hours a week
and it is individually determined how much time should be spent on working with targets
in school and at the centre each week. Effects of this model were evaluated using a pre
-post test design. |
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| 12. Who Are the Folks Most Commonly Implementing, Collecting Data, and Supervising Behavior Plans of Individuals With Autism? |
| Area: AUT; Domain: Service Delivery |
| ELLIE KAZEMI (California State University, Northridge), Alyssa Rylander (California State University, Northridge), Robert W. Burns (California State University, Northridge), Marnie Nicole Shapiro (California State University, Northridge), Amanda Valencia (California State University, Northridge), Yesenia Larios (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Melissa Nayar (California State University, Northridge) |
| Abstract: Research has shown that intensive early applied behavior analytic (ABA) intervention is the most effective form of treatment for children with autism (Howard, 2005; Lovaas, 1987). An increase in the number of children diagnosed with autism, as well as awareness about the disorder, has augmented the need for accountable effective treatments. In Southern California, behavioral agencies vendored with the Regional Centers and Special Education Local Plan Area, are the most common providers of ABA services for individuals with autism. These agencies employ therapists at different levels who provide an average of 10-30 hours of direct instruction and behavior therapy, or supervise and monitor behavior plans, in school and home settings. The survival of behavioral agencies and the quality of services they offer depends heavily on these agencies’ abilities to recruit, train, monitor, and maintain highly motivated competent employees. However, at this time, research regarding such employees is limited. We have recruited 130 behavior therapists (40% supervisors) who work with children with autism. The purpose of this presentation is to shed light on the level of education, years of experience, hours of ABA training, immediate goals, and other factors depicting the current pool of behavior therapists in our region. |
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| 13. Increasing Reading Comprehension Skills Using High School Level Textbooks in a Special Education Classroom |
| Area: AUT; Domain: Applied Behavior Analysis |
| AINSLY DUFF (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: Positive reinforcement using a point system has been shown to increase academic skills in students with developmental disabilities. We used a contingency-based point system to increase reading comprehension skills of a high school level textbook in a 16-year-old student with autism. The reading comprehension skills included looking up words in a glossary, using a table of contents, and answering questions regarding the text. During sessions, reinforcement was contingent upon the student giving a correct response to the presented target. It has been shown that when access to a reinforcer is contingent upon the response, the number of correct responses increases (McEvoy & Brady, 1988). The student had five opportunities to give a correct response per session. At the end of the session, the student had the opportunity to trade in the points for an activity reinforcer, such as time on the computer. The objective of this research was to improve reading comprehension skills and increase independence in the classroom for a 16-year-old student with autism. |
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| 14. Teaching Functions to a Child With Autism Using of Multiple Learning Channels |
| Area: AUT; Domain: Service Delivery |
| ELYSE REYNOLDS (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: In fluency based instruction, teachers often move instructional concepts through different learning channels as part of the instructional design sequence. However, there are often many skills to teach a young child with autism and often too few minutes to teach all the skills at once. To maximize a student’s instructional minutes, an alternating learning channel strategy was used to teach a five-year-old boy with autism to both mediate teacher directions about functions (Hear/Touch Function Pictures) and to tact 2D pictures of functions (See/Say Function Pictures). The poster will report on the instruction slice sequence, share student daily performance data charted on the Standard Celeration Chart, and a cumulative record graph showing the rate of concept mastery in for each learning channel. |
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| 16. Equivalence Class Formation by Adolescents With Asperger’s Disorder |
| Area: AUT; Domain: Experimental Analysis |
| ANDREW R. RILEY (Western Michigan University), Linda A. LeBlanc (Auburn University), Brian J. Feeney (Western Michigan University) |
| Abstract: Stimulus equivalence is an empirical phenomenon which demonstrates a process of generative learning pertinent to language development and symbolic communication, whereby stimuli that share no physical properties come to be functionally similar (i.e., form an equivalence class). Individuals diagnosed with Asperger’s disorder (AD) display high rates of atypical language functioning and dysfunctional communication. Such abnormal development could be the result of differences in a fundamental learning process such as equivalence class formation. This study sought to compare the equivalence class formation abilities of adolescents with AD to those of typically developing adolescents. Ten adolescents diagnosed with AD were compared to ten typically developing adolescents on a computerized task of equivalence class formation. Results suggest that when conditional discriminations are taught to mastery, there are no significant differences between adolescents with AD and typically developing adolescents in the emergence of untrained relations. These results indicate atypical language observed in those with AD is likely not caused by abnormalities in the basic process of equivalence class formation. |
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| 17. The Effects of Priming on Academic Acquisition of a Boy With Autism in an Inclusive Educational Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Shawn Brumby (Behaviour Institute) |
| Abstract: Providing students with disabilities appropriate educational opportunities in inclusive educational settings has been an important focus for service providers. One of the challenges of inclusion is that many children with disabilities have difficulty learning in the traditional group instructional format associated with general education settings. One possible intervention is the use of priming on the academic material about to be taught in a general education classroom. Priming of academic material consists of pre-exposing the child to the material in an individual session before the teach teaches a group lesson. This poster will describe the results of a study comparing the effects of lession priming to group instruction presentation only on academic acquisition for a child with autism in an inclusive educational setting. |
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| 18. A Clinical Evaluation of Response Interruption and Redirection on Vocal Stereotypy in a Preadolescent With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LESLEY A. MACPHERSON (California State University, Sacramento), Jessica Love (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Vocal stereotypy can be defined as nonfunctional repetition of sounds, words, breathing, and/or delayed echolalia of previously heard dialogue. It is often noncontextual and can be disruptive in both social and academic environments. Previous research has demonstrated that a Response Interruption and Redirection (RIRD) procedure was effective in reducing vocal stereotypy of children diagnosed with autism. The purpose of the current study was to clinically evaluate the effectiveness of RIRD with an 11-year-old male diagnosed with Autism. A functional analysis was conducted suggesting a possible automatic function. During treatment, implementation of RIRD alone produced minimal reduction in vocal stereotypy. Prompted engagement with preferred items and response cost were later introduced in conjunction with RIRD. Appropriate vocalizations significantly increased only when response cost was implemented. Overall, findings contribute to the sparse research examining vocal stereotypy treatment among preadolescent populations. |
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| 19. Evaluation of Client Location and Preferred Items on Head Weaving |
| Area: AUT; Domain: Applied Behavior Analysis |
| WILLIAM J. HIGGINS (Munroe-Meyer Institute, University of Nebraska Medical Center), Terry S. Falcomata (University of Texas at Austin), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (State University of New York, Upstate Medical University) |
| Abstract: Previous research has shown that automatically reinforced problem behavior can be reduced via the noncontingent presentation of preferred stimuli. In the current investigation, we conducted a functional analysis of repetitive head weaving that produced undifferentiated results. This outcome was indicative of an automatic reinforcement function for head weaving. Next, we conducted a preference assessment in which measures of item engagement were compared to measures of head weaving. Those results suggested that specific high-preferred items competed with the behavior; however, anecdotal observations suggested that other variables also affected the occurrence of head weaving. Finally, we conducted an assessment in which an antecedent variable (child location) was manipulated to evaluate the establishing effects of child location on head weaving. A treatment consisting of both competing items and antecedent manipulation reduced head-turning stereotypy to clinically significant levels. Interobserver agreement was obtained during at least 30% of sessions for each evaluation and averaged above 90%. The results will be described within the context of the effects of idiosyncratic antecedent variables on the occurrence of problem behavior maintained by automatic reinforcement. |
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| 20. Stimulus Fading, Positive Reinforcement, and Extinction to Treat Food-Related Packing |
| Area: AUT; Domain: Service Delivery |
| LAURA GORMLEY (Trinity College Dublin), Kristen A. Maglieri (Trinity College Dublin), Rita Honan (Trinity College Dublin), Ciara Tolan (Stepping Stones ABA School for Children with Autism) |
| Abstract: Packing, holding accepted food in the mouth for extended periods, has significant health implications, including insufficient caloric intake, failure to thrive and an increased risk for aspiration. The current study aimed to reduce the frequency of packing behaviour displayed by a nine-year old male diagnosed with autism. First, non-preferred foods (foods, which were consistently packed) were identified through indirect and direct assessment. Next, a baseline was conducted in which previously non-preferred foods were presented systematically. During baseline, each non-preferred food was packed at 100 percent when presented. A treatment consisting of a combination of stimulus fading (systematic increases in portion size), positive reinforcement for ‘appropriate’ chewing and swallowing and extinction for food avoidance was then implemented. Results demonstrated that the treatment package was successful in reducing packing to near zero levels within 61 days of intervention including follow-up. In addition, the participant was successfully completing presented meals within 30 minutes. |
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| 21. A Practitioner’s Guide to Implementing Differential Reinforcement of Other Behaviors Among Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEAH C. GONGOLA (Youngstown State University), Rosie Daddario (Kent State University), Dru Perren (Youngstown State University) |
| Abstract: Current research supports the increase in prevalence of autism spectrum disorders (ASD) to be one out of every 91 children. Along with the drastic increase in ASD prevalence, No Child Left Behind calls for scientifically-based practices; therefore obligating educators to provide proven and effective behavioral interventions when seeking to reduce challenging behaviors in the classroom setting (Odom et al., 2005; Simpson, 2005). Further, literature discusses the need for schools to incorporate reinforcement-based behavioral technologies into classrooms servicing children with ASD (Lerman et al., 2004). While reinforcement and punishment procedures both influence the decrease of challenging behaviors, differential reinforcement of other behaviors (DRO) has been found to provide a reinforcement-based alternative to punitive behavioral approaches (Poling & Ryan, 1982). When seeking a protocol to diminish undesirable behaviors, DRO is an appealing intervention for students and practitioners alike as the DRO intervention reinforces acceptable behaviors already within a student’s repertoire. This poster will define user-friendly procedural variations of DRO to include whole interval application, interval reset, and weekly averages of interresponse times. The DRO case examples, checklists, and charts included will offer step-by-step support to practitioners in search of a feasible and structured intervention for students with ASD and undesirable behaviors. |
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| 22. The Effects of Functional Communication Training and Progressive Delays to Reinforcement on Problem Behavior and Task Compliance |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALFRED BREWIN IV (Rowan University), Michelle Ennis Soreth (Rowan University) |
| Abstract: In this study, we examined the utility of Functional Communication Training with a progressive delay to reinforcement and extinction on problem behaviors of an 8-year-old male diagnosed with autism. Results of a brief functional analysis indicated that the participant’s aggression was maintained primarily by an escape from demands. The goal for the participant was to teach a functionally equivalent communicative response to replace aggression. Following initial training of the FCT response (exchange of a break card during tasks resulting in an escape from demands); work requirements and subsequent delays to reinforcement were gradually and systematically increased to a terminal goal of completing 25 tasks on a fixed-ratio schedule. The results of a reversal design indicated that this treatment procedure was effective in reducing problem behaviors by at least 83% from baseline while maintaining high levels of compliance. The implications of the use of this treatment in applied settings and future research were discussed. |
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| 23. Response Interruption and Redirection as Treatment for Vocal Stereotypy in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN DUFFY CASSELLA (Garden Academy), Tina Sidener (Caldwell College), David W. Sidener (Garden Academy), Patrick R. Progar (Caldwell College) |
| Abstract: This study systematically replicated and extended Ahearn, Clark, MacDonald, and Chung (2007) to evaluate the effects of response interruption and redirection (RIRD) using nonvocal demands on the vocal stereotypy of two boys diagnosed with autism. Functional assessments conducted suggested an automatic reinforcement function for the vocal stereotpy emitted by both of the participants. Results from the reversal design showed that RIRD produced substantial decreases in vocal stereotypy following the procedure. Generalization measures showed that vocal stereotypy did not decrease in novel settings or with novel instructors. A social validity assessment revealed that overall, the procedures used were found to be acceptable and effective. Despite the hypothesis that changes may be observed in collateral behaviors, no clinically significant changes were observed in motor stereotypy, appropriate vocalizations, or toy manipulation. The length of time that each participant spent in treatment per session may be a limitation to the overall success of this intervention. The results of this study were in agreement with previous research and revealed the effectiveness of the RIRD procedure. |
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| 24. The Effects of Response Interruption and Redirection and Differential Reinforcement of Other Behaviors on Vocal Stereotypy in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARY ELIZABETH GARTLAND (The May Institute), Courtney Fleming (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: One problem behavior that interferes with the daily functioning of many children with autism is their frequent engagement in vocal stereotypy. Vocal stereotypy is defined as any instance of noncontextual or nonfunctional speech including singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation (Ahern et al., 2007). Researchers have investigated various interventions designed to reduce vocal stereotypy in children with autism. The purpose of this study was to replicate and extend previous research by Ahern et al. (2007) to decrease vocal stereotypy in three individuals with differing levels of disability. The independent variable was a treatment package including response interruption and redirection (RIRD) combined with differential reinforcement of other behaviors (DRO). A multiple baseline across students design demonstrated a functional relationship of the treatment package on substantial decreases in vocal stereotypy for three students with autism. Additionally, all three students also demonstrated generalization and maintenance of decreased vocal stereotypy. |
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| 25. Can't Touch This |
| Area: AUT; Domain: Applied Behavior Analysis |
| TARA A. GLAVIN (Hope Institute Learning Academy), Lorraine M Bologna (The Chicago School of Professional Psychology), Brooke Owens (The Chicago School of Professional Psychology), Robyn Fisher (The Chicago School of Professional Psychology) |
| Abstract: The current study focused on a 16 year-old high school student diagnosed with Autism. The student lacked sufficient functional communication skills. He exhibited inappropriate behavior of touching, tickling, and grabbing other students and staff during transitions from one classroom to another within the school setting. The function of his behavior has been determined as attention seeking. According to Goldstein (2002), “when individuals with autism are taught communication skills that serve efficiently and effectively as alternative behaviors, reductions in challenging behaviors result” (p. 389). In order to decrease the frequency of this behavior, as well as increase the student’s functional communication skills, a Functional Communication Training intervention was implemented. During transitions, staff was instructed to prompt the student with an appropriate verbal response when he approached individuals before the target behavior occurred and the behavior was reinforced using a continuous reinforcement schedule, giving verbal praise as a reinforcer after every appropriate interaction with another individual during transitions. When the prompt was not given before the target behavior occurs, staff provided zero attention to the student for 3-5 seconds, after which an error correction was implemented. Occurrences of the target behavior were observed and recorded during each transition, and data was graphed daily by target behaviors exhibited per day. A phase change was implemented when criteria were met and when the intervention needed to be adjusted based on student needs or when the behavior frequency became stable. If the student reached a low and stable frequency of target behavior, staff began fading reinforcement for appropriate social interactions. The objective of this research was to determine and implement an effective intervention in decreasing the student’s inappropriate physical requests for attention and increasing his appropriate verbal requests for attention. |
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| 26. A Comparison of Random Versus Fixed Order Functional Analyses |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN SILLIMAN (California State University, Sacramento) |
| Abstract: Functional analysis methodology is generally effective in determining functions of behavior; however, occasionally results are undifferentiated due to interaction effects. Iwata et al. (1994) suggested that functional analysis conditions be presented in a multielement design with a fixed cycle order of conditions in order to minimize unwanted interaction effects and capitalize on motivating operations. The purpose of this study was to compare results from functional analyses in which conditions were presented in either a random or fixed order, as suggested by Iwata et al. Functional analyses of aggressive and tantrum behaviors were conducted with three male participants, between the ages of two and three. The order in which the two functional analyses were conducted was counterbalanced across participants. Both the fixed and random order functional analyses resulted in the same interpretation for one participant. For a second participant, the no interaction condition was differentiated from the control condition in the random order functional analysis but not in the fixed order functional analysis. For the third participant, the fixed order functional analysis revealed a secondary function of behavior. |
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| 27. Changing of Preferences Over Time: Is It True? |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHERYL J. DAVIS (Consultant), Michele D. Brock (Crossroads School for Children), Kristin McNulty (Crossroads School for Children), William Timothy Courtney (Little Star), Mary Rosswurm (Little Star) |
| Abstract: Children with autism are often notorious for being rigid in their preferences and routines within their school and home settings. One could assume that this would translate into reinforcers remaining stable over time and that individuals with autism would not vary their preferences. However, as practitioners, we conduct preference assessment on a regular basis to determine if we have items that may function as reinforcers. This poster will explore changes of preferences over time with multiple participants with autism across two day programs. Assessments will be conducted at regular three-month intervals after the original assessment to determine if and when changes of preferences occur with these participants. Current data reveal that preferences remained stable at the nine months intervals for one participant and changed for two other participants. Additional data will be collected over the next six months to determine if this trend continues with these participants, and additional participants will be assessed. |
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| 28. The Effects of Response Blocking and Restraint on the Assessment of Competing Stimuli for Severe Self-Injury |
| Area: AUT; Domain: Applied Behavior Analysis |
| DENISE KUREK (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute) |
| Abstract: Self-injurious behaviors (SIB) oftentimes can be so severe that protective equipment is necessary to maintain a child’s safety. The use of mechanical arm restraints can be associated with low levels of problem behaviors, but can also limit engagement. In the current investigation, we evaluated several competing stimuli with various levels of restraint with a 7-year-old boy diagnosed with Mental Retardation, Fragile X Syndrome and Autistic Disorder. The functional analysis indicated that his SIB was automatically maintained. Three separate competing stimulus assessments were conducted: 1) without protective equipment and without response blocking, 2) without restraint and with response blocking, and 3) with restraint and without response blocking. The initial assessment indicated that without any restraint present, no stimuli were associated with low levels of SIB. The second assessment (i.e., without restraint and with response blocking) also failed to identify stimuli that were associated with low levels of SIB. Findings from the third assessment (i.e. full rigid arm splints) resulted in the identification of several stimuli that were associated with high levels of engagement and low levels of SIB. These data suggest that arm restraints may limit SIB to the extent that engagement with stimuli is possible, and thus permit evaluation of preference and/or reinforcer competition. Reliability data were collected for one third of sessions and averaged above 80%. |
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| 29. Teaching Perspective-Taking to Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| KERRI L. WALTERS (University of Manitoba), Victoria Sobie (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba), Jacklyn M. Caners (St. Amant Research Centre, University of Manitoba) |
| Abstract: Typically developing children show signs of perspective-taking skills by 4 years of age. Approximately 80% of children with autism spectrum disorders (ASDs) with a verbal mental age of 4 years do not possess this skill. The purpose of this study was to improve upon previous perspective-taking training research in the following ways: (a) administering consistent baseline and generalization assessments throughout the study, (b) clearly defining prompting and fading procedures, (c) delivering reinforcement following correct responses, (d) implementing an error correction procedure following incorrect responses, (e) systematically programming for generalization, (f) establishing a clear mastery criterion, and (g) confirming ASD diagnoses. A task analysis of a commonly used perspective-taking assessment produced six teaching components. A multiple-baseline across tasks design was used to teach each of the six components to three males between the ages of 6 and 10 years old who failed three perspective-taking tasks. Generalization and maintenance were assessed for all training components. Following mastery of all six components children were assessed on the same three perspective-taking tasks they had failed during baseline assessments. The ability to perform these tasks following intervention will provide evidence of successful training and generalization programming of perspective-taking among children with ASDs. |
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| 30. Exploring a Social Skills Intervention for Children With Autism Using a Video Modelling Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| LOUISE CRITCHLEY (Monash University), Angelika Anderson (Krongold Centre, Monash University) |
| Abstract: Deficits in social skills are one of the core symptoms in children with autism and are therefore an important target for intervention. Video modelling is an emerging evidence based intervention for autism and shows promise in ameliorating the deficits in social skills in this population. An intervention using a video modelling procedure was explored using a single subject, multiple baseline across behaviours design. A child with autism was shown videos for target behaviours including sharing and turn-taking in his natural kindergarten environment. Free play followed where opportunity was given to perform the target behaviours. Compared to an initial baseline period, the participant’s sharing and turn-taking behaviours increased during intervention. The increase in target behaviours generalized to another setting and maintained at follow-up at which time the participant’s sharing and turn-taking behaviours occurred at a rate comparable to his peers. Feedback from kindergarten staff and parents was positive. The outcome provides additional support for the place of video modelling in intervention programs for children with autism. |
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| 31. A Follow-Up Study: Pivotal Response Training on Social Skills of One Preschool Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHU-HWEI KE (SEEK Education, Inc. - Taiwan), Hua Feng (National Changhua University of Education), Shu-Feng Kuo (SEEK Education, Inc. - Taiwan) |
| Abstract: The purpose of this study was to investigate the follow-up effect on social skills of one preschool child with autism by giving pivotal response training. The child was first trained on one-on-one session. Later the child was trained during a group activity with his peers at school setting. A single-subject experimental design of multiple probes across situations was used in this study. The independent variable was pivotal response training. The dependent variables of this study were the increased social skills. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity. After training child with autism maintained prolonged interactions with peers and teachers, initiated play and conversation, and increased engagement in language and joint attention behaviors. In addition, parents and teachers reported positive changes in social skills. Further, the treatment outcome showed generality and maintenance. |
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| 32. The Use of Discrete Trial Instruction With Mastery Interspersals to Teach Joint Attention Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Sheila Quinn (Salve Regina University), Samantha Sandland (Salve Regina University), Alexandra Pereira (Salve Regina University), Carin Heaney (Salve Regina University), Katherine Jensen (Pathways Strategic Teaching Center), Jennifer L. Marshall (Trudeau Center) |
| Abstract: Children with autism display deficits in joint attention thought to impact their social competence, development of language, and other areas of functioning (Jones & Carr, 2004). Joint attention has a variety of forms and functions but generally refers to people sharing or monitoring each others attention toward an object or event (Jones & Carr, 2004). Few studies have focused on methods used to teach joint attention. Interspersing material that is already mastered within a block of discrete trials of new material is thought to be a successful technique for the acquisition of some skills and is theorized to increase the rate of acquisition of the new material (Weiss, 2008). According to Jones & Carr (2004), activity interspersals may increase motivation and opportunities for adult-child interactions; sustaining joint attention. The purpose of this study was to determine the effectiveness of discrete-trail instruction with mastery interspersals to teach joint-attention behaviors. A task analysis of joint attention was conducted, breaking the complex skill into multiple teaching steps. Three students with autism on the same step of the task analysis were selected. A multiple baseline design across subjects was used to evaluate treatment. Results are discussed along with implications for research and practice.
Research funded by RI-INBRE. |
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| 33. Training and Generalization of Social Skills in a Student With Asperger's Syndrome |
| Area: AUT; Domain: Applied Behavior Analysis |
| RYAN GOVER (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to determine if a student diagnosed with Asperger’s Syndrome would demonstrate generalization of social skills from a training setting to non-training settings with novel persons. Using a multiple baseline design across skills, the student was taught a conversational skill and to accept criticism. The experimenter modeled, had the student role play the skills and provided feedback on skill performance using a variety of scenarios. Following training the student was assessed in various locations within his school for skill performance. To facilitate generalization, the student was given a verbal prompt to use his skill followed by a situation requiring use of the social skill embedded in a social interaction with a novel person. The time between the prompt and the situation requiring the social skill was gradually increased. A probe was conducted at the end of each interval without a verbal prompt until the student performed the skill correctly in three consecutive situations. The student was also probed for social skill generalization one time per week throughout the study in his vocational training setting without generalization prompts. Results indicated that the student demonstrated generalization of the social skills following training and prompt fading. |
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| 34. Using of Differential Reinforcement to Increasing Eye Contact and Attention Seeking in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AUDREY ALBERSTADT (The Aurora School), Meg Napolitono-Evans (The Aurora School), E. J. Lee (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: Research shows that the behavior of making eye-contact with persons is necessary for the acquisition of the vocabulary and social-communicative functions of children. Low emissions of eye-contact behavior and deficiencies in social communication skills are indicators of a delay in the child’s development and autism. Behavioral programs designed to increase the frequency and duration of eye-contact serve to establish verbal behavior repertories and social communicative functions in children with autism. This study assessed the use of differential reinforcement to acquire and maintain eye contact and attention seeking behaviors in a 10-year old boy (A.C.) with autism. An ABAB design was used. Condition A recorded the number of times (baseline) that A.C. made eye-contact with the therapists. Condition B used differential reinforcement to shape and maintain the eye-contact behavior; sessions began with the therapist placing her face close to A.C’s face, setting the occasion for A.C to make eye-contact with the therapist who immediately reinforced and praised the emission of this behavior. When the eye-contact behavior consistently occurred for two consecutive sessions, several Mands in A.C’s repertory (as determined by VB-MAPP) were paired with the eye-contact behavior. Thus, Mands accompanied by the eye-contact behavior produced reinforcement, and Mands in the absence of eye-contact behavior did not produce reinforcement. Results showed that the eye-contact behavior increased with differential reinforcement, so did Manding in the presence of the eye-contact behavior. We will discuss the importance of differential reinforcement in establishing eye-contact, verbal behavior repertories, and social communicative functions in children with autism. |
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| 35. Increasing Vocal Initiations to Play by Individuals With Autism Through the Use of Video Modeling |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARCUS A. LOZANO (Caldwell College), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
| Abstract: Children with autism often display deficits in communication. This may lead to a lack of unprompted social initiations, such as asking questions, offering information, commenting, or inviting another peer to play. One technique that has been shown to be effective in teaching social and communication skills is video modeling. To date, however, few studies have investigated ways in which video modeling may be used to teach vocal initiations of play. The present study used a multiple-probe across-participants design to assess the effectiveness of video modeling, prompting and prompt fading strategies, and reinforcement to teach 3 children with autism to vocally initiate play statements to an instructor. Several strategies were used to promote generalization including the use of multiple exemplars of scripted statements and play actions, as well as multiple peer models and multiple instructors. Generalization probes were conducted on novel stimuli and a follow-up measure was taken 30 days after mastery criterion was met. The results indicated that all participants learned to vocally initiate play. This skill also generalized across novel stimuli and maintained. Such results should increase the likelihood that these students may be more readily accepted by their peers. |
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| 36. A Comparison of Video Priming and Simultaneous Video Modeling
to Teach Play Skills to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KIMBERLY SANCHO (Garden Academy), Tina Sidener (Caldwell College), Sharon A. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: Video modeling has been shown to be effective in teaching play to children diagnosed with autism using a variety of techniques, including video priming, video prompting, and video error correction. Simultaneous video modeling is used clinically, but has not previously been evaluated as a method for teaching play skills. The current study employed an adapted alternating treatments design with multiple probe design across participants to compare the effects of video priming and simultaneous video modeling on the acquisition of play skills in two children diagnosed with autism. Generalization was programmed across play sets, instructors, and settings. Overall, both video modeling procedures proved to be effective in teaching and producing maintenance of play skills for both participants. For one participant, these procedures appeared to be equally effective in terms of acquisition of the main dependent variable, scripted actions. For another participant, scripted actions were acquired more quickly in the simultaneous condition. |
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| 37. Utilizing Speaker Immersion and Communication Packages to Increase Verbal Behavior and Decrease Unsafe Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| JOHN TOLSON (Faison School for Autism), Alexis Reeb (The Faison School for Autism), Kitti South (The Faison School for Autism), Adam S. Warman (The Faison School for Autism) |
| Abstract: Students attending The Faison School for Autism are part of a CABAS component program which addresses their learning needs through a verbal behavior analysis approach. As a result, the students participate in tactics to increase their level of verbal behavior which, consequently, typically decreases instances of problem behavior and increases access to less restrictive activities. In this presentation, two tactics were implemented to increase communication and to decrease unsafe and interfering problem behaviors for several students. In the first two data collections, speaker immersion was used to increase mands and tacts. In the third data collection, a communication package consisting of using high probability instructions, planned ignoring, and functional communication training, was implemented for a student emitting low levels of mands and high rates of assaultive and self-injurious behavior. As a result of these interventions, all students emitted higher instances of mands. The results of these data collections are discussed in terms of verbal behavior and the literature targeting self-injurious and problem behavior. |
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| 38. Video Modeling Paired With Schedules to Teach a Student With Autism to Request a Break |
| Area: AUT; Domain: Applied Behavior Analysis |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Greg Ryan (Tomball Intermediate School District), Debra Cummins Roth (Tomball Intermediate School District) |
| Abstract: This study shows how an elementary student with Autism enrolled in a self-contained class in a public school was taught to request a break in lieu of using aggression to escape non-preferred task demands. The student had a significant history of noncompliance and physical aggression. He required a high level of adult support to manage his behavior and responded inconsistently to the use of various interventions. This study utilized antecedent manipulations which involved teaching staff to recognize triggers to his aggressive behavior as well as developing a safety plan for removal of his classmates to another location when his aggression escalated. The behavior package included the use of video modeling which involved showing the student himself engaged in appropriate behaviors during transitions, instructional activities, requesting a break and using self-calming techniques. A transportable schedule was used to add predictability to his day. Cue cards were also developed to remind him how to request a break or engage in self-calming behaviors when needed. Data show that the frequency of the student's aggressive behaviors significantly decreased across the school year and resulted in his continued placement on a regular education campus rather than a more restrictive placement option. |
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| 39. Comparison of Prompting Procedures on Intraverbal Behavior on Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER LYNN JORANDBY (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (University of Wisconsin - Eau Claire), Chelsea B. Hedquist (University of Wisconsin-Eau Claire), Amanda Buchmeier (University of Wisconsin - Eau Claire), Kathryn R. Haugle (University of Wisconsin-Eau Claire), Kathryn Larson (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Teaching intraverbal behavior is important in the development of communication skills and social interactions among children with autism. Echoic, picture, and textual prompts have been compared in teaching intraverbal behavior to these children. Previous research with children diagnosed with autism has shown that textual prompting is more effective on the acquisition of intraverbal skills. Few studies, however, have examined the effects of echoic, picture, and textual prompts on intraverbal behavior. The current study compared the three prompting procedures in teaching intraverbal behavior to five children diagnosed with autism. Comparisons between prompting procedures were evaluated on the acquisition, generalization, and maintenance of intraverbal behavior. Some differences were found in the acquisition, generalization, and maintenance of the three prompting procedures. |
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| 40. Response Priming in a Young Child With Autism: Duplicating Vocal Responses Facilitates Vocal Imitation |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEIF ERIK NIELSEN (University of Nevada, Reno), Jennifer A. Bonow (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This case study investigated the effects of response priming whereby an adult first imitated the vocalizations of a young child with autism and then instructed the child to imitate the vocalizations made by the adult. A significant increase in the number of imitative vocal responses given by the child to the adult’s model was consistently and repeatedly observed. The outcome is important in that it may provide the means by which to strengthen a child’s vocal imitative behavior, and it also provides a clear and rare example of what Skinner identified as response priming. |
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| 41. A Comparison of The Verbal Behavior Milestone and Placement Program in Typically Developing Children and Children on the Autism Spectrum |
| Area: AUT; Domain: Applied Behavior Analysis |
| ASHLIE LINDER GRILL (Florida State University), Kassi J. VanderPloeg (Florida State University), Gina Marie Ballone (Brilliant Minds) |
| Abstract: The Verbal Behavior Milestone and Placement Program (VB-MAPP) is an assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays created by Mark Sundberg, PhD. The use of the VB-MAPP in applied behavior analytic programs for children with autism is becoming increasingly popular, as it is an efficient and uncomplicated tool for practitioners and teachers to use. In order to provide parents, practitioners, and other professionals with a comparison of skill deficits in typically developing children, and children with Autism, the authors conducted Verbal Behavior Milestone and Placement Programs (VB-MAPP) on four typically developing children, ages 1-4 years and compared them to the VB-MAPPs of four children of the same age, diagnosed on the autism spectrum. Using the Milestones Skills Assessment portion of the VB-MAPP, the authors assessed up to 170 milestones across participants. This assessed 16 key skill areas including mands, tacts, intraverbals, echoics, listener receptive function, feature, and class, visual perceptual, play, social, and early academic skills. |
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| 42. Using Applied Behavior Analysis Strategies to Improve Motor Coordination of a Child With Autism in Competitive Swimming |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAN LIU-GITZ (Texas Tech University), Stacy L. Carter (Texas Tech University), Joseph Bales (Texas Tech University Health Science Center) |
| Abstract: Motor and social-communication impairments in individuals with autism severely limit their opportunities to successfully participant in organized sports. Reduction in physical activity becomes more significant at the secondary school when nondisabled peers may rely mostly on organized sports to get their physical exercise. Few studies are found implementing ABA strategies to improve participation in competitive sports for children with autism. This study used a multiple-baseline design to investigate the effectiveness of a treatment package designed to support a child with autism participating in competitive swimming. The participant was a 10 year old boy with normal IQ who displayed frequent tantrums and noncompliance to swimming instruction. He presented with a history of limited skill acquisition which had prevented him from developing any formal swimming strokes in spite of numerous swim lessons. Researchers implemented a fixed schedule of reinforcement, a chaining procedure, and a task analysis into typical coaching techniques in a local swim club. Results revealed that within six months the child had mastered three of four basic swim strokes and competed with age equivalent peers in swim meets regulated by the US Swimming Association. The importance of using structured ABA techniques within typical coaching strategies will be presented. |
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| 43. Teaching Cooking Skills Using Video Modeling With Teens With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNE K. RYE (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: According to data from the National Longitudinal Transition Study 2 (NLTS-2), adolescents with autism have significant deficits in the area of daily living skills and in particular the preparation of food. Yet, these skills are critical to increase their independence as adults. It has been established that individuals with autism benefit from evidenced-based instructional strategies presented in a visual format such as video modeling (Bellini & Akullian, 2007). The present study will evaluate the effectiveness of the use of video models to teach simple recipes to 3 adolescents with moderate to high functioning autism, all with adequate observational skills and verbal communication to describe what they see in the video. A unique aspect of the present study will be the use of the video model alone with no other instructional supports. A multiple probe design will be utilized across participants to evaluate if the participants can through a stand-alone video model (1) acquire the cooking skills and (2) if the video model also serves to be an efficient instructional delivery method where the students acquire the skill quickly. |
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| 44. Evaluating the Effectiveness of a Photographic Schedule to Teach Adults With Autism to Use an Apple iPod |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELISSA ANGLESEA (Alpine Learning Group), Peter M. Vietze (Institute for Basic Research) |
| Abstract: Many individuals with autism display deficits in the areas of verbal and written language. Picture prompts, in the form of a photographic schedule, can be a useful tool because they can be used in place of verbal and written language. In addition, a photographic schedule can replace prompts from an instructor. Using a multiple-baseline-across- subjects design, this study demonstrates the effectiveness of using a photographic schedule to teach three adult males with autism to use an Apple iPod. By the end of the study, all participants were able to successfully operate the iPod® to listen to music without prompts from the investigator. |
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| 45. A Comparison of Acoustical (Clicker) and Visual (Token) Conditioned Reinforcers for Teaching Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NORA IANNACCONE (San Diego State University) |
| Abstract: There is a recommendation by some interventionists to use clickers as conditioned reinforcers when working with individuals with autism due to the effectiveness of this procedure with animals. No published research on the use of this clickers with children, including children with disabilities was found. This study incorporated an alternating treatment design to evaluate the effect of acoustical (clicker sounds) and visual (tokens) conditioned reinforcer systems on the acquisition of labeling objects and pictures of four young children with autism spectrum disorders. Event recording was used to score correct responses across both conditions. Fidelity of intervention measures were taken for the implementation of both the token systems and clickers by the paraprofessional staff who implemented the child's programs. Rates and maintenance of acquisition in both conditions was assessed. Interobserver agreement rates were obtained at above 80% for each of the four participants. The social validity of both approaches to intervention is discussed. |
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| 46. The Effects of Conditioning Looking at Faces as a Reinforcer on Observing Responses |
| Area: AUT; Domain: Applied Behavior Analysis |
| Dolleen-Day Keohane (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Jacqueline Maffei-Lewis (Teachers College, Columbia University), KARLEE D. MILLER (Teachers College, Columbia University), Lisa Dawn Tullo (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of using a conjugate reinforcement procedure on the acquisition of reinforcement for observing adult faces, as evidenced by an increase in observing responses. Three students diagnosed with autism spectrum disorder were selected for this study. The study followed a delayed multiple probe design across participants. Pre- and prost-probes consisted of 20 trials each of three types of observing responses. Students then began intervention, in which continuous reinforcement was delivered, contingent on the student looking at the teacher’s face. Appropriate looking was immediately reinforced with continuous tactile stimulation, vocal praise, and singing, which ceased as soon as the child looked away. Continuous reinforcement was reinstated only when the student resumed observing the adult’s face. The process was continued until the students total duration of looking at the teacher’s face across 20 trials reached 160 seconds. Post probes were then conducted following the completion of the intervention. A functional relation was found, as all three students demonstrated significant increases in observing responses. |
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| BPH Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 47. The Impact of Amphetamine on Resistance-to-Extinction Following Single-Schedule Training |
| Area: BPH; Domain: Experimental Analysis |
| STEPHEN H. ROBERTSON (James Madison Univeristy), Sherry L. Serdikoff (James Madison University) |
| Abstract: Some researchers have suggested that the discrepancy in findings between studies of resistance-to-extinction that use single-schedules and those that use multiple-schedules is the result of increased discriminability between training and extinction conditions in the single-schedule preparation, masking the true relation. Because amphetamine has been shown to interfere with stimulus control in a number of preparations, the current study examines the effects of amphetamine in the context of a single-schedule resistance-to-extinction preparation. During training, various doses of d-amphetamine and vehicle are administered 15-min prior to sessions where, water reinforcers are delivered according to various variable-interval schedules. The 50-min training sessions are conducted 5-7 days per week for each rat until responding is stable and are followed by a 2-hr extinction session. Resistance-to-extinction is represented as the logarithm (base 10) of the response rate for each extinction session as a proportion of the average response rate over the last 5 training sessions. To the extent that the data reveal a positive relation between resistance-to-extinction and reinforcer density during training when d-amphetamine but not vehicle is administered, they are consistent with the view that the discriminability between training and extinction is a confound that masks the true relation in single-schedule resistance-to-extinction procedures. |
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| 48. Effects of D-Amphetamine on Delay Discounting With Different Baselines |
| Area: BPH; Domain: Experimental Analysis |
| CHRISTOPHER KREBS (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Impulsive choice is correlated with behavioral problems such as attention deficit hyperactivity disorder, substance abuse, and gambling. Variables such as reinforcer magnitude and delay have been shown to affect impulsive choice. Impulsive choice is often studied by presenting subjects with the choice between a smaller, more immediate and a larger, more delayed reinforcer. When a constant delay is added or subtracted to both alternatives, choice of the larger reinforcer has been found to increase or decrease, respectively. It is unknown if these effects generalize to within-session delay-discounting procedures where choice is between one food pellet delivered immediately and three food pellets delivered after an increasing delay. The present experiment examined how adding and subtracting a constant delay affects choice in eight male rats using a within-session delay-discounting procedure. As delay to the large reinforcer increased, choice for that option decreased in all rats regardless if a constant delay was added or subtracted. Indifference points were longer when constant delays were added and shorter when constant delays were subtracted from both alternatives. Thus, different baseline levels of choice were generated. Effects of acute d-amphetamine on choice at these different baselines were then assessed. |
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| 49. Does Continued Access Alter Economic Demand and Reinstatement? A Comparison of Methamphetamine and Food |
| Area: BPH; Domain: Experimental Analysis |
| Chad M. Galuska (College of Charleston), Kelly M. Banna (Medical University of South Carolina), LENA VAUGHN WILLSE (College of Charleston), Noushin Yahyavi-Firouz-Abadi (Medical University of South Carolina), Ronald E. See (Medical University of South Carolina) |
| Abstract: Prolonged use of psychostimulants may alter the essential value of the drug reinforcer, as well as a nondrug reinforcer such as food. To test this possibility, we trained rats to lever press in 2 hr daily sessions for methamphetamine (0.02 mg/50 ul) or a food pellet, both accompanied by a tone+light cue. A demand curve was first obtained by increasing the prevailing fixed-ratio (FR) response requirement across sessions. Subsequently, rats were given continued access to the reinforcer under an FR 3 schedule for 12 sessions. Additional control groups were not given continued access. Demand curves were then redetermined, followed by a minimum of 10 extinction sessions and a single cue-induced reinstatement test where responses produced only the tone+light. Continued access to food did not change its demand function. By comparison, methamphetamine consumption escalated with continued access. There was a tendency for the methamphetamine demand curve to shift upward (i.e., an increase in the initial level of demand) after continued access, but elasticity of demand did not change. Following extinction, levels of reinstatement were higher for methamphetamine than food, and highest in the rats that received continued access. |
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| 50. A Choice Reaction-Time Procedure for Assessing the Neurobehavioral Effects of Drugs and Toxicants With Rats |
| Area: BPH; Domain: Experimental Analysis |
| YUSUKE HAYASHI (National Institute for Occupational Safety and Health), James M. Antonini (National Institute for Occupational Safety and Health), Oliver Wirth (National Institute for Occupational Safety and Health) |
| Abstract: Four food-restricted Sprague-Dawley rats responded under a choice reaction-time (CRT) procedure. At the beginning of each trial, the rats were required to press a center lever for a variable duration of time to present a tone. The task then involved a conditional position discrimination in which a response to the left or right lever produced a food pellet intermittently following a high-pitched or low-pitched tone, respectively. Correct responses were reinforced with a probability of .95 or .05 under blinking or static houselights, respectively. After performance stabilized, effects of environmental, pharmacological, and toxicological variables were examined. First, rats were given free access to food 30 min prior to the session. Second, intensity of the tones was gradually decreased across sessions. Third, to affect neuromotor processes, rats were given a 0.03 mg/kg to 0.12 mg/kg intraperitoneal injection of haloperidol one hour prior to the session. Finally, to identify the behavioral effects of a repeated exposure to manual metal arc-hard surfacing (MMA-HS) welding fumes, the rats were exposed via intratracheal instillation to a 2.5-mg suspension of the welding fumes. Overall, the results provide evidence that the CRT procedure yields behavioral measures that are sensitive to changes in motivational, attentional, and/or motor processes. |
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| 51. Effects of Acute and Repeated Administration of Diazepam on Delay Discounting in Lewis and Fischer 344 Rats |
| Area: BPH; Domain: Experimental Analysis |
| SALLY HUSKINSON (West Virginia University), Amber Barse (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Using a delay-discounting paradigm, impulsive choice is examined by providing subjects with a choice between two reinforcers of different magnitudes presented at varying delays. The larger delayed reinforcer is said to be devalued as a function of delay, and steeper discounting functions are indicative of more impulsive choices. Individual discounting rates can be influenced by many factors, including strain differences and drug effects. In the current experiment, choice was between one food pellet delivered immediately and three food pellets delivered after varying delays. Terminal delay values were functionally determined and equivalent in all rats as indicated by similar area under the curve values. Larger-reinforcer choice decreased as a function of increasing delays in all rats. Consistent with previous literature, Lewis rats emitted more impulsive choices as indicated by shorter indifference points than Fischer 344 rats. Effects of acute and repeated diazepam administration (1.0-5.6 mg/kg) were assessed in both strains and are discussed in terms of relative change from baseline (non-drug) conditions. Results from the present study may give insight into behavioral, neurochemical, and genetic determinants of impulsive choice. |
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| 52. Do Stimulant Medications for Attention Deficit Hyperactivity Disorder Enhance Learning? A Test of the Incremental Repeated Acquisition of Responses Procedure With Adults Who Benefit From Medication |
| Area: BPH; Domain: Experimental Analysis |
| DAVID M. TREJO (University of Wisconsin - Milwaukee), Marshall L. Dermer (University of Wisconsin - Milwaukee) |
| Abstract: There is no precise way to determine whether a person who is diagnosed with attention deficit hyperactivity disorder (ADHD) can better learn on than off stimulant medication. In the current study, three adults with ADHD, who clearly benefited from stimulant medication (Adderall/d and l- amphetamine or Ritalin/methylphenidate), were either on or off medication, for 30 sessions of an alternating treatments design, as they completed a learning task: the incremental repeated acquisition (IRA) procedure. IRA requires a participant to depress numeric keys in a given sequence to produce reinforcement. If a participant can press N keys correctly then he or she is required to next press N+1 keys. Importantly, from session-to session, the sequence varies. In this way the IRA procedure assesses learning. This research tested whether the IRA procedure was sensitive to the medication at the level of the individual participant. Various measures of learning were explored but only one measure, latency to complete a chain, appeared to be systematically affected by medication for one of three participants. Because the effect occurred during the later sessions, future researchers should consider conducting more sessions. More importantly, the IRA procedure’s sensitivity may be enhanced by conducting sessions that exceed 20 min. Although the procedure was rather insensitive to medication, visual inspection of the data, from session-to-session, often revealed smooth curves, despite the sequences changing, which suggest the IRA procedure is promising. |
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| 53. Discriminative Stimuli of Neuroactive Steroids and Benzodiazepines Are Similar but Not Identical in Rats |
| Area: BPH; Domain: Experimental Analysis |
| XIANG BAI (University of Texas Health Science Center at Austin), Lisa R. Gerak (University of Texas HSC-H) |
| Abstract: Neuroactive steroids and benzodiazepines are positive GABAA modulators with similar anxiolytic, sedative and anticonvulsant effects; however, their actions at different modulatory sites on GABAA receptors might confer differences in behavioral effects. This study compared the neuroactive steroid pregnanolone and the benzodiazepine midazolam to determine whether their effects can be differentiated using drug discrimination, a procedure with high pharmacological selectivity. Two groups of rats discriminated either 3.2 mg/kg pregnanolone or 0.56 mg/kg midazolam while responding under a fixed ratio 10 schedule of food presentation. Pregnanolone, midazolam and flunitrazepam produced greater than 80% drug-lever responding in both groups. Pregnanolone was more potent in rats discriminating pregnanolone, but the potencies of midazolam and flunitrazepam were not different between groups. Pentobarbital produced greater than 80% drug-lever responding in pregnanolone-discriminating rats and not in midazolam-discriminating rats. Ketamine and morphine produced little drug-lever responding in either group. Flumazenil antagonized midazolam and flunitrazepam, but not pregnanolone, in both groups. Despite many similarities between the pregnanolone and midazolam discriminative stimuli, two important differences were observed, suggesting that effects of positive GABAA modulators can be differentiated depending on their site of action. This study suggests that neuroactive steroids and benzodiazepines might vary in therapeutic profile. Supported by USPHS DA017240. |
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| 54. The Relative Contributions of Norepinephrine and Dopamine Transport Inhibition on Signal Detection in Rats |
| Area: BPH; Domain: Experimental Analysis |
| ELIZABETH C. FEIT (University of Wisconsin-Madison), Brenda L. McKee (University of Wisconsin-Madison), Sarah E. Eggenberger (University of Wisconsin-Madison) |
| Abstract: Attention-deficit/hyperactivity disorder (ADHD) is associated with a dysregulation of working memory, sustained attention and impulsivity/hyperactivity. Low doses of methylphenidate (MPH) are the most common and most effective pharmacotherapy for ADHD. In ADHD-affected individuals, low-dose stimulants reduce motor activity while improving performance in tests of working memory, sustained attention and impulsivity. Interestingly, the behavioral-enhancing and -calming actions of low-dose MPH are not limited to individuals with ADHD, but also extends to normal human and animal subjects. To better characterize the behavioral actions of low-dose psychostimulants, the present experiments examined the actions of MPH in a rat model of sustained attention, where signal and blank trials were interspersed randomly and occurred at unpredictable times. Consistent with previous observations, MPH affected sustained attention in a biphasic, inverted U function, improving attention at doses of 0.5 – 2.0 mg/kg and impairing attention at doses of 4.0 – 8.0 mg/kg. Surprisingly, neither norepinephrine nor dopamine transport inhibition, produced respectively with the drugs atomoxetine and GBR-12909 failed to replicate the effects of MPH. These data suggest that both NE and DA transport inhibition are required to improve attention in this model. |
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| 55. The Role of Dopamine in Time-Based and Effort-Based Optimal Foraging, Decision-Making Paradigms in Rats |
| Area: BPH; Domain: Experimental Analysis |
| BRENDA L. MCKEE (University of Wisconsin, Madison), Elizabeth C. Feit (University of Wisconsin-Madison), Sarah E. Eggenberger (University of Wisconsin-Madison) |
| Abstract: Optimal foraging theory holds that animals engage in behavioral strategies that maximize reinforcer procurement. Two “cost” variables exist when testing these theories in the laboratory, time and effort. We used a foraging simulation to test differences between effort and time requirements, and the role of dopamine in those variables. The simulation used a concurrent-chains arrangement and entailed repeated choices between two schedules of reinforcement: a progressive schedule (the “within-patch” or depleting patch option) and a fixed schedule (the “between patch” or traveling option). Furthermore, when an animal completed the fixed alternative (FR or FI), the progressive schedule (PR or PI) was reset to its minimum value. To test the effort, we employed ratio schedules (PR/FR); to test time we used interval schedules (PI/FI). Given these models’ unique ability to test time and effort and the importance of decision making in addiction, we tested amphetamine (0.5 mg/kg, i.p.) in rats trained in the PI/FI paradigm to best understand how systemic psychostimulant use alters time as an investment for reinforcement. Both the switch point and reinforcers earned were used as dependent variables. The optimal switch point on the PI/FI schedule, or the least amount of time to receive the most reinforcers, is for the rat to choose the PI lever on 4-5 consecutive choices, and then reset the PI by switching to the FI lever. Each rat was injected with saline or amphetamine every other day with the starting injection type randomized. Amphetamine failed to produce a statistically significant difference in the optimal switch point or reinforcers earned using a paired t-test. The role of systemic amphetamine in rats trained in the PR/FR paradigm is currently being tested. Although other models of effort-based decision making have delineated a role for dopamine, different dopamine D1 versus D2 receptor activation in this model has not been tested, nor has differential dopamine receptor modulation of time-based decision making been investigated. |
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| 56. Motivational and Attention Deficits in a Rat Model of Fetal Alcohol Syndrome |
| Area: BPH; Domain: Experimental Analysis |
| SARAH E. EGGENBERGER (University of Wisconsin-Madison), Echo Rufer (University of Wisconsin - Madison), Elizabeth C. Feit (University of Wisconsin-Madison), Brenda L. McKee (University of Wisconsin-Madison), Elliott M. Paletz (University of Wisconsin - Madison), Susan Smith (University of Wisconsin - Madison) |
| Abstract: Fetal alcohol syndrome disorder (FASD) is characterized by significant physical and behavioral problems. Children with FASD often have learning deficits, attention deficits, and exhibit impulsive patterns of behavior. While the primary cause of FASD is alcohol consumption during pregnancy, iron deficiency in the mother exacerbates these effects. We have recently developed a rat model of FASD combining alcohol exposure and iron deficiency. In this series of experiments, we attempted to validate this model using several standard operant behavior tasks. First, after rats were trained to lever-press, they were exposed to a session of a progressive ratio schedule of reinforcement. Interestingly, the iron deficient control group had a lower break point than the other groups. Second, all rats were then trained on a signal detection procedure, often considered an assay of sustained attention. Once again, the iron-deficient groups were deficient. This model, therefore, may provide scientists a useful paradigm for studying FASD, including possible pharmacological treatment of the disorder. |
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| 57. Alcohol-Reinforced Responding as a Function of Schedule and Rate of Reinforcement |
| Area: BPH; Domain: Experimental Analysis |
| AMY ELLERBE (University of Alaska Anchorage), Jennifer Lynnette LaCasse (University of Alaska Anchorage), Gwen Lupfer-Johnson (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage) |
| Abstract: The present experiment tested the hypothesis that habituation to the reinforcer occurs during sessions of alcohol-reinforced responding in Long-Evans rats. Eight rats responded on fixed-interval (FI) and variable-interval (VI) schedules that provided programmed rates of reinforcement ranging from 60 to 450 reinforcers per 30 min session. In all conditions, reinforcers consisted of 3-s access to a 10% alcohol solution. Rates of responding were generally higher on the VI schedules than on FI schedules of the same value. Additionally, within-session decreases in responding were generally steeper during the FI than during the VI schedule that delivered the same rate of reinforcement. Neither the obtained rates of reinforcement, nor the self-administered dose of alcohol, differed between FI and VI schedules of the same value. These results are inconsistent with alternative hypotheses, such as “satiation” to the reinforcer and motor impairment. However, these findings are consistent with McSweeney, Murphy, and Kowal’s (2005) suggestion that habituation contributes to the regulation of drug-reinforced responding. |
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| 58. Absence of Learning and Memory Impairments in Female Rats Following Repeated Administration of Dextromethorphan During Adolescence |
| Area: BPH; Domain: Experimental Analysis |
| AMY DURGIN (Western Michigan University), Alan D. Poling (Western Michigan University) |
| Abstract: The present study investigated the effects of early repetitive exposure to dextromethorphan (DM), an N-methyl-D-aspartate (NMDA) receptor antagonist, on learning acquisition and working memory in female rats. Twenty-four female rats received 10 daily injections of DM (40 mg/kg) from postnatal day 28 through 37, and were then exposed to an eight-arm radial maze task at 2 and 6 months of age. Results showed no significant difference in performance between DM-treated and vehicle control rats for both tests. Although the current findings showed no enduring deleterious effects of DM, there have been a number of studies showing acute impairments in learning and memory following early exposure to this drug. Therefore, recreational abuse of DM early in life can be dangerous; however, further research examining the drug’s behavioral effects is warranted. |
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| 59. Effects of Alcohol Preload on Alcohol's Reinforcing Efficacy in College Students |
| Area: BPH; Domain: Applied Behavior Analysis |
| MEGAN B. BLACK (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: This study examines whether college students find alcohol more reinforcing after receiving a priming dose (preload) of alcohol. In contrast to previous studies, this experiment uses the multiple choice procedure (MCP) to assess the reinforcing efficacy of alcohol preload. College students are given placebo or alcohol preloads. Thirty minutes after consuming the preload, participants complete a self-report measure to assess how much they crave alcohol as well as the multiple choice procedure (MCP). The MCP is an operant task on which participants make repeated choices between a pairs of reinforcers - alcohol or money - to assess the relative value of alcohol compared to money at that point in time. Choices are reinforced intermittently; following completion of the MCP, one of the choice options is chosen randomly and the reinforcer chosen for that pair or options is given to the participant. The current data add to the literature on this topic and extend current analyses by interpreting the findings within the conceptual framework of motivating operations where the value-altering effects of alcohol preload are operationalized as craving and the behavior-altering effects of alcohol preload are operationalized as MCP performance. |
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| 60. The Anitimalarial Mefloquine Does Not Share Discriminative Stimulus Properties With Uncompetitive NMDA Antagonists |
| Area: BPH; Domain: Experimental Analysis |
| RODNEY D. CLARK (Allegheny College), Emily Jutkiewicz (University of Michigan), James H. Woods (University of Michigan), Katy Orchowski (Allegheny College) |
| Abstract: Twelve male Sprague- Dawley rats were trained to discriminate both 1.78 mg/kg s.c. PCP and 1.78 mg/kg i.p. PCP from saline in a standard 2-response operant discrimination procedure consisting of two nose pokes. Responding was maintained under an FR-10 schedule of Ensure presentation. Substitution tests were conducted with PCP (1.0 – 5.6 mg/kg), Ketamine (1.0 – 10.0 mg/kg), MK-801 (.01 - .178 mg/kg), NMDA (10 – 30 mg/kg), and Mefloquine (3.0 – 10.0 mg/kg). Both ketamine and MK-801 produced dose-related PCP-appropriate responding while overall response rates for each drug were reduced in a dose-dependent manner. NMDA, however, did not produce any appreciable PCP-appropriate responding in any of the subjects tested at any of the doses tested. Moreover, response rates were reduced by nearly 50 percent. Mefloquine, when evaluated at doses ranging from 3.0 to 10.0 mg/kg did not engender any PCP-appropriate responding. These data suggest that while both PCP and Mefloquine may produce psychotic behavior, they apparently do so by different behavioral and pharmacological mechanisms. |
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| CBM Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 61. The Effects of Auditory Stimulation on Repetitive Behavior |
| Area: CBM; Domain: Applied Behavior Analysis |
| DANIELLE BROOME (University of Florida), Amanda Bosch (University of Florida), Timothy R. Vollmer (University of Florida), Andrea Zawoyski (University of Florida) |
| Abstract: Forehand and Baumeister (1970) showed that the rate of stereotypic behavior (e.g. body rocking) of developmentally disabled individuals increased when the individuals were exposed to auditory stimulation; however, the study did not account for the auditory preference of the listener. The purpose of this experiment was to evaluate the effect of highly preferred and lesser preferred auditory stimulation on the rate of repetitive behavior (e.g. nail biting, hair twirling). Participants were five typically functioning adults, and sessions were conducted in a laboratory room at a major university. The individuals in this study participated in a paired-choice preference assessment to determine the relative preference of auditory stimulation (e.g. pots banging, a running mower, and a rainforest). A modified functional analysis was conducted to determine which condition (alone, demand, free activity) evoked the most repetitive behavior. The individual was then exposed to this condition with either the most or least preferred auditory stimulation or no sound, and rate of repetitive behavior was recorded. Preliminary results show that auditory stimulation decreases repetitive behavior in typically functioning adults, which is contrary to the effects of auditory stimulation observed with developmentally disabled individuals. Implications for these effects will be presented. |
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| 62. Home and Car Environmental Tobacco Smoke Exposure in Rural Outpatients Psychiatric Smokers and Nonsmokers |
| Area: CBM; Domain: Service Delivery |
| Maureen Kathleen Flynn (University of Mississippi), NICKI JEANE (University of Mississippi), Tom Lombardo (University of Mississippi) |
| Abstract: The discovery of substantial health risks from environmental tobacco smoke exposure has led to worksite and public building smoking bans as well as to personal bans or restrictions in homes and automobiles. Home and car smoking restriction prevalence and predictor studies have been conducted with several sub-groups of the general population, but not with rural outpatient psychiatric smokers and nonsmokers – which was the purpose of this study. Participants were recruited from community mental health centers in northern Mississippi and 85 people participated in this telephone survey study. Results showed that among smokers, those with home smoking restrictions smoked significantly fewer cigarettes per day, had lower FTND scores, and had lower ratings of disagreement in the harmful effects of ETS exposure. Additionally, for smokers, trying to stop smoking for 1 day or longer in the past 12 months was associated with both having home smoking restrictions and restricting personal tobacco use in the home. Regarding car smoking restrictions among smokers, being married or living with a significant partner and trying to stop smoking for 1 day or longer in the past 12 months were associated with having car restrictions. Also, smokers with car smoking restrictions had significantly lower ratings of disagreement in the harmful effects of ETS exposure. Home and car smoking restriction prevalence rates were unexpectedly similar to the general population. |
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| 63. The Most Effective Variable of Squiggle Game for Promoting Participants’ Communicative Behaviors |
| Area: CBM; Domain: Experimental Analysis |
| KAORI GOTO (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
| Abstract: The squiggle game is believed to be effective for clients’ communicative behaviors. However, there are no empirical studies investigating which variables composing the game effectively control clients’ communicative behaviors. The present study was conducted to investigate the effects of variables composing the game on participants’ communicative behaviors. The variables investigated are exchange of squiggles, observing the drawing process, and the interpretation of transformed drawings. The participants were forty college students. The students who do not know each other were paired. Each pair was assigned to the following four groups randomly; the standard game group, the no-exchange group, the group for having no opportunity of observing partner’s drawing process, and the group for observing transformed pictures without interpretation. Each participant of each pair conversed with her/his partner both before and after the game. Each conversation was evaluated on the rating scale which studied participants’ communicative behaviors. The results showed that the score was the most highest in the group for observing the transformed pictures with interpretation, that is, the standard game group. Thus, the most effective variable of the game for promoting participants’ communicative behaviors is the interpretation of transformed pictures. |
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| 64. Using Differential Reinforcement of Other Behavior to Increase Seatbelt Compliance |
| Area: CBM; Domain: Applied Behavior Analysis |
| EMILY BARBA (Center for Autism and Related Disorders, Inc.), Robert N. Davidson (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.) |
| Abstract: Differential reinforcement of other behavior has been shown to decrease inappropriate behaviors within numerous populations and over various targets (Andrews, 1988; Cowdery, Iwata, & Pace, 1990; Hegel & Ferguson; Taylor, Hoch, & Weissman, 2005). To date, no published study has demonstrated the use of DRO on appropriate seating in a car seat. According to the Arizona Department of Transportation, in 2008, 82 children less than 5 years of age who were not wearing safety restraints were involved in an automobile accident; two resulted in death while the other 80 were injured. The current study involved a 4 year old typically developing female who was referred for refusal to sit and be buckled appropriately in her car seat. The purpose of this study was to increase the amount of time the child sat buckled in her car seat without protest or attempting to exit the seat utilizing a changing criterion design. Once the child was able to sit in the car seat for 30 minutes without attempting to exit, differential reinforcement was used to systematically tighten the harness a half inch at a time to the proper safety standards. |
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| 65. Utilizing Redirection and Noncontingent Reinforcement to Treat Physical Aggression in an Adult Male With an Anoxic Brain Injury |
| Area: CBM; Domain: Service Delivery |
| GLENN ADRIAN (Neurobehavioral Program), James C. K. Porter (Brock University) |
| Abstract: Very little applied behavior analysis research has been published on the use of redirection and noncontingent reinforcement to treat adults with acquired brain injuries. In fact, very little ABA research has been published on treating challenging behaviors in individuals with anoxic brain injuries. The purpose of this "poster presentation" will be to review the use of these strategies to treat physical aggression in a severely cognitively impaired male with additional health related problems, with the goal of providing education to ABA practitioners serving this challenging population. |
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| 66. The Assessment and Treatment of Feeding Problems in Children: A Home-Based Approach to Treatment |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic4Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Pediatric feeding disorders are common in children with autism and other developmental disabilities and may also be evident in typically developing children. Feeding problems are generally treated by a single disciple; however, if the problems are more severe it may require treatment via an interdisciplinary team. This team may include a pediatric gasteroenterologist, occupational/speech therapist, dietician, and/or behavior analyst. The typical service delivery model has been 4-8 weeks in a hospital/clinic setting. These programs are generally located on the east coast and families in other areas may have a difficult time accessing such programs. Therefore, a similar model has been developed in the home environment so that many more children and families can get treatment. The purpose of this poster is to outline how the intensive interdisciplinary model is used in the home environment with children with severe feeding problems. The structure of the model and data collection procedures will be discussed. Also, the parent training process will be outlined. More importantly the outcome measures from the year 2004-2010 will be presented. Results indicated that this home-based model produced high levels of success. At least 95% of the patients admitted to the program met their goals. |
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| 67. Increasing Feeding Skills in Children With Severe Oral Motor Deficits and Dysphagia |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with feeding problems may have delayed oral motor skills and/or may experience difficulty swallowing. These children may exhibit inappropriate behaviors during mealtimes to avoid eating. In these cases various consequence-based procedures such as positive reinforcement and escape extinction have been shown to be effective in increasing acceptance and decreasing inappropriate behaviors. However, once acceptance has increased other problem behaviors such as expulsion or packing (i.e., holding the food in the mouth) may develop. In some cases these behaviors may be maintained by negative reinforcement is the form of escape from swallowing (i.e., no visible food in the child’s mouth after acceptance); however, these behaviors may also emerge as a result of an oral motor deficit (e.g., lack of tongue movement, limited lip closure etc.) Very few research studies have systematically evaluated effective techniques for swallowing in children with severe oral motor deficits. In the current investigation three case studies of children with dysphagia will be presented. Data on oral intake, texture, and variety of foods consumed will be presented. A description of treatment techniques used to get these children to swallow will also be presented. In addition, research-based treatment techniques used in the behavioral and occupational/speech therapy literature for children with dysphagia will also be reviewed. |
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| 68. Using Time-Out as an Effective Treatment Intervention for Feeding Problems in Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| NISSA WENDY GOLDBERG (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Feeding problems in children have been hypothesized to be maintained by negative reinforcement in the form of escape. Studies have shown that escape extinction may be a necessary treatment component in increasing acceptance of food/liquid. Generally time-out is not a prescribed intervention for behaviors maintained by negative reinforcement; however, in some cases it may be effective if escape extinction alone is not effective. The purpose of this study was to evaluate time-out as a viable intervention for two children with feeding problems. Data indicate that escape extinction alone was not effective in increasing oral intake and decreasing refusal behaviors. However, when time-out was implemented in conjunction to the modified escape extinction procedure refusal behaviors decreased. |
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| 69. Increasing Self-Feeding of Table Texture Food Using an Avoidance Procedure |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER M. KOZISEK (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute), Lara Barnett (Monroe-Meyer Institute, University of Nebraska Medical Center), Erin K. Feind (Munroe-Meyer Institute) |
| Abstract: While research has examined procedures to increase acceptance of lower-textured food using a non-self feeder protocol (e.g., pureed; Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004), these procedures are not considered to be age-typical for a child older than 2 years of age (Carruth, Ziegler, Gordon, & Hendricks, 2004). Furthermore, little or no research has been conducted to evaluate procedures to increase self-feeding of higher textures when the child lacks the motivation but not the skill to self-feed. The current study examined the effectiveness of an avoidance procedure in increasing self-feeding of table-textured foods for a 4-year-old-boy diagnosed with food selectivity. While this child exhibited high levels of acceptance during treatment with escape extinction using a non-self feeder protocol and a wet-ground texture, further treatment was needed to progress him toward age-typical eating. Treatment consisted of feeding the child a bite of food at a wet-ground texture on a Nuk brush using escape extinction if the child did not independently accept his bite of table-textured food. During treatment, the child’s independent acceptance increased to high levels, and his inappropriate meal time behaviors decreased. Thus, this procedure was effective in increasing the child’s self-feeding of table-textured food. |
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| 70. Benefits of the SpecialNeeds Feeder With Infants With Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Behavior Analysis |
| CANDICE M. JOSTAD (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Charis L. Farrell (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center), Victoria Stewart (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Pre-term and chronically hospitalized infants lack the ability to coordinate the suck-swallow-breathe response effectively enough to sustain themselves via oral feeds. Because these children must be gavage-fed for sustenance, they miss early opportunities to strengthen the sucking response, which often leads to deficits in sucking behavior when the child is presented with bottle feedings. In the current investigation, we treated three children whose sucking behavior was insufficient for maintaining full oral bottle feeding. The treatment consisted of presentation of formula via a SpecialNeeds® Feeder, which is designed so that the caregiver can deposit a controlled amount of liquid into the child’s mouth even if the child is not sucking. Use of the SpecialNeeds® Feeder resulted in greater oral intake relative to a traditional bottle for all 3 children and was associated with increases in sucking on the SpecialNeeds® Feeder and a traditional bottle over time for 2 of 3 children. |
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| 71. Use of a Flipped Spoon and Chin Prompt to Increase Swallowing |
| Area: CBM; Domain: Applied Behavior Analysis |
| JACK R. DEMPSEY (Munroe-Meyer Institute), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated that procedures based on negative reinforcement (e.g., nonremoval of the spoon [NRS]) are highly effective in treating food refusal among pediatric populations. Because oral intake of calories consists of several behavioral components (i.e., accepting, swallowing), in some situations, treatment with NRS has been shown to increase food acceptance but not swallowing. After accepting the food or drink into their mouths, such children will either pack or expel the substance. This behavior may result from insufficiently developed oral motor skills resulting from the individual’s history of food refusal. In the present study, we identified a child who displayed high levels of food acceptance and near-zero levels of mouth cleans (a measure of swallowing). The purpose of the current research was to examine whether the use of NRS in conjunction with techniques to facilitate the swallowing process (chin prompt and flipped spoon) was more effective than treatment with NRS alone. Results indicated that a treatment package combining NRS with both the flip spoon and chin prompt techniques produced a greater increase in the percentage of mouth cleans than NRS alone or in conjunction with only one of the two swallow-facilitation techniques. |
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| 72. The Effect of Texture Manipulation on Swallowing in a Child With a Feeding Disorder |
| Area: CBM; Domain: Applied Behavior Analysis |
| JASON R. ZELENY (Monroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Packing is a problem encountered in children with feeding disorders in which a child accepts, but then pockets (holds food in his or her mouth without swallowing) accepted food. Patel, Piazza, Layer, Coleman, and Swartzwelder (2005) reduced the packing of 3 children diagnosed with a feeding problem by reducing the texture of presented food. Patel et al. hypothesized that reducing the texture of presented foods reduced the response effort associated with eating, thereby reducing packing. The purpose of the current investigation was to replicate and extend the findings of Patel et al. We identified 1 child who packed bites of accepted foods. The initial evaluation demonstrated that the child packed some, but not all foods. Treatment consisted of reducing the texture of only the packed foods using a smoothie blender to puree the foods. The treatment was successful in decreasing packing and allowing the child to continue to eat the foods that were not associated with packing initially at a higher texture. In addition, the texture manipulation was the only treatment component necessary to increase consumption (e.g., escape extinction was not necessary to alter acceptance and inappropriate mealtime behavior). Results are discussed in terms of response effort and skill deficit. |
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| 73. Using a Changing Criterion Design to Promote Fitness and Weight Loss in an Overweight Adult |
| Area: CBM; Domain: Applied Behavior Analysis |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: The changing criterion design consists of setting an initial reinforcement criterion, or goal, for a target behavior and once that criterion is consistently met, a new criterion is set. The new criterion remains in place until it is consistently met then the criterion is changed again and so on gradually changing the rate of the target behavior. With the changing criterion design when functional control exists, stepwise changes in behavior, the dependent variable, are seen with step wise changes in the treatment, the independent variable. In the current study, a daily walking goal was the criterion in effect and functioned as the treatment for increasing steps walked daily as measured by a pedometer. When the walking goal, the current criterion in effect was consistently met it was adjusted upward by 20% from the previous criterion. This procedure resulted in a significant increase in physical activity and a significant weight loss for the subject who was an overweight 49 year old male. This result shows that ABA designs, particularly changing criterion designs can function, in and of themselves, as treatment to effectively and meaningfully change behavior. |
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| 74. Effects of a Multidisciplinary Camp Program on Obesity, Eating Self-Efficacy, and Habits in Overweight Children |
| Area: CBM; Domain: Service Delivery |
| Minhee Kim (Yonsei University), HYUNSUN AHN (Yonsei University), Joo-hee Kim (Yonsei University), Boo Yeol Choi (Yonsei University), Justin Y. Jeon (Department of Sport and Leisure Studies, Yonsei University) |
| Abstract: Several researches showed that a multidisciplinary camp program is effective for overweight or obese children to lose weight and change their eating habits. The purpose of this study was to evaluate the effectiveness of a multidisciplinary camp program and follow-up. Sixty children (41 boys and 19 girls, aged 10 to 12, BMI 26.53±3.81kg/m2) participated in a summer camp. Among those, 32 children were re-assessed at 1-month follow-up. Dependent variables were body mass index (BMI), child dietary self-efficacy scale (CDSS), weight efficacy life-style questionnaire (WEL), physical self-efficacy (PSE), and weight-related eating habit. Seven day intensive summer camp consisted of physical activities, dietary intervention, and behavior modification. Behavior modification sessions included goal-setting, self-monitoring, self-recording, stimulus control, reinforcement, and behavior-contracting. After the camp, children were encouraged to maintain physical activities and diet using behavior modification skills. At the end of the camp, children lost BMI 0.79 kg/m2 (p<.005), and WEL and weight-related eating habit were improved significantly. At 1-month follow-up, the decrease of BMI and the increase of weight-related eating habit score were maintained. In addition, improvement in WEL and weight-related eating habit significantly influenced the decrease of BMI. Several suggestions and practical issues to implement the effective multidisciplinary camp program were discussed. |
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| 77. The Effect of Behavioral Contingency Management on Nutritional and Exercise Related Behaviors and Weight Loss |
| Area: CBM; Domain: Applied Behavior Analysis |
| CAROL BRADLEY (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin University), Glen L. McCuller (Stephen F. Austin State University), Michael Walker (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Evelyn Sauceda (Stephen F. Austin State University), Elizabeth Kelly (Stephen F. Austin State University) |
| Abstract: Two subjects from an elementary school who were each more than 20% above their desired weight received an individually designed program of nutrition and exercise. Each subject was interviewed regarding nutrition and exercise behaviors. Each student recorded a weekly log of the foods, amounts and time of all food eaten and all exercise activities. Based on this information an individual program was designed for each subject. A multiple baseline design across subjects was utilized. Baseline conditions consisted of informal lectures and discussion of nutrition and exercise. The treatment conditions consisted of individually arranged reinforcement contingencies for compliance with nutritional and exercise behaviors within the subject’s plan. Nutrition-related behaviors, exercise-related behaviors and body weight were recorded. |
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| 78. Developmentally-Based Baseball Training: A Preliminary Examination of Personal Goal Setting for a 9-Year-old Boy |
| Area: CBM; Domain: Applied Behavior Analysis |
| CHARLES HORACE VENNIE (The Pennsylvania State University), Kimberly A. Schreck (The Pennsylvania State University, Harrisburg) |
| Abstract: In attempting to create the next professional sports star or world class athlete, parents and coaches often pressure children and adolescents to perform skills above their developmental and physical abilities. With high levels of competition and rigorous training regimens that are not based on developmental and physiological norms, childhood sports related injuries could increase. Although coaches attempt to be trained in the newest technologies and trends within their respective sports, few coaches (or parents) know how to develop athletic training programs that are developmentally appropriate for various age groups - maximizing technical and tactical training. Furthermore, even fewer individuals understand the importance of motivating children toward physical fitness, taking data on the progress of training, or using data to make decisions for future training sessions. This poster displays preliminary data for a 9 year old boy’s progress in a developmentally based baseball training program. The results show that using personal goal setting and monitoring age-specific records for exercises results in improved athletic performance. |
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| 79. The Back for Action Program: A Single-Case Component Analysis of the Effects of Self-Monitoring, Feedback, and Consultation Based on a Contextual and Functional Assessment |
| Area: CBM; Domain: Service Delivery |
| MELANIE S. BURKHARDT (School of Nursing and Midwifery, Curtin University), David J. Leach (A/Prof School of Psychology, Murdoch University) |
| Abstract: The BAP is a behavioral intervention program involving multiple components. It focuses on building small cumulative increases in the amount of physical involvement in everyday activities. The poster describes a single-case study of a man aged 76. After a baseline period, components of the intervention package were analyzed separately and in combination. The experimental phases alternating with return to baseline conditions were (a) feedback on pedometer readings, (b) feedback on self-recorded daily activities, (c) collaborative behavioral consultation based on a contextual functional assessment of his everyday activities and (d) a self-management phase. The results provided strong support for the combination of collaborative consultation with feedback compared to the results of feedback alone. Self-management was successfully carried out by this man and positive results were maintained over a 1-month period post intervention. Increases in daily activity also had significant effects on this man’s biochemical, physical and psychological health measures as well as quality of life indicators. |
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| CSE Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 80. Conditioning a Tactile Stimulus as a Reinforcer |
| Area: CSE; Domain: Applied Behavior Analysis |
| IRA RINN (Caldwell College), Tina Sidener (Caldwell College), Dawn Buffington Townsend B. Townsend (The Institute for Educational Achievement), Kenneth F. Reeve (Caldwell College) |
| Abstract: Attending skills, which are often deficient in individuals with autism, are typically reinforced with visual stimuli (e.g., tokens). These stimuli, however, often require students to look away from task-related materials. Tactile stimuli might be an alternative to visual stimuli, as they do not interfere with the performance of the target response. The purpose of the current study was to establish a tactile stimulus as a reinforcer and then present it contingently to increase visual attending to a video. Three students diagnosed with autism, ages 12-15, participated in this study. A multiple-baseline-across-participants design was used to assess the effectiveness of the conditioning procedure in establishing a tactile stimulus as a conditioned reinforcer. During Baseline 1, no consequences were provided for attending. The tactile stimulus was provided contingent on visual attending in Baseline 2. During the conditioning phase, the tactile stimulus preceded the delivery of a token on a token board. A post-conditioning phase was conducted to assess the effectiveness of the tactile stimulus on increasing attending. Attending behavior increased substantially for two of the participants during post-conditioning. The results of this study suggest that tactile stimuli can be effectively conditioned as reinforcers and can be used to increase attending behavior. |
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| 81. Individualized Parent Training in the Home |
| Area: CSE; Domain: Applied Behavior Analysis |
| SARA R. MAJOR (Life Span Institute, University of Kansas), Kathleen M Hine (Life Span Institute, University of Kansas), Roger Stanley (University of Kansas) |
| Abstract: In a single-subject study, caregiver adherence to child-specific behavior techniques was increased using in-home parent training. A Family Care Treatment (FCT) therapist collaborated with the mother of a 4-year-old boy with autism to develop a behavior support plan. The therapist broke the resulting support plan into small teachable units or skills and taught one skill at a time. Each skill was trained to mastery (3 sessions at 100%) using modeling, practice, immediate feedback, and a monetary incentive for accurate implementation. A total of 6 skills were addressed and training occurred during weekly meetings in the family home. A $50.00 gift card was awarded to the mother after every three sessions at 100% (not necessarily consecutive). Within 16 weeks direct instruction was completed for 3 of the 6 skills, and in the absence of direct instruction accurate implementation of the remaining 3 skills increased to 100%. These data support the use of direct instruction as an effective means of increasing the fidelity with which caregivers provide behavior support for their children. |
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| 82. Generalized Results of Behavior Support Training |
| Area: CSE; Domain: Applied Behavior Analysis |
| Roger Stanley (University of Kansas), KATHLEEN M HINE (Life Span Institute, University of Kansas), Sara R. Major (Life Span Institute, University of Kansas) |
| Abstract: This study examined the effects of behavior support training on caregiver behavior toward each of two brothers, Joshua and Andy, both of whom exhibited challenging behavior in the foster home. In consultation with the caregiver a therapist for the Southeast Kansas Family Care Treatment Project (FCT) developed a support plan and a behavior-tracking sheet for each boy. FCT personnel called the caregiver everyday, Monday – Friday and completed the behavior-tracking sheet based on the caregiver’s report. During weekly meetings the therapist and caregiver reviewed graphs of the boys’ behaviors and discussed treatment. Six key skills were identified for each behavior support plan, five of which were the same for both boys. Each week the therapist collected data on the caregiver’s performance of each skill during 20 minutes of interaction with Andy and 20 minutes of interaction with Joshua. For Joshua’s plan the therapist provided the caregiver with a model, the opportunity to practice, and immediate performance feedback each week. The caregiver did not receive such instruction on the implementation of Andy’s plan. Results indicate an increase in the caregiver’s correct implementation of both support plans, including the skills not common to both, and a trend of increased pro-social behavior for both Andy and Joshua. |
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| 83. Chronic Fatigue Syndrome: Toward a Standardized Spanish Instrument. Preliminary Results of its Prevalence in Several Cities of Mexico |
| Area: CSE; Domain: Applied Behavior Analysis |
| NORMA COFFIN (Universidad Nacional Autonoma de Mexico), Monica Alvarez Zuñiga (Universidad Nacional Autonoma de Mexico), Leonard A. Jason (De Paul University), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Lourdes Jimenez Renteria (Universidad Nacional Autonoma de Mexico), Constanza Miralrio Medina (Universidad Nacional Autonoma de Mexico) |
| Abstract: According to Jason, Fennell, & Taylor (2003), valid and reliable epidemiological data can be valuable tools in advancing scientific understanding of the etiology, natural history, diagnostic validity, and basic prevalence, incidence, and mortality of many poorly understood conditions. In Mexico, more and more patients are diagnosed with a CFS condition based on medical criteria, becoming more an assumption than an accurate diagnosis. However, there is not a Spanish valid instrument that evaluate in an accurate way the presence and/or development of this illness. Thus, the goal for this study is related to the need of standardizing for Mexican population, a CFS instrument developed form the Jason´s et al. version at the De Paul University. The translated version, under the international translation criteria, was applied to more than 200 students of the careers of Medicine and Psychology, in different cities of Mexico (North, South and Center zones); hence, preliminary results are presented in this study, showing first the prevalence found in Mexico; second, its relation with some other variables, as academic average; and third, the alpha obtained at this point, before the factorial analysis, as yet. There is a valid interest in this research from other Latin-Americans colleagues, in order to get the final version for further research in other Spanish language countries. |
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| 84. Unknown Versus Known Offenders |
| Area: CSE; Domain: Service Delivery |
| MELISSA NAYAR (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Amanda Valencia (California State University, Northridge), Gina Romano (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
| Abstract: Sexual offenses are among the crimes that elicit the most public concern. As such, safety awareness programs or danger cautions may result in a wide spread notion of stranger danger. However, most behavior analytic safety programs (e.g., social skills or adaptive skills programs) teach that abuse may occur by a person known to the victim (e.g., friends, neighbors, etc.) or a stranger. It would be tremendously informative for behavior analysts teaching prevention or safety to know if there are in fact differences between such offenders so that they can better target prevention programs. The objective of this study was to focus on variables that enable us to discriminate between sexual offenders who have offended an individual known to them versus those who have offended an individual unknown to them. A total of 63(23 strangers and 37 familiar) adult men across the U.S. who have committed sexual offenses completed a series of self-report questionnaires. Our results indicate that certain variables (e.g., previous abuse and the age in which the offender was abused) may in fact provide descriptive differences. These findings will be discussed with respect to various continued limitations faced by researchers and practitioners. |
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| 85. The Effect of Feedback on Professional Communication With Women in Drug Treatment |
| Area: CSE; Domain: Applied Behavior Analysis |
| BRITTANY M. BISHOP (Temple University), Mary Louise E. Kerwin (Rowan University), Donald A. Hantula (Temple University) |
| Abstract: This study examines the professional and unprofessional communication behaviors of women in a residential substance abuse treatment program, who were enrolled in a program that teaches entry-level office skills and professional demeanor behaviors during their rehabilitation. The study aimed to generalize professional communication behaviors and decrease unprofessional communication behaviors within the residential treatment center, following a feedback intervention. Within the category of professional communication, positive language and conflict management were examined. Within the category of unprofessional communication, hostile language and interruptions were examined. The intervention was successful in decreasing unprofessional communication in the Office condition and House Meeting condition, as well as generalizing professional communication to the House Meeting condition. The results showed that a more powerful reinforcement contingency may need to be carried over within the specific residential setting to maintain the professional communication behaviors. A positive reinforcement system coupled with feedback could develop and maintain the types of professional communication behaviors necessary for sustained work in an office environment, thereby strengthening the skill set of substance abusers re-entering the workforce. |
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| 86. Teaching Speed-Dating Social Skills to College Students Who Are Gay or Lesbian |
| Area: CSE; Domain: Applied Behavior Analysis |
| JAYE K. LUKE (Georgia State University), Laura D. Fredrick (Georgia State University), Franco Dispenza (Georgia State University) |
| Abstract: Although speed dating is now quite popular, there have been no experimental studies published on the speed-dating behaviors of individuals who are gay or lesbian. Most published research regarding speed dating emphasizes mate preference, reports nonexperimental data, and focuses on individuals who are heterosexual. The only known experimental research on social skills during speed dating is what we reported at the ABAI conference (May 2009), and it was conducted with individuals who are heterosexual. This replication study is being conducted in the same way, but with individuals who are gay or lesbian. College students who are gay or lesbian volunteer to participate in a speed-dating event and based on the skills they demonstrate during that event, are invited to participate in an intervention to increase their social skills during speed dating. Social skills addressed in the intervention include dressing and grooming behaviors, introducing interesting and appropriate topics of conversation, and attending to nonverbal cues. A multiple baseline across participants design is being used to demonstrate a functional relation between the increase in social skills and the intervention. Data to be collected. |
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| 87. Use of Lottery Tokens to Increase Replacement Behaviors in Multiple Settings |
| Area: CSE; Domain: Applied Behavior Analysis |
| MARK NEESE (Applied Behavioral Advancements), Susan Reed (Florida Institute of Technology), Cynthia Powers (Spalding University), George Walter Throne (Cedar Lake Lodge), Joyce A Colwell (Spalding University), Carolyn Estep Book (Florida Institute of Technology) |
| Abstract: Six brief clinical trials were conducted across six settings to determine the effectiveness of the use of Lottery Tokens to increase replacement behaviors. Trial I used Lottery Tokens to increase “scheduling medical appointments” versus going to the emergency room. Trial II was implemented to increase school attendance with a student that was having truancy issues. Trial III sought to increase “on time behavior” with a participant that was chronically late for his transportation to his workshop. Trial IV sought to increase “working/on-task behaviors” for an individual at a sheltered workshop. In Trial V, Lottery Tokens were utilized to increase “participation in ADT activities.” Trial VI was sought to increase “cigarette management behaviors” for an individual that ran out of cigarettes two days before her payday. Results showed that the lottery token was an effective procedure as measured by increase in replacement behaviors by trial participants. The lottery token was found to be an effective economical procedure that could be implemented by direct care staff. These results also indicate that the use of Lottery Tokens can generalize to multiple settings. |
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| 88. Interrelationship Between Welfare Worker and Client for Implementing Person-Centered Welfare Services |
| Area: CSE; Domain: Applied Behavior Analysis |
| NOBUHIRO WATANABE (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
| Abstract: Person-centered welfare services are urgently needed in social welfare. However, considering the number of reports of inadequate services in welfare facilities, behavioral approach is necessary for implementing such practices. Thus, the present study aimed to clarify both workers’ and clients’ views on person-centered welfare services and then to investigate their behavioral problems. The first study asked 334 welfare workers and 153 clients to describe their views about person-centered welfare services. The results of the survey showed that both workers and clients considered the principle of person-centered welfare to be important in providing services. However, while the workers focused on the way of practices, the clients emphasized the interrelationships between them and their workers. From these results, a lot of inadequate services may be due to the conflict of their views. The second study investigated behavioral problems of workers and their clients related to the conflict via interviews for functional analysis. The results of the analyses showed that workers’ problem behaviors might be derived not only from their lack of care skills but from their clients’ problem behaviors. Thus, behavioral interventions are necessary not only for workers but also for clients to implement person-centered welfare services. |
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| 89. An Analysis of Reported Distal Data Collection Methods Utilized In Intervention Research Studies |
| Area: CSE; Domain: Applied Behavior Analysis |
| SHELLEY CLARKE (University of South Florida), Kimberly Crosland (University of South Florida), Glen Dunlap (University of South Florida), Bryon R. Neff (University of South Florida) |
| Abstract: This presentation will share a preliminary assessment of methods reported in the intervention research literature that reflect various distal data collection methods reported in typical environments, and completed by those who are naturally present in those environments. A description of categories of different types of data collection will be presented as well as the results to date of a database developed to provide information about the current trends in distal data collection, the method of data collection utilized, definition of dependent variables, psychometric properties, and the utility and/or efficiency of measure as reported in the literature. Categories will be defined and include a description of methods used, the dependent variable observed, quantifiable dimensions of the behavioural measurement, the setting in which data was collected, as well as any reporting of measures of validity and reliability, and cost/resources incurred. The preliminary outcomes shared will inform and may assist researchers, teaching staff, and/or families who are attempting to collect efficient data in natural activities and routines that fit contextually and are nonintrusive in scope. The variety of technological strategies that have influenced the progress of distal data collection will also be described with corresponding references. |
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| 90. An Assessment of Value Orientation in Applied Behavior Analysis |
| Area: CSE; Domain: Applied Behavior Analysis |
| GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.
In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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| 91. Attention Values in the Journal of Applied Behavior Analysis and Other Clinical Journals |
| Area: CSE; Domain: Applied Behavior Analysis |
| GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.
In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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| DDA Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 92. Using Noncontingent Reinforcement to Increase Compliance With Wearing Prescription Prostheses |
| Area: DDA; Domain: Applied Behavior Analysis |
| SARAH M. RICHLING (University of Nevada-Reno), John T. Rapp (St. Cloud State University), Regina A. Carroll (St. Cloud State University), Jeannette Smith (St. Cloud State University), Aaron Nystedt (St. Cloud State University), Brooke Siewert (St. Cloud State University) |
| Abstract: The effects of noncontingent reinforcement (NCR) on compliance with wearing prescription eye glasses and foot orthotics were evaluated with 2 individuals using a nonconcurrent multiple baseline across participants design. For the first participant, although NCR alone increased compliance with wearing eye glasses, it was necessary to deliver preferred items contingently to further increase and maintain high levels of compliance with wearing glasses. For the second participant, NCR alone increased compliance with wearing foot orthotics to 100% after just a few sessions. For both participants, increases in compliance that were produced during 5 min sessions maintained during lengthier sessions. The results are discussed in terms of the potential value-altering effects of NCR on negatively reinforced noncompliant behavior. |
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| 93. Solving Aversive Adaptation in the Treatment of Case-Hardened Knee-and-Fist-to-Head by Gradually Expanding the Treatment Period |
| Area: DDA; Domain: Applied Behavior Analysis |
| MATTHEW L. ISRAEL (Judge Rotenberg Center), Susan M. Parker (Judge Rotenberg Center), Nathan Blenkush (Judge Rotenberg Center) |
| Abstract: When adaptation of an aversive is observed, the usual options involve continuing to apply treatment throughout the entire day, but changing some aspect of the procedure that is used—e.g. increasing the strength of the aversive, and/or decreasing the number of behaviors being treated. Another option, successfully used in this case, involves reducing the treatment period to a very small period each day and gradually expanding that period until it encompasses the entire day. Other aspects of the treatment approach included: treating the earliest possible antecedents aided by automatic alerting equipment; consequating with an aversive when a target behavior occurred and negatively reinforcing returning the hand or feet to desired positions; and requiring an active holding still responses—involving feet holding down a foot switch and hands holding down a switch in pocket holsters-- that are incompatible with the self-abusive behavior being treated. The participant engaged in refractory head-hitting that previously resulted in the detachment of her retinas. The procedure was effective and eliminated, almost completely, all forms of the self-injurious behavior. The decelerative effect spread to other problem behaviors and allowed the participant to make remarkable progress in skill acquisition and community participation. |
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| 94. An Evaluation of the Relationship Between Self-Injury and Self-Restraint |
| Area: DDA; Domain: Applied Behavior Analysis |
| KATIE CHAMBERLIN (Bancroft), Bianca Pizzo (Bancroft), Denise Marzullo Kerth (Bancroft) |
| Abstract: The literature on self-injury and self-restraint suggests that there may be an idiosyncratic relationship between these two behaviors (Fisher & Iwata, 1996; Rap & Miltenberger, 2000; Rooker & Roscoe, 2005; Smith, Iwata, Vollmer, & Pace, 1992; Vollmer & Vorndran, 1998). Thus, evaluating each behavior in isolation may confound functional relationships (Smith, et. al, 1992). Self-restraint may be beneficial to the individual if it is incompatible with self-injury and therefore effective at reducing the behavior. Some forms of self-restraint may be perceived as socially acceptable alternatives to self-injury (Kerth, Progar, & Morales, 2009; Silverman, Watanabe, Marshall, & Baer, 1984). However, chronic self-restraint may limit adaptive behavior and negatively impact social interactions. Therefore, the evaluation of both self-injury and self-restraint is important to treatment development. The purpose of the present study was to apply the functional analysis method outlined by Smith et al. (1992) to evaluate the functional relationship between self-injury and self-restraint in a 12-year-old male diagnosed with autism and mental retardation. Results indicate that self-injury and self-restraint may serve the same function of escape from demands. Further correlations between these behaviors are discussed. |
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| 95. Functional Analysis of Self-Injury Maintained by Automatic Reinforcement: Assessing the Use of Protective Equipment and Response Blocking |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMBER BORKOSKI (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Nicole Elizabeth Marchetto (Kennedy Krieger Institute) |
| Abstract: The use of protective equipment is often implemented for severe self injurious behavior (SIB) that could potentially cause major tissue damage or even death (Dorsey et al., 1982). Research on the use of protective equipment has shown that protective equipment suppresses self injury and only when the protective equipment is removed can a function for that behavior be identified (Harding et al., 2001). However, the systematic application of protective equipment may help isolate specific topographies of SIB. In the current study, a functional analysis was conducted to identify the variables that maintain several topographies of SIB exhibited by an 8-year-old male. Initially, the participant primarily engaged in hand-to-head SIB. Multiple forms of protective equipment (i.e., a helmet and gloves) were systematically applied to evaluate each topography of SIB separately. Results suggest that each topography of SIB is maintained by automatic reinforcement; however, it is unlikely that different topographies of SIB would have emerged in the absence of the protective equipment manipulations. |
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| 96. A Review of Applied Behavior Analysis Approaches to Self-Injurious Behavior in Lesch-Nyhan Syndrome |
| Area: DDA; Domain: Theory |
| CHRISTELLE FABIOLA GARZA (University of Texas-Pan American), Alfonso G. Garza (University of Texas-Pan American), Frederick A. Ernst (University of Texas - Pan American), Luis Carlos Ortega Tamez (Centro Neuropsicologico CENEPI) |
| Abstract: Lesch-Nyhan syndomre (LNS) is a rare genetic disorder first studied by Michael Lesch and William Nyhan in 1964. This disorder is caused by a mutation on the ‘X’ chromosome most commonly observed in males. There are multiple neurological and behavioral symptoms that characterize LNS including mental retardation, spasticity, choreathetosis, and self-injurious behavior (SIB). Often the incidence and severity of SIB in LNS patients leads to its correct diagnosis. SIB is characterized by biting tongue, lips, fingers, and arms, sometimes resulting in the destruction of significant amounts of lip tissue. Indeed, SIB can be so severe as to require teeth extraction. A variety of medications have been employed to control symptoms of LNS and only a few behavioral interventions have been published since the identification of this devastating disorder despite a rich behavioral literature on SIB. An early study addressing SIB in LNS discredited operant conditioning on a basis completely unsupported by empirical data or functional analysis. This poster reviews the literature on functional analysis and behavioral interventions for SIB generally and for LNS specifically. We also evaluate a recent dopamine-based theory of reinforcement to explain SIB in LNS (Zilli & Hasselmo (2008) and propose an experiment to test the theory. |
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| 97. One Year Follow-Up: Treatment of Aggressive Pubescent Female in Home Setting |
| Area: DDA; Domain: Applied Behavior Analysis |
| LACEY R. BAILEY (Help Services, Inc.), Richard M. Foxx (The Pennsylvania State University) |
| Abstract: During a 2009 ABA International panel presentation entitled, "A Consultant Model for Treating Challenging Children and Adolescents in Home, School and Community Settings", one of four case studies highlighted service delivery for a pubescent female with Autism (ABA International, 2009). This poster will continue to chronicle the service delivery for the same, now 15 year old female with Autism. When treatment began in June 2008, the student exhibited near daily instances of intense, aggressive behavior and even higher rates of intimidation behaviors. By May of 2009, rates of aggressive behavior were reduced by 95.5% from baseline. Continued monitoring and antecedent management of hormone cycles, bowel movements, caloric intake and exercise have proven effective in the reduction of aggressive and intimidation behaviors. Antecedent strategies include reduced demands, increased reinforcement rate, pain-reduction strategies, and hormone regulation. Successes in additional domains will also be reported, including the introduction of vocational training and preparation for independent living. |
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| 98. The Effect of Augmentative Communication on Appropriate Communication in Preschool Children With Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| DAWN M. ROBINSON (Whitworth University), Tonya Bybee (Whitworth University), Katheryn Herfurth (Whitworth University), Betty Fry Williams (Whitworth University), Dana J. Stevens (Whitworth University) |
| Abstract: The purpose of this study was to determine if increasing student’s communication skills using an augmentative communication device would increase appropriate forms of communication and decrease inappropriate forms of communication. The study was implemented in a preschool classroom with two children having characteristics of autism and one child with Down syndrome. Prior to intervention, all of the children had few communication skills and high levels of inappropriate behaviors. The Flip N’ Talk was used to augment communication. The device was used by the student and by the interventionist who used it to both model its use and respond to the student. All communication interactions were paired with verbal language. Student’s attempts at communication were immediately responded to. A 30 second wait time was given for the student to respond. Students’ communication attempts were matched and extended by one word to further promote communication growth. During baseline, students’ communications averaged 2.4 per 15 minutes. At the end of the study, the students had increased their mean number of appropriate communications to 10.3 per 15 minutes. In addition, inappropriate forms of communication decreased. |
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| 99. A Comparison of Two Methods to Teach Auditory-Auditory Identity Matching to Persons With Severe Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| SANDRA SALEM (St. Amant Research Centre, University of Manitoba), Lee MacPherson (University of Manitoba), Toby L. Martin (St. Amant Research Centre, University of Manitoba), Jon Viel (University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, the University of Manitoba), Aynsley K. Verbeke (University of Manitoba) |
| Abstract: The ability to recognize that two sounds are the same is a part of accurate vocal imitation, and teaching of vocal imitation is an important part of language programs for persons with developmental disabilities (DD). Researchers have developed a prototype assessment task called auditory-auditory identity matching (AAIM) to assess whether persons with DD are able to recognize whether two sounds are the same (Harapiak, Martin, & Yu, 1999). Performance on the AAIM prototype task is correlated with measures of language skills (Marion et al., 2003). Thus far, few studies have attempted, with little success, to teach AAIM tasks to persons with DD. The purpose of this research is to use a single-subject, alternating-treatments design to compare extra-stimulus prompt fading to within-stimulus prompt fading for teaching AAIM training tasks to persons with DD who fail the AAIM prototype task. Teaching has been completed for one participant and is ongoing with 3 more participants. Thus far within-stimulus prompt fading is the more effective. |
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| 100. Evaluating the Role of Generalization on Untrained Functional Communication Mands |
| Area: DDA; Domain: Applied Behavior Analysis |
| Rachel C. Maher (Kennedy Krieger Institute), PATRICIA F. KURTZ (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) often is utilized in treatment of maladaptive behavior (Durand & Carr, 1991). Despite its frequent use as an intervention, there are no clear guidelines for selecting functional communication responses or conducting training. Few studies have evaluated methods for decreasing training time or promoting generalization to untrained responses. Typical methods of training may neglect the individual’s existing repertoire of communication, and result in extra time and effort without commensurate gains in skills. The current study evaluated including training and generalization sessions of FCT responses by a 3-year-old male with Down Syndrome and self-injurious behaviors. Specifically, throughout FCT + EXT, probe sessions were conducted to examine generalization of manding to other untrained responses. Results indicated that when two mand responses were trained, the participant began to generalize the relation to two novel responses. With a functional communication treatment in place, rates of problem decreased by 73.33% from the baseline, with zero rates of problem behavior observed in the last four treatment sessions. Results are discussed in relation to the benefit of expediting communication training while simultaneously attaining untrained generalization gains. |
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| 101. Choice Behavior as a Function of Exposure to Contingencies |
| Area: DDA; Domain: Applied Behavior Analysis |
| KENNETH SHAMLIAN (University of Southern Maine), Michael E. Kelley (University of Southern Maine), Joanna Lomas (The Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm), Henry S. Roane (SUNY, Upstate Medical University) |
| Abstract: Previous research has shown that children may engage in problem behavior to avoid or escape academic tasks. Treatments may include escape extinction, reinforcement contingent on cooperation, or a combination of these treatment components (i.e., differential reinforcement). To date, little research has focused on the extent to which antecedent stimulus conditions may be arranged such that students cooperate with instructions to initiate academic tasks. In the current study, we first showed that students did not reliably choose one of two workstations when those workstations were correlated with contingent work. Subsequent to exposure to differential contingencies (i.e., one workstation correlated with extra work, and one workstation correlated with reinforcement), students’ choices were reliably shifted towards the workstation correlated with reinforcement. Results suggest that exposure to stimuli that are associated with differential consequences may produce discriminative and motivations conditions that occasion and evoke cooperative behavior. |
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| 102. Behavior Treatment of Adaptive Decline in Adults With Down Syndrome |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMY K. RODRIQUEZ (MHMRA of Harris County), Dorothea C. Lerman (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Deborah L. Grossett (The Center - Houston) |
| Abstract: The risk of adaptive decline significantly increases with age for persons with Down syndrome. Behavior analytic technologies may be employed to effectively treat identified skill deficits. In this study, repeated administrations of the Vineland Adaptive Behavior Scales were employed to assess adaptive decline in three adults with Down syndrome. After areas of decline were detected, behavior treatment packages were developed to address specific skill deficits. Results indicated that visual aids improved memory performance, independent vocal responding and writing ability for three participants with adaptive deficits in communication, daily living skills and socialization. Although the findings from this research were from a small pool of participants, the preliminary results suggest adaptive skills can improve and possibly maintain with the employment of effective behavior technologies. |
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| 103. Teaching Toilet Training to Developmentally Delayed Individuals |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center) |
| Abstract: In this study, we examined the use of an entire room dedicated to toilet training. Individuals who used this room have various diagnoses to include mental retardation and autism. This room allowed the individuals to be no more than eight feet away from the toilet at from 9:00 a.m. to 7:00 p.m., while continuing to work on various academic tasks. Individuals received one-on-one instruction, while gradually decreasing the time spent on the toilet throughout the day. We examined various methods used to encourage voiding in the toilet, data collection methods, fading back to a regular classroom environment and how long it took to toilet train the individuals using this room. |
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| 104. A Comparison of Differential Reinforcement With and Without Textual Prompts to Increase Conversational Verbal Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAUREN A. CHERRYHOLMES (AdvoServ), James F. McGimsey (AdvoServ), Kimberly Ecott (AdvoServ) |
| Abstract: Individuals with mental retardation often have complex verbal behavior that may be lacking in some areas, specifically in conversation. This study included one participant, diagnosed with mental retardation, who engaged in complex verbal behavior, but during conversational exchanges, asked questions and made statements almost exclusively regarding gaining access to preferred items. A functional assessment was conducted, which concluded that this verbal behavior was maintained by social positive reinforcement, specifically in the form of attention and access to items. This experiment was designed to decrease verbal behavior about accessing preferred items, while increasing conversational verbal behavior that results in an exchange between the speaker and listener. The treatment effectiveness of differential reinforcement with and without textual prompts, with conversational questions and statements, will be compared. Data to be collected will demonstrate this comparison. This experiment provides an applied method for teaching appropriate conversational skills with high functioning adults with verbal behavior, which can allow more opportunities for independence in community living and employment. |
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| EAB Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 105. The Effects of Testing Procedures on Results of Transfer of Stimulus Function Tests |
| Area: EAB; Domain: Experimental Analysis |
| ERICA FEUERBACHER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Transfer of stimulus function tests are widely employed to test for stimulus classes and equivalence relations. However, the procedures for conducting such tests vary and the effects of procedural variables on the outcomes of these tests are largely unknown. Using a domestic dog as our subject, we had previously identified two sets of stimuli to which the dog differentially responded (retrieval vs. non-retrieval). In the current study, we conducted two transfer of function tests to test whether the retrieved set of objects functioned as a toy concept. We compared the effects of two different test procedures (successive and simultaneous presentations) on the results of the transfer tests. In the successive presentation test, our results indicated that transfer of function along toy class lines did not occur. Instead, an error analysis indicated that the dog’s responding was consistent with a feature discrimination that did not coincide with the toy vs. non-toy class. However, in the simultaneous presentation procedure, the dog did respond in a way consistent with a toy concept. We discuss results with regard to the care researchers should employ when selecting procedures and drawing conclusions based on those procedures, and we consider why the procedures may produce different results. |
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| 106. Further Behavioral Economic Analyses of Choice |
| Area: EAB; Domain: Applied Behavior Analysis |
| CASEY J. CLAY (New England Center for Children), Jamie Leigh Lebowitz (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: The current study is an extension of previous research analyzing choice using behavioral economics. In the first study, preference for choosing between a number of identical edibles versus receiving an edible with no choice was examined. In Study 2, consequences involving choice or no choice were arranged contingent upon responding across a range of FR values. Data were plotted as work and demand functions and are discussed in terms of the effects of including choice as part of reinforcement delivery on responding across unit prices. |
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| 107. A Simultaneous Approach to Functional Communication Training and Generalization in the Treatment of Destructive Behavior Maintained by Multiple Functions |
| Area: EAB; Domain: Applied Behavior Analysis |
| TODD M. OWEN (University of Nebraska Medical Center), Caitlin J. Smith (Munroe-Meyer Institute), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center), Terry S. Falcomata (University of Texas at Austin), Henry S. Roane (SUNY, Upstate Medical University) |
| Abstract: In the current study, we used a modified functional communication training (FCT) procedure to simultaneously treat multiple functions of destructive behavior (i.e., aggression, self-injury [SIB]) exhibited by an adolescent with a developmental disability. To facilitate discrimination between maintaining reinforcement contingencies, the participant was simultaneously trained to touch a “break” card to escape from academic demands or a “movie” card to gain access to a movie. This treatment produced an immediate reduction in both aggression and SIB and the respective mands occurred at elevated rates. Delays to reinforcement were incorporated into the treatment for each function and were systematically thinned to 15-min delay values. Thus, a 15-min delay was independently associated with each respective reinforcement contingency (i.e., escape, access to movie) and reinforcement intervals were gradually increased to 5-min. In addition, the session length was extended to 2 hours to facilitate generalization of the treatment to the classroom setting. Rates of destructive behavior remained low during delay fading and generalization training. Reliability data were collected on 41% of the sessions resulting in a mean agreement of 98%. |
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| 108. Using Equivalence Procedures With Class-Specific Reinforcers and Responses to Teach Math to Young Children |
| Area: EAB; Domain: Applied Behavior Analysis |
| RACHEL KOLB (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Ashley Blackwell (University of North Carolina, Wilmington), William Hogan (University of North Carolina, Wilmington), Whitney Luffman (University of North Carolina, Wilmington), Jenna Peterson (University of North Carolina, Wilmington), Minela Subasic (University of North Carolina, Wilmington) |
| Abstract: This study used stimulus-equivalence procedures, with compound class-specific consequences and class-specific responses to teach math to young children. Recombinative generalization (Meuller et al, 2000) was tested, where units of trained math stimuli were recombined and probed as novel math problems. A test-train-test-train-test design was used. Experimental participants contacted pretests, training, and post-tests Matched control participants contacted pretests and post-tests only. Five experimental participants completed the first conditional-discrimination training, quantity-to-quantity matching. Bead-counting was the class-specific response trained. Compound class-specific consequences included numerals, spoken words, and printed words. Subsequently, experimental participants demonstrated all emergent relations. Controls did not demonstrate emergent relations on post-tests. Participant KW contacted pretests for subsequent training phases and responded 100% accurately. On recombination probes KW was accurate after the format of the flashcards was changed to match the computerized math stimuli. Four experimental participants contacted AB training, matching quantities to +1 math problems. SH received post-tests and demonstrated all emergent relations. Control participant AJ demonstrated no emergent skills on post-tests. SH received recombination probes and demonstrated no emergence. SH contacted AC training, matching quantities to +2 math problems, then demonstrated all possible emergent relations including equivalence. This study supports Sidman’s (2000) account of equivalence, and addresses teaching efficiency. |
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| 109. The Effect of Adding a Common Delay to a Probability Discounting Task |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN R. CHARLTON (University of Central Arkansas), Bradley Gossett (University of Central Arkansas) |
| Abstract: Current discounting research focuses on three forms of discounting: temporal, probability, and social. In general, these literatures show that discounting in each of the three contexts is influenced by similar variables (magnitude, sign, commodity type). However, few studies have investigated the results of combining these contexts. An exception to this is the work of Charlton, Yi, and colleagues (2009) on delayed social discounting. This research suggests that by adding a common delay to a social discounting context, participants become more willing to share an outcome (social discounting decreases) The current study addresses the possibility that including a delay to a probability-discounting task will similarly influence the observed discounting rates. Participants in this study are given a probability-discounting task in which they choose between a small certain amount and or a larger gamble ($50 for certain of a 90% chance of winning $100) at each of three delays 0 days, 182 days, or 365 days. The researchers anticipate that adding the delay to the outcomes’ availability will shift the rate of probability discounting toward s = 1.0. Initial results suggest this to be the case. The results from the full study will be presented and their implications discussed. |
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| 110. Feeding History and Genotype Increase Survival of Rats Exposed to Contingencies of Food Restriction and Food-Related Travel |
| Area: EAB; Domain: Experimental Analysis |
| W. DAVID PIERCE (University of Alberta), Abdoulaye Diane (University of Alberta), Donald C. Heth (University of Alberta), James C. Russell (Alberta Institute of Human Nutrition), Spencer D. Proctor (Alberta Institute of Human Nutrition) |
| Abstract: Rats die from activity anorexia (AA) when exposed to time-limited feedings and the opportunity for wheel running. We compared the behavior and survival of juvenile JCR-LA-cp obese-prone (cp/cp) and lean-prone (+/?) rats repeatedly exposed to daily 1.5 h feedings followed by 22.5 h of free access to running wheels. During an adaptation phase, half of the obese-prone rats (n=8) were pair fed the daily average amount of food consumed by freely fed lean-prone animals (n=8) and the remaining obese-prone rats received free access to food (n=8). Next, all animals were exposed to the AA protocol until reaching 75% of free-feeding body weight (starvation criterion) or lasting 15 days (stability criterion). Results showed that obese-prone rats consumed more food and lasted twice as long in AA compared to lean-prone animals, even when similar in initial body weight. Despite running at the same pace, total wheel running of obese-prone rats was three time more than lean-prone animals. The pair fed obese-prone rats consumed more food and had less body weight loss than freely fed obese prone rats. The effects of feeding history and genotype contribute to surviving the contingencies of food restriction and food-related travel. |
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| 111. Suppression of Schedule-Induced Drinking in Rats by a Lick-Lever Withdrawal Contingency |
| Area: EAB; Domain: Experimental Analysis |
| ANGELES PEREZ-PADILLA (Universidad Nacional de Educacion a Distancia), Ricardo Pellon (Universidade Nacional de Education a Distancia) |
| Abstract: Six food-deprived rats were exposed to a fixed-interval 30-s food reinforcement schedule and developed stable patterns of operant lever pressing and schedule-induced drinking (Stage A). Animals were matched in three pairs according to their final levels of response rates. Each lick made by any master rat then initiated a resetting 10-s period of lever withdrawal without stopping the fixed-interval timer (Stage B). This led to reductions in licks per minute in all animals, without accompanying decreases in the rate of lever pressing or in reinforcement rate. Drinking and pressing in yoked-control rats, which received food at the same times as those exposed to the lick-dependent lever withdrawal contingency (masters), were not generally altered during Stage B. A rat showed an increase in licks per minute. Initial conditions were reinstated during the last phase of the experiment (Stage A); licking produced no longer any programmed consequence. Schedule-induced drinking of master rats recovered, and no significant changes were observed in the behaviour of control rats or in lever pressing by master rats. These results amplify our knowledge about the procedures capable of punishing schedule-induced polydipsia, and support the view that simply removing the opportunity to press an operant lever on well-trained animals is sufficient to punish adjunctive drinking. |
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| 112. Exclusive Preference Does Not Readily Develop When Rats Respond on Concurrent Ratio Schedules of Wheel-Running Reinforcement |
| Area: EAB; Domain: Experimental Analysis |
| TERRY W. BELKE (Mount Allison University) |
| Abstract: Previous investigations of wheel-running reinforcement using concurrent schedules suggest that behavior allocation differs from that observed with more conventional reinforcers. To investigate this difference 16 female Long Evans rats were exposed to concurrent FR 4 FR 4 schedules and the schedule value on the initially preferred alternative was systematically increased across ratios of 6, 8, 12, 16, 24, 32, 40, 56, 72, and 88 responses. The dependent measure was the ratio at which greater than 90% of responses occurred on the unchanged alternative. This procedure was carried out with sucrose solution (.1 ml 7.5% w/v) as the reinforcer on both alternatives and with wheel running (30 s) as the reinforcer on both alternatives within each rat. Results showed that the average ratio at which 90% or more responses were allocated to the unchanged alternative was approximately three fold higher with wheel-running reinforcement. Further analysis showed that although preference shifted with initial increments in the ratio with both reinforcers, changeovers as a percent of total responses decreased with sucrose, but not wheel-running reinforcement. The implications of these results for how wheel running might differ and for theories of choice are discussed. |
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| 113. Concurrent Token Production Schedules in Rats: Assessing Sensitivity to the Token Reinforcer Ratio |
| Area: EAB; Domain: Experimental Analysis |
| TRAVIS RAY SMITH (Southern Illinois University Carbondale), Blake A. Hutsell (Southern Illinois University Carbondale), Melissa J. Swisher (University of North Texas), Eric A. Jacobs (Southern Illinois University Carbondale) |
| Abstract: Rats’ lever pressing was maintained by a concurrent schedule of token reinforcement. During token production, a random interval 15 s schedule arranged token deliveries. Each token delivery was probabilistically assigned to either the right or left lever to arrange an overall reinforcer ratio of 9:1 or 3:1, depending upon condition. The location of the rich and lean schedules varied across sessions according to a 31-session pseudo-random binary sequence. Token exchange periods occurred after every token earned. During exchange periods, each token exchange produced access to sweetened condensed milk. Data from both conditions were well described by the generalized matching law and response ratios showed a considerable amount of undermatching. |
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| 114. Within-Session Positive Behavioral Contrast as an Animal Model of Pathological Gambling |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN SEYEDAIN-ARDABILI (McNeese State University), Benjamin J. Parker (McNeese State University), Cam L. Melville (McNeese State University) |
| Abstract: Animal models of substance abuse have been used successfully to describe the environmental conditions that control these important behaviors (e.g., Koob, 2000). Animal models of other addictive behaviors such as pathological gambling have not been developed. Positive behavioral contrast is an attractive potential animal model of pathological gambling. One of the central behavioral characteristics of pathological gambling is chasing the bet in which gambling behavior increases following exposure to losses. Similarly, positive behavioral contrast referes to an increase in responding following exposure to reduced rates of reinforcement. The present study asks if positive contrast will be observed when signaled time-outs (losses) replace programmed reinforces during the contrast phase of the procedure. Five male Long-Evans rats pressed levers in a within-session contrast procedure. In the baseline (first half of the session), a multiple variable-ratio 15 bariable ratio 15 schedule delivered reinforcers for lever pressing. In the contrast phase (second half of the session), during the second component of the multiple schedule, 90% of the programmed reinforcers scheduled by the variable ration schedule were replaced by five-second timeouts. Positive behavioral contrast was observed. Implications for an animal model of pathological gambling are presented. |
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| 115. Rapid and Slow Changes in Choice Behavior Under Frequently Changing Concurrent-Chains Schedules |
| Area: EAB; Domain: Experimental Analysis |
| TAKU ISHII (Keio University), Takayuki Sakagami (Keio University) |
| Abstract: Key-pecking responses of six pigeons were reinforced with a concurrent-chains schedule operating on left and right response keys. The initial links were two equal variable-interval 8-s schedules. The terminal link for one key (rich key) was fixed-interval (FI) 8-s schedule, and that for the other key (lean key) was changed across sessions according to a pseudorandom binary sequence (PRBS) of FI 8-s and FI 16-s schedules. The choice behavior in the initial links was sensitive to the relative rates of reinforcement in the terminal links; with the FI 16-s terminal link for the lean key, relative rates of key pecking to the rich key increased, and with the FI 8-s terminal links for both of the two keys, the relative rates approached 0.5, being biased in favor of the rich key. Then, we switched the rich and lean key and conducted another PRBS. The results showed that the choice behavior remained sensitive to the relative rates of reinforcement in the terminal links, but the bias in favor of the previously rich key dissipated only gradually. These results may suggest that choice behavior is influenced by both of the short-term and long-term histories of reinforcement. |
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| 116. The Effects of Differential Reinforcement of Other Behavior Schedules as a Function of Initial Interval Length: A Translational Study With Rats |
| Area: EAB; Domain: Experimental Analysis |
| ALYSSA MARTIN (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Lindsay Evans (University of Houston-Clear Lake), Jonathan R. Miller (University of Kansas), Lillie Wilson (University of Houston-Clear Lake) |
| Abstract: Differential reinforcement of other behavior (DRO) is a common intervention for problem behavior. However, few studies have examined the most appropriate way to select the initial DRO interval. In previous basic and applied research, the initial DRO interval was selected arbitrarily or based on the mean interresponse time (IRT). Basing the DRO interval on the IRT is a reasonable approach for ensuring that the individual contacts the contingency with a sufficient degree of regularity during treatment. Nonetheless, the extent to which an individual must contact the contingency to produce a successful treatment outcome remains unclear. Relatively short DRO intervals may be highly effective but impractical to implement in applied settings. In this translational study, rats were exposed to conjoint schedules of fixed-interval 120 s for lever pressing and DRO. The initial DRO interval was established such that either 50% or 25% of the IRTs would meet the reinforcement requirement. Both adjusting and non-adjusting DRO schedules were examined, along with a schedule thinning procedure. Results indicated that responding was sensitive to both initial DRO intervals and the DRO intervals could be successfully thinned beyond 25% for some rats. These results have important implications for arranging DRO in applied settings. |
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| 117. Enhancing Equivalence Class Formation in Preschool Children and Individuals With Mental Retardation With an Extensive Pretraining |
| Area: EAB; Domain: Experimental Analysis |
| PRISCILA CRESPILHO GRISANTE (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Part of stimulus equivalence research has shown mixed results mainly when conducted with preschool children or individuals with mental retardation. This variability could be attributed in part to procedural failure to effectively establish stimulus control relations planned by the experimenter. This experiment employed to preschool children and individuals with Down syndrome an extensive pretraining that gradually established one conditional discrimination with familiar stimuli and four conditional discriminations with abstract stimuli interspersed with pretraining reviews in attempt to develop generalized conditional discriminations skills and minimize errors occurrence. Pretraining was followed by the baseline two-choice conditional discriminations training AB and BC and equivalence tests. Finally, a test in which novel stimuli replaced one of the comparisons of baseline conditional discriminations was applied to verify its adequacy to identify sample-S+ or Sample-S- relations (stimulus control tests). The data showed the learning of baseline with just a few errors and the formation of two three-member classes of equivalent stimuli by all participants. Stimulus control tests were not able to identify the programmed sample-comparison relations, so procedural investigations are made necessary. These results indicate that well-planned pretraining tasks can diminishes errors occurrence enhancing the probability of establishment of planned stimulus equivalence classes in these population |
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| 118. Aversive Control of Betta Splendens Behavior Using Water Disturbance |
| Area: EAB; Domain: Experimental Analysis |
| Hernan Camilo Hurtado Parrado (University of Manitoba), JOSEPH J. PEAR (University of Manitoba), Praepun Khattiyakornjaroon (University of Manitoba), Kimberly Froese (University of Manitoba) |
| Abstract: A research program at the University of Manitoba currently explores Betta splendens operant behavior under different contingencies. Specifically, because Betta splendens is native to calm water environments, water disturbance in the form of air bubbles and water currents was tested for the first time as having an aversive function. The poster presents the methodology and results of different procedures, that on one hand confirmed the aversive function of water disturbance, and in the other, constitute preliminary experiments on avoidance and escape behavior. Experiment 1 to 4 tested behavioral differences when air bubbles and water currents in different strengths were introduced to the experimental tank. The amount of time the subject spent in different areas of the tank, and the number of times the fish visited or approached the disturbed area, were both calculated. A clear preference of the fish for the non-disturbed area was always observed across several alternations of the location where the water disturbance was introduced. Experiment 5 constitutes a systematic replication of experiments 2 to 4, this time using a different subject and design. Finally, Experiment 6 corresponds to the modification of the procedure by introducing a signal that preceded the presentation of the water currents. |
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| 119. Temporal Regulation in Children Using Differential-Reinforcement-of-Low-Rates |
| Area: EAB; Domain: Experimental Analysis |
| MÉLISSA GAUCHER (Université du Québec à Montréal), Jacques Forget (University de Quebec a Montreal), Céline Clément (Université de Strasbourg) |
| Abstract: Temporal regulation is studied in animals and humans with operant procedures, mostly with fixed-interval (FI) schedules or differential-reinforcement-of-low-rates (DRL). Studies with human subjects indicate differences in response patterns depending on the participants’ age. Infants show response patterns similar to those observed in animals, a scalloping pattern, whereas adults show mostly two types of patterns, low-rate or high-rate. Children can produce both, patterns typical of animals and of adults. The main hypothesis is that there is a transition in temporal regulation from nonhuman-like contingency-governed operant behavior to verbally-governed behavior in humans. This study uses DRL 5 seconds and DRL 20 seconds to measure temporal regulation in children aged between 2;6 and 7;3. The response consists in a press on a yellow circle located in the middle of a touch screen. The reinforcer is a 20 seconds cartoon. To evaluate the main hypothesis, language and cognitive development are assessed and children’s collateral responses are observed. |
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| 120. The Relation Between Impulsive Choice and Cardiovascular Reactivity |
| Area: EAB; Domain: Experimental Analysis |
| JAMES W. DILLER (Eastern Connecticut State University), Connor H. Patros (Eastern Connecticut State University), Michael M. Gale (Eastern Connecticut State University) |
| Abstract: Impulsive choice has been defined as the selection of a small, immediate reinforcer, to the exclusion of a larger, delayed reinforcer. Various factors, including drugs of abuse, have been shown to modify levels of impulsive choice. Because drugs have physiological effects and can alter impulsivity, there may be a cardiovascular correlate of impulsive choice. Additionally, the spontaneously hypertensive rat, an animal model of attention-deficit hyperactivity disorder, was originally bred for its cardiovascular profile. The present study explores the relation between impulsivity (measured using a computerized delay discounting task) and cardiovascular reactivity (change in heart rate during a serial subtraction task) in a college-based sample. Data were collected from 39 participants (24 female). A linear regression suggests that there is a predictive relation between cardiovascular reactivity and impulsivity, B= -.40, t(38) = -2.67, p < .05, R2 = .16. That is, individuals who exhibited higher degrees of impulsive choice also exhibited greater cardiovascular changes in the serial subtraction task. Evaluating the influence of cardiovascular factors on impulsivity may provide additional information about its genesis, possibly leading to improved screening methods for the behavioral and health-related problems associated with this type of maladaptive choice. |
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| 121. Comparison of Operant Behavior by Individual Goldfish and Schooled Zebra Fishes |
| Area: EAB; Domain: Experimental Analysis |
| TODD HILLHOUSE (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Recent advances in developmental neurobiology have poised zebrafish (Danio rerio) as the preeminent model organisms for the study of relations between neurological development and the emergence of adaptive behavior. The behavior of such animals that live and function in groups is commonly portrayed as being in accord with the same laws as those applicable to the behavior of individual organisms. For example, descriptions of foraging by groups and by individuals are commonly rationalized by the same economic variables, and are assumed to be essentially equivalent. This poster reports some preliminary data for comparing aggregate operant behavior by groups of zebrafish (D. rerio) with simple operant behavior by individual goldfish (Crassus auratus). We examined the extent to which there might indeed be point-to-point correspondence in the control over group versus individual foraging behavior in these two species of fish. The subjects were first exposed to simple schedules of food reinforcement, and aggregate patterns emitted by the zebrafish were compared to patterns emitted by individual goldfish under identical contingency requirements. Subsequent experiments involve foraging choices under multiple concurrent schedules of reinforcement. |
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| 122. Instructional Programming for Generalized Sound-Print Relations: Towards Augmentative Communication for Individuals With Low Speech Intelligibility |
| Area: EAB; Domain: Experimental Analysis |
| ANNA C. SCHMIDT (University of Kansas), Nancy C. Brady (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: For individuals with little functional speech, literacy skills can enable effective use of augmentative and alternative communication (AAC). Providing listeners with supplemental alphabetic cues has been shown to substantially increase speech intelligibility (i.e., the listener’s understanding of the speaker). In one technique for providing letter cues, the speaker must abstract the initial sound of a spoken word and point to the corresponding letter on an augmentative device. In the current study, two men with intellectual disabilities, low speech intelligibility, and receptive language age equivalent scores of less than three years completed training designed to teach abstraction of initial sounds. Spoken words were presented by a computer, and participants selected the corresponding letter on the computer screen. Words were trained in pairs, in a two-choice matching-to-sample task. Generalization to additional words with the same initial sounds was assessed. The training resulted in highly accurate letter selection for both participants. At the end of training, participants were also highly accurate with untrained words, could accurately select letters in a six-choice task, and maintained high accuracy for over 70 spoken words. These findings are a first step towards the development and effective use of AAC involving supplemental alphabetic cues for this underserved population. |
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| 123. Effects on Stimulus Equivalence Test Performance of Varying the Delay in Delayed Matching-to-Sample |
| Area: EAB; Domain: Experimental Analysis |
| CHRISTOFFER EILIFSEN (Akershus University College), Erik Arntzen (Akershus University College), Felix Hognason (Akershus University College) |
| Abstract: When training prerequisite relations for stimulus equivalence using a matching-to-sample procedure, introducing different delays between the offset of conditional stimuli and the appearance of discriminative stimuli has resulted in systematic variations in test performance as a function of the delay. We have previously obtained results that have indicated lower yields of stimulus equivalence responding in groups of participants exposed to a fixed delay of 3000 ms, compared to a groups exposed to delay values of 100 ms or 12000 ms. The current study is an attempt replicate these findings and, in addition, to allow for a more precise analysis of the effects of different delay values by exposing the same participant to several delays during separate training procedures. Adult participants will be exposed to 0 ms, 2000 ms, 2500 ms, 3000 ms, 3500 ms, and 4000 ms fixed delays during training over six experimental phases, with each of training phases being followed by a corresponding test for stimulus equivalence. |
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| EDC Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 124. Scientific Analysis of Texts and Verbal Skills in College Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARIA DEL REFUGIO LOPEZ GAMIÑO (FES Iztacala UNAM), Maria Luisa Cepeda Islas (FES Iztacala UNAM), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: At the university level, students are expected to actively respond to the learning process, not just memorize and repeat the information gained, but also is a producer of knowledge. Interested in this problem, Santoyo (2001) proposes "The text analysis strategy," which promotes the development of complex skills. This proposal has been assessed in different settings with encouraging results. A key part to raise this strategy as appropriate in the training college is to assess what other factors involved in its implementation. The importance of this study is to show the interaction between participants' verbal ability and training in scientific text analysis, thus enabling it to observe the development process. The research design was conducted with a pretest and posttest group. Were randomly selected group of students from the career of Biology who participated in the workshop of text analysis, two hours per week for seven sessions. Both the pretest and posttest consisted of two tests (the verbal ability and the analysis of texts). The training was the use of the strategy for five consecutive sessions. Each student was evaluated analyzing the corresponding article. The results were analyzed descriptively using as a primary measure achievements both in the pretest and posttest. The main finding of this study identifies an interaction between verbal ability and analysis of scientific texts |
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| 125. Text Analysis, Web-Based Reading, and Learning Transfer: The Case of Scientific Articles |
| Area: EDC; Domain: Applied Behavior Analysis |
| DIANA L. MORENO (Universidad Nacional de Mexico), Guadalupe Rendon Ruezga (FES Iztacala UNAM), Maria Luisa Cepeda Islas (FES Iztacala UNAM) |
| Abstract: The purpose of this paper is to show the benefits of using a Web based interactive system for the development of comprenhension reading skills of scientific texts in undergraduate psychology students. A learning system was constructed according to instructional design principles. The system includes programmed activities to teach the the following kinds of knowledge: declarative, concepts, principles, procedures and problem solving. Likewise the activities were programed in order to teach the following reading skills: Identification of Unit Analysis, Ideltification of the Methodological Strategy, Justification, Objetives of Purpose, Basic Assuptions, Internal and External Consistency. One hundred forty students participated in a Pretest and Postest, all students were trained to analyse Experimental Psychology articles from Web, the sessions of training were eigth and included different difficulty levels, in every session was revised one element of strategy (unit analysis, basic assuptions etc.), the activities included examples, evaluations, practices etc. Twenty students evaluated their projects of research development in class with strategy learned in the Web. The results showed significative differences between in the scores of Pretest and Postest, an analysis detailed indicated that students with the lower grades in Pretest were the main beneficiaries. The results suggest important advantages of the courses with on line material and demonstrated the ability of students to transfer their learning to novel situations. finally discuss the implications of online systems in the teaching of psychology |
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| 126. The Effects of Teacher Errors Using Data-Based Decision Strategies on Students’ Rate of Skill Acquisition |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARAH HIVELY (Marcus Autism Center), Dana M. Zavatkay (Marcus Autism Center) |
| Abstract: Research has shown that increased rates of skill acquisition for students when teachers were trained not just to record acquisition data but also to analyze and use these data to make programming decisions according to a set of predetermined rules (Sharpe, Hawkins, &Ray 1995; Keohane & Greer 2005). In the present study 8 classroom teachers from both rural and metropolitan public school districts were trained by a Board Certified Behavior Analyst in methods of implementation and data collection associated with discrete trial training. The teachers were also trained to make data-based decisions according to specified rules for making changes in program targets and for adding or fading prompts used during teaching. Data will be presented showing the types of teacher decision making errors made and what effects these errors had on students’ rate of skill acquisition. Finally, some suggestions for reducing teacher errors will be presented. |
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| 127. The Effects of Intertrial Interval Duration on Maladaptive Behaviors, Compliance, and Acquisition |
| Area: EDC; Domain: Applied Behavior Analysis |
| NICOLE LYNN VITKAUSKAS (Boston ABA) |
| Abstract: The purpose of this study was to examine the effects of the effects of intertrial interval duration (ITI) on maladaptive behaviors, compliance, and rate of acquisition. A concurrent operant design was used to the compare the effects with two children with autism. Each participant was taught to discriminate among 3 novel stimuli with a short and long ITI duration. The results indicated that short ITI durations were superior in decreasing maladaptive behaviors for both participants. Short ITI durations also increased the rate of acquisition for Child 1, whereas, Child 2 showed the highest rate of acquisition with the long ITIs. Further investigation is needed to find the optimal ITI duration for Child 2. |
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| 128. The Effects of a Direct Instruction Reading Program on Students Diagnosed With Learning and Behavioral Challenges |
| Area: EDC; Domain: Applied Behavior Analysis |
| Charles Johnson (Missouri State University), David Goodwin (Missouri State University), Lachelle Clemons (Missouri State University), Emily Eckert (Missouri State University), LINDA G. GARRISON-KANE (Missouri State University) |
| Abstract: The purpose of this applied study was to determine the effectiveness of a direct instruction reading intervention, Laubach Way to Reading (LWR), for 79 students with disabilities. This research study consisted of a pre test/post test group Quan-Qual model research design. A pre- and post-test measuring the Lexile Framework for Reading was given to each subject using the Scholastic Reading Inventory computer-based assessment. Additionally, survey data in the form of a questionnaire and random student interviews were conducted through out the study to assess students’ perception and attitudes regarding the reading intervention. In addition to the two group studies, a series of single subject design studies were also employed with 5 students at separate school sites to assess the effectiveness of the reading intervention (LWR) on the students' on and off-task behaviors. In each study (group and single-subject), reading behaviors increased. Results from the group study: paired-sample t-test on the first cohort (n=39) revealed that post test intervention scores on the SRI were significantly higher than pre-intervention scores (M=-1.49.13, SD=156.9t (38)=-5.95,p<.001. A paired-sample t-test on the second cohort (n=29) revealed that post interventions scores on the SRI were significantly higher than pre-intervention scores (M=-102.517 SD=140.4 t(28)=-3.931,p,.001. Data collection is currently in progress for the single-subject design studies. |
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| 129. Identifying Antecedent Events Correlated With High and Low Levels of Problem Behavior in School Settings: Using Visual Analysis of Data Collected With Descriptive Assessment |
| Area: EDC; Domain: Applied Behavior Analysis |
| LISA PAANANEN (St. Cloud State University), John T. Rapp (St. Cloud State University), Nairim C. Rojas Ramirez (St. Cloud State University), Sarah M. Richling (St. Cloud State University), Aaron R. Nystedt (St. Cloud State University) |
| Abstract: Seven students from typical or special education classrooms were referred for behavioral services in school settings. As a part of a standard behavioral assessment, data for each student’s target behavior were collected across three or more academic activities (e.g., language arts, mathematics, hand-writing) within their typical classroom settings for approximately 20 hours. The data were graphically depicted according to each classroom topic or activity and then visually inspected within multielement designs. For nearly every participant, data were differentiated such that one or more conditions contained elevated levels of the target behavior and one or more conditions contained low levels of the target behavior. For most participants, the results were used to develop (a) specific experimental conditions that were used within a brief functional analysis or (b) context specific interventions to decrease problem behavior and increase appropriate behavior. These findings potentially extend the literature on descriptive assessment by illustrating an approach that can be utilized independent of conditional probability analyses by evaluating the data within a commonly utilized single-subject design. |
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| 130. The Collateral Reductive Effect of Three Mathematics Instructional Strategies on Challenging Student Behaviors |
| Area: EDC; Domain: Applied Behavior Analysis |
| JO A. WEBBER (Texas State University), Glenna Billingsley (Texas State University.) |
| Abstract: Effective academic instruction is touted as an important antecedent to appropriate school behavior and often recommended as a primary positive behavioral support (PBS). However, the relationship of instructional strategies to school behavior remains ambiguous for students with emotional and behavioral disorders (EBD) who present with both challenging behavior and below-average academic performance, with no clear determination of reciprocal influence. The most common school practices assume that appropriate student behavior must precede effective academic instruction. Accordingly, limited research is available regarding the effects of various academic instructional strategies for students with EBD on either academic performance or behavior reduction. This study used a single-subject alternating treatments research design to compare three math instructional methods: direct teach, computer-assisted instruction, and a combination of both methods on (1) math quiz scores, and (2) frequency of challenging behaviors (i.e., off-task behavior, inappropriate language usage, and absences) for two adolescents with EBD. Results confirm a reduction in inappropriate language usage and off-task behavior with the Combined method for both students. However, performance on math quizzes was highest with Direct Teach for both students and absences remained high across all three methods. |
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| 131. Teaching Check Writing to Adolescents With Special Needs |
| Area: EDC; Domain: Applied Behavior Analysis |
| ALONNA MARCUS (AdvoServ), Terry J. Page (AdvoServ), Daniel Davis (Advoserv), Maynard Caulk (Advoserv) |
| Abstract: Adolescents with emotionally disturbed diagnosis may have difficulties in learning functional skills. Particpants all had dual diagnoses and exhibited inappropiate behavior which included property destruction, self injurious behavior, and aggression. Following a task anaylsis, modeling was used to teach specific bill paying skills. Permanent product data was collected. A multiple baseline across individuals was used. Additonal data to be collected. |
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| 132. Jump Start: An Early Intervention Plan to Help Struggling High School Freshman Students Achieve |
| Area: EDC; Domain: Applied Behavior Analysis |
| RICK SHAW (Behavior Issues), Joe Potts (Kent School District), Tracy Habrel (Kent School District) |
| Abstract: An early academic program was created to supply additional support to freshman students at a 4-year high school. As core classes, science, history, math, and English, become more challenging to meet national and state standards, students have struggled more recently then in years past to academically achieve. This struggle includes an increase in failing grades during freshman and sophomore years, as well as a decrease in graduation rates. Jump Start is a program that indentifies students who are considered at-risk prior to entering high school. These students are identified in the 8th grade by their counselors, teachers, and administration. During the summer, parents and students were directly called and invited to participate with Jump Start. A dinner for the parents included training for monitoring their child’s grades on-line. The following days the students participated in workshops for organization skills, note taking techniques, resources, and a play about school rules. Every student that participated in Jump Start entered school on the first day with a binder, paper, dividers, pencils, and a planner. Throughout the remainder of the year special groups met once a week to monitor academic progress, organization and provide additional ongoing support. |
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| 133. Using Multiple Targets and Variables for the Complexity of School Consultations: An Example |
| Area: EDC; Domain: Applied Behavior Analysis |
| TODD F. HAYDON (CECH, University of Cincinnati), William Hunter (University of Cincinnati), David W. Barnett (University of Cincinnati) |
| Abstract: The overuse of redirections as a method to control student behavior creates chaotic, noisy, and disorganized classroom environments (Engelmann & Carnine, 1991; Madsen, Becker, & Thomas, 2001). However, as teachers ask more questions and provide feedback on correct responses (praise) and incorrect responses (error correction) they tend to use fewer redirections (Madsen, et al., 2001). A single case withdrawal design was used to investigate the effects of behavioral consultation on a teacher and two middle school students (a targeted student and typical achieving peer) during a health science class. During baseline the teacher had high rates of redirections, low rates of opportunities to respond and praise statements while the targeted student had low rates of on-task behavior. During intervention conditions, the teacher utilized two types of questioning strategies and the student demonstrated a higher rate of correct responses, increased on-task behavior, and higher test score percentages; furthermore, the teacher had fewer redirections and increases in praise statements. A discussion of data from a selected control condition is also provided. A discussion on study limitations, implications, and future research directions is included. |
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| 134. The Functional Relationship Between Social Skills of Preschool Children and Teacher Activities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (Universidad Veracruzana), Esperanza Ferrant Jimenez (University of Veracuz), Cintia Sarai Aguilar Salazar (Cintia Sarai Aguilar Salazar), Claudia Nakazona Peña (Claudia Nakazona Peña) |
| Abstract: The Mexican Program for Preschool Education (NPPE, 2004) recommends to teach social skills to children but it does not specify what activities should be performed by the teachers, nor the skills, information that they should possess, nor identify the basic repertories that require children to learn the knowledge and social skills identified by the program. The purpose of the study was to evaluate the functional relationship of teachers activities, and social skills of preschool students. Participants were 20 students who were enrolled in the third grade of a kindergarten school, two teachers also participated in the research. They were randomly assigned to either, an experimental or control group. Once the students and teachers’ skills were behaviorally defined, they were video-recorded in pre and post test conditions. Only the teacher of the experimental group was trained in the establishment of basic repertoires and the skills and activities that she needed to perform in order their children acquire knowledge, skills and social attitudes. The teacher of the control group was performing according to the traditional program. The statistical data show that the purpose of the study was reached. |
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| 135. Teaching Adults Literacy Skills Through the Digital Method Based on Applied Behavioral Principles |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (Universidad Veracruzana), Marisol Barreda Cano (Marysol Barreda Cano), Esperanza Ferrant Jimenez (University of Veracuz), Martin Ortiz Beno (Martin Luis Ortiz Bueno), Rafael Jacome Serena (Rafael Jacome Serena), Enrique Zepeta Grcia (University of Veracruz) |
| Abstract: In Veracruz, Mexico, there are 651,470 illiterates adults. The methods used to teach literacy have not had the desired effects. The purpose of this study was to evaluate the acquisition of literacy skills as a function of a digital programmed method based on Applied Behavior Analysis, which allowed the illiterate adult to read and write at their own time and pace, being motivated to learn. Tests were administered to 4 adults to assess their computer literacy skills. Later in the pilot phase was implemented to 4 adult women between 40 and 60 years old, a computer program that provided a repertoire computer’s basic skills, and they were exposed to the programmed digital literacy method. A Changing Criterion Experimental design was used. Pre and post tests about learning of every unit of literacy was applied. The results demonstrated the effectiveness of the method programmed digital literacy based on the principles of applied behavior analysis for developing literacy skills of adults. The characteristics of the method would probably reduce the rate of illiterate adults in the state of Veracruz. |
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| 136. Behavior Analytic Strategies in Postsecondary Instruction: A Quantitative and Qualitative Review |
| Area: EDC; Domain: Applied Behavior Analysis |
| MICHELLE TURAN (University of Windsor), Chrystal E.R. Jansz (NONE), Mana Ebrahimi (Mohawk College) |
| Abstract: In the last 15 years, relatively few behaviour analytic contributions to the literature on postsecondary instruction can be found. The research ranges from specific strategies, such as maximizing learning through equivalence class formations, to systems-based approaches in teaching, such as interteaching and personalized systems of instruction (PSI). This poster will review the types of behavior analytic strategies in postsecondary instruction in the literature and the number of articles published in each of these respective areas. Qualitative differences from each of the studies will be presented emphasizing the necessary direction for future research in postsecondary instruction and behaviour analysis. In order to maximize the dissemination of behaviour analysis, likeminded faculty in postsecondary institutions need to consider the use of evidence-based instructional strategies to maximize the effectiveness of their teaching and/or increase the research base for behavioural strategies in postsecondary education. |
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| 137. Evidence Based Interventions for the Most Common Problem Behaviors in Classrooms in the United States |
| Area: EDC; Domain: Experimental Analysis |
| JUDITH R. HARRISON (Texas A&M University), John Davis (Texas A & M University) |
| Abstract: Research on behavioral problems demonstrated by children and adolescents in public schools in the United States provides a foundation for evidence based intervention selection. Current data regarding the most common problem behaviors at the classroom level is typically gathered from research on office discipline referrals. However, not all maladaptive behavior results in a referral to the office. A thorough understanding of the most common problem behaviors in schools is needed to assist administrators and teachers in selecting evidence based interventions. The results of a study using nationally sampled data on the most common behavior problems identified by teachers will be presented with suggestions for evidence based interventions to address each identified behavioral domain. |
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| 138. University Partnerships: The Effects of Coaching in an Urban Alternative Education Charter School |
| Area: EDC; Domain: Service Delivery |
| MAURA MCGREGOR (Duquesne University), Temple Sharese Lovelace (Duquesne University), Jessie Gluck (Duquesne University) |
| Abstract: This study analyzed the effects of school-wide positive behavior support in an urban alternative charter school serving adjudicated high school students. A multiple baseline across behaviors design was implemented for students as well as participating teachers. Student variables consist of appropriate behaviors outlined by the school mission statement. Teacher behaviors consist of authentic implementation of the school-wide positive behavior support system and individual goals identified during the initial professional development session. This study includes 9 student-teacher pairs. Each teacher participates in a monthly professional development session and technical assistance is provided bi-weekly to the teacher-student pairs. Results indicate that the participants responded favorably to the differential reinforcement of low rates of behavior as well as the self-management intervention. Additionally an imbedded multiple probe design was used to assess the effects of the environmental rating scale as it relates to the above variables. Lastly, contributions of this study and future research are presented. |
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| 139. Effects of Self-Management of Behavior and Schoolwide Positive Behavior Support in an Urban Third-Grade Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| TEMPLE SHARESE LOVELACE (Duquesne University), Jessie Gluck (Duquesne University), Maura McGregor (Duquesne University) |
| Abstract: This study analyzed the effects of a multi-level intervention on the problem behavior of eighteen third-grade students in an urban elementary school. A combination changing criterion and multiple-probe design was used to assess the variables related to self-management of inappropriate behavior and a group contingency for school wide positive behavior support. Additionally, a comparison across experimenters was analyzed to assess the results of implementation between an inservice and preservice teacher. Results indicate that the participants responded favorably to the differential reinforcement of low rates of behavior as well as the self-management intervention through decreased individual responding as well as a positive change in the classroom environment as a result of the implementation of a group contingency. In addition, results across experimenters suggest no difference between experimenters across contingencies. The multi-level intervention was found to be a valid and reliable contingency across experimenters (classroom teachers and student teacher). Lastly, contributions of this study and future research are presented. |
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| AUT Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 1. Using Video Modeling and Video Feedback in Training Paraprofessionals to Teach Daily Living Skills to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHERRY ANN CASTANEDA (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: This study was designed to evaluate effectiveness of video modeling and video feedback for training three paraprofessionals on use of most to least prompting procedures. A multiple-baseline design across participants was utilized to determine the effects of the intervention on paraprofessionals’ correct use of most to least prompting procedures to teach daily living tasks to students with autism. Following baseline, each participant was required to watch a 3-minute video of a teacher demonstrating a most-to-least prompting procedure to teach a typical daily living task. Video feedback was delivered as a secondary intervention to the paraprofessional when skill acquisition was not immediately observed after the video-modeling phase. Results indicated an improvement in most-to-least prompting skills for all paraprofessionals as well as quicker acquisition of skills for the corresponding students. These findings address the need for paraprofessional training in non-public schools and have similar implications for promoting staff development in public schools. |
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| 3. The Effects of Parents and Student-Therapists Training Program in Naturalistic Intervention Procedures for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| YUNO TAKEUCHI (Keio University), Hitomi Kuma (Keio University, Japan), Yoshiko Hara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The effects of parent-and-staff training for children with autism have demonstrated in several studies, but there were few studies that examined the effect of trainer training in naturalistic intervention procedure. The purpose of the present study was to develop the training program for parents and student-therapists to acquire the naturalistic applied behavior analysis (ABA) intervention, as well as evaluating the effect of the program. The program was consisted of a lecture of basic knowledge about naturalistic ABA method and a procedure of the training and role-playing of interaction. We measured parents’ and student-therapists’ basic knowledge about naturalistic ABA procedure and the self-efficacy assessment with paper test. We also evaluated the fidelity of implementation, social validity assessment, and the frequency of learn-unit in the interactions between children and parents or student-therapists, observing and analyzing free play sessions at pre- and post-training program. As a result, each measurement score improved and the frequency of learn-unit in free play sessions increased. The results suggested that parent-and-therapist training was effective even in the naturalistic ABA intervention procedure. |
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| 4. Service and Educational Needs of Chinese American Families With a Child With an Autism Spectrum Disorders |
| Area: AUT; Domain: Service Delivery |
| XIUCHANG HUANG (Duquesne University) |
| Abstract: Having a child with an autism spectrum disorder (ASD) may yield tremendous impacts on a family, particularly for families from diverse cultural background. This study investigates Chinese American parents’ perspectives on the service and educational needs of their child on the spectrum. We will employ qualitative research approaches including semi-structured interview and self-report to collect data in 12 Chinese American families. The method Constant Comparison will be used to analyze the descriptive data. The purpose of our study is to share our insights and findings with service providers and professionals in the field, so that children with ASD and their families coming from a different cultural background can have better access to the services or supports they really need at school or in the community. |
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| 5. Training Parents to Train In-Home Support Staff: A Descriptive Case Study |
| Area: AUT; Domain: Service Delivery |
| JESSICA M. CAMP (Behavioral Dimensions, Inc.), Timothy R. Moore (University of Minnesota) |
| Abstract: Parents who have learned to implement successful interventions for their children with severe problem behavior often access in-home support staff to provide them with respite, but do not systematically train or rely on those staff to implement successful (and often intensive) interventions. Research in behavioral parent training suggests that parents can learn to implement a variety of interventions themselves, but little information exists on the efficacy of models for parents training others to implement them. The current case study presents a data-based model for parents as trainers of in-home support staff. The participant family consisted of a married couple (father diagnosed with autism as an adult) and two boys ages 6 and 8 (older boy diagnosed with PDD-NOS). The two support staff had worked with the family for 3year and 2 years, respectively. Data indicate the following three outcomes: 1) both parents implemented the training and supervision system with acceptable levels of integrity at all steps of gradually-faded intensity; 2) both support staff implemented all intervention components independently with high levels of integrity; 3) data were collected reliably between support staff, parents, and clinical staff. |
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| 6. Evaluation of a Self-Instructional Package for Teaching Discrete-Trials Teaching to Tutors |
| Area: AUT; Domain: Applied Behavior Analysis |
| KENDRA THOMSON (University of Manitoba and St. Amant Centre), Sandra Salem (St. Amant Research Centre, University of Manitoba), Kristen Campbell (University of Manitoba and St. Amant Centre), Daniela Fazzio (St. Amant Research Centre, the University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba) |
| Abstract: Discrete-trials teaching (DTT) is commonly used for delivering applied behavior analysis (ABA) treatment for children with autism. Although individuals trained in DTT are in high demand, there are relatively few studies examining DTT training procedures. We evaluated the effectiveness of a self-instructional manual for training newly-hired tutors (in an ABA program for children with autism) how to conduct DTT sessions with a confederate role-playing a child with autism. We conducted a multiple-baseline design across a pair of tutors, replicated across three pairs, to assess the tutors´ accuracy in delivering 21 DTT components while attempting to teach the confederate 3 tasks. After an average of 4.6 hours to master the self-instructional manual, tutors showed an average improvement in DTT accuracy of 39% from Baseline. If tutors did not reach a mastery criterion of 80% correct on DTT skills after reading the manual, they were asked to watch a brief video demonstration of a highly-trained individual conducting DTT with a child role-playing a child with autism. Tutors´ accuracy in delivering DTT improved an average of an additional 10% from after reading the manual to watching the video. These results suggest that self-instructional strategies have significant potential for instructing participants to conduct discrete-trials teaching. |
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| 7. Implementation of “Sensory Diet”: Failure to Demonstrate Treatment Effects |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA D'ANTONA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many school aged students with autism spectrum disorder (ASD) are prescribed “sensory diets” by occupational therapists. Sensory diets are typically a general set of recommendations for a wide variety of activities and stimuli that are hypothesized to “organize sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (Ayres, 1986). Proponents of sensory diets claim that the procedures will help a person become more “self- regulated” (Aquila, 2004). While empirical support for sensory treatments is limited, among the claims made are that it will result in decreases in off-task behavior, hyperactivity, stimulatory behavior and sleep problems (Davis & Dubie, 2004). Claims are also made suggesting increases in “focus and attending, social relatedness, and vocal behavior may occur (Davis & Dubie, 2004). The purpose of the current study is to evaluate the effects of a prescribed sensory diet on the behavior of a 5-year-old child with a diagnosis of autism. A reversal design was implemented and partial interval data were collected on “ear plugging” and on “vocal stereotypy”. These data indicate that the sensory diet did not result in reductions in the targeted behaviors. |
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| 8. Using a Sensory-Diet-Approach to Reduce Stereotypic Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE WOOLWINE (The Aurora School), Lucy Vanessa Martinez (The Aurora School), J. E. Lee (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: An inverse relationship between stereotype behaviors and appropriate responding to structured teaching activities has been documented in several studies, suggesting that self-stimulatory behaviors negatively impact social integration and interfere with learning processes. Behavioral programs applied to treat self-stimulation have shown that stereotypic motor patterns can be altered, but the origin of the stereotypic behaviors remains unchanged, leading research to focus on regulating sensory input and manipulating conditions to increase acceptable behaviors in structured teaching activities. This study used a sensory-diet-approach to reduce the frequency of the stereotyped behavior of rocking back and forth in a chair of a 12-year old boy with autism. An ABAB design was used. For several sessions condition A recorded the frequency and duration of the behavior of rocking in a chair during structured teaching activities. Condition B scheduled times to provide the child with vestibular input; including activities such as swinging, using a rocking chair, and rhythmical input via therapy ball, in conjunction with the structured teaching activities. Changes in the frequency and duration of the stereotyped behavior occurring after receiving vestibular input were analyzed and compared to baseline. Overall, the results were consistent with research showing that behavioral programs reduce inappropriate or stereotypic behaviors. |
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| 9. Quantifying Measures of Intensity in Early Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| Anibal Gutierrez, Jr. (University of Miami), FIORELLA SCAGLIA (Nova Southeastern University), Mary Pawlowski (Nova Southeastern University), Melissa N. Hale (University of Miami), Michael Alessandri (University of Miami), Stephen P. Starin (Behavior Analysis, Inc.), David Garcia (Behavior Analysis, Inc.) |
| Abstract: Early intervention programs are recommended as an effective treatment for children with autism and other developmental disabilities. Although early intervention has been shown to be effective, program intensity is typically measured and compared in terms of hours in program (e.g., 40 hours per week). Measuring an early intervention programs in terms of hours may not allow for an appropriate evaluation and comparison of the intensity of treatment. Rather, a measure of learning opportunities during intervention sessions would allow for a quantitative analysis of program intensity which would result in a useful measure on which to evaluate and compare early intervention programs. The purpose of this presentation is to propose a quantitative measurement system to quantify the intensity of early intervention programs based on the number of learning opportunities provided to the individual. This presentation will also present pilot data that illustrates the results of this measurement system and discuss implication for clinical practice. |
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| 10. Family Characteristics That Contribute to Successful Interventions for Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KYLE PEER (Temple University), Emily B. Bisen-Hersh (Temple University), Abbi Campbell (Temple University), Philip N. Hineline (Temple University) |
| Abstract: While early intensive behavioral intervention (EIBI) has been demonstrated to be an effective treatment for individuals with autism, its outcomes vary, and it is important that we attempt to understand this variation. The present study examined family characteristics as potentially affecting the progress of of students between the ages of 3-7 years, who were receiving EIBI within public school classrooms. These factors included (1) maternal age, (2) maternal education, and (3) hours of in home programming prior to entering an EIBI public school setting. Outcome and baseline scores were measured using the academic and language subscales of the Brigance Inventory of Early Development-II assessment. Maternal age and level of education were found to be positively correlated with both baseline scores and child outcome. Number of in home treatment hours were negatively correlated with baseline scores but positively correlated with later outcome. This kind of investigation is important to better understand why students with autism progress at different rates, even when their interventions are similar. |
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| 11. Outcome Research of Comprehensive, Intensive, Behavioral Treatment Program for Young Children With Autism: Randomized Control Trial Study |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIAKI NAKANO (Tokyo Seitoku University), Takahiro Yamamoto (Japanese Institute for Education and Treatment), Maiko Miyazaki (Japanese Institute for Education and Treatment), Mari Kashio (Japanese Institute for Education and Treatment), Akiko Kato (Japanese Institute for Education and Treatment) |
| Abstract: There is a great need for additional comprehensive psycho-educational research on early intensive behavioral intervention (EIBI) for children with autism spectrum disorders (ASD). We started a randomized controlled study of the EIBI for ASD children. To solve the ethical dilemma to conduct randomized studies, we created a least intensive treatment group instead of a placebo. The most intensive treatment group consists of five ASD children (autism=2, PDD=3) and the least group consists of six ASD children (autism=4, PDD=2). We developed a 190-pages treatment manual and trained novice therapists for each families. They provide intensive therapy for 30 or more hours per week for at least two years and the therapy progress is strongly supervised by senior therapists and a supervisor at a weekly clinic meeting. The intensive intervention consists of initial one-on-one teaching at home. The program is comprehensive to meet all of the needs including a toilet training. We also encourage gradual integration into regular kindergarten through deployment of team members. The least intensive treatment group receives a home-visit three-hour consultation for parents, two times a month, for two years. Measures on IQ, SQ, VQ, DQ, and ELM, and direct observation data of social behaviors in a structured setting are taken regularly for all participants. |
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| 12. The Acquisition of Stimulus Equivalence Through the Use of Computer Software |
| Area: AUT; Domain: Applied Behavior Analysis |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: In this study, we examined the use of computer software that was designed to make use of the stimulus equivalence phenomenon. Using pictures of common household items, users matched to sample, paired spoken word to image and paired image to written word. We looked to see if further learning occurs; such as being able to match the spoken word to the written word. Each step of this sequence was taught to a pre-determined fluency, before moving onto the next step. All data was plotted on a standard celeration chart. |
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| 13. Using Fluency-Based Instruction to Teach Paraphrasing Skills to a 5-Year-Old Boy With Autism |
| Area: AUT; Domain: Service Delivery |
| SARA GOLDSTEIN (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: Rising Star Academy is a behavior analytic and inclusive preschool and kindergarten inclusive. Each student receives a battery of assessments that drive the individualization of their program in combination with their participation in general education curriculum. An assessment of pragmatic language identified paraphrasing as a critical skill for a 5-year-old boy with autism. Paraphrasing was identified to be important for his pragmatic language and social development as well as his participation in the kindergarten general education curriculum. Teachers designed an instructional program utilizing the techniques of fluency based instruction to teach this 5-year-old student the skill of paraphrasing. Charted measures included frequency of correct syllables per minute, correctly paraphrased segments and incorrectly paraphrased segments were charted on the standard celeration chart. Student performance data and detailed instructional sequence data will be shared. |
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| 14. The Effects of Voice Output on Word Identification Acquisition and Generalization During Discrete Trial Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAWRENCE L. LOCKWOOD (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The effects of auditory labeling of stimuli produced by a voice output device during discrete trial training were evaluated. Participants with diagnoses of autism and mental retardation were taught to point to Mayer-Johnson pictures with printed words. A prompt delay was increased by one second, up to a 5-second delay, after 2 consecutive successful sessions. The effects of picture selection paired with auditory labeling were compared to picture selection with non auditory labeling. Two lists of similar words were selected based on: 1) the average age of receptive acquisition as indicated in the MacArthur Communicative Development Inventory, 2) the starting letter of each word, and 3) overall word length. An alternating treatments design was implemented with one auditory and one non auditory discrete trial session conducted each day in alternating order in the morning or afternoon. The number of trials to independent word identification, defined as 2 consecutive discrete trial sessions at 100% independently correct, and the total number of words independently labeled in each condition was compared. Participants were also assessed on their ability to identify physical objects corresponding to the pictures from both lists of words when presented with a verbal cue to point to the object. |
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| 15. Effects of Choice-Based Activity Schedules on On-Task Behavior in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTIE LYNN MURANO (Garden Academy), Tina Sidener (Caldwell College), Sharon A. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: We evaluated the effects of choice and no-choice photographic activity schedules on on-task behavior in two boys with autism. Several preference assessments were conducted. An interview was conducted with parents and teachers regarding preferred food items. A stimulus preference assessment was conducted with participants prior to each session. A color preference assessment was conducted daily with participants. Choice and no-choice schedules were identical in every way except for selection of the order of activities. Varied, mastered, and highly preferred leisure activities were used to prevent decreases in on-task behavior due to exposure, skill deficits, or low preference. Reinforcement for schedule-following, but not on-task behavior, was included across conditions to assess the effects of choice alone on on-task behavior. Results indicated that both types of schedules produced substantial increases in on-task behavior, with choice-schedules producing slightly larger effects. Both types of schedules resulted in similar decreases in vocal stereotypy for one participant. Social validity questionnaires indicated high caregiver acceptability of choice schedules. Treatment preference evaluations suggested that participants preferred to choice schedules to no-choice schedules. |
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| 16. Generalizing Direction Following With a Child With Autism: With Peers and Around the Classroom |
| Area: AUT; Domain: Service Delivery |
| ELIZABETH B. SNYDER (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: This poster will demonstrate how fluency-based instruction was used to teach a 7-year-old boy with severe autism to follow gesture directions followed by systematic generalization sequences to ensure use of the skill in an integrated kindergarten program. Ensuring skills transfer from tightly controlled teaching arrangements to classroom contexts, is essential for the usability of skill. The student participated in a full day kindergarten behavior analytic inclusive program, five days per week. Fluency-Based Instruction was implemented in a one-on-one setting to teach gesture direction following to a frequency of 30 correct directions per minute. Two generalization outcomes were then targeted in the context of the student’s classroom. First, the student received daily practice opportunities to follow previously acquired gesture directions from his peers throughout the school day. Second, the student was taught to follow gesture directions from across the room in order to make appropriate play choices during his free time. Instructional sequences will be described and all performance data will be displayed on standard celeration charts. |
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| 17. The Treatment of Vocal Stereotypy Using Response Interruption and Redirection |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON GENOVESE (RCS Learning Center), Christina Marie Boyd-Pickard (RCS Learning Center), Bill Leveillee (RCS Learning Center) |
| Abstract: Recent research has shown that response interruption and redirection (RIRD) of vocal stereotypy has been successful in reducing the occurrence of vocal stereotypy in students with a diagnosis of autism (Ahearn, Clark, & MacDonald, 2007). The current study used a single subject A-B design in which RIRD was implemented for a 12-year-old student with autism who engaged in a high rate of vocal stereotypy. A functional analysis was completed and revealed that vocal stereotypy was most likely maintained by sensory consequences. At baseline the student engaged in vocal stereotypy for an average of 63% of intervals. Following baseline the RIRD procedure was implemented. During intervention all instances of vocal stereotypy were immediately interrupted by the therapist then the student was presented with various known intraverbal fill-ins and questions related to the current task or activity. This procedure continued until the student engaged in three consecutive and appropriate vocal responses in the absence of vocal stereotypy. Data was collected on the occurrence of vocal stereotypy using a 1-minute partial interval recording procedure across the six-hour school day during baseline and intervention. IOA data collection was collected. |
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| 18. Differential Reinforcement of a Replacement Behavior to Reduce Aggression of an Adolescent With Severe Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kelli Adams (Whitworth University), Whitney Randall (Whitworth University), BETTY FRY WILLIAMS (Whitworth University) |
| Abstract: The purpose of this intervention was to determine if the aggressive behavior of a 17-year-old student with autism could be reduced using direct instruction and differential reinforcement for a replacement behavior in his special education classroom. During each session the researchers used direct instruction methods to work on the student’s IEP goals. When the student showed gentle behavior and used the hand signals taught, he was rewarded with verbal praise and/or a neck rub. When the student started to show signs of behavioral aggression the researchers or instructors working with the student prompted a replacement behavior by having the student squeeze his own hands together instead of displaying aggression on other people. An ABAB research design was implemented. The intervention was effective in decreasing the frequency of behavioral aggression from an average of 23 times per 15-minute session in baseline to an average of 5.4 times per 15-minute session in intervention. The procedure was cost effective and easy to implement. |
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| 19. The Use of Self-Management and Delayed Reinforcement to Reduce Maladaptive Behavior in a 14-Year-Old Autistic Boy |
| Area: AUT; Domain: Service Delivery |
| VIVIENNE GANGA (Autism Spectrum Therapies), Nicole Knudtson (Autism Spectrum Therapies) |
| Abstract: Self-Management is an intervention commonly used to teach a variety of skills ranging from increasing play skills (Stahmer and Schreibman ,1992) to decreasing self-stimulatory behaviors (Koegel and Koegel, 1990). However, limited research has been conducted to evaluate the effectiveness of self-management for adolescents with autism spectrum disorder. This case study illustrates the effects of self-management paired with the use of a delayed reinforcement system to reduce maladaptive behaviors, such as aggression, screaming and non-compliace, in a 14-year-old adolescent male with autism spectrum disorder. The student was taught to use the self-management system across the entirety of his day with collaboration between both the school and home environments with intervention and training also occurring in both environments. Results of this intervention showed an initial decrease in maladaptive behavior following the first month of intervention and continued decrease each month after for a period of nine months to near zero levels. |
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| 20. Decreasing Disruptive Behavior Through the Use of Differential Reinforcement of Diminishing Rates of Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| ADRIENNE J. FREY (Devereux CARES), Jennifer N. Amoroso (Devereux CARES), Jean Hirst (Devereux CARES), Cathleen M. Albertson (Devereux CARES), John Bennett (Devereux CARES), Justin Royer (Devereux CARES) |
| Abstract: The study examined the effectiveness of differential reinforcement of diminishing rates of behavior on disruptive behaviors using a multiple baseline across subjects. The participants were four male students with autism ages 13-19 years who attended an approved private school for children with autism. Each student chose a reinforcer to earn if he met the set level of criteria for the behavior or lower. In most cases, this reinforcement schedule was visually-mediated for the students by use of a "chance board." When an instance of disruptive behavior occurred, staff removed an icon representing a ‘chance’ from the board. Otherwise, instances of disruptive behavior were ignored by staff. After consecutive days the criteria to earn the chosen reinforcer were changed, either by decreasing the number of instances of disruptive behavior allowed in each interval or lengthening the interval to earn the reinforcer. Results showed that the students’ disruptive behavior decreased after the implementation of the differential reinforcement of diminishing rates of behavior. Inter-observer agreement data was collected on approximately 40% of sessions. |
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| 21. The Effects of a Self-Management Treatment Package on Stereotypic Behavior |
| Area: AUT; Domain: Service Delivery |
| CARON COSSER (Northwest Behavioral Associates), Mary Tinsley (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: The literature in using self-management procedures to reduce stereotypic behaviors is extremely limited. However, self-management treatment packages have at least two possible significant advantages over other interventions. These advantages are that the self-management procedures may be applied without the presence of a treatment provider and may be utilized across various natural environments. The current study intends to extend previous research by examining the extent to which a 10-year-old student with moderate autism can reduce his stereotypic behaviors by learning to use a self-management intervention package. A multiple baseline design across behaviors will be used to evaluate the treatment package. The treatment package will consist of training the discrimination of occurrences versus non-occurrences of each targeted behavior, training the implementation of the partial-interval data recording and reinforcement system, and training independence in using the self-management package. Data will be visually summarized and discussed in terms of potential advantages in using individualized self-management procedures to decrease stereotypic behavior. |
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| 22. The Effects of Noncontingent Reinforcement in the Treatment of Rumination |
| Area: AUT; Domain: Applied Behavior Analysis |
| REGINA A. CARROLL (St. Cloud State University), John T. Rapp (St. Cloud State University), Tasha M. Rieck (St. Cloud State University) |
| Abstract: Rumination occurs most often in populations with developmental disabilities and can pose many serious health risks. The current study evaluated the effects of noncontingent reinforcement on the post-meal rumination for a young boy with autism. Specifically, the percentage of time the participant engaged in rumination immediately following a meal was measured under conditions when the participant did and did not have noncontingent access to alternative oral stimulation via a chew toy. The results show that post-meal rumination was lower when the participant had noncontingent access to a chew toy than during baseline conditions (i.e. when the chew toy was absent). These results suggest that alternative oral stimulation produced by chewing the toy effectively competed with or substituted for the stimulation produced by rumination. The results are discussed in terms of functionally matched stimulation and motivating operations. Furthermore, the potential benefits of using noncontingent reinforcement with non-food items in the treatment of rumination are discussed. |
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| 23. Use of a Multiple Schedule Thinning Procedure to Fade Access to Matched Stimuli Which Reduced the Rate of Automatically Maintained Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| ERIC FRANTINO (Johns Hopkins University), Jennifer L. Thorne (Johns Hopkins Medical Institute), Zachary Fisher (Johns Hopkins University) |
| Abstract: Providing access to preferred stimulation which matches the product of stereotypy has been proven effective in reducing rates of automatically maintained stereotypy. However, often times, the stereotypy will continue to occur once the alternative stimuli are removed. Following an initial functional assessment to confirm the occurrence of the response in the absence of social contingencies, clinicians delivered noncontingent access to matched stimuli in order to access the effects upon stereotypy. The matched stimuli reduced the rate of stereotypy during treatment conditions. An ABAB reversal design was utilized to demonstrate experimental control of the matched stimuli. By identifying the effects of providing access to the matched stimuli, a differential reinforcement based treatment procedure was developed to teach an alternative communication response to access the source of reinforcement. A multiple schedule used distinct stimuli to signal whether alternative responses would produce reinforcement. Schedule thinning for the alternative communication response was accomplished by gradually altering the duration of each schedule of reinforcement while maintaining rates of stereotypy at intervention levels. |
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| 24. Treatment of Severe Behavior in a Young Boy With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHRYN M. PETERSON (Help Services Inc.), Richard M. Foxx (The Pennsylvania State University) |
| Abstract: A comprehensive behavioral treatment was developed for a young boy with autism who engaged in frequent, severe problem behavior in home and school. The need for an intervention became especially evident when this child was hospitalized for extended periods in an inpatient neurobehavioral hospital for severely injuring several family and staff members. Certified behavior analysts conducted initial assessments and observations which led to the implementation of a complex treatment involving antecedent management, various reinforcement techniques as well as behavior reduction strategies. Motivational techniques were developed for the classroom and academic instruction was modified in order to increase attention and focus as well as enhance academic progress. Staff and family members were trained to implement the program within the school and home while the behavior analyst remained involved. As a result, severe problem behavior was reduced to near-zero levels within the first few weeks of intervention and has remained at low rates since that time. There is no longer a fear of injury to the child or others or a threat of being transferred to a more restrictive educational or residential setting. In addition to this progress, the child is now rapidly excelling through academic goals and beginning to integrate into a lesser restrictive classroom. |
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| 25. Using the Parent as the Experimenter in Home-Based Functional Analyses: Advantages and Limitations in Application |
| Area: AUT; Domain: Applied Behavior Analysis |
| GINA T. CHANG (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies) |
| Abstract: Functional analyses have been well documented in the literature as the critical practice for accurately determining the function of aggressive and self-injurious behaviors, as well as for determining appropriate interventions to treat these behaviors (Hanley, Iwata, & McCord, 2003). Although numerous studies have replicated its successful use across multiple topographies and functions, limited research has documented its use in naturalistic settings (i.e., the home environment). Even when studies have incorporated naturalistic setting, most still utilize a location within the environment that is easy to control (i.e., corner of a classroom away from the rest of the class) (e.g., Taylor & Miller, 1997), thus the context of the functional analysis “is neutral with respect to the behavioral history,” (Hanley, et al., 2003). This poster examined the use of functional analyses in the home environment to accurately determine the function of aggressive and self-injurious behaviors in three children with autism. For each participant advantages and limitations surrounding parent involvement, impact of the naturalistic environment, and the use of a brief functional analysis were discussed in light of the success of determining the function of the behavior. |
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| 26. Further Demonstration of Noise as an Establishing Operation for Negative Reinforcement |
| Area: AUT; Domain: Applied Behavior Analysis |
| Eric Boelter (Kennedy Krieger Institute), JESSICA ANN BOISJOLI (Kennedy Krieger Institute) |
| Abstract: The current study further demonstrates noise as an establishing operation for negative reinforcement during demand conditions. Identifying the variables that maintain problem behavior is the first step in the development of effective interventions. In addition to social consequences maintaining problem behavior, antecedent variables may affect the reinforcement value of a particular event. Such antecedent conditions include establishing operations. The participant of the current study was an 8-year-old male with autism and moderate intellectual disability admitted to an inpatient hospital due to severe problem behaviors. An initial functional analysis resulted in low and variable rates of responding in the demand condition. Anecdotally, problem behavior was reported to occur in situations where loud noise and demands were presented simultaneously. A subsequent modified functional analysis was then conducted to determine if loud noise increased the occurrence of problem behavior during demand situations. Four conditions (demands without noise, demands with noise, toy play without noise, and toy play with noise) were evaluated in a multielement design. Results indicate that loud noise may serve as an establishing operation, increasing the value of negative reinforcement in demand conditions. These results partially replicate previous research (i.e, O’Reilly, Lacey, & Lancioni, 2000). |
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| 27. Comparison of Assessment Methods for Indentifying Preferred Topographies of Attention |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAUREEN KELLY (The New England Center For Children), Eileen M. Roscoe (New England Center for Children), Katurri Phillips (The New England Center for Children) |
| Abstract: Numerous studies have documented assessment methods for identifying preferred tangible and edible items for children with developmental disabilities (DeLeon & Iwata, 1996; Fisher et al., 1992; Pace, Ivancic, Edwards, Iwata, & Page, 1985; Roane, Vollmer, Ringdahl, & Marcus, 1998). To date, few studies have evaluated preference or reinforcer assessments that include multiple topographies of attention (e.g., high fives, tickles, hugs, back pats). The purpose of this study was to compare two assessment methods for identifying preferred topographies of attention. Seven topographies of attention were assessed for each participant. Selection of these topographies was based on the results of indirect and descriptive assessment data. The same set of seven stimuli was assessed in both a single-stimulus presentation format and a paired-stimulus presentation format. A reinforcer assessment was conducted using a task on participants’ individualized education plan to validate which method of assessment identified topographies of attention that function as reinforcers. |
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| 28. A Functional Analysis of Pica: Distinguishing Between Satiation, Habituation, and Extinction Effects During Extended Alone Conditions |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALEXANDRA MARIA VLAHOGIANNIS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Shara Marrero (Rutgers University), Yair Kramer (Douglass Devlopmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey) |
| Abstract: A functional analysis of pica was conducted to determine the variables maintaining the behavior. First, three series of a traditional functional analysis conditions were conducted, during which the room was baited with uncooked edible items (e.g., uncooked pasta) and non-toxic substances (e.g., modeling clay). Results of the functional analysis showed that pica occurred at high rates across a number of conditions. However, to rule out social reinforcement as a possible maintaining variable , several extended ignore conditions were conducted. Decreases in behavior were observed during the extended alone conditions which could be indicative of extinction of attention-maintained behavior. During the last two extended ignore conditions the room was re-baited with novel non-toxic substances (e.g., crayons and thread) to determine if decreasing rates of behavior were due to either satiation, removal of attention (i.e., extinction), or habituation. Results indicated that decreases in behavior were due to habituation rather than satiation or extinction. |
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| 29. Teaching Joint Attention and Imitation in the Comprehensive Early Intervention for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JUN'ICHI YAMAMOTO (Keio University, Japan), Yoshiko Hara (Keio University), Airi Katoh (Keio University) |
| Abstract: We have established and applied the comprehensive behavioral early intervention program, which includes discrete-trial teaching, pivotal response teaching, and positive behavioral support with Japanese children with autism. In the present study, we examined our program with respect to how joint attention and imitation promoted the acquisition of language and communication for 10 children with autism. First, we established responsive and initiating joint attention and positive social interaction with adults. This procedure was effective for the development of triadic relationship with child, adult and object. Next, we taught the specific imitation skills of the following responses: self-directed and other directed response, gross and fine motor response, facial expression and eye movement, symmetrical and asymmetrical movement, mouth movement and babbling response, and phonetic and prosodic vocal response. The results indicated that children with autism acquired not only joint attention and generalized imitation and generalization of these acquisitions to the naturalistic situation, but also facilitated the receptive and productive linguistic skills. From the results above, we discussed on the developmental relationships of preverbal skills, which were required in the early behavioral intervention. |
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| 30. Video Modelling: Teaching Social Skills to a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Crystal Chee Ching Chiu (Monash University), ANGELIKA ANDERSON (Krongold Centre, Monash University) |
| Abstract: The identification of effective psycho-educational interventions to minimize the core deficits of autism, and maximize functional independence and quality of life of individuals with autism, is a challenge for researchers and practitioners. The present study focused on a relatively novel intervention—video modeling, and examined its effectiveness in teaching social skills to a four year old child with autism. Videos of the three target behaviors (sharing, joining in play, and initiating play) were constructed by showing incidences of similar-aged peers or the participant demonstrating those behaviors. A single subject, multiple baseline across behaviors design was employed. Results indicated that the three target behaviors improved through the video modeling intervention. In addition, these behavior changes generalized across settings and peers, and maintained at two-week follow-up. These findings support the effectiveness of video modeling as a procedure for teaching social skills to children with autism, and illustrate its usefulness as a time- and cost-efficient teaching tool, which can be used in a natural environment. |
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| 31. Teaching Social Interactions to Students Using Augmentative and Alternative Communication Devices Through Video Modeling |
| Area: AUT; Domain: Applied Behavior Analysis |
| Bonnie Kraemer (San Diego State University), CHRISTINE W. DALY (San Diego State University) |
| Abstract: Video modeling is an evidence-based practice that can be used to facilitate social skills in children with autism (Nikopoulos & Keenan, 2004). The present study will explore the effects of a video modeling intervention specifically, on augmentative and alternative communication (AAC) usage and social interactions, with a child with autism. A unique aspect of the present study is teaching functional use of an AAC device during social interactions. A videotape of a peer utilizing a communication device and a second peer using verbal speech for engagement during each of three different play and social situations will be presented to the participant. The intervention will consist of using video modeling to teach the student how to use his speech-generating device to interact socially during these target activities. Outcomes will be evaluated using a multiple baseline across activities design. Generalization probes will be conducted across different communication partners. This study will contribute to the every growing research base on video modeling by teaching students who use AAC devices to communicate with their peers in a functional way. |
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| 32. Increasing Social Skills in Students With High-Functioning Autism in Inclusion Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEPHANIE L. HART (Texas Tech University), Devender Banda (Texas Tech University), Stephanie Sokolosky (Texas Tech University), Lan Liu-Gitz (Texas Tech University), Maud Selasie Dogoe (Central Micihgan University) |
| Abstract: While students with autism often display delays or deficits in social skills, few studies have been conducted in inclusion settings with high-functioning students diagnosed with autism. This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with high-functioning autism in general education classrooms. The participants were a kindergartener with limited speech and a first-grader with fluent speech. Both participants seldom interacted directly with peers. Each participant was grouped with two to three peers from his classroom. The intervention had two components: guided practice and prompts. First, participants and peers were simultaneously trained to make initiations and responses before the data collection session; next, prompts were given to participants and peers during data collection. A multiple-baseline design across participants was used to determine the effects of the intervention, including probes for maintenance and generalization. Dependent variables were initiations, responses, and prompts. Initiations and responses by peers were recorded to establish norms for each phase. Results showed increases in initiations and responses for both participants, with few overlapping data points for responses. Generalization and maintenance findings and implications for practice are discussed, as well as characteristics of students who may benefit from this intervention. |
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| 34. Teaching a Child With Autism to Respond Appropriately to Others' Emotions |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHLEEN MULCAHY (Autism Behavior Intervention, Inc.), Christine Soliva (Autism Behavior Intervention, Inc.), Marla Saltzman (Autism Behavior Intervention, Inc.) |
| Abstract: Children with autism often experience significant deficits in social skills. One reason for these deficits may be failure to correctly infer the private events of others even though they have experienced similar events. Skinner (1945, 1953, 1957) described how the verbal community, through observation of public accompaniments (i.e., public stimuli) and collateral events (i.e., accompanying public behavior), may teach individuals to tact private events. Failure to correctly tact public accompaniments and collateral events may result in failure to infer the private events of others and result in inappropriate behaviors in social situations. This poster presentation will describe an intervention used to teach a four-year old boy, diagnosed with autism, to infer others’ emotions by teaching him to tact public accompaniments and accompanying public behaviors, answer “how” and “why” questions in order to demonstrate a relationship between the events and the inferred emotions, and to teach him to respond appropriately to others’ emotions in social situations. Data will be collected during this intervention and will be presented during the poster presentation to demonstrate the effectiveness of the intervention and to identify variables responsible for skill acquisition and increasing appropriate social interactions in a young child with autism. |
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| 35. Using Stimulus Fading to Teach Word Search Completion With an Individual With Autism |
| Area: AUT; Domain: Service Delivery |
| JOSEPH H. CIHON (Special School District of St. Louis County), Sarah Smugala (Loyola University of Chicago), Traci M. Cihon (University of Northern Texas) |
| Abstract: Stimulus fading can help to increase correct responding through exaggerated stimulus features. In the current application of stimulus fading, font size, and style were manipulated across a series of word search puzzles. Response effort was gradually increased. Initially, the learner was asked to find only one word (presented from left to right). In latter puzzles, the learner was asked to find several words presented in a variety of different directions (e.g., backwards, diagonal). Fifteen puzzle variations were required to produce independent word search completion. |
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| 36. Token Systems: An Evaluation of Token Delivery and Removal Procedures |
| Area: AUT; Domain: Applied Behavior Analysis |
| ARIELLA HABER (BEACON Services), Kristine Fais (BEACON Services), Nicole K. Steber (BEACON Services), Keller MacMath (BEACON Services), Gilah Haber (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children diagnosed with autism and developmental disabilities engage in nonfunctional toy play and demonstrate limited vocalizations. Token economy systems have been effectively used with children with autism to increase social skills and language production (Matson & Boisjoli, 2009). The format of the token economy may vary and may include the contingent delivery of tokens, checks, or points. Once a terminal goal is met (i.e., tokens obtained) the reinforcer is delivered. Likewise, the token economy may involve the contingent removal of tokens (i.e., countdown) in which a student begins with a predetermined amount of tokens and they are removed contingent upon correct responses; once all of the tokens are removed, the reinforcer is delivered. The present study evaluated the effects of the use of both a token delivery and a token removal system used to teach play and language skills to four students with autism. |
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| 37. The Effects of Auditory Matching on the Emergence and Improvement of Echoic Responses With Kindergarten Students Diagnosed With Developmental Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| Jinhyeok Choi (Teachers College, Columbia University), NOOR YOUNUS SYED (Teachers College, Columbia University) |
| Abstract: We tested the effects of the auditory matching procedure on the emergence of full and partial echoic responses with two kindergarten students diagnosed with developmental delays. The students were chosen from a private, publicly-funded elementary school that followed the Comprehensive Application of Behavior Analysis teaching methodology in a self-contained, special education classroom. A time-delayed multiple robe design across participants was used. The dependent variables in the study were the number of partial and full echoic responses emitted by the participants during probe sessions. During intervention sessions, participants were required to match a target sound or word by pressing a button that emitted the correct response. The use of a touch-screen computer technology was used and students progressed through phases after criterion was met on the previous phase. Probe sessions were conducted prior to the onset of the study, as well as following the completion of each phase. Results of the study indicate that for both students, the number of full echoic responses are increasing. For participant A, the number of partial echoic responses are decreasing, as are incorrect responses. For participant B, the number of partial echoic responses are increasing and the number of incorrect responses are decreasing. |
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| 38. The Use of Multiple Schedules of Reinforcement to Increase Participation With Nonpreferred Activities |
| Area: AUT; Domain: Applied Behavior Analysis |
| COURTNEY BLOOM (Shabani Institute), Rachel Adler (California State University, Los Angeles), Erika Myles (California State University, Los Angeles), Robert R. Pabico (Center for Behavior Analysis and Language Development), Daniel B. Shabani (California State University, Los Angeles) |
| Abstract: Language training with individuals with developmental disabilities often begins by teaching requesting skills (i.e., mands). Teaching mands often involves delivering the item requested immediately and frequently. This can lead to an undesirably high rate of mands. As a result, multiple schedules of reinforcement have been used to maintain the mand taught at reasonable or sustainable rates in the natural environment. Requests for breaks are mands that may occur frequently since they often times result in a discontinuation of demands. The purpose of the current investigation was to evaluate a multiple schedule arrangement with a request for breaks. In addition, attempts were made to increase academic demands and participation in low preference activities (e.g., dinner time with family members). Results indicated that the multiple schedule was successful in increasing responding and participation during both academic and other non-preferred activities. |
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| 39. Teaching Adolescents With Autism to Request Additional Supplies During Vocational Tasks Using an iPod Touch |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELISSA KAHN (Alpine Learning Group), Deanna Cappiello (Alpine Learning Group), Kathryn Gately (Alpine Learning Group), Karissa Masuicca (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: As the appearance of activity schedules becomes more technologically elaborate, their use in vocational settings as a means of prompting response chains becomes less stigmatizing for learners with autism. The purpose of this study was to investigate the use of a photographic and textual schedule presented on an iPod Touch to teach learners with autism to ask coworkers for additional supplies during vocational tasks. A multiple-baseline-across-participants experimental design was used to evaluate the effectiveness of the iPod Touch, graduated guidance, and reinforcement on teaching three adolescents with autism to approach a coworker and request more materials in order to complete vocational tasks. Training was conducted in a simulated environment at an educational program for individuals with autism and generalization was assessed in the actual work environment during weekly probes. All three participants learned to approach a coworker and request additional supplies using the iPod Touch in both the simulated environment and in the work environment. |
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| 40. Using Video Modeling With Video Feedback to Teach Students With Autism to Make Comments |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEIGH ANN S WHEAT (The Shape of Behavior), Brandi M. Castillo (The Shape of Behavior) |
| Abstract: Children with autism generally make fewer verbal initiations than their peers. The purpose of this study is to examine the effects of a video-modeling intervention on making verbal initiations during snack time. A multiple baseline across subjects design will be used. The three subjects are all diagnosed with autism and none of them showed verbal initiations during baseline data collection. During intervention, just prior to snack time the students will watch a video. Two of the three students show imitation of cartoon characters; therefore, puppets will be used in the video segments in an effort to make the videos more appealing to the students. In addition video feedback will be used after snack to give the students information on their verbal initiations. The authors feel that a video modeling approach that includes actors that may be more appealing to students and providing immediate video feedback will result in increased verbal initiations for all students. Data to be collected. |
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| 41. Teaching Echoic Behavior in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| RUBY J. LEWIS (May Institute), Melissa Kay Chevalier (May Institute) |
| Abstract: In the simplest case in which verbal behavior is under the control of verbal stimuli, the response generates a sound pattern similar to that of the stimulus.” This is how Skinner defined echoics in his book, Verbal Behavior (1957).
Many children with Autism and similar developmental disorders are deficit in the area of functional communication. An important prerequisite skill for learning functional language is echoic behavior. In this study, clinicians increased verbal imitation skills in two children with Autism through the use of an echoic behavior training protocol. Much of the previous research on this topic focuses on slightly more advanced vocal imitation skills such as articulation (Eikeseth, S. & Nesset, R., 2003) and accurate imitation of sentences (Risley, T.R. & Reynolds, N.J., 1970) as opposed to solely attempting to increase imitation of simple sounds. |
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| 42. Teaching Tooth Brushing to Developmentally Disabled Individuals |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center) |
| Abstract: In this study, we examined different strategies to teach developmentally disabled and autistic individuals to brush their teeth. We used both manual and electric toothbrushes. Procedures used included (1) using a backwards chaining and a set of small predetermined steps, (2) teaching with a group performing each step together, (3) use of external models of teeth, and (4) checking accuracy with the use of tinting mouthwash fluids. Participants were required to be fluent on each step, before moving to the next step. Data was plotted on a standard celeration chart. We were looking at the differences in time to master steps, independence in completing the task and long-term retention when using either the manual or electric toothbrush. |
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| 43. The Use of the MP4 Player Watch to Promote Independence and Social Acceptance in Adolescents With Autism in the Local Fitness Club |
| Area: AUT; Domain: Applied Behavior Analysis |
| GLORIA M. SATRIALE (PAAL), Peter F. Gerhardt (Organization for Autism Research), Kaori Nepo (PAAL), Avram Glickman (PAAL) |
| Abstract: The implementation of assistive technology across environments became much easier through the recent advancement of technology with the improved portability. The visual schedule and the auditory prompts with preferred music can be programmed in the portable devices such as MP4 players watch or iPod. The present study is designed to examine whether the use of technology (MP4 player watch and iPod) will promote independent functioning of adolescents with autism in the community. The participants are three students diagnosed with moderate to severe autism between the age of 13 to 21 years. Students will receive visual prompts and/or auditory prompts through MP4 player watch or iPod for their exercise routines at the local fitness center. The data will be collected three to five times per week over a two-month period. Authors plan to demonstrate the effects of the current technology to promote independence and social acceptance of adolescents with autism by delivering visual and auditory prompts via MP4 player watch or iPod. |
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| 44. Comparing Point-of-View Versus Scene Video Modeling: In the Teaching of Daily Living Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMIE HAHN (BEACON Services), Nathan C. Hahn (BEACON Services), Cheryl Archer (BEACON Services of Connecticut), Robert K. Ross (BEACON Services) |
| Abstract: Research indicates that video modeling may lead to faster acquisition of targeted responses than in-vivo modeling when teaching skills to children with autism (Charlop-Christy, Le& Freeman, 2000). While many variations of video based instructional (VBI) practices have been identified in the literature, this study compares two variations on the perspective of the video being presented. They are point-of-view (POV) and scene video modeling (SVM). POV procedures involve placing the camera over the shoulder and recording a video model that portray the subject completing a task from their own visual perspective. SVM procedures place the camera distally, portraying a model completing the task. This study compares the effectiveness of POV to SVM in the teaching of daily living skills to children with autism. A multiple baseline design across children and within child across the two conditions (POV and SVM) and across tasks was used. Subjects were presented two activities of daily living from their curriculum; one task for POV, the other for SVM. After viewing the video, children were tested for acquisition of target skills. |
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| 45. Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals |
| Area: AUT; Domain: Theory |
| NIGEL PIERCE (Meadows Center for Preventing Educational Risk), Christina L. Fragale (Meadows Center for Preventing Educational Risk), Jeannie Marie Aguilar (The Meadows Center for Preventing Educational Risk), Pamela White (Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk) |
| Abstract: Over the last eight years, ethnicity has not adequately been reported in autism related journals. This issue exists even though the American Psychological Association Publication Manual provides guidelines for such reporting practices. With a proliferation of research conducted in the field of autism spectrum disorder (ASD), it is imperative to reevaluate the methodological practices in reporting ethnicity. The purpose of this review is to first, identify the ethnicity reporting practices for research participants in three autism-related journals. Second, identify the frequency of ethnicity reporting. An examination of how the field of ASD research can advance its’ ethnicity reporting practices is also described. |
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| 46. An Evaluation of Responding During Generalization Training Trials With Computer-Assisted Instruction or One-on-One Instruction |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA STEARNS (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has compared computer-assisted instruction (CAI) to other methods of instruction (e.g., one-on-one instruction) to evaluate whether CAI produces superior levels of acquisition (Chen & Bernard-Opitz, 1993; Moore & Calvery, 2000; Williams, Wright, Callaghan, & Coughlan, 2002). In these preliminary studies, CAI was associates with decreased levels of problem behavior, but differences in the rate of acquisition favoring CAI were observed in some studies but not others. We sought to extend the research on CAI by comparing one-on-one instruction and CAI during generalization trials to evaluate which procedure resulted in generalization of previously-trained stimuli with an individual diagnosed with autism. Results indicated that one-on-one instruction produced prompt dependence, and the participant waited for a prompt to engage in a correct response. In comparison, CAI resulted in correct unprompted responding during generalization trials. The implications of instructional formats for programming for generalization will be described. |
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| 47. Effect of Performance Feedback in In-Home Settings on Appropriate Tone and Audibility of Speech of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHISATO KOMATSU (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies), Glenda Ramos (Autism Spectrum Therapies), Aghavni Jouharian (Autism Spectrum Therapies) |
| Abstract: Parent education is a vital component in intervention delivery in in-home settings with children with autism. Frequent verbal feedback given from the intervention provider, however, does not result in high treatment integrity by the parents. Performance feedback is a successful model of consultation that has been widely utilized in general education settings with classroom teachers. Research on its effect in in-home settings with parents is scarce. The current study was conducted in order to evaluate the effectiveness of performance feedback during in-home behavioral services provided to children with autism and their families. Specifically, performance feedback was practiced on parents’ use of behavioral strategies in teaching appropriate tone and audibility of speech. Through the program, two parents participated and were given process feedback (i.e., treatment integrity) and outcome feedback (i.e., child behavioral outcome) three times weekly. Utilizing a multiple baseline across participants design, parents’ treatment integrity and the use of appropriate tone and audibility of speech by the child participants were monitored across baseline, intervention, and generalization phases. |
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| CBM Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 48. Development of a Functional Analytic Psychotherapy Analogue Protocol: Brief Relationship Enhancement |
| Area: CBM; Domain: Applied Behavior Analysis |
| GARETH I. HOLMAN (University of Washington), Kevin Haworth (University of Washington), Sarah Liu (University of Washington), Mavis Tsai (Independent Practice), Robert J. Kohlenberg (University of Washington) |
| Abstract: Functional analytic psychotherapy (FAP) is a behavioral approach to psychotherapy that emphasizes behavior change shaped in the therapy relationship as a therapeutic mechanism; however, this mechanism is difficult to study due to its idiographic nature and the variety of factors involved in therapy. The purposes of this study were to (1) develop a focused analogue of FAP to facilitate future study of mechanism, and (2) to conduct a wait-list controlled randomized trial of the analogue protocol. Brief relationship enhancement (BRE) is a four-session protocol that aims to improve the quality of clients’ romantic relationships and focuses on work in the therapy relationship guided by principles of FAP. We are recruiting couples (n = 8-15) without current relationship distress or other psychological problems. Both members of each couple will complete assessments of relationship quality at pre- and post-treatment. One member of each couple (the client) will be randomized to receive immediate or waitlist BRE. Clients will complete a daily diary of relationship satisfaction and conflict throughout the study period. We will report aggregate results (data to be collected) from the trial along with illustrative single-subject analyses illustrating key FAP principles. This study lays groundwork for future analogue studies of FAP mechanism. |
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| 49. Functional Analytic Psychotherapy Therapist Training: A Behavioral Rationale and Preliminary Data |
| Area: CBM; Domain: Applied Behavior Analysis |
| SARAH LIU (University of Washington), Gareth I. Holman (University of Washington), Kevin Haworth (University of Washington), Mary D. Plummer (University of Washington), Mavis Tsai (Independent Practice), Robert J. Kohlenberg (University of Washington) |
| Abstract: Functional analytic psychotherapy (FAP) is a behavioral approach to psychotherapy that emphasizes behavior change strategically shaped in the context of an intense, genuine, and evocative therapy relationship. FAP
therapists must therefore combine skill in behavior analysis and change with interpersonal sensitivity, self-awareness, courage, and compassion. FAP therapist training is a one-year group training that aims to develop
these therapist qualities through formation of an evocative training community that engages in a series of experiential exercises structured to evoke and strengthen key behaviors related to interpersonal relationships. This
poster will (1) describe and present a behavioral analysis and rationale for the key exercises involved in FAP therapy training; and (2) present preliminary data (to be collected) from a non-randomized study that
examines the impact of FAP training relative to standard clinical training on therapist interpersonal qualities. Student therapists enrolled in the FAP training (n = 6) or standard clinical training (n = 6) will complete assessments at the beginning and end of the training
year. Therapist training in general is a crucial yet under-studied practice. This study aims to lay groundwork for future more rigorous studies of FAP therapist training and support behavioral conceptualization of therapist training practices. |
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| 50. Comparison of Process Analyses in Five Clients Utilizing the Functional Analytic Psychotherapy Rating Scale |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHRYN S. HOLMAN (University of Wisconsin-Milwaukee), Cristal E. Weeks (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| Abstract: A behavior analytic method for analyzing therapy sessions is to use a molecular coding approach that tracks therapist-client interactions on the moment-to-moment level by focusing on each turn of speech. Functional analytic psychotherapy (FAP), is a radical behavioral therapy which utilizes the moment-to-moment contingencies inherent in outpatient therapy by strategically applying contingent reinforcement to shape client behavior in-session (Baruch et al., in press). The FAP rating system (FAPRS) was designed to measure turn-by-turn client and therapist behavior in order to investigate FAP’s purported mechanism of change: therapist contingent responding. Using FAPRS one session each from five clients participating in a non-concurrent, multiple baseline A/A +B single subject design was coded to compare processes and outcomes. The baseline phase consisted of assessment to identify idiographic target behavior for clients to track outside of session and FAP interventions excluding therapist contingent responding. At the phase shift, therapists were instructed to begin to contingently respond to contingent responding behavior. Participants included five clients diagnosed with major depressive disorder and one or more personality disorders. The current study will present the results of a FAPRS analysis of these five clients’ sessions to explore the role of contingent responding in all five clients, and compare different interactional processes and their outcomes. |
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| 51. The Use of Restraint-Diminution, Aversives, and Reinforcement in the Treatment of a Homicidal Female |
| Area: CBM; Domain: Applied Behavior Analysis |
| NATHAN BLENKUSH (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center), Susan M. Parker (Judge Rotenberg Center) |
| Abstract: Behavior analysis is often described by the psychiatric and psychological community as ill equipped to deal with complex cases of mental illness. Here, we describe the application of the principles of behavior to a homicidal young adult female diagnosed with schizoaffective disorder and a mixed personality disorder. The participant’s behavior problem was refractory to interventions attempted by the psychiatric and psychological community for almost a decade. Within that time period, the participant made numerous attempts to murder peers and staff. Treatment included: the creation of a safe situation so that staff were willing to work with the participant; use of restraint diminution to motivate behavior change; powerful positive rewards to accelerate positive social, nonverbal and verbal behaviors; use of aversives, both in a preventive and consequential mode, to decrease homicidal and other aggressive actions and thoughts; behavioral self-management; and eliminating psychotropic medication. Over the course of three years, the participant’s problem behaviors were nearly completely suppressed, a wide range of appropriate behaviors were increased, allowing the participant to graduate from high school, enroll in college, and terminate all forms of traditional psychiatric and psychological treatment. |
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| 52. Is the Behavioral Progress Made at Judge Rotenberg Educational Center Sustainable and Generalizable? A Follow-Up Study of Former Judge Rotenberg Educational Center Students |
| Area: CBM; Domain: Service Delivery |
| NICK LOWTHER (Judge Rotenberg Center), Joseph Assalone (Judge Rotenberg Center), Rosemary Silva (Judge Rotenberg Center), Robert Von Heyn (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: This study will examine the post-treatment outcomes of a sample of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming with some of the most behaviorally challenging individuals in the United States. The former JRC students will be evaluated post-discharge, using both a subjective general life adjustment rating (performed by guardians and/or former students) and objective counts of certain quality of life indicators. Quality of life variables of interest will include whether or not the former JRC students utilized formal treatment services, had negative encounters with law enforcement, received psychotropic medications, pursued further education, secured employment, participated in leisure activities and engaged in meaningful relationships post-JRC discharge. Of major interest is whether or not this sample of former JRC students will show significant improvement on the measures employed over their status prior to enrolling in JRC’s educational and treatment program. |
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| 53. The Effects of a Brief Group Intervention for Adolescent Females With Anger Using a Modified Dialectical Behaviour Therapy Skills Training |
| Area: CBM; Domain: Service Delivery |
| TANYA N. DOULEH (Western Michigan University), Amy E. Naugle (Western Michigan University), Scott T. Gaynor (Western Michigan University), Tara Elizabeth Adams (Western Michigan University), Alyssa Kalata (Western Michigan University), Marchion Hinton (Western Michigan University), Matthew T. Jameson (Western Michigan University) |
| Abstract: The goal of this study is to investigate the effectiveness of a skills-based treatment for middle school age girls with difficulties arising from anger-related behaviors. An open clinical trial was implemented to assist in determining if a subset of skills traditionally taught in dialectical behavior therapy are effective in decreasing self-reported anger and other indicators of anger problems (e.g., school suspensions, negative peer interactions), as well as effective in increasing positive interactions with others in a way that promotes healthy relationships. Participants received training in the skills of core mindfulness, emotion regulation, and interpersonal effectiveness over eight weeks of group skills training as part of an after school program. Results will include pre-test and post-test analyses of anger measures as well as analyses of repeated measures of the proposed mechanisms of change, including emotion regulation and mindfulness. |
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| 55. Group Contingencies in Addiction Treatment: Effect of Direct Observation of Target Behaviors by Group Members |
| Area: CBM; Domain: Applied Behavior Analysis |
| MARY LOUISE E. KERWIN (Rowan University), Beth J. Rosenwasser (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Group contingencies have been applied to groups functioning in a diversity of functional settings (e.g., classrooms, workplaces, hospital wards) to change a variety of behaviors such as academic or work performance, disruptive behavior, and attendance. The targeted behaviors tend to be those that are directly observable to the group members. The purpose of this study is to evaluate the effectiveness of group contingencies on behaviors that vary in the ability for group members to directly observe the behavior. Individuals in an intensive outpatient therapy group at a methadone clinic were divided into two teams. Each team could earn the opportunity to make one to four draws from a prize bowl for meeting the criterion or exceeding the team’s prior best performance. In addition, at the end of each week, the better performing team earned a $10 bonus. Target behaviors were the group’s mean cocaine abstinence assessed via urinalysis, scores on tests of knowledge of didactic material presented by the group therapist, and disruptive behavior during groups (e.g., swearing, off-task). Results indicate that group contingencies are not very effective when the contingency is placed on the product of a behavior (i.e., results of drug urinalysis). |
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| 56. Reexaming the Role of Alcohol in Sexual Assault: A Behavioral Perspective |
| Area: CBM; Domain: Applied Behavior Analysis |
| THOMAS A. BRIGHAM (Washington State University), Samantha Swindell (Washington State University), John Tarnai (Washington State University), Raymond O. Sacchi (Washington State University) |
| Abstract: Depending on how sexual assault is defined it is estimated that 10 to 54% of women will experience some form of sexual assault. We define sexual assault as oral, anal, or vaginal penetration and the rate for our sample was approximately 10%. Most analyses of sexual assault focus on the role of alcohol as either a cause or facilitator of the assault. Depending on the survey, alcohol is reported to be involved in one third to two thirds of sexual assaults with “more than 50%” being the most commonly reported value. These values are taken as indicative of the importance of alcohol as a causal variable. Most surveys ask if the perpetrator and/or the victim were drinking at the time of the assault but not the level of consumption. However, if you ask about level of drinking (did not drink, one to three drinks, four or more) then more complex analyses are possible. For example in our sample of over 1000 sexual assaults both people were probably intoxicated (consumed four or more drinks) in 17% of the incidents, but in 42% of the cases both people were sober. Similarly, in 62% of cases one or both people were sober. Clearly, alcohol cannot be the main driver of sexual assault. Alternative explanations are proposed from a behavioral perspective. |
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| 57. Promoting Positive Parenting Practices in Physically Abused Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| CYNTHIA ROSAS ALQUICIRA (Universidad Nacional de Mexico) |
| Abstract: Currently experiencing a climate of violence, situation is not spared of the children. Given the wide scope that is child abuse field, it is necessary to design and evaluate models for their approach, therefore the interest of this study was to evaluate the effect of instructions, mirroring and praise to promote positive parenting practices in abusive mothers. Ten dyads mother-child participated, the ages of children ranged from forth to eight years old, three girls and seventh boys. We used an ABC single subject experimental design and we applied instructional procedures such as modeling, visual feedback and instructions. The results showed that the intervention program allowed the mothers to develop positive parenting practices. Finally, it was observed that the instructions, mirroring, and the praise increased the index of maternal responsiveness and promote increase prosocial behaviors so was decrease of the children´s aversive behaviors. |
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| 58. Evaluation of Skill Maintenance and External Validity in a Behavioral Parent Training Program |
| Area: CBM; Domain: Service Delivery |
| ANDREW SCHERBARTH (University of North Texas), Amy Murrell (University of North Texas), Richard G. Smith (University of North Texas), Vaishnavi Kapadia (University of North Texas), Barbara Carlson (University of North Texas), Michelle Lamancusa (University of North Texas), Carla M. Smith (University of North Texas), Ryan J. Brackney (University of North Texas) |
| Abstract: Child maltreatment affects 900 thousand children in the US every year and impacts all areas of daily functioning. Behavioral parent training (BPT) programs have effectively taught parenting skills & demonstrated externally valid outcomes (i.e., lower recidivism rates). Skill maintenance assessments for BPTs have mixed results. The Behavior Management and Parenting Services (BMAPS) program has shown effective skill training for court-mandated families. This study assessed skill maintenance using an ABAB single-case research design in phase 1. External validity was assessed via survey in phase 2. Results for phase 1 found most BMAPS parents acquired all parenting tools to criteria, dropped below criteria at the 3-month probe, then fully demonstrated their skills after a brief review. Classroom factors do not appear to have systematically influenced performance at any time, although homework completion was associated with better scores at the end of class. Phase 2 results found a 91% reunification rate and a 0% recidivism rate over 1-3 years. All limitations aside, the BMAPS program trains skills to criteria and these skills can be sustained with a booster session. The vast majority of parents we contacted were reunified with their children and none received additional charges of child maltreatment. |
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| 59. Can Mindfulness Training Enhance Court-Mandated Parent Coaching? |
| Area: CBM; Domain: Service Delivery |
| ALISON BEAUVAIS CARRIS (The Chicago School of Professional Psychology), Christine Gerhold (Chicago School of Professional Psychology), Melinda Delilah Hammond (Wheaton College), Kate Noth (Illinois Institute of Technology), Kevin Zalizniak (Illinois Institute of Technology), Daniel J. Moran (Trinity Services, Inc.) |
| Abstract: Research has shown that mindfulness can be taught as a skill which allows people to act with purpose, instead of impulsively reacting to the world around them, and is thought to be helpful in parenting. Participants in this study will be parents with children under 18 years of age who are seeking divorce and thus required to attend a state-mandated one-time 4-hour parenting session. Half of these participants will experience the traditional program curriculum, defined as treatment as usual. The remaining participants will engage in an integrated mindfulness-based and values curriculum. The dependent variables assessed will be (a) willingness to be mindful and parent mindfully (b) parenting skills and (c) perceived quality of life via pre-post and follow-up self reports. We hypothesize that incorporating mindfulness and values clarification into the parenting curriculum should aid parents in contacting the present moment, which will in turn increase their psychology flexibility and lead to more effective parenting. It is hoped that this study will clarify ways in which we can assist parents in increasing positive parenting behaviors using behavioral techniques. |
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| 60. An Application of the Matching Law in Maltreatment Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| AGUSTIN JAIME NEGRETE CORTES (Universidad Nacional de Mexico) |
| Abstract: The purpose of this study was the application of some derived notions of the matching law; in order to establish how so much reinforcement maintain a specific level of responses and to determine the rich environmental of other alternative reinforcement sources in mother-child interactive patterns in abusive families. Participated five dyads mother-child, four children and one girl. The mother-child interaction was analyzed in an academic situation and the mother was asked to provide social reinforcement only to two child behaviors: on task and compliance, according to a counterbalanced design. The results are analyzed and discuss in relation to the importance of the maternal reciprocity with regard to the child social behavior´s, and the importance of structuring the social contingencies mother´s that lead to promote not only the child compliance but also other prosociales behaviors. |
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| 61. Direct Instruction: Training and Maintaining Treatment Integrity |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHLEEN M HINE (Life Span Institute, University of Kansas), Sara R. Major (Life Span Institute, University of Kansas), Roger Stanley (University of Kansas) |
| Abstract: Family care treatment (FCT) provided in-home training to 12 caregivers of children exhibiting challenging behaviors. Each behavior support plan was summarized in six or seven basic caregiver skills. Weekly the therapist and caregiver met and observed one another working with the child. The therapist recorded caregiver performance of each skill throughout baseline and intervention; the caregiver recorded data only during intervention with a data sheet limited to the training item(s). Direct instruction (modeling, practice and feedback) addressed, one at a time, skills the caregiver performed inconsistently or inaccurately. Caregivers received a gift certificate after every third session at 100% on training item(s). Five caregivers’ overall performance reached 90% correct or better during baseline. Of the remaining seven caregivers mastery followed direct instruction for at least one, and for as many as three skills. Improvement in caregiver performance of one to three untrained skills coincided with direct instruction. These data suggest that direct instruction can be used successfully in the home to teach behavior support skills to primary caregivers, and that this format promotes generalized improvement in the integrity with which overall treatment is demonstrated. |
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| 62. Behavioral Sleep Intervention for a Typically Developing Adolescent With Delayed Sleep Phase and Depression |
| Area: CBM; Domain: Service Delivery |
| Katherine Simpson Spencer (Kennedy Krieger Institute), VALERIE PAASCH (Kennedy Krieger Institute), Renee Corbett (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Delayed sleep phase syndrome is a circadian rhythm disorder characterized by persistent difficulty falling asleep and waking at a conventional time, insomnia, excessive daytime fatigue, and impaired social or occupational functioning. Comorbid affective disorders are common; however, the symptoms of sleep and affective disorders tend to covary. Data will be presented on the strategies utilized to change sleep phase and behavioral activation of an 18-year-old male with delayed sleep phase and depression. He was self-referred for outpatient therapy to achieve his desired wake time prior to beginning college. Sleep-focused intervention included self-monitoring, education on environmental control, cognitive-behavioral skills training, supporting environmental changes, and generalization to college. Self-monitoring and self-report were used to evaluate treatment outcomes. Although the patient was resistant to specific environmental recommendations (i.e., reducing computer time before bed), treatment effects were noted following behavioral activation recommendations (increase physical activity, time spent in sun, socialization) in a supportive environment (beach vacation), and then generalized. Treatment effects included decreased daytime sleep (nap elimination), increased nighttime sleep, and increased daytime activity. Results will be discussed in light of the common occurrence of sleep disturbance in teens and the likely interactive covariation between sleep and affective disorders in this population. |
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| 63. Utilizing a Systematic Desensitization Intervention Plan to Teach a Severely Brain Injured Client to Tolerate Male Caregivers During Personal Care |
| Area: CBM; Domain: Experimental Analysis |
| GLENN ADRIAN (Neurobehavioral Program), James C. K. Porter (Neurobehavioral Program) |
| Abstract: Very few systematic desensitization interventions have been documented for treating challenging client's with severe brain injuries in the applied behavior analysis literature. In particular, individuals who acquire brain injuries who are exhibiting verbal and physical aggression to "escape" participating in essential personal care activities. The purpose of this "poster presentation" is to review a clinical case study of an adult male who refused all personal care from male staff for more than three years. Following the implementation of a comprehensive systematic desensitization program, which lasted for five months, not only was the client receptive to personal care being provided by males, but also, he permitted male staff to shower him without exhibiting physical aggression. This poster presentation will be useful for clinicians to teach client's the necessary tolerance skills to benefit from life enhancing rehabilitation. |
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| 64. The Effectiveness of Proactive Relaxation Strategies Used by Residential Youth |
| Area: CBM; Domain: Service Delivery |
| AMANDA MARIE MCLEAN (Boys Town Outpatient Behavioral Pediatric and Family Services), Jennifer L. Resetar Volz (Dr. Azarcon and Associates, LLC) |
| Abstract: Those working with troubled youth could benefit from interventions that effectively prevent escalation of disruptive and aggressive behaviors. One such option may be self-control and/or relaxation strategies. Research on relaxation strategies has largely focused on the effectiveness of these approaches for decreasing anxiety (Ost & Lars-Goran, 1987). Less research has been conducted to evaluate their effectiveness when used with noncompliant youth (Bornmann, et al., 2007; Lopata & College, 2003). The purpose of this poster presentation is to describe the effectiveness of proactive relaxation strategies for youth with emotional and behavioral disorders placed in a short-term residential placement. Participants were 35 youth, ages 12 to 17. Youth were provided with information on seven relaxation or self-control techniques. On occasions when staff recognized youth becoming agitated, youth were instructed to use these strategies. Upon completion of the relaxation strategy, the youth was asked to fill out a brief survey. Results were significant for change in youths’ self-report of calm before and calm after the strategy was implemented. It appears that self control strategies may be a promising method of de-escalation for residentially placed youth with emotional and behavioral disorders. |
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| 65. EEG Neurofeedback: A Safe and Efficacious Non-Drug Operant Training Method for Children With Attention Deficit Hyperactivity Disorder |
| Area: CBM; Domain: Service Delivery |
| LYNDA KIRK (Austin Biofeedback & EEG Neurotherapy Center) |
| Abstract: Neurofeedback is a well-established operant training method for attention deficit hyperactivity disorder (ADHD). ADHD may affect as many as 8% of school children and often persists into adulthood. With additional recent "black box" warnings on a number of the most popularly prescribed ADHD medications, concerned parents and consumers are seeking effective, safe non-drug alternatives. This poster will present information on the operant origins of EEG neurofeedback from its early studies to present day usage. This poster will explain what neurofeedback is and how it works at the brain level of operant conditioning. It will illustrate how neurofeedback is used clinically to assess and train children (and adults) with ADHD. It will identify the most common conditions co-morbid with ADHD, such as anxiety, depression, obsessive compulsive disorder, specific learning and developmental disorders, autism spectrum disorder, and epilepsy as well as how neurofeedback may also be used to address the comorbid symptoms. Clinical outcome data will be presented on several cases of ADHD clients trained with EEG neurofeedback to reduce ADHD symptoms and medication need. |
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| DDA Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 66. Parent Survey of Risk Factors for Problem Behavior in Children With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| RACHEL ROBERTSON (Vanderbilt University), Joseph H. Wehby (Vanderbilt University), Lynnette Henderson (Vanderbilt University) |
| Abstract: Despite the high prevalence and poor prognoses associated with problem behavior in individuals with developmental disabilities (DD), the knowledge base regarding risk factors in the emergence and development of problem behavior is small. The purpose of this study was to survey parents of children with DD to identify how many of their children had problem behavior, at what age problem behavior first emerged, and what child, parent, and home factors correlated with the development of problem behavior. Specific questions related to current forms of problem behavior, severity of those forms, the order in which different forms emerged over time, and how parents tended to respond to problem behavior. Increased knowledge in these areas could help direct future efforts in research, intervention, and prevention of problem behavior in people with DD in a number of ways. For example, identifying an age range at which problem behavior is most likely to emerge may direct prevention practices toward a specific period of child development, while identifying parent responses correlated with more severe or frequent problem behavior could suggest parent practices to target for intervention. Significant survey findings will be presented along with implications for research and practice. |
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| 67. Discounting of Delayed Outcomes of Treatments for Problem Behavior by Parents of Children With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALLISON O'HARA (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Addie Jane Findley (Marcus Autism Center) |
| Abstract: Research has found that certain populations are more sensitive to delays (e.g., gamblers) than others. These populations have all shown a greater propensity to select a sooner smaller reward at the expense of a larger later reward than members of control groups. One population that may be especially susceptible to discounting of delayed outcomes, is caregivers of children with developmental disabilities who engage in significant problem behaviors. Treatments for severe problem behavior sometimes require consistent implementation for an extended period of time before the child’s behavior decreases to socially significant levels. Alternatively, the problem behavior can frequently be immediately, though temporarily, decreased via satiation by providing the consequence that maintains the child’s problem behavior. The present study investigated the extent to which 13 caregivers discounted delays regarding reductions in their child’s problem behavior as a result of behavioral interventions. Using procedures consistent with those of other studies on delay discounting, caregivers were provided with a series of choices regarding interventions and hypothetical outcomes that would reduce their child’s problem behavior following differing delays. For each participant, indifference points were calculated to determine their sensitivity to delayed outcomes. Clinical implications regarding treatment designs were considered. |
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| 68. Evaluating the Influences of Training Procedures on Staff and Client Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAIL GRAHAM (MHMRA of Harris County), Maria Quintero (MHMRA of Harris County), Dorothea C. Lerman (University of Houston-Clearlake), Deborah L. Grossett (The Center - Houston) |
| Abstract: Training is primarily meant to increase staff performance. The ultimate goal of staff improvements should be the improvements in students’ behavior. In this study, we compared a traditional lecture and role playing to self-recording of videotaped sessions on the staff’s performance following training. The changes in student behavior were recorded along with staff performance in order to determine if training met its ultimate goal. Four teacher’s aides were taught to withhold putative reinforcers for problem behavior exhibited by fourteen students. Results showed that standard training methods using lecture and role play did improve staff performance somewhat; however, the alternative training method utilizing videos for self analysis were more effective. A staff member viewing and analyzing his or her own behavior was the key component for improvement in responses to inappropriate behavior. Consequently, there was also a reduction in student problem behavior. |
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| 69. Training Staff to Implement Incidental Teaching Using a Multi-Component Package |
| Area: DDA; Domain: Applied Behavior Analysis |
| CRYSTAL MARIE WISSINGER (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute) |
| Abstract: Incidental Teaching is a common approach used in preschool settings to increase functional skills. Researchers conducted a study for the purpose of training Incidental Teaching strategies to 4 staff members working in a hospital-based playroom. Training components were systematically introduced in a multiple baseline across participants design. The training components included written and verbal instruction and self-monitoring for three participants with the addition of in-vivo feedback for the fourth. Experimenters took direct measures on participants’ rates of correct teaching opportunities as well as the percentage of integrity across each training component. The results indicate that the training components were successful in increasing incidental teaching skills in all 4 participants however, only 3 of the participants achieved an 80% mastery criteria or greater. On average, the participants demonstrated a 45.7% increase in treatment integrity and a 36.3% increase in the rate of correct teaching opportunities per minute. Social validity surveys distributed upon completion of the study indicate that incidental teaching is socially acceptable, and the training methods used were effective. The data suggest that while the implementation of the training package can increase the use of incidental teaching strategies, some individuals may require additional training. |
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| 70. Environmental Enrichment in Adult Day Treatment |
| Area: DDA; Domain: Service Delivery |
| SARAH M. DUNKEL-JACKSON (Southern Illinois University), James W. Jackson (Southern Illinois University), Kyosuke Kazaoka (Trinity Services, Inc.), Erica D. Pozzie (Trinity Services, Inc.), Amie Clarke (Trinity Services, Inc.), Stephanie Perkins (Southern Illinois University) |
| Abstract: Engagement is a useful primary dependent variable for assessing activity and inactivity of individuals served in adult day treatment settings. However, implementation details about specific independent variables used to increase engagement are highly desired by administrators and direct care staff. Across adult day treatment settings for individuals diagnosed with intellectual disabilities, experimenters conducted a component analysis of an environmental enrichment package consisting of a Room Arrangement, Activity Schedule, Creative Activities Training, and Staff Interaction Training. Data indicate that higher rates of client engagement resulted from improved structure, additional staff training, and consistent feedback regarding treatment fidelity. Implications for systems-change and curriculum design for adult day treatment settings will be discussed. |
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| 71. An Evaluation of the Utility of an Abbreviated Behavior Plan Supplement |
| Area: DDA; Domain: Applied Behavior Analysis |
| BIANCA PIZZO (Bancroft), Eric Eberman (Bancroft), Denise Marzullo Kerth (Bancroft), Frances A. Perrin (Bancroft), Rachel E. Sari (Bancroft), Lauren F. Troy (Bancroft), Christina M. Vorndran (Bancroft) |
| Abstract: Behavior plans often serve multiple functions (Carr, 2009). Not only do they document the appropriate treatment for an individual, but often they are required to meet state and federal guidelines as well. As a result, behavior plans end up as lengthy documents potentially making it difficult for individuals assigned to implement them to find necessary information quickly. This may result in poor integrity of plan implementation. A possible solution would be to provide the plan implementers with an abbreviated supplement that includes only the information required to implement the plan in an easy to reference format. The purpose of the current study was to identify whether direct care staff members could (a) recall more information from a behavior plan if an abbreviated supplement was provided and (b) locate information more quickly from an abbreviated supplement than the full behavior plan. Participants were direct care staff members working in a behavioral stabilization unit where all children and adolescents served had a behavior plan designed primarily to reduce severe problem behavior. Staff members were randomly assigned to either the Recall group or the Locate group. Both groups were provided two behavior plans; one of which had an abbreviated supplement attached. Both groups were quizzed on various details of the behavior plans either after (Recall) or during (Locate) their review of the plan. Results and a discussion of the findings specific to their applied implications will be presented. |
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| 72. Budget Cuts in California: Is the Reduction of Hours Effective for Children With Developmental Delays? |
| Area: DDA; Domain: Service Delivery |
| HAILY CHOUN (Center for Behavioral Sciences, Inc.), Junelyn Lazo (Center for Behavioral Sciences, Inc.), Joyce C. Tu (Center for Behavioral Sciences, Inc.), Johanna F. Lorca (Center for Behavioral Sciences, Inc.), Cynthia L. Boyle (University of Kansas) |
| Abstract: Due to recent budget cuts in California, many families with services provided by funding sources such as the regional centers are threatened with a reduction in service hours. Much of the $14.9 billion cut in February 2009 and $16.1 billion cut in September 2009 were made in social programs that included early intervention services and 1:1 direct services provided to children with autism and other developmental disabilities. Thus, the purpose of our study was to determine the effectiveness of behavioral services when children received only four hours per week compared to children who received at least ten hours per week of intensive services. The participants were four children who were eligible for early start services in the state of California. Their skills were measured in the areas of receptive and expressive language, visual discrimination, imitation and self-help. In addition, the children's scores on the Hawaii Early Learning Profile (HELP) were also compared in order to determine the effectiveness of the programs. The results demonstrated that children with at least ten hours per week of 1:1 services acquired a higher number of skills across areas measured when compared to children with only four hours per week. For example, children with ten hours per week acquired at least 20 or more skills in the area of expressive language versus children with four hours per week who mastered only three. In addition, the percentage of delays as measured by the HELP showed a greater decrease in those children with more intensive service hours. Thus, four hours per week of intensive services was not as effective on skill acquisition and decreasing developmental delays when compared to at least ten hours per week. |
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| 73. Literature Review of the Latest 30 Years of Vocational Research With People With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| DAPHNA EL-ROY (Eden II Programs) |
| Abstract: Effective vocational training can potentially contribute to the independence, productivity and successful community integration of people with developmental disabilities. Thirty years of research, published from 1978 to 2008, focusing on training vocational skills to people with developmental disabilities will be reviewed. Articles included will be those using single-case experimental designs. The peer-reviewed journals used in this analysis will be the Journal of Applied Behavior Analysis, Behavior Modification, Research in Developmental Disabilities and the Journal of Autism and Developmental Disabilities. Trends over time in the areas of focus of research and other variables will be discussed. Data presented will include the primary interest of the studies analyzed (preference assessments, evaluation of prompts, group instruction, peer instruction, self-monitoring, etc.), diagnoses of participants (autism, mental retardation, dually diagnosed, etc.), setting (simulated off site, in vivo at job site or both), tasks included (janitorial, packaging, etc.), research design, generalization (across tasks, etc.) and maintenance. |
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| 74. A Review of the Literature in Developmental Disabilities and Behavior Analysis Over the Past Nine Years |
| Area: DDA; Domain: Service Delivery |
| LAUREN A. MAHONEY (Eden II School for Autistic Children), Niall James Toner (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: With the downsizing and closing of many large institutions, the number of individuals being served in schools, day programs, community based group homes, and family residences has increased dramatically since the early 1980’s. These smaller naturalistic settings provide more benefits than larger institutional settings. Past research was often conducted directly within the institutions by professionals in analogue conditions. Research projects in the fields of behavior analysis and developmental disabilities today are often conducted in university and hospital clinics by professionals in analogue conditions. There seems to have been a shift in therapeutic settings and treatment providers but no shift in research settings and research providers. The current literature review investigated the various types of settings and providers across four peer reviewed journals from 2000 through 2009. Reviewed journals included JABA, Behavior Modification, Research in Developmental Disabilities and JADD. Data will be analyzed and presented by treatment providers, and intervention settings. Along with the visual display of data, implications of the research trends and future research directions for the fields of behavior analysis and developmental disabilities will be discussed. |
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| 75. Reducing Perseverative Speech Through Reinforcer Satiation in Two Individuals With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELE TRAUB (Devereux New Jersey), Suzanne T. Cole (Devereux New Jersey), Cynthia B. Simonds (Devereux New Jersey), David M. Wilson (Devereux New Jersey) |
| Abstract: Perseverative speech is a common behavior among individuals with developmental disabilities. While research has addressed interventions for echolalic speech, few studies have explored perseveration on specific topics within otherwise typical conversation. Research on stereotypy, however, has demonstrated that allowing individuals to engage in repetitive behavior can be successful in reducing the overall frequency of that behavior. A significant number of studies have also shown the effectiveness of noncontingent delivery of the reinforcer that maintains a behavior in reducing the occurrence of that behavior. We investigated the use of a high-magnitude noncontingent reinforcement procedure to reduce perseverative speech in two individuals with developmental disabilities using a multiple-baseline across subjects with reversal design. Specifically, 30-minute periods of attention were provided noncontingently during client-directed conversation. We also taught replacement self-talk strategies, during which the participants were taught to independently answer their own questions. The results are discussed in relation to the intervention's effectiveness and the relative ease of implementation. |
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| 76. Assessment and Treatment of Escape-Maintained Object Mouthing |
| Area: DDA; Domain: Applied Behavior Analysis |
| SETH B. CLARK (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Joseph Wakeman-Linn (Kennedy Krieger Institute) |
| Abstract: The inappropriate mouthing of objects is a common problem among individuals with developmental disabilities (Roane, Kelly, & Fisher, 2003). It represents a serious health risk given that it can lead to damage of the mouth and esophagus (Danford & Huber, 1983; Roane et al. 2003) or to a more hazardous problem behavior, pica (McCord, Grosser, Iwata, & Powers, 2005). Although the etiology of object mouthing is unknown, it has generally been demonstrated that behaviors such as these are maintained by automatic reinforcement (Carr, Dozier, Patel, Adams, & Martin, 2002; Mueller & Kafka, 2006; Roane et al., 2003; Tarbox, Tarbox, Ghezzi, Wallace, & Yoo, 2007). In the present study, results from the functional analysis suggested that object mouthing was sensitive to escape from demands. To date, the treatment of escape-maintained object mouthing has not been addressed in the experimental literature. In the current study, a function-based, multi-component treatment was developed that resulted in significant decreases in object mouthing. Results of this study illustrate the importance of using function-based approach to treatment, as opposed to basing treatment upon the response topography alone. |
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| EAB Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 77. Contingencies-Shaped Behavior and Rule-Governed Behavior: Children With and Without Perserverative Developmental Disorder |
| Area: EAB; Domain: Experimental Analysis |
| MELANIE LABERGE (L'Université du Québec à Montréal), Céline Clément (Université de Strasbourg), Jacques Forget (University de Quebec a Montreal), Melina Rivard (Universite du Quebec a Montreal) |
| Abstract: The “language hypothesis” proposes that, as the verbal behavior increases, there’s an evolution from contingencies-shaped behavior to a rules-governed behavior. (Lowe, 1979). Studies supporting this hypothesis would be owed to an artefact of experimental techniques (Darcheville, et al., 1993). In order to try solving this misunderstanding, the present study proposes two experiments, which use a combinaison of different reinforcement schedules (mix or multiple) and extinction. The subjects are four children aged between four and six years old: two having a perservative developmental disorder (PDD) and two without. The Wechsler Preschool and Primary Scale of Intelligence (3rd edition) and Raven's Progressive Matrices are administred. In experiment A, (Hayes et al.,1986) each participant receive one rule to complete a multiple schedule followed by an extinction procedure. In experiment B (Laberge et al., 2009), it’s the comparison between behavior collected in multiple and mixed schedules which verifies the effect of the rule on behavior. Additional data to be collected. Data will be interpreted with the subject’s level to the two tests. More specifically, the language level will be correlated with the data form the reinforcement schedules.The results will help individualizing intervention programs intended for children, especially children with PDD. |
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| 78. A Modified Functional Analysis of Inappropriate Behavior Exhibited by Siblings |
| Area: EAB; Domain: Applied Behavior Analysis |
| G. JOSEPH SCHLERETH (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: A functional analysis (FA) provides information regarding the variables that evoke and maintain problem behavior. When conducting an FA, it is important to create conditions that are analogous to the individual’s environment. Thus, conducting a standard assessment without consideration for the individual’s natural environment may not provide the information necessary to design effective treatments. One particular variable that may contribute to the onset and maintenance of problem behavior is the presence of a sibling. The purpose of this study was to examine the response rates observed during a modified functional analysis with a set of dizygotic twins. Sessions were alternated between conditions with each twin separately and with both twins present. Results of the functional analyses demonstrate undifferentiated responding for one twin and an escape function for the other twin. Additionally, rates of inappropriate behavior were elevated in combined conditions versus individual conditions for both participants. The occurrence of inappropriate behavior during combined conditions was analyzed for within-session trends by parsing the session into 15-sec intervals. Cumulative records of these data indicate that the twins’ inappropriate behavior occurred sequentially and suggests that the altered motivating operations present in combined sessions may have been responsible for the elevated levels of responding. |
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| 79. Assessing Motivation in Children Using a Progressive Ratio Task |
| Area: EAB; Domain: Experimental Analysis |
| JOHN J. CHELONIS (National Center for Toxicological Research), Seth A. Osborn (University of Arkansas at Little Rock), Claire R. Gravelin (The College at Brockport, State University of New York), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: The relationship between age and sex on the performance of a progressive ratio task was studied in 849 children, ages 4 to 14 years. Variations of this task have been used extensively with animals and to a lesser extent with humans to study factors that affect aspects of motivation. The participants in this study were required to press a response lever for nickel reinforcers during a 10 minute period. One response was required to earn the first nickel and each subsequent nickel required 10 more responses than were necessary to earn the previous nickel. Older children made more responses on this task, had shorter inter-response times, and shorter post-reinforcement pauses than younger children. In addition, boys made more responses than girls, especially at older ages. The results of this study illustrate that both age and sex influence the performance of this task and thus suggest that age and sex influence aspects of motivation in children. Further, characterization of performance of this task by humans facilitates comparisons with animal models and, thus, enhances its translational utility. |
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| 80. The Effect of Extra Credit and Interactive Response Systems on In-Class Exam Performance |
| Area: EAB; Domain: Applied Behavior Analysis |
| SAMANTHA SWINDELL (Washington State University), Thomas A. Brigham (Washington State University) |
| Abstract: The present study tested whether the use of interactive response systems to ask extra credit multiple-choice questions during lecture would increase in-class exam performance relative to exams for which the lecture material was not accompanied by such questions. During baseline (A), students attended PowerPoint lectures and completed an in-class exam. During the first treatment phase (B), students used hand-held remotes to earn extra credit for correct answers to multiple-choice questions. Individual responses were recorded and the class results were displayed on a PowerPoint slide immediately following each question. In the third phase (A), the use of extra credit questions was discontinued and then again reinstated during the fourth phase (B). In the fifth phase (C), students continued to respond to questions and receive feedback, but did not receive extra credit points for correct answers. During the final treatment phase, the extra credit questions were reintroduced (B). It was predicted that the opportunity to respond using the interactive system (phases B & C) would be associated with higher exam scores relative to the baseline phases (A), and this effect would be greatest when correct responses resulted in extra credit (B phases). |
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| 81. Social Discounting for Gains and Losses |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN R. CHARLTON (University of Central Arkansas), Lori Parker (University of Central Arkansas) |
| Abstract: Jones and Rachlin (2006) demonstrated that the amount of an award shared with another person is dependent upon the degree of social connectedness between the sharer and the recipient Since their initial report, studies have confirmed the implications of Jones and Rachlin’s finding, as well as the variables, such as magnitude, which influence sharing behavior. However, the way in which sharing of losses is effected by social distance has been overlooked. For example, an individual’s willingness to forego a monetary gain decreases as the social connectedness felt towards another person decreases. The current study investigates both the shape of the losses function for social discounting and the ways in which this function compares to the social discounting of gains. This is accomplished by presenting participants with two social discounting tasks: one for gains ($50 for you or $75 for person Number 1 on your list) and one for losses (a $50 fine for you or a $75 fine for Person Number 2 on your list). The initial findings suggest that, similar to temporal discounting, changes in social distance are magnified for losses compared to gains. This suggests that while participants are willing to take a lesser gain so that another person can receive a larger gain, they are significantly less willing to take a loss for another person. |
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| 82. A Response-Bout Analysis of Human Random-Interval Schedule Performance |
| Area: EAB; Domain: Experimental Analysis |
| J. ADAM BENNETT (Western Michigan University), Megan E. McLean (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Reinforced responding has previously been conceptualized as alternating between two states: (1) periods of engagement (clusters of responding with relatively short IRTs) alternating with (2) periods of disengagement (responses separated by longer IRTs). In order to obtain quantitative estimates of these two distinct components of responding, log-survivor functions have been used to characterize nose-poke and lever-press responding in rats. This analysis, however, has yet to be effectively extended to the responding of other species. Thus, responding on a computer task was assessed in order to determine if the two-mode conceptualization of response rate adequately characterizes human responding. Adult human subjects pressed buttons which produced monetary reinforcers on a random-interval (RI) 20s schedule and the proportion of IRTs longer than some time (t) was plotted as a function of time (t) on a semi-logarithmic scale in order to construct survivor functions. Although there was some evidence that human responding might be classified as bout-like, not all data resulted in the clear 'broken-stick' functions evident in the analyses of rat nose-poke and lever-press responding. |
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| 83. Social Behavior in Situations of Uncertainty and Risk |
| Area: EAB; Domain: Experimental Analysis |
| STEPHANIE STILLING (Western Michigan University), Amber L. Watts (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: The present research investigated human choice in situations involving environmental variability, particularly risky choice within the social context of cooperation. The current experiment first investigated the choice between working alone or working with others in situations involving unpredictable economic gains when participants were told they would be working with either another (fictitious) person or a computer. Second economic context was varied so that sometimes cooperating was optimal (positive budget condition), in that it guaranteed participants would meet the minimum earnings budget requirement every time. While other times working alone was optimal (negative budget condition), since the amount shared was inadequate to meet the minimum earnings budget requirement. A neutral condition was also examined to see if participants would cooperate when there was no monetary requirement. Participants responded on a computer task for hypothetical earnings exchangeable for real money. Preliminary results show that participants responded the same regardless of whether they were told that they were working with another person or a computer. In addition, participants responded optimally during the negative budget condition, while responding was suboptimal in the positive budget condition. These results contribute to the understanding of how environmental context influences cooperation. |
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| 84. Experimental Manipulation of Delay Discounting: Implications for Subsequent Gambling-Like Behavior |
| Area: EAB; Domain: Experimental Analysis |
| JEFF S. STEIN (University of Kansas), Patrick S. Johnson (University of Kansas), Monica T. Francisco (University of Kansas), Adam T. Brewer (University of Kansas), Shannon L. Tierney (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: Previous researchers report a positive correlation between high rates of delay discounting and pathological gambling (PG); however, it is currently unclear if high rates of discounting are causally related to PG. If so, then experimentally decreasing rate of delay discounting should also decrease preference for gambling-like (i.e., variable) schedules of reinforcement. The present study seeks to decrease rates of delay discounting in Lewis rats using a modified delay fading procedure. In this procedure, experimental rats (n=12) complete more than 200 training sessions in which the delay to a smaller-sooner reinforcer is gradually faded to 0 s while the delay to a larger-later reinforcer remains static. Control rats (n=12) do not receive this training, but complete an equal number of sessions as their matched experimental rats. Following training and a delay discounting assessment, between-group differences in relative preference for variable (over fixed) schedules of reinforcement will be assessed. Additional data to be collected. |
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| 85. Effects of a Response Dependent Reinforcement History on Response Rate Under Response Independent Reinforcement and on Reestablishment Under Response Dependent Reinforcement |
| Area: EAB; Domain: Experimental Analysis |
| KARINA BERMUDEZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: The effect of two different histories of reinforcement on response rate was examined. In a first phase of the experiment three rats were exposed to a tandem RI (random interval) 8 s FT (fixed time) 8 s reinforcement schedule while another three rats were exposed to a yoked RI 16 s reinforcement schedule. Another three rats were exposed to a tandem RI 8 s FT 8 s reinforcement schedule while another three rats were exposed to a yoked RI 8 s VT (variable time) 8 s reinforcement schedule. In a second phase all rats were exposed to a RT (random time) 16 s reinforcement schedule. In a third phase the rats were exposed to the same reinforcement schedules as in the first phase. After a history of dependent reinforcement response rate decreased for all rats under independent reinforcement. This effect was more pronounced for rats exposed to immediate reinforcement in the first phase than for rats under delayed reinforcement. Response rate re-establishment under dependent reinforcement was not affected by the history of independent reinforcement. In addition, an important finding was that obtained response-reinforcer interval systematically controlled response rate through all phases, suggesting that although the programmed contingencies were different involve a common effect between them controlled by response-reinforcer proximity. |
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| 86. Between-Session Positive Behavioral Contrast as an Animal Model of Pathological Gambling |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN SEYEDAIN-ARDABILI (McNeese State University), Benjamin J. Parker (McNeese State University), Cam L. Melville (McNeese State University) |
| Abstract: Animal models of substance absue have been used successfully to describe the environmental conditions that control these important behaviors (e.g., Koob, 2000). Animal models of other addictive behaviors such as pathological gambling have not been developed. Positive behavioral contrast is an attractive potential animal model of pathological gambling. One of the central behavioral characteristics of pathological gambling is chasing the bet in which gambling behavior increases following exposure to losses. Similarly, positive behavioral contrast refers to an icnrease in responding following exposure to reduced rates of reinforcement. The present study asks if positive contrast will be observed when signaled time-outs (losses) replace programmed reinforcers during the contrast phase of the procedure. Five male Long-Evans rats pressed levers in a between session contrast procedure. In the baseline, a mulitple variable-ration 15 variable-ratio 15 schedule delivered reinforcers for lever pressing. In the contrast phase, during the second component of the multiple schedule, 90% of the programmed reinforcers scheduled by the variable ratio schedule were replaced by five-second timeouts. Positive behavioral contrast was observed. Implications for an animal model of pathological gambling are presented. |
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| 87. Comparing Functional Outcomes Between Verbal and Tangible Concurrent Operants Assessments |
| Area: EAB; Domain: Applied Behavior Analysis |
| JEFFREY R. LUKE (University of Iowa), Joel Eric Ringdahl (University of Iowa) |
| Abstract: Recent research in the area of stimulus-preference assessment has progressively improved the efficiency of this technology for predicting reinforcer potency by using verbal rather than “in vivo” tangible assessments. The purpose of this study was to determine the feasibility of using a verbal assessment interview to indicate preferences. Two types of preference assessments were conducted for each individual: verbal choice and “in vivo” choice. During the verbal choice assessment, participants were asked, ‘‘Do you want to do X or Y ?’’ and the items/activities were not presented. In the “in vivo” choice assessment, the participant was asked to participate in the actual choice. Results indicated the two assessments yielded similar results for many of the participants. However, the verbal assessment was typically completed in less time than the tangible assessment. Implications of these findings with respect to developing treatment recommendations will be discussed. IOA was collected on at least 20% of all assessments and agreement scores averaged above 90%. |
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| 88. Foraging for Food in Closed and Open Economies: Changes in Global Prey Density |
| Area: EAB; Domain: Experimental Analysis |
| ROBERTO P. MACIEL (Universidad Autonoma de Guadalajara), Felipe Cabrera (Universidad Autonoma de Guadalajara) |
| Abstract: Four rats were exposed to an open or a closed economy situation while foraged for food in a radial arm maze (RAM). Eight pieces of food were available according to a Concurrent Fixed Interval schedule of reinforcement (CONC FI) and were delivered to the rats, one pellet in each arm, when pressing a lever at the end of the arms of the RAM. The FI values changed from short (FI 60 s) to large (FI 960 s) durations in a time horizon of 11 hours at day. This preparation allowed assessing the locomotion, focal behaviors, and the strategy of searching for food when the environment fluctuates between extremely poor or extremely rich conditions. Results showed that rats in the closed economy considerably changed their response strategies reducing the traveling rate, with an outcome that allowed them to maximize the food intake and minimize the energy expenditure. Otherwise, rats in open economy did not optimize the response strategy, decreasing the global food intake. |
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| 89. Bringing Rats Back to Work: Effects of Delivering a Qualitatively Novel Reinforcer on Response Reinstatement |
| Area: EAB; Domain: Experimental Analysis |
| TOSHIKAZU KURODA (West Virginia University), Alicia Roca (Universidad Nacional Autonoma de Mexico), Tariq Najih Al-Dwaikat (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Operant responding can be recovered after extinction following the response-independent delivery of a reinforcer previously associated with responding. This behavioral phenomenon, known as response reinstatement, has been interpreted as an effect of the discriminative stimulus function of the reinforcer, in addition to its reinforcing effect. Franks and Lattal (1976), for example, showed relatively higher response recovery following a history of variable-ratio (VR) schedule than that of differential-reinforcement-of-low-rate (DRL). In the present experiment we examined the effects of delivering a novel reinforcer on response reinstatement. Lever pressing by four rats was reinforced with food pellets according to a VR schedule. Once responding had been established, an extinction procedure was in effect. Following extinction, either food pellets or a qualitatively novel reinforcer (sweetened condensed milk) was delivered independently of the rats’ behavior, according to a yoked variable-time schedule. The presentation order of both reinforcers was counterbalanced across subjects. Data are being collected at this time. |
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| 90. The Relationship Between Discounting and the Sharing Game |
| Area: EAB; Domain: Experimental Analysis |
| BRADLEY GOSSETT (University of Central Arkansas), Shawn R. Charlton (University of Central Arkansas) |
| Abstract: Performance on temporal discounting measures correlates with the degree of cooperation in an iterated prisoner’s dilemma. This relationship is interpreted as evidence that discounting is involved in social behavior. Unfortunately, this conclusion is limited as the relationship has only been tested with the prisoner’s dilemma. The current study investigates the relationship between temporal discounting and Kennelly and Fantino’s Sharing Game. In the Sharing game, participants choose between two pairs of offers. For example: (A) $5 for you and $7 for the other person or (B) $4 for you and $2 for the other person. As shown here, the cost of choosing option A is that the other person earns more than the participant. However, choosing B, where the participant earns more than the other, produces less money than choosing option A. Results from this study indicate no correlation between performance in the Sharing Game and the temporal discounting task. However, completing the temporal discounting task prior to the Sharing Game produced significantly more optimal responding than when the Sharing Game preceded the discounting task. The significance of this interaction is discussed. |
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| 91. The Effects of Jackpot Reinforcers Under a Switching-Key Concurrent Schedule |
| Area: EAB; Domain: Experimental Analysis |
| EZRA GARTH HALL (West Virginia University), Toshikazu Kuroda (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: The concept of jackpot reinforcers has been described as a larger than normal presentation of food delivered contingently on a response (Burch & Bailey, 1999; Pryor, 2006). A jackpot reinforcer delivery has been inconsistent in description and application, but its effect can generally be described as producing an increase in some dimension of behavior. Moreover, few empirical studies have been conducted and these studies have been unsuccessful in finding the described effect. The current study is examining the effects of a jackpot reinforcer delivered under concurrent variable-interval schedules. Two experimentally naïve White Carneau pigeons are serving. A Findley (1958) switching-key procedure is used to alternate between green and red stimuli. A Stubbs and Pliskoff (1969) procedure allows 18 reinforcers to be delivered quasi-randomly to each of the two stimuli for a total of 36 reinforcers per session. During reinforcement, pigeons will have 2-s access to mixed grain. Jackpot reinforcement is defined as 8-s access to mixed grain and will parametrically replace one, three, and nine 2-s reinforcer deliveries across conditions on one specified stimulus. Data is currently being collected. |
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| 92. “Psychological Appetite” or Schedule-Induced Deprivation |
| Area: EAB; Domain: Experimental Analysis |
| APRIL M. BECKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The purpose of this study is to investigate a procedure called “psychological appetite” that is used in animal training to increase the effectiveness of food reinforcers without using direct deprivation. The procedure has not been tested in the laboratory and little or no research (direct or tangential) can suggest evidence for or against its potential efficacy. Using a pigeon trained to keypeck, this experiment compares a standard laboratory deprivation procedure to the “psychological appetite” procedure (IV), the latter of which involves short periods of deprivation followed by slow returns to weights close to or above the ad-lib weight. During this process, animal trainers claim that the rate of response stays high. Thus, this experiment measures the rate of response on an FR 15 schedule at given percentages of ad-lib body weight (DV) for both standard deprivation and “psychological appetite” procedures. If the experiment produces useful procedures for increasing reinforcer effectiveness, the results may be important in applied settings and also may suggest further basic research into the variables affecting reinforcer effectiveness. Results are pending. |
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| 93. Reinforcers Signal Future Contingencies of Reinforcement |
| Area: EAB; Domain: Experimental Analysis |
| SARAH J. COWIE (University of Auckland), Michael C. Davison (University of Auckland), Douglas Elliffe (University of Auckland), Jason Landon (Auckland University of Technology) |
| Abstract: Do changes in local choice following reinforcers on concurrent schedules reflect "reinforcement"? Recent research suggests that stimulus presentations, including food delivery, may signal future behavior-food contingencies, rather than increasing the probability of the behavior that produced the last food. In the present experiment, overall concurrent variable-interval reinforcers were held equal on 2 alternatives. Over conditions, we arranged that the probability that the next food would be obtained sooner on the just-productive alternative, or sooner on the not-just-productive alternative, or sooner on a specific alternative. Post-food preference was jointly controlled by the likely time and location of the next food as signalled by the just-obtained food, as well as by the complexity of this signalling. It was not controlled by the location of the just-produced reinforcer. |
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| 94. Reactive and Active Language Upon Rule-Governed Behavior |
| Area: EAB; Domain: Experimental Analysis |
| SUCEL MORAN ROMERO (Universidad Autonoma de Guadalajara), Emilio Ribes Iñesta (Universidad Autonoma de Guadalajara) |
| Abstract: Four experiments evaluated the effects of reactive language upon active language. During training children observed, listened, read, observed and listened or observed and read a fable and then were exposed to hypothetical daily-life situations. During the generalization phase, the same procedure was in effect but feedback was omitted. Performance in the generalization phase decreased across kinds of active language but increased across kinds of reactive language and its combinations. Results are discussed in relation to previous studies on verbal memory and rule-governed behavior. |
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| 95. Extinction Differences Between Trained and Novel Responses Controlled by Compound Stimuli in Rats |
| Area: EAB; Domain: Experimental Analysis |
| Fredy A. Mora Gámez (Fundación Universitaria Konrad Lorenz), ERICA ALEJANDRA BERTEL FERREIRA (Fundacion Universitaria Konrad Lorenz) |
| Abstract: An experiment was conducted with 24 rats in order to compare the effect of compound stimuli on trained and novel responses and to analyze the effects of extinction in such responses. In the first part of the experiment, subjects were trained in three single discriminative tasks involving movement and lever pressing in the presence of three different lights. A test phase was then implemented in which multiple stimuli combinations were presented without reinforcement. Untrained responses such as lever pressing in untrained levers, and mixed topographies such as incomplete lever pressing while moving towards a reinforced area were observed; there were also other significant changes in trained responses such as lever pressing and movement. After a retraining period, a second phase was carried out with the same subjects; these were randomly assigned to three different extinction conditions and changes on observed responses during the first part of the procedure were registered; results suggest that novel responses were more resistant to extinction. |
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| EDC Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 96. Use of Brief Experimental Analysis to Determine the Best Intervention for Increasing Sight Word Acquisition and Maintenance |
| Area: EDC; Domain: Applied Behavior Analysis |
| AMY BARANEK (The May Institiute), Daniel Mark Fienup (Queens College, The University of New York), Nicole L. Dion (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: The purpose of this study was to look at the effectiveness of using a brief experimental analysis (BEA) of academic interventions to increase sight words acquisition of a student with cortical dysgenesis. The student had a history of difficulties learning sight words. The student’s sight word knowledge was assessed using flash cards from the dolch list to determine known and unknown words. Next, a BEA with unknown words was used to determine which intervention yielded most improvement in sight word acquisition. After conducting a brief analysis of each intervention, an extended analysis of the two highest interventions from the BEA was conducted. In addition to collecting data on the two interventions which had shown to be most effective, a control list of unknown words was also monitored to maintain that increases seen were due to the interventions and not due to maturation or instruction from the classroom. Pairing the words with pictures yielded the highest acquisition for sight words for this student. All interventions were implemented four to five times a week in either an empty classroom/conference room or in the school library. Integrity and IOA was measured a minimum of 30% of the time. |
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| 97. Efficacy of a Personal Frequency Modulation Device in the Classroom for a Child With Pervasive Developmental Disorder and Auditory Processing Disorder |
| Area: EDC; Domain: Service Delivery |
| KELLEY MARTIN (Children's Medical Center Dallas), Adam Feinberg (The May Institute) |
| Abstract: This case study examines the efficacy of a personal frequency modulation (FM) device for a 10-year-old boy who carries the diagnoses of pervasive developmental disorder and auditory processing disorder. Latency, rate of response, rate of compliance, and distance from the speaker were included in the observation protocol in addition to the contextual variables assessed by the Listening Inventory for Education. A multiple baseline reversal design was used to assess the efficacy of the FM device in a classroom setting. Based on the student’s responding behavior to his teacher’s directives, the presence of the FM device was found to negatively impact his classroom performance, which was in direct conflict with his stated experience. His rate of compliance and responding speed improved over the course of the trial. Compliance was highest (over 91%) and latency was shortest (x = 7.3s) when not using the FM device. Contextual variables such as teacher behaviors and background noise did not influence treatment outcome. However, he consistently responded more frequently and with fewer prompts when sitting in the front row. Results suggest that environmental modifications and compensatory strategies would have likely produced better outcomes for this student. |
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| 98. An Experimental Analysis of Case Order Difficulty With Simulation in Developmental Disabilities Software |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCIE DESROCHERS (SUNY, Brockport), Jill Papke (College at Brockport, State University of New York), Darlene E. Crone-Todd (Salem State College) |
| Abstract: Functional assessment is an important approach for treating problem behaviors of individuals with developmental disabilities. Simulation in Developmental Disabilities (SIDD) is a multi-media computer program that teaches functional assessment. Using SIDD, students are placed in the role of a behavior analyst and are presented with a client who engages in a problem behavior. Functional assessment strategies are used by the student to identify the functional hypothesis and design effective treatments. Previous correlational research suggests that sequencing case difficulty may be important for teaching client case problem-solving. In the current study, order of client case difficulty was experimentally manipulated. Student participants were randomly assigned to conditions and exposed to either increasing or decreasing order of difficulty of simulated client cases. Students’ performance during the simulation to a test client case will be examined to determine the effect of order difficulty of instructional material. These analyses are expected to reveal that the order of difficulty is an important consideration for learning clinical decision-making skills. |
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| 99. The Effect of Instructor Self-disclosure on Preservice Teachers' Knowledge and Dispositions |
| Area: EDC; Domain: Service Delivery |
| CARRIE FITZGERALD (State University of New York, Fredonia), Laura Geraci (State University of New York, Fredonia), Barbara Mallette (State University of New York, Fredonia) |
| Abstract: Although a plethora of research exists that documents the effects of teacher self-disclosure on pupil memory and pupil perceptions (for example, Ejsing, 2007; Woolfolk, 1979), little research exists that examines self-disclosure in preservice teacher education. This poster will depict a study that examined the effect of instructor self-disclosure on preservice teacher content knowledge and preservice teacher professional dispositions. Subjects included undergraduate students enrolled in general education and inclusive education programs. The investigation utilized multiple opportunities of instructor self-disclosure on her experiences with typical and atypical child development. Measures of student content knowledge and professional dispositions were obtained prior to and subsequent to instructor self-disclosure. Preliminary results indicate that preservice teachers do benefit from instructor self-disclosure in several immediate ways. First, preservice teachers reported that they linked content vocabulary and concepts to specific instructor stories/experiences. That is, preservice teachers appeared to remember more content when they linked it to instructor self-disclosure. Second, preservice teachers exhibited more positive professional dispositions following instructor self-disclosure. The limitations of the study will be display as well as recommendations for future research. The use of self-disclosure with preservice teachers who work in general education, special education, and inclusive education settings will be highlighted. |
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| 100. Practice-Based Evidence: Behavioral Applications in General Education Settings |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAWRENCE J. MAHEADY (State University of New York, Fredonia), Michael Jabot (State University of New York, Fredonia) |
| Abstract: Practice-based evidence refers to data that are collected to assess the effects of evidence-based practices in a real life setting (Dietrich, 2008). In effect, practice-based evidence examines implementation issues surrounding the practical applications of interventions with documented efficacy under more tightly controlled experimental conditions. During the past three years, master’s candidates in a general education teacher preparation program have been engaged in a variety of practice-based evidence studies. These studies have examined the impact of a range of academic and behavioral interventions (e.g., group contingencies and mystery motivators, Class Wide Peer Tutoring, response cards, and numbered heads together) on the academic and behavioral performance of general education students across a variety of age levels, content areas, and educational settings. This poster session will: (a) provide summary tables on the impact of four selected interventions noted above, (b) present single case research data from selected studies, and (c) discuss the implications for disseminating behavior analytic practices more extensively “under the dome” of the normal curve. |
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| 101. Assessing Inter-Observer Agreement and Accuracy in Training and Acquisition of Experimental Functional Analysis Skills |
| Area: EDC; Domain: Applied Behavior Analysis |
| JON A. LOKKE (Ostfold University College Norway), Lars Rune Halvorsen (Akershus University College), Gunn Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: Two recently published studies in the Journal of Applied Behavior Analysis focus on the assessment of observer accuracy in continuous recording of behavior (Mudford, Martin, Hui, & Taylor, 2009; Mudford, Taylor, & Martin, 2009). The authors recommend further research with real behavior streams to assess behavior analysts’ choice of suitable agreement and accuracy algorithms. Experimental functional analysis skills (EFAS) are an important part of behavior analysts’ repertoire. Several studies have documented that EFAS may be trained in a short period of time (Lokke, Lokke, & Arntzen, 2009; Moore & Fisher, 2007). However, obtaining an accurate percentage of correct teacher or therapist responses depends on one criterion derived from observable client behavior and specified protocol requirements. Comparison of registrations and the criterion produces accuracy measures. Comparing independent observers’ scores, on the other hand, produces a measure of interobserver agreement. However, as far as we know, no standard procedure has been developed for establishing the criterion for measuring accuracy in training EFAS. Such a procedure is necessary for effective training of EFAS, in that the training is guided by the percentage of correct responses (accuracy). In this study we have by the use of videotaped sessions developed a procedure for establishing accuracy in assessments of EFAS training. The procedure for establishing accuracy and agreement is presented. |
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| 102. More Data on the Changeability of Misconceptions in Behavior Analysis Among Students |
| Area: EDC; Domain: Theory |
| JON A. LOKKE (Ostfold University College Norway), Gunn Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: Misconceptions may be described as “…beliefs that are held contrary to known evidence” (Taylor & Kowalski, 2004, p. 15). Behavior analysis appears vulnerable to misconceptions, partly due to the quantity of technical terms (DeBell & Harless, 1992; Lamal, 1995; Todd & Morris, 1992). Students frequently show misconceptions regarding basic constructs in behavior analysis. It is important to try to change such widely held misconceptions (Arntzen, Lokke, Lokke, & Eilertsen, in press). In an earlier presentation (Lokke, Lokke, & Arntzen, 2009) we reported some preliminary data on the changeability of misconceptions in students. Data indicate that the ConsepTest manual for changing misconceptions may be successful, but further research was warranted on: (a) Different types of misconceptions that can be changed with the ConsepTest. (b) Whether the effects generalize over time and misconceptions within operant psychology and over behavioral phenomena, such as classical conditioning and operant conditioning.The purpose of the current study is to investigate these two groups of research questions. We present the technology used, and data on changing misconceptions about behavior analysis in students from Norway. We emphasize generalization issues regarding the technology, the ConcepTest, and whether changes are stable over time. |
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| 103. Functional Assessment and Intervention of Escape and Attention Maintained Aggressive Behavior in the Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| JOSHUA NEEDELMAN (Munroe-Meyer Institute), Mark D. Shriver (Munroe-Meyer Institute), Jessica A. Knight (Munroe-Meyer Institute) |
| Abstract: This poster presents a case of a 12-year-old male with a diagnosis of Asperger’s Disorder who was engaging in aggressive and destructive behavior in the classroom setting. He attended a self-contained classroom for children with behavior disorders. He had at least average intelligence, but academic deficits across reading, math, and writing. Functional analyses conducted in an outpatient clinic setting and in the classroom suggested target behaviors were maintained by escape from academic demands and access to social attention. Data from the brief functional analyses in the clinic and classroom are presented. The link between the functional analyses data and subsequent intervention components is described. Intervention data are presented. Implications of the functional analyses data in demonstrating the need for a comprehensive, intensive intervention in the classroom are presented. |
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| 104. The Use of a Concurrent Operants Assessment to Inform Behavioral Intervention for Severe Problem Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| STEVE VERSTRAETE (Summit Educational Resources), Johanna F. Shaflucas (Summit Educational Resources), Amy K. Burkett (Summit Educational Resources), Gretchen G. Abdulla (Summit Educational Resources) |
| Abstract: A concurrent operants assessment was conducted to assess the behavioral function of aggressive behavior in a 12-year-old male student with multiple disabilities for whom conventional analog functional analysis techniques were contraindicated due to the severity of his problem behavior. The assessment exposed the student to four concurrent operants comparisons in alternating sequence until clear preferences emerged for each set of conditions. The results of the assessment showed that in three of the four comparisons, the student demonstrated a preference for conditions in which adult attention was readily available. Subsequently, a behavioral intervention using socially-mediated positive reinforcement in the form of attention as a hypothesized maintaining contingency was implemented during the school day. Following implementation of the intervention, the frequency of the student’s aggressive behavior decreased below baseline levels, thus lending further support for the utility of concurrent operants assessments in the analysis and treatment of severe problem behavior in cases where conventional functional analyses are difficult or unfeasible. |
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| 105. Early Childhood Preschool Aggression: Descriptive Study of Topographies, Roles, Setting, and Peer or Teacher Consequences |
| Area: EDC; Domain: Applied Behavior Analysis |
| DAVID M. RICHMAN (University of Illinois), Katherine Fettig (University of Illinois), Annamarie Hayner (University of Illinois), Carly Slavin (University of Illinois), Chad Rose (University of Illinois) |
| Abstract: We conducted a descriptive analysis of the topographies of aggression (i.e., physical, verbal, social exclusion, and relational), roles (i.e., aggressor, victim, neutral bystander, defender, or reinforcer), setting (i.e., outside playground, indoor gross motor room free play, centers, and circle time), and peer or teacher consequences (e.g., reprimand, redirection, ignore) during three months of observation at a private preschool / daycare center that predominantly served typically developing young children. The participants were 44 children ages 2-6 that attended three different classrooms and their six teachers (two per classroom). In-vivo descriptive observations documented the previously mentioned variables for 238 occurrences of aggression. Interobserver occurrence agreement was collected for 16% of the aggressive incidents with mean agreement across all variables being 85% (range, 63-100%). Results indicated that the vast majority of aggression was either physical or verbal aggression (93%) with very little relational aggression or social exclusion. The most common setting was surprisingly the group instruction center time (48%) followed by outdoor playground recess (36%). Peer reactions and consequences were almost always ignore (87%) with very little occurrence of peers defending their peers or encouraging the aggressor. Finally, the most common teacher reactions were (a) ignoring or appearing to be unaware that the aggressive instance occurred (56%) and (b) verbal reprimand (38%). Results will be discussed within the context of early intervention for aggressive behavior and linked to literature on prevention of bullying behavior / aggression in school-aged children. |
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| 106. Acquisition of Stimulus Relationship of Translation Writing Through Respondent-Type Training for English as a Second Language Learning |
| Area: EDC; Domain: Applied Behavior Analysis |
| MIKIMASA OMORI (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Japanese students with developmental disabilities have difficulty on English writing as second language. Our previous research suggested constructed-response matching-to-sample procedure showed better results of acquisition and transfer on English writing than matching-to-sample (MTS) procedure. However, presenting negative comparison stimuli might disturb the acquisition of stimulus relationship. Respondent-type training had shown the utility of acquisition of stimulus relationship. Although some studies suggested the acquisition of stimulus relationship using MTS testing on the computer, few of them suggested using MTS as writing outcomes on the paper. In the present study, we examined the controlling variables on acquisition of stimulus relationship in English translation writing through respondent-type trainings. Sample stimulus was presented on the computer display for 1 second, then paired stimulus was presented for 2 seconds. With 4 participants, result indicated that they could successfully acquire the stimulus relationship in English translation writing. This result shows the extensive use of respondent-type trainings. |
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| 107. Stimulus Equivalence and Brain Function in Broca’s Area: A NIRS Study |
| Area: EDC; Domain: Applied Behavior Analysis |
| HIROSHI SUGASAWARA (Tokiwa University), Mikimasa Omori (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Equivalence relations are established by functional learning in a verbal community or through an ontogenetic process. Previous study showed that the verbal fluency (VF) task activated Broca’s area, but the match-to-sample task did not. In this study, we assessed whether participants showed a difference in the change of oxygenated hemoglobin in the interior frontal gyrus including Broca’s area for the derived relations of identity matching, symmetry, and transitivity during training, before training, and after training. As a result, we found that the change of oxygenated hemoglobin level in Broca’s area was lower for the VF task than for evaluation of derived relations, including symmetry and transitivity in the post-assessment. This means that an overt stimulus naming response did not occur when the participants showed an equivalence relation. |
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| 108. The Challenging Behavior Service: A Training Service for Members of Challenging Behavior Teams in Iowa |
| Area: EDC; Domain: Service Delivery |
| TORY J. CHRISTENSEN (University of Iowa), Brenda J. Bassingthwaite (University of Iowa), David P. Wacker (University of Iowa), Kelly M. Schieltz (University of Iowa), Todd G. Kopelman (University of Iowa Hospitals & Clinics), Sean D. Casey (Iowa Department of Education), Barbara Ohlund (Iowa Department of Education) |
| Abstract: Iowa is divided into nine Area Education Agencies (AEAs) who are responsible for delivering a variety of services to local school districts. Historically, AEAs have been responsible for identifying needs of their school districts and providing the necessary supports and services for meeting the needs. The Iowa Department of Education (DE) supported an initiative for all AEAs to develop a challenging behavior team to conduct functional behavioral assessments and to develop intervention plans with children who exhibit problem behavior in the school setting. The DE contracted with behavior analysts from the University of Iowa Children’s Hospital to provide training and consultation in the area of applied behavior analysis to each challenging behavior team. This poster will describe the activities of the first year of this project. An assessment of each teams’ prior experience was conducted so that consultation and training was customized to fit the needs of each challenging behavior team. Services were provided through a combination of onsite visits, visits to a training clinic held at the University of Iowa Children’s Hospital, didactic training, conference calls, and network cameras. This poster will highlight information about the service delivery model and display data from the project. |
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| 109. Effects of Self-Regulated Strategy Development on Persuasive Essay Writing of High School Students With Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| Sharlene Kiuhara (Vanderbilt University), ROBERT E. O'NEILL (University of Utah), Leanne S. Hawken (University of Utah), Steve Graham (Vanderbilt University) |
| Abstract: Six high school students with high incidence disabilities were trained (in a multiple baseline design across student pairs) to write persuasive essays using a modified self-regulated strategy development approach similar to that developed by Graham & Harris. Visual analysis of the results indicated that the training was effective in increasing (1) the number of both total and functional elements in each essay, (2) total words written, (3) time spent planning and composing, and (4) quality of essays as indicated by independent judges. In addition social validity data indicated high satisfaction of students, parents, and teachers with the process. |
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| 110. The Effect of Preteaching Vocabulary on Reading Passages for Third Grade Participants |
| Area: EDC; Domain: Applied Behavior Analysis |
| GAIL COULTER (Western Washington University), Michael C. Lambert (Western Washington University) |
| Abstract: Oral reading fluency is the bridge between decoding and comprehension (Chard, Vaughn, & Tyler, 2002; Piluski & Chard, 2005). Fluency’s contribution to the reading process was suggested by LaBerge and Samuels (1974) through the theory of automatic information processing, underscoring the necessity of the reader recognizing subparts of words in extended text in order to release conscious attention, facilitating meaning of the text itself. However, many students read quickly and accurately but demonstrate little comprehension. This study explored the reciprocal nature of vocabulary and fluency, leading to more powerful interventions, beyond speed. This study used a multiple baseline design across three third grade typical developing students. The effects of preteaching vocabulary on reading passages was measure on the number of words read correctly in one minute, the percentage of number of words read correctly across passages and the number and percentage or correct literal and textually explicit multiple choice questions based upon each passage. |
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| OBM Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 111. Effects of a Peer Review System on Program Book Completeness |
| Area: OBM; Domain: Applied Behavior Analysis |
| CHRISTINA MARIE BOYD-PICKARD (RCS Learning Center), Allison Genovese (RCS Learning Center) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a peer review system on the completeness of student program books. A multiple baseline design was utilized to evaluate the effectiveness of the procedure. Participants included three direct care staff employed at a private school for children diagnosed with developmental disabilities. Prior to baseline, participants had been instructed on data collection, graphing, and program book updates. During baseline, senior administration utilized a checklist to score each program book on completion. Participants were not informed that this checklist was being completed and were therefore, not informed of their scores. During intervention, each participant was assigned a peer to complete their program book checklists on a weekly basis. The peer was trained on checklist completion as well as how to provide anecdotal feedback. The participant was provided written feedback consisting of the score their program book received as well as anecdotal feedback on a weekly basis. Inter-observer reliability checks occurred throughout the intervention phase to ensure accuracy of feedback. |
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| 112. Behavior Change Through Reactivity: Assessing Effects of Covert Versus Overt Observation System on Staff Engagement |
| Area: OBM; Domain: Service Delivery |
| Lin Tang (University of Massachusetts Amherst), SHANNON KAY (May Institute), Erica Webster (May Institute) |
| Abstract: This study seeks to further break down the concept of reactivity through the implementation of a covert and overt observation system. Through the utilization of a changing criterion design, the DV of staff engagement levels during recess, an unstructured time with few demands placed on the staff was established in baseline. Subsequent phases of covert and overt observations were carried out wherein during the covert observation phase, the experimenter observed the staff members in an obvious manner but did not reveal to staff members the specifics of the observation. The overt observation phase included a school wide meeting where staff members were made aware of the details of the observation and the operational definitions of the dependent measure, thus the subject of the observations were no longer a mystery to staff members. Additional posting of the observation topics were made available to staff members through email. The engagement levels for all phases were measured and sustainability of behavior change was also examined. |
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| 113. Peer-Management as a Supervisory Strategy in Community-Based Residences |
| Area: OBM; Domain: Applied Behavior Analysis |
| JENNIFER DOHERTY (Evergreen Center), Jennifer M. Silber (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Providing consistent supervision for direct care workers in community-based residential homes for people with developmental disabilities historically has been a problem. In this study peer management was evaluated as a supervision strategy to increase staff compliance with job requirements. Twelve direct care staff working in two community-based residences for adults and one for children participated in the study. Peer management involved having paired staff complete daily checklists of their matched peer on completion of specific job assignments and giving them the checklist as feedback on their performance. In addition, supervisors conducted weekly checks, which were then faded to every other week, to ensure completion of job assignments as well as completion of the checklist by the peer monitor. A multiple baseline design across residential homes was implemented to evaluate the experimental effects. Results showed that peer management can be an effective supervisory strategy, however, peer alliances or conflicts may affect the supervisory process and strategies should be evaluated in future studies to reduce this possible problem. |
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| 114. Improving Reliability of Staff Supervision; Development of an Agency Wide Plan |
| Area: OBM; Domain: Service Delivery |
| CHRISTIAN A. BENAVIDES (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: One of the challenges of a de-centralized agency providing home-based services to children with autism is the delivery of consistently effective services. With staffing resources spread over a wide geographical area, collaboration between supervisors is limited. Well-defined and consistently implemented staff evaluation tools can help to bridge this gap between supervisors and increase the likelihood that effective services are provided on an agency-wide basis. However, the implementation of these tools may be inconsistent between supervisors, and thus result in poor reliability. The current study describes the development of a staff evaluation tool used in home-based environments. Throughout the tool’s development, operational definitions, recording systems, rating scales and data form compositions were modified to improve reliability. The overall reliability of the tool is measured across several iterations. In addition, the tool’s reliability in measuring several subsections of staff performance is measured as well. The resulting system is a model for broader implementation. |
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| 115. A Sustainable Pre-Referral Meeting System for Teachers: Bridging the Research-to-Practice Gap |
| Area: OBM; Domain: Applied Behavior Analysis |
| L. KEITH MILLER (University of Kansas), Constance Tieghi (University of Kansas), Nathaniel G. Smith (University of Kansas) |
| Abstract: Researchers have developed effective meeting systems but little is known about how to institutionalize these systems under non-research conditions. The present research was undertaken to bridge this research-to-practice gap for teacher meetings held to consider student's problem behavior. The current research was conducted over a seven year period in a Midwestern middle school of about 500 students. A meeting system was based on a scripted agenda that was read out loud by the meeting facilitator to prompt participants to complete a set of tasks. These included defining the problem behavior, observing and graphing it, assessing its function, identifying a desirable behavior with the same function, developing an intervention and a plan to implement it and evaluating its effectiveness. The experiment was conducted under simulated non-research conditions where the experimenter provided no supports for the system. During a one-year baseline 15% of meeting tasks were completed. During a one-year experiment 80% of tasks were completed with the agenda, 40% without it and 80% with it. During a 5 year follow up 80% of the tasks were completed. The results suggest that the very low effort scripted agenda may facilitate institutionalization and that results during simulated non-research conditions may predict sustainability. |
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| 116. The Experimental Analysis of the Effectiveness and Sustainability of a Teaching Chinese Program |
| Area: OBM; Domain: Applied Behavior Analysis |
| HANG WU (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: This experiment investigated the effects of a teaching Chinese program on the acquisition of the pronunciation and translation of Mandarin Chinese characters by five classes of American college students for two years. It also investigated the effects of a training program on the teaching skills of four native Chinese teachers. The effects of the teaching package were analyzed using a multiple baseline design across classes. The average vocabulary test score for students before the teaching program was 70%. The average test score with the teaching program was 85%. During the follow up semester, the average test score was 83%. Before training, the average number of correct teaching trials by the teachers was 28. The average number of correct teaching trials after training was 68. Results suggested that the training produced an increase in correct teaching by the teachers, which in turn increased the students’ performance. |
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| 117. The Use of Feedback in the Management of Academic Tasks |
| Area: OBM; Domain: Applied Behavior Analysis |
| ROSSANA SOMALVICO (Iulm University - IESCUM), Francesco Pozzi (IESCUM), Giovambattista Presti (Libera Universita di Lingue e Comunicazion), Paolo Moderato (Libera Universita di Lingue e Communicasione) |
| Abstract: Several authors show the multiple functions that a feedback can take (Daniels, 1994; Komaki, 1978; Sulzer-Azaroff & Mayer, 1991; Agnew, 1998; Agnew & Redmon, 1992): eliciting stimulus, discriminative stimulus, reinforcing stimulus, punishing stimulus and establishing operations function. In this study, a multiple baseline across subjects is used to test the effect of feedback in academic tasks during a laboratory (independent variable) on the quantity and quality of performance and satisfaction for the work done (dependent variables). During the laboratory, the experimenter provides the students with instructions to perform tasks, and develops a checklist with the required form of the responses of each task. The checklist is used to define the correct and incorrect aspects of the task specified in the feedback message Students behavior observed by the experimenter is the written response (frequency and form) to the experimenter in the e-learning platform. The feedback is delivered verbally and graphically on the online course that supports the laboratory, after the students verbal responses. We hypothesize that, in this context, feedback has a reinforcing function. The results could be useful for planning a good management of academic laboratories, using verbal and graphical feedback. |
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| 118. In Search for a Better Research Environment: Improving Information Sharing of Applied Behavior Analysis Lab |
| Area: OBM; Domain: Applied Behavior Analysis |
| YUKA KOREMURA (Keio University), Mikimasa Omori (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The current presentation shows behavior changes by arranging a research environment of an applied behavior analysis lab. In Organizational behavior management, it is critical to focus on worthy performance before changing behavior (Gilbert, 1978). In his book, Human Competence: Engineering worthy performance shows that the performance is a transaction of both behavior and its consequence. Therefore, it is necessary to first look at a performance, then evaluate whether the behavior of the performance is valuable enough to change. The research lab was analyzed from these perspectives for their performance improvement. The central concern was the information sharing performance at multiple levels (e.g., daily, experimental, and writing). Towards improvement on information sharing, we systematically asked questions using environment aspect of Gilbert’s (1982) the PROBE Model as a guide. Our solution was to implement object-oriented and functional database specifically designed for this lab so that the accumulated research data (dependent variables) as well as intervention programs and materials (independent variables) in this lab became highly accessible to the lab members. The current research indicated that organizing information required the needs of how users use them when designing a database. |
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| 119. A Staff Training, Feedback, and Contingency System for Early Childhood Interventionists |
| Area: OBM; Domain: Applied Behavior Analysis |
| REBECCA S. RAAS (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Janice Doney (The ABRITE Organization) |
| Abstract: A training package was utilized to initially train novel skills to recent hires, and to maintain these skills as current employees, or early childhood interventionists (ECIs). These ECIs provided early intensive behavioral intervention (EIBI) to children under the age of 3 years with speech delays or those on the autism spectrum. Training consisted of procedures to build rapport, establish verbal operants, and decrease undesirable behavior, among many other techniques commonly used in EIBI (e.g., discrete trial teaching, natural environment teaching). This training package consisted of: 1) demonstrating fluency of written material by passing quizzes with 80% accuracy or above, 2) engaging in role-play based on the written material, and 3) demonstrating all trained skills in the field. After training, a feedback component was implemented which consisted of: 1) weekly checklists providing feedback in relation to the skills targeted in training, 2) weekly feedback via e-mail, and 3) bi-weekly feedback via video. A contingency system was also implemented to serve as a reinforcer for contributing to the graduation of a child from EIBI. |
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| 120. Effects of Scorecards and Bonus Pay on Staff Turnover in an Applied Behavior Analysis Clinical Setting |
| Area: OBM; Domain: Applied Behavior Analysis |
| NATALIE HEAD (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: This study investigates a performance management package on staff turnover in an applied behavior analysis (ABA) clinical setting. High staff turnover is a problem prevalent in special educational settings. Retention of staff is vital for any ABA clinic due to specialized training and supervision of staff. Organizational behavior management focuses on the supervision of work-related behavior and its relationship with environmental antecedents and consequences to enhance performance in the workplace. From an organizational behavior standpoint, an increase in performance and decrease in turnover is critical to sustain in any organization in order to produce the most effective and efficient treatment among patients. By using set balanced scorecards for each staff member, the overall goal is to ensure the organization and all subsystems (processes, departments, teams, employees) are working together in an optimum fashion to achieve the desired results. The author hypothesizes that the tools of organization behavior management decreases staff turnover in an ABA and autism setting. |
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| 121. The Effects of Success Story Training on Job Interviewing Skills in Mock In Vivo Interviews |
| Area: OBM; Domain: Applied Behavior Analysis |
| DEBRAH KITE (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology) |
| Abstract: Strong communication skills in a job interview are essential for increasing the likelihood one will be offered a position. One of the best ways to communicate a strong message is through the use of a “success story.” A success story involves highlighting a person’s strengths by telling the interviewer about a past experience or challenge the interviewee had to overcome in a narrative story format and how this experience has contributed to the individual’s current success. The purpose of the current study is to determine the effectiveness of success story training using a fluency-based approach on job interviewing skills. Participants will include ninth grade students at a general education charter school in the south side of Chicago that focuses on preparing inner-city youth for the workforce. A pre-in vivo interview and post- in vivo interview will be used to measure differences in job interviewing skills. Fluency based trainings will be used to teach and measure the participants’ skills in creating and communicating an effective success story. By focusing on smaller, component skills, it is expected that a fluency-based training approach will lead to improved interview performance. |
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| 122. Increasing Medicaid Dollars Billed for Services by School Psychologists Using a Performance Improvement Package |
| Area: OBM; Domain: Applied Behavior Analysis |
| MEGAN M. HYBZA (University of South Florida), Trevor F. Stokes (James Madison University), Marilee Stafford Hayman (Hillsborough County Public Schools), Tracy Schatzberg (Hillsborough County Public Schools) |
| Abstract: Organizational behavior management (OBM) is a subfield within the discipline of applied behavior analysis (ABA) involving the application of ABA principles and practices to organizational settings. One successful intervention used in OBM is the implementation of a performance improvement package. This approach has proven to be an effective problem solving strategy in a variety of settings, based on effective components such as goal-setting, prompting, and feedback. In this endeavor a performance improvement package was applied within an educational setting. In this school district, school psychologists are required to complete documentation for Medicaid reimbursement to the district, but were inconsistent in doing so. The purpose of this study was to improve the consistency of billing for Medicaid reimbursement by 74 school psychologists serving 102 schools. The school district is divided into seven different areas. A multiple baseline across three areas was used to assess the effectiveness of the intervention introduced in a sequential manner. |
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| 123. Integration and Efficiency: Managing the Safety of Your Clients, Employees, and Company |
| Area: OBM; Domain: Service Delivery |
| TIMOTHY D. CRIPPS (Behavioral Services of Tennessee), Carlos V. Gonzalez (Behavioral Services of Tennessee) |
| Abstract: What’s the problem with overtime? Everything.
It may, on the surface, seem to be a boon to many workers, in that they get extra money at the end of the week at a higher rate (time and a half). However, the short term gains for individual employees will have the long term effect of
sinking your company into the abyss. Behavioral Services of Tennessee conducted an internal study on the relationship between overtime and reportable incidents and crisis calls. These are incidents that may result in harm to a client, such as medical problems or incidents of abuse and neglect. The results of this internal study will be reviewed, along with behaviorally-based solutions to combat this common problem. |
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| VRB Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 125. Signaled Tact and Reading Acquisition Through Echoic and Listener Behavior Training by Children With and Without Hearing Impairment |
| Area: VBC; Domain: Applied Behavior Analysis |
| NASSIM CHAMEL ELIAS (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: The overall objective of the present study was to expand knowledge about acquisition and emergence of signaled verbal operants. Similarities and differences in the acquisition of spoken and signaled verbal operants would imply in the extent of the theoretical and practical understanding of this area, indicating the relevance of the basic processes, regardless of the response topography. On the other hand, literature largely illustrates the use of the stimulus equivalence paradigm to investigate cognitive and academic skill acquisition process. However, the use of that paradigm to investigate verbal operant acquisition has not been explored at its maximum and it is very promising. Some studies have investigated signaled tact and reading acquisition through teaching techniques derived from stimulus equivalence and indicated a higher difficulty in reading acquisition by individuals with hearing impairment. The authors of such studies point out that this difficulty may have occurred due to the features of the printed stimuli used (long and complex words). Considering the functional importance of the verbal operants and the lack of studies that put the above mentioned areas together, the present study investigated the acquisition of signaled tact and reading through echoic and listener behavior teaching by children with and without hearing impairment that did not present reading repertoire. According to the Naming Theory, teaching listener relations, through conditional discrimination tasks, may be sufficient for the emergence of speaker relations. Echoic behavior teaching consisted of imitating a sign. Listener behavior teaching consisted in choosing a picture or printed word in the presence of a sign through matching-to-sample tasks presented by a computer. Tests of tact and reading responses consisted of the presentation of a picture or printed word, respectively, and the instruction for the child to do the corresponding sign. In general, results indicated the acquisition of tact and reading responses through echoic and listener behavior teaching by the children, but not the maintenance of the responses. The association of computer tools and stimulus equivalence technology with matching-to-sample tasks leads to promising perspective to teach verbal operants and sign language in broad scale. |
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| 126. Transfer of Ordinal Functions Through Stimuli Classes in Deaf Children |
| Area: VBC; Domain: Applied Behavior Analysis |
| ALICE ALMEIDA CHAVES DE RESENDE (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: The bilingual approach adopted for educating deaf people in Brazil using Brazilian Sign Language (LIBRAS) as the first language and the written Portuguese language as the instrumental language. The acquisition of this written language can be difficult for deaf people due to the differences between its ordinal grammatical structures and BLS. The ordinal grammatical structure of the first one consists in a subject-verb-preposition-complement order, whereas the BLS structure allows not only this order, but also different combinations of its elements. Such differences usually result, for the deaf people, in a writing repertoire of the Portuguese language that has a different grammatical order than that one used by the verbal community in which they are inserted. This study investigated variables that control the transfer of ordinal functions through equivalence classes. The experimental stimuli used were sixteen printed words divided into four stimuli categories (A1,2,3,4; B1,2,3,4; C1,2,3,4 e D1,2,3,4), which are subject, verb, preposition and complement respectively. The categories teaching approach was matching to sample, while sequencing teaching approach was constructed-response matching-to-sample. In general, results indicated that participants presented transfer of ordinal functions through equivalence classes. |
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| 127. Instructional Programming for Generalized Sound-Print Relations: Long- and Short-Vowel word pairs |
| Area: VBC; Domain: Experimental Analysis |
| MEGAN N. STEIN (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: The literature on reading in persons with intellectual disabilities contains little guidance for teaching word-attack skills, particularly for word patterns beyond consonant-vowel-consonant words (CVC). Our previous studies have demonstrated recombinative generalization of onset and rime units within CVC words following multiple-exemplar training. This study extends this work to CVC and CVCe words. Training involved a computerized word-construction task designed to establish relations between spoken and printed words. There were 5 rime sets containing an equal number of long and short ‘a’ words (i.e., at/ate, an/ane, ap/ape, ad/ade, af/afe) and two with other vowel-containing rimes (i.e., et/ete and ot/ote): a total of 120 words. Sets contained at least 16 words. After pretesting, teaching and testing occurred one 4-word subset at a time in the following sequence: (a) test all four words, (b) teach two words (e.g. rat/pate), and (c) test for recombination of the components (e.g. pat/rate). After mastery of some words in a set, participants began to show generalization in both test 1 (no words trained) and test 2 (two words trained). Probes throughout the study showed generative whole-word reading following the word-construction task. These findings suggest that word-construction training is a valuable addition to comprehensive word-attack instruction. |
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| 128. Instructional Programming for Generalized Sound-Print Relations: Consonant Clusters |
| Area: VBC; Domain: Experimental Analysis |
| MAMBU S. SHERMAN (University of Kansas), Yusuke Hayashi (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: The literature on reading in persons with intellectual disabilities contains little guidance for teaching word-attack skills, particularly for word patterns beyond consonant-vowel-consonant words (CVC). Our previous studies have demonstrated recombinative generalization of onset and rime units within CVC words following multiple-exemplar training. This study extends the work to onset-consonant clusters, such as in the words frat and flat. Omitting the second consonant in the cluster (e.g., seeing flat and saying fat) is a common reading error. Two men with mild intellectual disabilities participated. In a computerized task, participants selected the printed word that corresponded to a spoken-word sample, from among a choice pool of closely related words. There were seven, 25-word sets, each containing five subsets composed to force attention to all consonants within the cluster (e.g., grad, glad, gad, rad, lad). Within sets, teaching and testing followed a recurring pattern of teaching subset 1, testing for generalization to subset 2, teaching subset 2, etc. Both participants ultimately demonstrated generalization to untaught subsets. These findings suggest that teaching spoken-word to printed word relations involving groups of minimally different words would be a valuable addition to comprehensive word-attack instruction. |
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| 129. Transfer of Function Using Derived Relational Responding and Emotionally Salient Stimuli |
| Area: VBC; Domain: Experimental Analysis |
| MICHAEL C. CLAYTON (Youngstown State University), Julie Blaskewicz (Youngstown State University) |
| Abstract: Contextually controlled transfer of functions through equivalence relations provides a tool for exploring complex human behavior. Appropriately responding to emotional cues is a necessary social skill. Further, sensitivity to variations in emotional responding as a function of changing contextual cues is essential for effective social behavior. The present study used a transfer baseline design and abstract stimuli and stimuli with strong emotional content to establish four classes (AB1-4, AC1-4, and CD1-4) and test for transfer for emotional functions (BA, CA, DC, BC, CB, AD, BD, DA, and DB). The D stimuli consisted of both strongly positive and strongly negative pictures, sentences, and sounds. All stimuli were judged by participants (N=12) using a Likert-type scale, both prior to, and at the completion of the study. The pretest and posttest evaluations recorded subjective judgments of each stimulus by all participants to determine whether stimulus function had changed. The results indicate that transfer of emotional function is not a stable phenomenon. Instead, the current results suggest that the degree of transfer can vary widely between stimuli and between participants. The relevance of how emotional sensitivity impacts human functioning particularly in therapeutic contexts will be considered. |
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| 130. Verbal Stimuli Transforming Contingencies: A Matching to Sample Task With Double Functionality |
| Area: VBC; Domain: Experimental Analysis |
| Ana Lucia Suro Soto (Universidad Autonoma de Guadalajara), Emilio Ribes Iñesta (Universidad Autonoma de Guadalajara), MARIA ANTONIA PADILLA VARGAS VARGAS (Universidad Autonoma de Guadalajara) |
| Abstract: Contingency substitution is a term used to describe conventional interactions that involve verbal stimuli transforming (substituting) contingencies. These interactions imply the detachment of the behavior from situational properties (Ribes & López, 1985). A matching-to-sample task was designed to identify either the response to situational properties, or the response to conventional properties referred by a verbal stimulus (referential substitution). Six college students were trained in a second-order matching-to-sample task. Half of the participants were also trained in a modified first-order matching-to-sample task. The matching criterion was symbolic identity. Instead of separated instances arbitrarily matched, relations within two instances were matched to arbitrary stimuli, so as to establish them as relational symbols. The test situation was a second-order matching-to-sample task, with one relational symbol added to the array. The matching response of the participants could be controlled either by the second-order stimuli (response attached to situational properties), or by the relational symbol (response detached from situational properties). Just one participant, who received both kinds of training, responded to the conventional properties of the array. The factors involved in the adjustment process within contingency substitution interactions are discussed. |
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| 131. A Comparison of the Intensive Tact Procedure and Multiple Exemplar Instruction on the Emergence of Naming With Academically Delayed Middle School Students |
| Area: VBC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), KATHARINE J. TINTRUP (Teachers College, Columbia University) |
| Abstract: The experimenters compared the effects of multiple exemplar instruction and intensive tact procedure on the induction of naming in two middle school students diagnosed with emotional and behavioral disorders. The participants were chosen for this study based on the absence of the verbal developmental capability naming. The dependent variable was correct responses to untaught listener and speaker responses during unconsequated probe trials. The independent variables were the implementation of multiple exemplar instruction or intensive tact procedure. For participant C, multiple exemplar instruction functioned to increase correct untaught listener and speaker responses during a novel probe set, and induced the capability naming. For participant D, intensive tact procedure functioned to increase correct untaught responses, however, during a novel probe set, the participant did not emit any correct untaught speaker responses. To induce the naming capability in participant D, experimenters chose to implement multiple exemplar instruction. Correct responding to untaught listener and speaker responses during a novel probe set increased with multiple exemplar instruction and participant D acquired the verbal developmental capability naming. |
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| 132. The Effects of Multiple Exemplar Instruction on the Induction of the Naming Capability |
| Area: VBC; Domain: Applied Behavior Analysis |
| Alison M. Corwin (Teachers College Columbia University), SUSAN BUTTIGIEG (Teachers College Columbia University) |
| Abstract: We conducted two experiments to test the effects of multiple exemplar instruction (MEI) across speaker and listener responding on the induction of naming for four elementary school children diagnosed with autism. Participants in experiment 1 lacked the speaker half of naming, while participants in experiment 2 lacked the listener and speaker halves of naming. In Experiments 1 and 2 we used a delayed multiple probe design. In both experiments, pre and post MEI probes were administered in blocked sets to test for the emergence point, tact and intraverbal responses following teaching the match-to-sample responses while the experimenter said the words for the stimuli. The intervention consisted of MEI with training stimuli across match, point, tact and intraverbal responses using 2D and 3D contrived and novel (but noncontrived) stimuli. Following the intervention, post probes replicating the pre probe, as well as a novel set probe, were conducted. The results of experiment 1 showed that following MEI using contrived 3D stimuli, naming for 3D stimuli emerged for both participants, but naming for 2D stimuli did not emerge. Following MEI utilizing 2D contrived and novel stimuli, naming emerged for 2D stimuli for both participants. The results of experiment 2 showed that the listener and speaker components of naming emerged following MEI using 2D novel stimuli. |
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| 133. Generating Frames of Causation in Preschoolers |
| Area: VBC; Domain: Applied Behavior Analysis |
| NICOLE PARRETT (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Ginger Kelso (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Andrea Goodwin (Stephen F. Austin State University) |
| Abstract: Relational frame theory (RFT) extends the equivalence paradigm by forwarding the notion that humans are capable of learning to respond in accordance with increasingly complex relations among stimuli. A frame of comparison involves relating stimuli along some dimension of quantity or quality (e.g., larger-than, higher-than). A frame of causation refers to stimuli that can be contrasted along some dimension in which objects or events are a function of one stimuli's "influence" on another stimulus or set of stimuli. As per Hayes et al. (2001) a hierarchical causal relation entails the listener ability to derive B due to the independent influence of A. A more complex network of causal relations may be inferred if the listener is able to derive that C occurred as a function of the influence of A in conjunction with B.
In this poster, results will be presented of a study to teach and assess the relations among orally expressed words, signed words, and picture representations of common facial expressions. In addition, learners will be assessed to determine if relational responding is sufficient to extend from the simple frame of coordination that was taught to a frame of causation related to everyday situations, and what additional training may be necessary. |
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| 134. Using Frames of Comparison to Generate Good Food Choices |
| Area: VBC; Domain: Applied Behavior Analysis |
| SUMMER KOLTONSKI (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Ginger Kelso (Stepen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University) |
| Abstract: Relational frame theory extends the equivalence paradigm by forwarding the notion that humans are capable of learning to respond in accordance with increasingly complex relations among stimuli. A frame of comparison involves relating stimuli along some dimension of quantity or quality (e.g., larger-smaller, better-worse) and these may be made more specific by quantifying the relation along which the comparisons are made, in this case “healthier”. In this poster, results will be presented of a study to teach and assess the relations among orally presented words, signed words, and picture representations of different food choices. Learners will be assessed to determine if relational responding is sufficient to extend from the simple frame of coordination that was taught to a frame of comparison related to healthy food choices, and what additional training may be necessary to promote those choices. |
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| 135. Use of the Implicit Relational Association Procedure in Measuring Changes in Stigma Following a Brief Defusion Exercise |
| Area: VBC; Domain: Applied Behavior Analysis |
| Jon P Emory (The Chicago School of Professional Psychology), FAWNA STOCKWELL (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology) |
| Abstract: The malleability of specific implicit attitudes has been measured and supported in numerous studies analyzing racial attitudes, ageist attitudes, homophobia, and others, using the implicit association test (IAT) (Greenwald, McGhee, & Schwartz, 1998). A more direct measurement employed in this study for assessing participant’s implicit attitudes is the implicit relational association procedure (IRAP). The IRAP is a computer-based procedure based on principles of Relational Frame Theory that directly measures participant’s implicit attitudes by measuring response latencies to specific stimuli (Barnes-Holmes, Power, Hayden, Milne, and Stewart, 2006). In this study, the IRAP was utilized to examine negative implicit attitudes toward people who identify as being gay, lesbian, bisexual, and transgender (GLBT) in college graduate students. The relational terms “True” and “False” were presented as response options with sample terms “Heterosexual” and “GLBT” and various positive and negative stimuli (i.e. “Normal,” “Abnormal,” “Healthy,” and “Sick”). Additionally, a paper questionnaire examined participants’ explicit attitudes related to the same sample terms and target stimuli prior to the IRAP. Data concerning changes in latencies following a brief defusion exercise are discussed at both the group and individual level. |
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